ethanporcaro/eric-fulltext-meta huggingface dataset:
The Limited Value of &apos;Employability&apos; as an Objective in the Training of Psychologists: Evidence from Chile
Author: González, Luis
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Qualifications,Psychologists,Higher Education,College Faculty,College Graduates,Psychology,Department Heads,Personnel Selection,Employers,Job Skills,Employer Attitudes,Professional Education,Training,Selective Admission

This study, carried out in Chile, describes difficulties in the incorporation of employability as an objective in the training of psychologists. Prior research emphasized confusion of key actors about how to train and measure employability. To illustrate that confusion, we compared perspectives of university Psychology department heads and employers of their graduates. Semi-structured interviews revealed understandings of various elements in the employment process. The department heads began by describing the process and criteria they follow to design, operate and assess their programs. Employers described the skills they have looked for when hiring graduates. Where possible the study notes the match between university training objectives and employer preferences. The skills promoted by universities and employers match on only some dimensions. 'Employability' varies in meaning across actors, occupations, and contexts. At present, universities and employers have little understanding of what the other seeks to accomplish.
An Examination of Educational Policies for Students with Type 1 Diabetes in Catholic School Boards
Author: Corkett, Julie
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Diabetes,Catholic Schools,Foreign Countries,Guidelines,School Health Services,School Nurses,Elementary Secondary Education,Drug Therapy

As one in 300 children have diabetes, Type 1 Diabetes (T1D) is one of the most common chronic illnesses affecting school-age children (Kelo, Martikainen, &amp; Eriksson, 2011; Kucera &amp; Sullivan, 2011; Lawrence, Cummings, Pacaud, Lynk, &amp; Metzger, 2015). If not appropriately managed, T1D can drastically affect a student's ability to experience academic success. Diabetes Canada, formerly known as the Canadian Diabetes Association, has a set of guidelines that they recommend each school board incorporate into their policies for the management of T1D. The authors analyzed 15 Ontario Catholic school boards' policies pertaining to T1D to determine if these policies address Diabetes Canada's guidelines. Out of the 15 school boards analyzed, only four had a T1D policy. A policy analysis was then conducted on the four policies to determine whether they met the guidelines set out by Diabetes Canada. The four policies were found to be lacking in the areas of staff education regarding T1D and assisting students during hypoglycemic episodes. It is recommended that a standardized Ministry policy be developed that addresses the guidelines outlined by Diabetes Canada.
Bias-Free or Biased Hiring? Racialized Teachers&apos; Perspectives on Educational Hiring Practices in Ontario
Author: Abawia, Zuhra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Racial Bias,Teacher Selection,Diversity (Faculty),Teacher Attitudes,Inclusion,Equal Education,Equal Opportunities (Jobs),Neoliberalism,Personnel Policy

This paper argues that while Ontario has witnessed an onslaught of equity and inclusion educational policies aimed at diversifying teacher demographics via &quot;bias-free&quot; hiring practices, teachers across the province do not equitably reflect the identities and demographics of the student population. We, the authors, refer to this as the &quot;teacher diversity gap&quot; which refers to the discrepancy in the proportion of racialized teachers to racialized students (Hrabowski &amp; Sanders, 2014; Turner, 2014, 2015). Through a literature review and the accompanying responses of 10 educators interviewed, this article critiques the dominant narrative associated with the benefits of &quot;bias-free&quot; hiring practices embedded in equity and inclusive policies (James &amp; Turner, 2017; Ryan, Pollock, &amp; Antonelli, 2009) arguing that the teacher workforce has remained predominantly White and unadaptive in terms of representation with the increasingly minoritized student population. The authors further argue that bias-free hiring is a prime example of colour-blind racism (Bonilla-Silva, 2006; Zembylas, 2003) claiming to select candidates based on their individual merit and ability, simultaneously dismissing discussions about systemic racism and other barriers embedded within existing hierarchical educational policies and practices.
High School Redesign: Carnegie Unit as a Catalyst for Change
Author: Brown, Barbara
Date: 2020-00-00
Type: Journal Articles
Subjects: High Schools,School Restructuring,Educational Change,Foreign Countries,Credits,Transformational Leadership,Teacher Student Relationship,Student Participation,School Culture,Educational Strategies,Educational Indicators,Evidence Based Practice,Teacher Collaboration,Cooperative Planning

