ethanporcaro/eric-fulltext-meta huggingface dataset:
The Efficacy of Online K-12 School Leadership Preparation Programs
Author: Markson, Craig
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Program Effectiveness,College Graduates,Leadership Training,Instructional Leadership,Elementary Secondary Education,Licensing Examinations (Professions),Scores,Internship Programs,Outcomes of Education

The purpose of this study was to investigate the efficacy of online K-12 school leadership preparation programs. Sixty-five graduates of a K-12 school leadership preparation program from a large public university in New York State were included in this study. A survey was used to collect school leadership program graduates' scores on the New York State School Building Leader (SBL) and School District Leader (SDL) licensure assessments as well as their perceptions of their coursework and internship training in the Interstate School Leader Licensure Consortium (ISLLC) Standards. The results of this study showed no statistically significant differences on scores for SBL Part I, SBL Part II and the SDL Part I licensure assessments among the face-to-face and online groups. However, there were statistically significant differences for SDL Part II scores. The mean scores showed the online instructional program graduates scoring higher on the dimensions of Leading District Educational Programs and Managing District Resources and Compliance. There were little to no statistically significant differences found on the coursework preparation for the ISLLC Standards among the face-to-face and online program graduates. On internship preparation, there were statistically significant differences on ISLLC Standard Three: management of the organization, operations, and resources for a safe, efficient learning environment. Here, online graduates perceived better preparedness than face-to-face graduates. The implications of this research suggested that online school leadership preparation programs can be as effective as face-to-face programs.
Capturing Students&apos; Perception of Entrepreneurial Mindset: Tools for What and Why
Author: Bodnar, Cheryl A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Entrepreneurship,Undergraduate Students,Concept Mapping,Evaluation Methods,First Generation College Students,Job Skills,Knowledge Level,Ability

Despite an increased focused on developing and understanding engineering undergraduates' entrepreneurial mindsets, best practices related to assessing this mindset remain nascent. In an attempt to evaluate concept mapping as a potential assessment tool for entrepreneurial mindset and identify the knowledge, skills, and attitudes (KSAs) first-year engineering students associate with this mindset, we asked students to create &quot;entrepreneurial mindset&quot; concept maps. These maps were scored using the Integrated Rubric for Scoring Concept Maps (Besterfield-Sacre, et al., 2004) -- a holistic tool for evaluating concept maps' &quot;organization,&quot; &quot;comprehensiveness,&quot; and &quot;correctness.&quot; Through the application of this assessment strategy, we not only demonstrated the promise of concept mapping, but also captured 1) the KSAs students believe are relevant to entrepreneurship and 2) students' perspectives regarding the connections between KSAs. Our findings afford program directors and educators the opportunity to prepare educational activities that meet first-year students' program/course objectives and build upon students' current understanding. More generally, assessment using concept mapping offers educators a window into students' mental models and the baseline understanding needed to enhance student learning.
Development of the Engineering Student Entrepreneurial Mindset Assessment (ESEMA)
Author: Brunhaver, Samantha R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Entrepreneurship,Personality Traits,Measures (Individuals),Factor Analysis,Test Items,Test Construction,Altruism,Empathy,Help Seeking,Interests,Metacognition,Motivation

The increasing presence of entrepreneurship within many engineering curricula requires a complementary tool to assess the impact on learners. An instrument was developed based on the Kern Entrepreneurial Engineering Network's 3Cs - Curiosity, Connections, and Creation of Value - framework to assess entrepreneurial mindset. The instrument was designed to target twelve total mindsets. Items were pilot tested four times with undergraduate students at a large southwestern public institution. Results in this paper are given for the last of four pilots in Spring 2017. Exploratory factor analysis was utilized to identify the number of emergent factors and overall importance of each item. The ensuing instrument contained 34 items within seven factors. The developed instrument and results of this study provide a foundation to support the accurate assessment of engineering student entrepreneurial mindsets before, during, and after an entrepreneurial experience.
The Practical Use of Qualitative Research Software in the Analysis of Teacher Observation Documents in the School Improvement Process
Author: Manning, Rory J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Observation,Qualitative Research,Computer Software,Educational Improvement,School Effectiveness,Documentation,Computer Uses in Education,Reports,Research Utilization,Educational Objectives,Program Implementation,Progress Monitoring,Teacher Evaluation,Classroom Environment

