ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Leadership and Social Justice: Research, Policy and Educational Practice
Author: White, Robert Earle
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Policy,Zero Tolerance Policy,Inclusion,Social Justice,Administrator Attitudes,Equal Education,Educational Practices,Educational Change,School Role,School Safety,Violence,Role of Education

As a result of educational policies emanating from issues relating to globalized societies, schooling is becoming increasingly standardized, not only in terms of assessment and evaluation, but also in terms of processes, policies and procedures. Two issues, "zero tolerance" and "full inclusion" policies are discussed as representative of well-intended but exclusionary policies that do little to advance social justice within schools. Truly inclusive educational practices represent a form of social justice that is much needed within the school edifice and focuses on how policy is understood and implemented at the school level, bringing the relationship between school leaders and educational policy into sharp focus. This presentation advocates the de-institutionalizing of "educational factories" in order to gain greater clarity surrounding some of the advantages afforded by creating more socially just schools. The focus is on the perspective of the school leader as the individual who is in a key position to support socially just strategies for inclusive schooling.
Dorothy L. Sayers and C. S. Lewis: Christian Postmodernism beyond Boundaries
Author: Yuasa, Kyoko
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Fiction,Novels,Postmodernism,Literary Criticism,Twentieth Century Literature,Authors,Christianity,Religious Factors,Popular Culture,Literary Genres,Gender Issues,Females,Sex Role,Sex Stereotypes,Social Environment,Educational History,European History,Intellectual History,Social History

Modern critics do not consider science fiction and mystery novels to be &quot;serious reading&quot;, but Dorothy L. Sayers and C. S. Lewis questioned the boundaries between &quot;popular&quot; and &quot;serious&quot; literature. Both Christian writers critically discuss the spiritual crisis of the modern world in each fiction genre. This paper will discuss Sayers and Lewis from a Christian postmodernist perspective, that is, the acceptance of both human constructions, such as multiple views on genres, and divine revelation, or what transcends the limitations of humanity. Both Sayers and Lewis agreed in terms of their understanding that a writer is limited by human language, but also in terms of their acceptance of the transcendental guidance offered in the interactive relationship with the divine being. The discussion will present Sayers and Lewis as Christian postmodernist writers who re-evaluate generally overlooked genres, begin to argue in their respective genres that gender matters, and introduce the reader to another world beyond the boundaries of the known literary genres. (Contains 9 footnotes.)
Making Sense of Teacher Participants' Graphic Organizers in a Second Order Action Research: Reflection of the Voice of an Action Researcher
Author: Hwa, Chuah Kim
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Action Research,Instructional Materials,Visual Aids,Research Proposals,Workshops,Prior Learning,Inquiry

Being a facilitator of AR (action research) to a group of secondary school teachers in Kuching, Sarawak provided me the opportunity to engage in a second order inquiry using AR on the two years' AR learning workshops concerned. The teacher participants were asked to illustrate, using suitable GOs (graphic organizers), their understanding of what they have learned about AR after each workshop. Workshop evaluation forms, reflective learning notes, and research proposals/reports were also used during interviews. The purpose of this paper is not to share the findings of this second order AR. It is also not to assess the teacher participants' understanding of AR but to provide insight into how they constructed their GOs and made sense of their illustrations. Even though teacher participants in this second order AR produced GOs after every workshop, this paper focuses only on the teacher participants' GOs related to stages/phases in AR and two teacher participants' GOs are provided as examples here. GOs were used during interviews in the second order AR to assist the teacher participants recall and elaborate what they have learned during the AR learning workshops. GOs and interview transcripts were then analyzed for themes. Checking of data was also carried out through member checking. Data obtained suggested that the teacher participants used related AR concepts taught in their GOs and were able to describe the underlying structure of their GOs during interviews. They were also able to relate AR concepts used in their GOs to their respective prior learning of AR and their own teaching and learning experiences during interviews. These findings also provided me valuable insight and different perspectives on how the teacher participants constructed and made sense of AR stages/phases from their own perspectives. (Contains 3 figures.)
Drama Education on the Creative Thinking Skills of 61-72 Months Old Pre-School Children
Author: Yasar, Munevver Can
Date: 2012-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Preschool Children,Foreign Countries,Creative Thinking,Thinking Skills,Cognitive Ability,Drama,Program Effectiveness,Comparative Analysis,Pretests Posttests