Researchers examined seven schools in Alberta undergoing high school redesign, including the removal of the Carnegie Unit, a time-based metric for awarding course credits. A mixed methods convergent parallel design was used to gather data from leadership teams in the schools and to examine evidence of the impact on student learning. Qualitative and quantitative data were analyzed concurrently and then merged for the analysis. Findings illustrate that the removal of the Carnegie Unit was a catalyst for redesign and learning improvements. Five constitutive factors enable high school redesign, including: (1) a collective disposition as a learning community; (2) a focus on relationship building; (3) student input; (4) collaboration; and (5) changes to learning tasks and assessment practices. The findings provide insight into the ways in which leadership teams formed complex adaptive systems to enable change and may serve to inform practitioners and school leaders, schools and systems, and those who study policy changes in schools.
How Educational Leaders Conceptualise the Usefulness of Academic Research to Support Their Decision-Making
Author: Tunison, Scott
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Research Utilization,Decision Making,Elementary Secondary Education,Foreign Countries,Relevance (Education),Local Issues,Value Judgment,Barriers,Evidence Based Practice,Urban Schools,Public Schools,Administrator Attitudes,Access to Information,Principals,Superintendents,Educational Administration

Given the pace of their work, school administrators often find it difficult to sift through the massive volume of primary academic research produced each year to find specific pieces that might be useful to inform their practice. In response to this issue, the author developed and implemented a strategy to filter research for local relevance and distribute that research to preKindergarten-Grade 12 administrators in a mid-sized Canadian school district. This paper provides a brief description of the strategy and reports a portion of the results from a study examining the efficacy of the strategy. Since the strategy surfaced research specifically connected to local problems of practice, it was anticipated that participants would (i) see value in research, at least if it was explicitly connected to local issues; and (ii) actually consult research to inform their work. Findings included a general acknowledgement from participants that academic research has the potential to support leaders' practice. However, many noted barriers such as time, access, syntax, and relevance that made it challenging to translate research findings into actual practice. Respondents' suggestions to make academic research more useful for them are discussed.
Integrate or Assimilate?: How the Policy Discourse of Manitoba&apos;s &quot;School Partnerships: A Guide for Parents, Schools, and Communities&quot; Enforces Hegemonic Understandings of Parental Involvement on Recently-Resettled Refugees
Author: Cranston, Jerome
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Foreign Countries,Family School Relationship,Parent Participation,Refugees,Parent Role,Critical Theory,Academic Achievement

Among the challenges that many recently-resettled refugee parents face is the possibility that their children may fail academically in their new home country. Ostensibly, in order to decrease this possibility, provincial education ministries offer policy guidance regarding expectations related to parental involvement with school to all parents, including recently-resettled refugees. In spite of the intentions that drive such counsel, the dominant, Westernized perception of formal education dictates the roles and functions of educators and parents. This perception monopolizes judgments about what is considered to be acceptable &quot;Canadian&quot; parental behaviour as it pertains to the involvement of recently-resettled refugees in their child's education. Using a critical policy analysis approach to examine Manitoba Education's (2005) &quot;School Partnerships: A Guide for Parents, Schools, and Communities,&quot; this article illustrates the ways in which the dominant parental involvement discourses that are encoded in one educational policy normalize and reify a hegemonic ideology of parenting that marginalizes recently-resettled refugees as they attempt to integrate into Canadian society.
Inuit Elder Policy Guidance for System-Wide Educational Change in Nunavut, 2000-2013
Author: McGregor, Heather E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Geographic Regions,Foreign Countries,Indigenous Knowledge,Canada Natives,Eskimos,Older Adults,Educational Change,Advisory Committees,Intergenerational Programs,Educational Policy,Curriculum Development,Role

