ethanporcaro/eric-fulltext-meta huggingface dataset:
A Survey of Bahamian and Jamaican Teachers' Level of Motivation and Job Satisfaction
Author: Griffin, David K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Motivation,Foreign Countries,Self Disclosure (Individuals),Teacher Surveys,Comparative Analysis,Comparative Education,Teacher Attitudes,Performance Factors,Predictor Variables,Quality of Working Life,Teacher Education

The purpose of this study was to investigate the level of self-reported job satisfaction and motivation among teachers in the Bahamas and Jamaica. A total of 168 Bahamian (n = 75) and Jamaican (n = 93) teachers completed the Teacher Motivation and Job Satisfaction Survey. Overall results indicate that teachers in the Bahamas reported higher levels of job satisfaction as compared to teachers in Jamaica. Other findings relating to job satisfaction and motivation are discussed, and various aspects of job satisfaction are discussed in relationship to the principles of Invitational Education. (Contains 2 tables.)
Reinvigorating the Teaching of the Civil Rights Movement: The Praxis Project
Author: Russell, Caskey
Date: 2011-00-00
Type: Journal Articles
Subjects: United States History,Civil Rights,Teaching Models,Interdisciplinary Approach,Transformative Learning,High School Students,Secondary School Teachers,Faculty Development,Program Implementation,Praxis,Teacher Student Relationship,Relevance (Education),Politics of Education,Activism

This article explores the work and findings of the Praxis Project: a group of university educators who worked with elementary and secondary school teachers in a professional development setting to reinvigorate their civil rights pedagogy. The Praxis group created a &quot;Six Category Model for Teaching Civil Rights&quot; and used that model as a foundation for discussions, presentations, and debate during the professional development sessions. The Praxis Project also implemented the pedagogy of that model in a classroom setting for a group of high school students under the observation of their teachers. The professional development sessions created a three-way dialogue between the Praxis group, the educators, and students that highlighted the obstacles and the opportunities of teaching the civil rights movement in the current educational climate. (Contains 8 notes.)
Responsive Teaching: A Framework for Inviting Success with Students Who "Fly below the Radar" in Middle School Classrooms
Author: Kronenberg, Jessy
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Evaluation,Classrooms,Individualized Instruction,Case Studies,Teacher Educators,Feedback (Response),Data Analysis,Interviews,Observation,Academic Achievement,Investigations,Grade 7,Grade 8,Theories,Class Activities

By focusing on one student, this case study illustrated ways that successful teachers invited success and may help other teachers create connections with students. This study chronicled one student's responses to her teachers' efforts to engage her during a teaching activity. Data from interviews, observations, and work samples showed how the connections she made with teachers, classmates, and information shaped her understanding on content. During this activity, Mariah developed personal connections with concepts which helped her understand ideas at a deeper level. Teachers encouraged these connections by differentiating instruction in a personal way as they identified Mariah's learning strengths, tapped her interests, and extended her thoughts. (Contains 1 figure.)
Predictions for the Future of American Public Education: Voices from Classrooms and Communities
Author: Ausburn, Lynna J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Public Education,Educational Trends,Futures (of Society),Prediction,Influences

This study used descriptive statistics, rating and ranking procedures, and factor analysis to describe the predictions of 447 educators and members of the general public about 13 concepts that would influence the future of American public education. The 13 items formed four broad factors that were predicted to influence the future of education in the following order: (1) general educational requirements, (2) serving learning needs, (3) meeting ethical responsibilities, and (4) maintaining fiscal accountability and competitiveness. All individual items and factors were perceived to be moderately to strongly influential on the future of educational practice. Predictions of the influence of the factors were similar across demographic groups and between educators and the public. The study created a picture of 21st-century education as an effort to find fiscal resources to maintain relevant emerging technologies and to make them effectively and universally available to all learners in ways that address their individual needs. (Contains 5 tables.)
Sung Solecisms: Hip Hop as Non-Prescriptive Pedagogy
Author: Biggs, Cynthia D.
Date: 2011-00-00
Type: Information Analyses
Subjects: Music,Learning Strategies,Popular Culture,Teaching Methods,Social Influences,Cultural Influences,Identification (Psychology),Language Usage,Language Arts,Postmodernism,Black Dialects