It is well documented that classroom observation reports are used by school leaders as just one piece of the clinical supervision process of teachers (Cohen and Goldhaber, 2016). While the frequency of classroom observations might vary between school districts, recent regulations on Annual Professional Performance Review (APPR) have added more consistency to this process in New York State (USDOE, 2014). The challenge for school leaders has been to gain actionable data from observation reports in the school improvement process. Until recently, observation documents were filed as they occurred providing difficulty for school leaders to make connections between observations of individual teachers. Likewise, school district leaders were unable to elicit trends across classrooms without intentional, time consuming review of observation documents. The increasingly ubiquitous use of computer based software in the classroom observation process presents an opportunity for this analysis (Goldring et al., 2015). While most programs allow for quantitative analysis of observation scores and individual component ratings, none provide for the qualitative analysis of evidence collected by school administrators in the observation process. This paper attempts to initiate a process by which data from classroom observation reports can be systematically and efficiently analyzed through the use of available qualitative research software. The power of the qualitative research software to organize the data and allow the user to perform queries reveals limitless possibilities of analysis. School district leaders can use this information to develop instructional goals, train administrators how to document the occurrence of the instructional goals within classrooms, and then monitor progress on the implementation of those goals. Unlike other initiatives, this program of analysis capitalizes on a process that currently exists across all schools in New York State.
Examining Attributions and Perceptions of Family Influences on the Mindset of Junior High School Students in Different Socioeconomic Settings in Ghana Africa
Author: Gorleku, Marcellus
Date: 2018-00-00
Type: Journal Articles
Subjects: Family Influence,Student Attitudes,Junior High School Students,Parent Participation,Student Motivation,Catholic Schools,Socioeconomic Status,Predictor Variables,Foreign Countries

This paper discusses the role and influences of parental involvement and student's motivation on growth mindset. The participants in this study were from three Catholic middle schools in Ghana: One rural all-girls school (N=268); a suburban school (N=448); and an urban school (N=200). Respondents completed Campbell's Inventory of Parental Influence (IPI S6) questionnaire. Six Parental Involvement and three motivational scales were synthesized using exploratory factor analysis. Path analyses were then conducted to determine the factors with direct or indirect impact on growth mindset. Findings indicate direct link between family influences and mindset in all three socioeconomic settings. Also, motivation and parent's expectation have significant direct impact on children's growth mindset.
The Influence of Parenting Styles on Academic Adjustment and Psychological Well-Being among Thai University Students Mediated by Internet Addiction and Self-Regulation: A Path Model
Author: Varma, Parvathy
Date: 2018-00-00
Type: Journal Articles
Subjects: Parenting Styles,Internet,Addictive Behavior,Self Control,College Students,Foreign Countries,Child Rearing,Student Adjustment,Correlation,Life Satisfaction,Parent Influence,Well Being,Psychological Patterns

The major purpose of this study is to investigate the direct and indirect influences of parenting styles (authoritarian, authoritative and permissive) on educational adjustment and psychological well-being mediated by self-regulation and Internet addiction among university students in Thailand. Self-Regulation Questionnaire (SRQ), the Internet Addiction Scale (IAT), the Parental Authority Questionnaire (PAQ), Educational Adjustment Scale (EAS) and the Satisfaction with Life Scale were the instruments used to collect data from 794 university students from 10 universities in Thailand. The results indicated a direct positive relationship between authoritarian parenting style and life satisfaction and educational adjustment. Permissive parenting style also has a positive relation on educational adjustment. The result also indicates an indirect influence of authoritative parenting styles on education adjustment mediated by self-regulation and Internet addiction. The more authoritative their parents are, the better students state are their self-regulatory skills and educational adjustment. Also, the more authoritative the parents were the lower were their students' addiction to the Internet and the better were their students' educational adjustment. The general parenting style in the Thai setting tends to be authoritarian and Thai students report experiencing higher life satisfaction with this style.
An Examination of Pre-Service Teachers&apos; Technological Pedagogical Content Knowledge and Beliefs Using Computer Technology in Mathematics Instruction
Author: Karakus, Fatih
Date: 2018-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Technological Literacy,Pedagogical Content Knowledge,Computer Uses in Education,Mathematics Instruction,Beliefs,Preservice Teacher Education,Program Effectiveness,Outcomes of Education,Scores,College Freshmen,College Seniors,Predictor Variables,Foreign Countries