Elders have been educators and experts in the Arctic for as long as people have inhabited the region. The involvement of Elders in schools and school systems has a relatively shorter history, but is more significant than has been documented to date. Elder instruction, to teach language and/or to facilitate cultural content or &quot;culture class&quot; began as early as the 1970s in some Nunavut communities. By the year 2000 four Inuit Elder Advisors were working full-time for the Nunavut Department of Education (NDE) developing educational philosophy and other materials for schools, in collaboration with a pan-territorial Elders Advisory Committee (EAC), classroom teachers and curriculum staff. We argue that the active role of Elders at the territorial level of school system oversight was critical to achieving Nunavut's aspirations for educational policy change in the years between 2000 and 2013. The article describes how this work was conducted in Nunavut, analyzes some of the outcomes and materials developed, and highlights the opportunities and complexities of working with Elders and Elder knowledge within contemporary institutions, such as school systems.
Toward a Conceptualization of Democratic Leadership in a Professional Context
Author: Ligget, Rob
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership,Participative Decision Making,Foreign Countries,School Culture,Educational Improvement,School Personnel,Academic Achievement,Administrator Attitudes

In this article, an argument is advanced with the intention of establishing the central principles and premises upon which democratic leadership in school contexts are based. These principles are derived from the findings of a study on the professional leadership culture of one school conducted by this author. The initial research was a qualitative case study that examined, through Schein's (2010) organizational culture and leadership model, the perceptions of school-level professionals regarding the nature of their professional leadership culture. Numerous findings with rich implications for democratic leadership in professional contexts emerged from the study. Based on these findings, I propose a conceptualization of democratic leadership and suggest ten strategies for its use in school contexts. Finally, I examine possibilities for the development of democratic leadership capacity in school contexts.
A Critical Discourse Analysis of the University of Ottawa&apos;s Internationalization Strategy Report from a Third World Perspective
Author: da Silva, Vinicius Alves Barreto
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Educational Strategies,Strategic Planning,Global Approach,Reports,Discourse Analysis,Neoliberalism,College Curriculum,Barriers,Developing Nations,Cultural Pluralism,Cultural Awareness,Bias,Curriculum Development,Foreign Students,Standards

This paper offers a critical analysis of the Internationalization Strategy Report of the University of Ottawa, according to the Third World Approach to International Law (TWAIL) methodology. This article argues that the Strategy silences global unevenness, avoids any pedagogical discussion, and reproduces the neoliberal rationality about globalization in its discourse. Also, the liberal multiculturalism evoked in the Strategy hinders the incorporation of marginal cultural narratives, and it is driven by the promotion of economic assets for the university. As the internationalization of the curriculum is not prioritized, the Strategy Report does not consider the reproduction of developed countries' academic canons and the obstacles to the incorporation of knowledge produced in Third World countries, which indicates no concern with the prevalence of a neocolonial bias. Alternatives to balance this situation are offered, such as administrative recommendations, the strengthening of the public debate, and the attention to diversity as a criterion for research funding.
Individualized Narrative Intervention for School-Age Children with Specific Language Impairment
Author: Hessling, Alison
Date: 2020-07-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 2,Language Impairments,Students with Disabilities,Intervention,Personal Narratives,Story Telling,Scaffolding (Teaching Technique),Story Grammar

Purpose: This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol, &quot;Story Champs&quot; (Petersen &amp; Spencer, 2012), on personal narrative generations of school-age children with specific language impairment (SLI). Method: Four second-grade, 8- to 9-year-old boys with SLI participated in this multiple baseline across behaviors, single-case design study that was repeated across participants. Each one-on-one intervention session involved eight steps across two intervention segments: story retell and personal story generation. The interventionist provided systematic scaffolding (visual and verbal supports) that was faded within each session. Three individualized story grammar elements per participant were targeted sequentially across the weeks of intervention based on each participant's needs identified in baseline. The dependent variable probe (personal narrative generation) was administered at the beginning of each twice-weekly session, and individualized story grammar elements were scored on a 4-point rubric (dependent variable). Results: In this single-case research design study, a functional relation was evaluated for each participant (i.e., replication of an effect across three story grammar elements). A functional relation between &quot;Story Champs&quot; intervention and the dependent variable was observed for two participants. Conclusion: Results provide preliminary evidence for the efficacy of individually administered &quot;Story Champs&quot; intervention for children with SLI.
The Partnership Imperative for Preparing Effective Principals in North Carolina Schools
Author: Horner, Martinette
Date: 2020-07-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Leadership Training,Leadership Qualities,Partnerships in Education,College School Cooperation,Administrator Role,Elementary Secondary Education,Professional Development Schools,Recruitment,School Districts