This study aims to identify six-year-old pre-school children's creative thinking skill levels and to establish whether there is a difference between the creative thinking skills of children who received drama education and those who did not. The population of the study consisted of six-year-old children who were attending pre-school classes of middle socio-economic level primary schools located in capital of Turkey, Ankara. The sample included 80 61-72 months old children, 40 of whom constituted the experimental group, while the remaining forty constituted the control group. In order to identify the effects of drama education on 61-72 months old preschool children's creative thinking skill levels, the pre-test and post-test-retention test experimental design was used. Data concerning the children's creative thinking levels were determined by using the Turkish adaptation of Urban and Jellen's (1996) &quot;TCT-DP&quot; (test for creative thinking-drawing production). The experimental group received a total of 24 education sessions, twice weekly for 12 weeks. Data obtained from the experiment were analyzed by using the Mann-Whitney &quot;U&quot; test, independent samples &quot;t&quot;-test, Wilcoxon signed rank test and paired samples &quot;t&quot;-test. The results revealed a meaningful difference between the creative thinking scores of experimental and control group children. (Contains 5 tables.)
Educational Transforming, Learning Communities and Teacher Training
Author: Alvarez-Alvarez, Carmen
Date: 2012-00-00
Type: Journal Articles
Subjects: Professional Training,Educational Practices,Foreign Countries,Teacher Education Programs,Communities of Practice,Theory Practice Relationship,Professional Development,Educational Improvement,Improvement Programs,Teacher Improvement,Educational Innovation,Instructional Innovation

This analyses of the paper show to develop innovative educational projects through teacher training. The starting point is &quot;learning communities&quot;, which is a project to change educational practice. It has a long history in Spain. This project is generated according to the assessment process in order to change practices required by Miguel Hernandez School, located in Castro Urdiales, Cantabria. The University of Cantabria oversees the teacher training and organises training meetings with the teachers and volunteers involved in the transformation, such as learning communities, interactive groups, literary gatherings, etc., in order to improve innovative practices. The main success of this process is that the teachers, as they see the positive results of the implementation of these measures, have increasingly asked for more training in this area, because they have come to realize that they are contributing to offering better education for their students through their own professional training and intervention. In order to change educational practices at school, teacher training must be a main priority in any innovative projects.
An Online Cultural Exchange in Pre-Service Language Teacher Education: A Dialogic Approach to Understanding
Author: Haley, Marjorie Hall
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Methods Courses,Teacher Education Curriculum,Foreign Countries,Cultural Influences,Teaching Methods,International Educational Exchange,Teacher Exchange Programs,Computer Mediated Communication,English (Second Language),Language Teachers,Learning Experience,Career Choice,Professional Identity

A dialogic approach to teaching and learning is not a new phenomenon. However, using technology as a mediated platform (email, Skype and blackboard) to allow pre-service teachers in two culturally and linguistically diverse countries to openly communicate and share ideas about teaching and learning is somewhat unique. The present study reports on a 10-week electronic exchange between students in an undergraduate EFL (English as a foreign language) methods course in China and students in a graduate ESL (English as a second language) methods course in USA. Results indicated that not only did the participants learn a great deal about each other, but also they shared more similarities than differences with regard to what they learned from such a cultural exchange; why they wanted to become teachers; and what they will contribute to the teaching profession.
A Comparative Study on China-U.S.' APTHS (Academic Proficiency Test for High Schools): Past, Present and Future
Author: Li, Xin
Date: 2012-00-00
Type: Journal Articles
Subjects: High Schools,Achievement Tests,Foreign Countries,Comparative Analysis,Comparative Education,Comparative Testing,Program Descriptions,Educational Development,Literature Reviews,Position Papers,Content Analysis,Educational Policy,Program Administration,Test Format,Test Content,Performance Factors

This study followed the comparative research mode of description, interpretation, juxtaposition and comparison. Based on the literatures and data collected on the topic, the paper compared and analyzed the past, present and future of APTHS (academic proficiency test for high schools) in the two countries. Some contemplations on the common issues faced by many countries were also discussed. Compared with U.S., the status quo of the exam in China is more problematic resulting from its low professionalization on test assessment and measurement, and bureaucracy on the exam administration. For both countries, equity is the utmost concern in the future development and reform of the exam. (Contains 6 figures and 2 tables.)  [This research has been funded by the No. 51 China Postdoctoral Science Foundation.]
Designing for Problem-Based Learning: A Comparative Study of Technology Professional Development
Author: Ye, Lei
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Integration,Problem Based Learning,Rating Scales,Educational Technology,Comparative Analysis,Teacher Attitudes,Pedagogical Content Knowledge,Educational Resources,Inservice Teacher Education,Education Courses,Federal Programs,Internet,Computer Software,Instructional Design,Web Sites,Instructional Materials,Pretests Posttests,Control Groups,Questionnaires,Teacher Surveys,Use Studies,Teacher Workshops,Student Attitudes,Science Instruction,Mathematics Instruction,Curriculum Implementation,Statistical Analysis