The aim of this study was to examine the pre-service mathematics teachers' technological pedagogical content knowledge and beliefs using computer technology in mathematics instruction, as well as the effects of teacher training programs on these beliefs and knowledge. Participants included 199 pre-service elementary mathematics teachers. Of these, one hundred-eighteen were freshman and eighty-one were senior. Two instruments (Technological Pedagogical Content Knowledge (TPACK) instrument and Belief Scale towards Using Computer Technology in Mathematics Instruction) were used to determine pre-service teachers' TPACK and beliefs about using computer technology in their instruction. To evaluate pre-service teachers' TPACK and beliefs, both descriptive and inferential statistics were used. The data showed that the teacher education program has a positive effect on pre-service teachers' TPACK for mathematics teaching and beliefs using computer technology in mathematics instruction. In addition, there was a positive correlation between pre-service teachers' belief scores and TPACK scores. So, it can be said that the beliefs using computer technology into instruction is a significant predictor for TPACK.
&quot;Languaging 101&quot;: Translingual Practices for the Translingual Realities of the SEEK Composition Classroom
Author: Corcoran, Lucas
Date: 2017-00-00
Type: Journal Articles
Subjects: Metalinguistics,Metacognition,College Freshmen,Case Studies,Language Usage,Literacy,Popular Culture,Dialects,Curriculum,Writing (Composition),Social Influences,Bilingualism

This article uses the translingual turn in composition/rhetoric studies as a springboard to argue for the development of students' meta-linguistic and meta-rhetorical awareness as it took place for first-year college writers in the local context of a SEEK classroom at a branch college of the City University of New York. I theorize and describe a semester-long assignment sequence that positioned students' ordinary language repertoires as the primary site of academic inquiry. Students collected linguistic ethnographic information and synthesized it with related research to write case studies that interpret their everyday language and literacy practices from a variety of perspectives. The article offers a close-up on the work of one student in particular.
Reworking the Policing of Plagiarism: Borrowings from Basic Writing, Authorship Studies, and the Citation Project
Author: Watson, Missy
Date: 2017-00-00
Type: Journal Articles
Subjects: Plagiarism,Academic Discourse,Ethics,Writing Teachers,Writing Instruction,Basic Writing,Information Sources,Values,Citations (References),Cultural Background,College Freshmen

In this essay, I examine the sociopolitical consequences of policing plagiarism and evaluating students' ethics within the context of basic writing's longstanding tradition of remediating and reshaping pedagogies, ideological stances, and what counts as academic writing. With the hope of illustrating how we might be more intentional about resisting policing tactics, I provide a handful of anecdotes demonstrating how scholarship on authorship and plagiarism, alongside my research with the Citation Project (a large-scale study of student source use), has helped me rework source use in the classroom as a practice within a larger system of values in academic discourse. I argue that we teachers of basic writing, alongside all teachers of composition, must examine our own values placed on source use, acknowledge these values as cultural rather than natural, and then work collaboratively with students to demystify and contest the very values we hold and expect students to also share and uphold. And in doing so, I believe we may further contribute to the field's ongoing endeavor of reworking academic English in ways that make the language and its writing more accessible to and representative of all of its many users.
From a Whisper to a Voice: Sociocultural Style and Anti-Racist Pedagogy
Author: Stanley, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Diversity,Writing Instruction,Basic Writing,Multilingualism,Ethnic Stereotypes,Minority Group Students,Writing Processes,Peer Relationship,Teacher Student Relationship,Interaction,Feedback (Response),Sociocultural Patterns,Social Justice,Racial Bias,Teaching Methods,Language Usage,Writing Assignments,Higher Education

Against a Racial Real backdrop, I argue for consciously adopting a sociocultural approach to style in linguistically and racially diverse Basic Writing classrooms. To make this argument, I focus on a multilingual writer named Tejada, who reveals how she had internalized a racialized stereotypical discourse about herself as a minority--a discourse which operated in an unconscious manner despite it informing her written voice on the page. Tejada's revelation led to her decision to amplify, rather than hushing, her own voice. Her epiphany is presented through a case study approach, including a close analysis of Tejada's process writing and recorded transcripts of peer to peer and student to teacher interaction. I end the article with some practical advice for how to promote sociocultural style feedback that develops a practice of micro-affirmation with students.
Aesthetic Reading: Struggling Students Sensing Their Way to Academic Success
Author: Smith, Cheryl Hogue
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Difficulties,Emotional Response,Student Attitudes,Student Characteristics,Writing Instruction,Two Year College Students,Community Colleges,Reading Skills,Writing Skills,Fear,Failure,Aesthetics,Communities of Practice