Does the music idiom commonly known as rap music have educational merit? With its harshest critics lambasting it with connotations that equate it with stupidity, gun culture, jail culture, or non-intellectual culture, could there be a pedagogical link after all? Dr. Marc Lamont Hill, Associate Professor of English Education and Anthropology at Teacher's College, Columbia University, believes there is, and affirms this in his recently published book "Beats, Rhymes and Classroom Life: Hip-Hop Pedagogy and the Politics of Identity". Irrefutably, over the last three decades, hip-hop has emerged as an underground phenomenon and has successfully defended its status as one of the world's most popular music genres. The objective of this essay is to offer a critical analysis of the argument presented in support of hip hop as a legitimate learning strategy as espoused by Hill, who happens to be a member and product of the hip-hop generation.
East or West, the Goal Is the Same: Buddhist Psychology and Its Potential Contributions to Invitational Education
Author: Riner, Phillip S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Buddhism,Educational Philosophy,Psychology,Praxis,Theory Practice Relationship,Self Concept,Locus of Control,Non Western Civilization,Role of Education

After describing the basic tenets of Invitational Education and Buddhist psychology, this article explores four commonalities and their implications: The individual is in control; knowing is not doing; others can help; and we can facilitate others' efforts to use effective strategies to reach happiness. The paper concludes by contrasting Invitational Education and Buddhist views on self, perception, and appropriate action. Invitational appropriate wisdom (pradjna paramita) is totally under the control of the individual. (Contains 2 figures.)
The Co-Teaching Professorship: Power and Expertise in the Co-Taught Higher Education Classroom
Author: Ferguson, Jacqueline
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Teacher Education Curriculum,Cooperation,Data Analysis,Teaching Methods,Team Teaching,Higher Education,Student Needs,Individual Needs,Journal Writing,Instructional Effectiveness,Program Effectiveness,Power Structure

Collaboration allows for synergy in the classroom and increases the likelihood of meeting each student's individual needs. Co-teaching has been used as a method of collaboration for inclusion and multi-disciplinary classrooms in grades K-12. In this study two professors co taught an undergraduate reading methods course to model such practices for their students, and to have firsthand experience of the endeavor. During the 15-week semester, the professors kept journals and had students fill out surveys to document the experience. Data analysis of both data sources showed the changes in the professors' understanding of co teaching in the areas of power and expertise. Such findings suggest that these issues may be universal in a collaborative setting and should be address.
Re-Adjusting the Kaleidoscope: The Basic Tenants of Invitational Theory and Practice
Author: Shaw, Daniel E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Theories,Definitions,Vocabulary,Standards

The purpose of this paper is to examine and discuss the basic tenants of Invitational Theory and Practice (ITP) in a way that becomes the accepted standard for use of the various concepts and terminologies used to describe and or explain ITP. Given the variance in the literature regarding definitions of terms and elements of ITP, this article proposes the adoption of a standard terminology for the foundational principles and elements unique to this theory. The major concepts are presented herein as an attempt to set the standardization for future use. (Contains 2 figures.)
Scholar-Practitioner Inquiry as International Action Research: Surveying Leadership Perceptions of Principals in the Toledo District of Belize
Author: Hickey, Wesley D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Action Research,Foreign Countries,Developing Nations,Leadership,Principals,Administrator Attitudes,Educational Research,Professional Development,Researchers,Social Justice,Surveys,Institutional Mission,Student Motivation,Teacher Effectiveness,Administrator Role,School Districts,Poverty

The scholar-practitioner approach to leadership has the potential for effectiveness in developing countries through contextual understanding of unique circumstances. The purpose of this study was to survey leadership perceptions of principals in the Toledo District of Belize. This data, in the tradition of scholar-practitioner involvement, was used to inform the researchers of context and needs of respondents. The development of further professional activities was connected to the data in order to improve the ability of the principals to support socially just systems of education within the region.
SQuARE: Status Quo Awareness and Resistance Education
Author: Woods, Quentin
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Change,Power Structure,Research,Organizational Theories,Educational Theories,Learning,Leadership,Democracy

Status quo is defined as "the existing state of affairs"; therefore, status quo can be identified as positive or negative depending on the circumstances in any particular situation. Many educational authors have written about this timeless subject, and these authors' viewpoints are presented concisely in this project. With the help of movie quotes and historical references, this article describes the drawbacks associated with the status quo, and the reason(s) why the status quo so prevalently exists.
Democracy Is Little "l" Leadership: For Every Day at Any Time
Author: Bogotch, Ira
Date: 2011-00-00
Type: Journal Articles
Subjects: Democracy,Leadership,Democratic Values,Administrator Education,Social Values,Teaching Methods,Leadership Qualities,Administrator Qualifications,Social Justice,Equal Education,Administrator Responsibility