The extant literature highlights the impact principals have on daily operations, visioning, school climate, academic programming, instructional monitoring, and numerous other areas. The need for well-trained principals at the helm of schools, particularly those with large concentrations of at-risk students, has been identified as a critically important factor in improving academic outcomes. Underdeveloped leaders often struggle to improve schools and are unable to show adequate progress among the students they serve. They are also more prone to early burnout, increasing turnover rates. As such, the need to strengthen principal preparation programs has become even more evident in recent years. A number of states, including North Carolina, are exploring ways to encourage principal preparation providers to adopt leadership development approaches that are more responsive to evidenced-based research about effective school leadership. This article focuses on university-school partnerships as an emerging strategy for providing aspiring principals with a more authentic preparation experience.
Morphological Awareness Skills of Second- and Third-Grade Students with and without Speech Sound Disorders
Author: Apel, Kenn
Date: 2020-07-00
Type: Journal Articles
Subjects: Grade 2,Grade 3,Elementary School Students,Morphology (Languages),Phonological Awareness,Speech Impairments,At Risk Students,Receptive Language,Reading Skills,Spelling,Correlation

Purpose: Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method: Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results: Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions: Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.
Morphological Supports: Investigating Differences in How Morphological Knowledge Supports Reading Comprehension for Middle School Students with Limited Reading Vocabulary
Author: Goodwin, Amanda P.
Date: 2020-07-00
Type: Journal Articles
Subjects: Morphology (Languages),Phonological Awareness,Reading Comprehension,Vocabulary,Middle School Students,Grade 5,Grade 6,Grade 7,Grade 8,At Risk Students,Syntax,Semantics,Written Language,Urban Schools,Reading Tests,Spelling,Achievement Tests

Purpose: The current study takes a practical and theoretically grounded look at assessment of morphological knowledge and its potential to deepen understanding of how morphological knowledge supports reading comprehension for students with limited reading vocabulary. Specifically, we explore how different morphological skills support reading comprehension for students with typical reading vocabulary development compared to students with limited reading vocabulary. Method: A sample of 1,140 fifth through eighth graders were assessed via a gamified, computer-adaptive measure of language that contained a morphological knowledge assessment. Links to standardized reading comprehension were explored with a focus on determining differences for the 184 students in the sample who showed limited reading vocabulary knowledge. Specifically, multiple regression analyses were used to test for the relation between morphology skills and standardized reading comprehension, as well as the moderator effect of reading vocabulary on the relation between morphological knowledge and standardized reading comprehension. Results: Findings indicate that the four instructionally malleable morphological skills identified by the assessment differentially supported reading comprehension. These skills were (a) Morphological Awareness; (b) Syntactic Morphological Knowledge; (c) Semantic Morphological Knowledge; and (d) Phonological/Orthographic Morphological Knowledge. Significant interactions for students with limited reading vocabulary were shown in how the skills of Syntactic Morphological Knowledge, Semantic Morphological Knowledge, and Phonological/Orthographic Morphological Knowledge supported standardized Reading Comprehension. Conclusions: Given the challenges students with limited reading vocabulary have with semantic information, Syntactic Morphological Knowledge and Phonological/Orthographic Morphological Knowledge were particularly supportive, suggesting the compensatory role of these morphological skills. In contrast, Semantic Morphological Knowledge had a negative relationship with Reading Comprehension for students with limited reading vocabulary. Implications for theory, research, and practice are discussed.