This article proposes to extend the revised transactional theory of reading that I introduced to JBW readers in 2012. That revised theory, building on Rosenblatt's distinction between efferent and aesthetic reading, described a third reading stance I named &quot;deferent&quot; to designate the tendency of struggling student readers to defer their interpretations of texts to classmates or teachers deemed to have superior skill or authority. This new essay proposes a fourth, &quot;anesthetic&quot; stance of reading that focuses on counterproductive emotions struggling readers and writers feel that cause them to adopt a deferent stance of reading. This article also examines the dispositions necessary for successful reading and writing events, explores ways in which struggling readers distort those dispositions when reading deferently and anesthetically, and describes an instructional strategy that invites students to aesthetically experience texts in order to avoid the deferent and anesthetic stances. The article concludes with sample writing/reflections from a single case study that is representative of students at Kingsborough Community College and that demonstrates how students can learn to navigate Rosenblatt's efferent-aesthetic continuum.
Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention with and without Motivational Beliefs Training for Struggling Readers
Author: Toste, Jessica R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Reading Skills,Syllables,Grade 4,Grade 5,Elementary School Students,Reading Difficulties,Student Motivation,Teaching Methods,Small Group Instruction,Decoding (Reading),Spelling,Reading Comprehension,English Language Learners,Achievement Tests

This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers (n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.
Math Links: Building Learning Communities in Urban Settings
Author: Leonard, Jacqueline
Date: 2018-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Urban Areas,Preservice Teachers,Student Teacher Attitudes,Community Programs,Youth Programs,Culturally Relevant Education,At Risk Students,Internship Programs,African Americans,Churches,African American Students

Learning mathematics in urban settings is often routine and decontextualized rather than inquiry- and culturally based. Changing prospective teachers' attitudes about pedagogy in order to change this pattern is often tenuous. The purpose of this pilot study was to provide opportunities for teacher interns enrolled in a graduate certification program to interact with urban students in a community-based program called Math Links. Twelve interns completed 30 hours of fieldwork at church-based sites. Prior to fieldwork, the interns participated in a 3-hour professional development and education session, in addition to their education courses. Three interns' work with urban children and youth reveal that community-based experiences changed their attitudes about practice and their capacity to teach urban children mathematics in culturally sensitive ways. One in-depth case study of an Asian teacher reveals not only changes in her attitudes and beliefs about urban students but also changes in her pedagogy as she shifted from teaching by telling to guided inquiry. [Originally published in the inaugural December 2008 issue of the &quot;Journal of Urban Mathematics Education&quot; (&quot;JUME&quot;).]
Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students
Author: Davis, Julius
Date: 2018-12-00
Type: Journal Articles
Subjects: Racial Bias,African American Children,Whites,Children,Racial Differences,Evaluation Methods,Student Evaluation,Test Bias,Mathematics Instruction,Standardized Tests,Federal Legislation,Educational Legislation,Cultural Influences,Culturally Relevant Education,Mathematics Teachers,Teacher Role

Couched within a larger critique of assessment practices and how they are used to stigmatize African American children, the authors examine teachers' instructional practices in response to demands of increasing test scores. Many mathematics teachers might be unaware of how these test-driven instructional practices can simultaneously reflect well-intentioned motivations and contribute to the oppression of their African American students. The authors further argue that the focus of assessing African American children via comparison to white children reveals underlying institutionally based racist assumptions about the competencies of African American students. Strategies are suggested for helping teachers resist test-driven instructional practices while promoting excellence and empowerment for African American students in mathematics. [Originally published in the inaugural December 2008 issue of the &quot;Journal of Urban Mathematics Education&quot; (&quot;JUME&quot;).]
Practices Worthy of Attention: A Search for Existence Proofs of Promising Practitioner Work in Secondary Mathematics
Author: Paek, Pamela L.
Date: 2018-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Urban Schools,Secondary School Mathematics,Teaching Methods,Secondary School Teachers,Teacher Role,Mathematics Achievement,Educational Practices,Summer Programs,Academic Standards,Academic Support Services,Capacity Building,Mathematics Teachers,Board of Education Role,Educational Resources

The goal of the practices worthy of attention (PWOA) project was to surface innovative practices currently in use by urban schools and districts that show promise of improving students' secondary mathematics performance. Each school and district explored has a different perspective and a unique set of practices in place to improve secondary mathematics achievement. The goal of this project was not always to discover innovations in how practitioners address similar issues, but rather to document what practitioners are doing to strengthen secondary mathematics education. Thus, although the practice highlighted might be commonplace, the specific structures and strategies being employed by the school or district to implement it are worthy of attention. A cross-case analysis of the 22 practices revealed two main categories: raising student achievement and building teacher capacity. [Originally published in the inaugural December 2008 issue of the &quot;Journal of Urban Mathematics Education&quot; (&quot;JUME&quot;).]