This article directs to the Dialogues of Leadership Education section of "Scholar-Practitioner Quarterly," Volume 4, Issue 4, wherein the contributing authors examined the question of priorities of leadership education for a democratic society. In this article, the author extends that earlier dialogue, and draws into specific relief the language of "leadership" as a central issue to the pedagogical considerations necessary in preparing educational leaders. (Contains 1 note and 6 tables.)
Educational Change, Baldrige, and Schlechty
Author: Vaszauskas, Jim
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Research,Total Quality Management,Standards

This article explores the relationship between research on educational change, the Baldrige continuous improvement framework, and Schlechty's (2002) WOW school standards articulated in &quot;Working on the Work&quot;. Each of Schlechty's standards are examined and examples from practicing educators who have been trained in continuous improvement are provided as examples of practical classroom application of these standards. (Contains 2 figures.)
Toward a Neo-Deweyan Theory of Curriculum Analysis and Development
Author: Simpson, Douglas J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Theories,Curriculum Evaluation,Curriculum Development,Elementary Secondary Education,Educational Philosophy,Heuristics,Epistemology,Instruction,Educational Anthropology,Educational Environment

We adapted an existing comprehensive theory of curriculum analysis for application across complex, multicultural educational environments in P-12 schools. Our theoretical framework is neo-Deweyan in that it draws heavily from John Dewey's curriculum philosophy and because it goes beyond him to draw extensively from other curriculum theorists. The study resulted in the creation of a new heuristic instrument to aid in curriculum analysis and construction. The instrument is intentionally comprehensive and flexible so that it may be used in a wide variety of P-12 programs. Given the flexibility of the theoretical framework and instrument, they may be used in ways that lead to honoring, clarifying, enlarging, rethinking, refining, and rejecting aspects of practices and ideals of P-12 schools. We did not seek to minimize the normative claim that curriculum workers ought to think more holistically, reflectively, and ethically about curricular concerns in P-12 schools. (Contains 2 notes.)
Leading Change to Improve Student Achievement: Novice Leaders Take the Reins
Author: Brazer, S. David
Date: 2011-00-00
Type: Journal Articles
Subjects: Action Research,Academic Achievement,Achievement Gains,Achievement Gap,Student Improvement,Instructional Leadership,Internship Programs,Research Methodology,Courses,Educational Improvement,Student Behavior,College Students,Qualitative Research

This article addresses the effects of education leadership candidates' experiences taking a non-traditional research course in which they identify a specific instructional performance gap in their school sites, then engage in action research, consult published literature, and develop an action plan to address the gap. Candidates are required to implement these plans during their internships. Three case studies assess the effects of this research course. Findings indicate that candidates were influenced by the course in various ways, yet the challenges of leading change without formal authority are great. Implications are that there is high potential for such a research course to help prospective and practicing leaders learn how to lead collaboratively to improve student and school performance. (Contains 1 figures.)
The Role of Administrators in Career and Technical Teacher Induction
Author: Sandford, Brian
Date: 2011-00-00
Type: Journal Articles
Subjects: Locus of Control,Program Evaluation,Beginning Teacher Induction,Administrator Role,Teacher Persistence,Mentors,Teamwork,Interpersonal Communication,Interprofessional Relationship,Qualitative Research,Statistical Analysis,Vocational Education,Vocational Education Teachers,Interviews,Surveys,Administrators

Now in its 9th year of implementation, Oklahoma's Career Tech New Teacher Induction (NTI) has an overall retention rate of 82.6%. A team approach is used and collaboration occurs between local administrators, a local mentor, and a higher education representative. This manuscript focuses on 3 years of both qualitative and quantitative data concerning the role of administrators in the process. Challenges for the administrators include issues outside the locus of control, accommodating the new teachers as they acclimate, and helping the teacher understand the barriers associated with the lack of teaching and organizational navigation experience. Positives of the process include enhanced communication, teamwork, and active engagement. The overall strengths of the NTI program are its systematic year long approach, its committed participants, and its focus on the retention of new teachers by meeting their needs during the critical first-year experience.
Scholar-Practitioner Identity: A Liminal Perspective
Author: Bouck, Gregory M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Self Concept,Ideology,Leadership,Social Distance,Change

In this article the author attempts to identify the processes associated with the development of identity as a scholar-practitioner and provide insight into how positionality in effecting change in our world is perceived. The author begins by presenting an overview of scholar practitioner ideology, as well as an examination of the deconstruction and construction processes of self-identity within these principles. The ideas of "otherness" and liminality are employed in an effort to explain identity development as a personal journey that stands to profoundly influence those with whom one collaborates and/or leads.
Nature, Empire, and Paradox in Environmental Education
Author: Greenwood, David A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Environmental Education,Global Approach,Educational Principles,Politics of Education,Land Settlement,Political Attitudes,Educational Philosophy,Physical Environment

As part of the 2009 North American Association of Environmental Education Research Symposium, this article addresses the cultural and theoretical frameworks that we bring to environmental education, the web of ideas and experiences that define the scope and purpose of the work in its geopolitical context. Originally delivered as a keynote address at the symposium, the paper highlights two necessarily related conversations within environmental education: the first concerns the problem of empire, including its roots in imperialism and colonialism, as well contemporary problems of globalization; the second concerns the problem of nature, including the need to develop intimate connections with the non-human on a planet that everywhere bares the mark of human alteration. Nature and empire are two poles on a continuum that shape the cultural and ecological contexts of life and learning. The author argues for the need to hold empire and nature not in opposition, but in paradox. Holding the tension of paradox complicates simplistic binaries, and can contribute to a stance that appreciates the relationships between seeming polarities in the intersectional work of social and ecological change. (Contains 1 note.)
Coyote and Raven (P)re-Visit Environmental Education, Sustainability, and Run-Away Capitalism
Author: Cole, Peter
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Sustainable Development,Social Systems,Canada Natives,Self Determination,American Indian Culture,Cultural Maintenance,Community Attitudes,Research Methodology,Educational Policy,Educational History,Educational Principles,Politics of Education,Land Settlement,Political Attitudes,Educational Philosophy,Physical Environment,American Indian Languages,Language Maintenance

Together with ubiquitous agent evocateurs, Coyote and Raven, the authors engage trickster discourse and narrative shape shifting as they share research protocols and community conversations based on their research with the four Lower Stl'atl'imx communities (Xa'xtsa, N'Quat'qua, Skatin and Samahquam First Nations) of British Columbia, Canada, in their efforts toward language and cultural regeneration, community sustainability and self-determination.
The 5th World Environmental Education Congress, 2009: A Research Project
Author: Jickling, Bob
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Research Projects,Intellectual Disciplines,Conferences (Gatherings),Educational History,Educational Principles,International Education,Questionnaires

This paper contextualizes the 5th World Environmental Education Congress, discusses the theoretical underpinnings of the Congress theme &quot;Earth Our Common Home,&quot; and relates this theorizing to the research project that was woven through the Congress. We provide a rationale for engaging in this research project, as an invitation for Congress participants to have a say in co-constructing an image of environmental education and a vision for its shared future. The results describe an ever changing, and increasingly complex field. They are also presented as converging and diverging pluralities that can provide critical traction for practitioners who wish to critically reflect on ongoing developments in environmental education. (Contains 3 figures.)
Unfinished Business: Writing as If You're Dying
Author: Ardoin, Nicole
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conferences (Gatherings),Environmental Education,Books,Scholarship,Health Education,Researchers,Research Needs,Educational Principles,Educational Philosophy,Group Activities

Participants in the 10th International Seminar in Health and Environmental Education Research Symposium in Montebello, Quebec were presented with the challenge of considering the question, &quot;If you could only write one book and one paper in your life from now on, what would the titles be?&quot; The task was structured to stimulate thought around colleagues' most important bits of &quot;unfinished business.&quot; This paper provides an overview of responses and reflects on emerging themes of interest in the field of environmental education. (Contains 1 table and 2 notes.)
Graduate Students Lend Their Voices: Reflections on the 10th Seminar in Health and Environmental Education Research
Author: Russell, Joshua
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Students,Seminars,Environmental Education,Educational Research,Reflection,Health Education,Student Experience,Student Participation,Student Surveys,Participant Satisfaction,Student Attitudes,Foreign Countries

Graduate students were invited by their faculty advisors to attend the 10th Seminar in Health and Environmental Education Research. Afterward, they were encouraged to comment on their experiences, involvement, and positioning. Two main authors developed survey questions and retrieved, analyzed, and synthesized the responses of four other graduate students. The overall experience of attending an invitational research seminar evoked various ideas about graduate students' present and future roles in research communities.
Animal Encounters in Environmental Education Research: Responding to the "Question of the Animal"
Author: Oakley, Jan
Date: 2010-00-00
Type: Journal Articles
Subjects: Animals,Group Discussion,Environmental Education,Educational Research,Research Methodology,Interdisciplinary Approach,Social Influences,Humanism

The "question of the animal" represents an area of emergent interest in the environmental education field, as researchers critically consider human-animal relations and animal advocacy in their work. Following a group discussion at the 10th Seminar in Health and Environmental Education Research, the authors of this paper share experiences, challenges, and insights related to disrupting the human/animal divide, conducting respectful research involving nonhuman animals, and producing research that moves beyond humanism and aims to make a difference to the more-than-human world. (Contains 2 figures and 3 notes.)