Despite of much focus on professional development aimed specifically at developing teachers' technology integration skills, rigorous studies of effective PD (professional development) are lacking. Evidence is also lacking on how these skills can best be integrated with pedagogical and content knowledge to improve student learning. The purpose of this article is to present two "design-oriented" TTPD (technology-related teacher professional development) designs and investigate the designs' impact on teachers. In one TTPD (tech-only), teachers learned technology skills to create activities using online learning resources. In the other (tech+PBL), teachers learned to create PBL (problem-based learning) activities using online resources. All teachers implemented these activities with their students. Findings indicate similarities and differences across several outcomes, including teacher knowledge, teacher attitude, usage of PBL and Web usage data. In addition, an instrument was developed to measure the students' self-reported knowledge, attitudes and behavior regarding their teachers' implemented activities. The instrument was shown to be valid and reliable. Problem-Based Learning Alignment Rating Scale is appended. (Contains 10 tables and 2 figures.)
The Power of Words: A Crucial Conversation at the Launch of an Action Research Project
Author: Moen, Torill
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Research Methodology,Researchers,Educational Objectives,Educational Improvement,Elementary Secondary Education,Sociocultural Patterns,Social Theories,Teacher Attitudes,Participation,Communication Skills,Interpersonal Competence,Elementary School Teachers,Decision Making

Action research in schools implies that the researchers and the teachers should collaborate on solving problems and improving practice. One underlying premise when choosing, such an approach, is that the participants are interested in, and willing to participate in such a process. In this article, the authors explore how words and utterances mediate participants' interest, positive attitudes and resistance. To illustrate this, a conversation among members in an action research team is presented and analyzed within the framework of socio-cultural theory. Possible implications for action research are discussed, and the authors suggest that a text like this may serve as a thinking tool for researchers, teachers and others concerned with development and learning in schools. (Contains 3 footnotes.)
Should Emotional Intelligence in the Workplace Be Taught in CTCs?
Author: Viviano, Thomas
Date: 2012-08-10
Type: Reports - Evaluative
Subjects: Emotional Intelligence,Group Dynamics,Vocational Education,Work Environment,Social Development,Emotional Development,Professional Development

Many studies and much research have been done verifying the significance and importance of emotional intelligence in the workplace in dealing with individuals or teams. This article looks at the importance of emotional and social intelligence in the workplace and how important it is to include emotional intelligence as part of the comprehensive overall training and education of our secondary students in career and technical education. It also addresses the importance of group intelligence in the workplace and in secondary career and technical centers. Since many tasks at both of these levels are project based, it is imperative that the teams going into these activities develop an understanding of group dynamics and what characteristics can make or break progress towards the successful completion of their mission.
What Works Clearinghouse[TM] Reporting Guide for Study Authors
Author: What Works Clearinghouse (ED)
Date: 2012-08-00
Type: Guides - Non-Classroom
Subjects: Intervention,Research Reports,Educational Research,Guides,Participant Characteristics,Program Descriptions,Measures (Individuals),Statistical Analysis,Data,Sample Size,Program Effectiveness,Comparative Analysis,Evaluation Methods,Program Evaluation

This document provides guidance about how to describe studies and report their findings in a way that is clear, complete, and transparent. This document does not include information about how studies are judged against What Works Clearinghouse evidence standards. For information about What Works Clearinghouse evidence standards, please refer to the &quot;What Works Clearinghouse Procedures and Standards Handbook.&quot; (Contains 3 tables.)
California: A Case Study in the Loss of Affirmative Action. A Policy Report
Author: Gandara, Patricia
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: State Universities,Case Studies,Diversity (Institutional),Affirmative Action,Disproportionate Representation,Declining Enrollment,Enrollment Management,Institutional Mission,Longitudinal Studies,Disadvantaged Schools,Equal Education,African American Students,American Indians,Students,Hispanic American Students,Student College Relationship,Human Capital,Strategic Planning,College Administration,Campuses,Competitive Selection,Minority Group Students

This paper briefly reviews the various efforts undertaken by the University of California to maintain diversity in the institution, and especially at its highly competitive flagship campuses, UCLA and Berkeley, in the face of the loss of affirmative action during the mid-1990s. It demonstrates the continuing decline in representation of underrepresented minorities (URMs) in spite of these efforts, even as URMs have become the majority of all students in the state. Although applications to the flagship campuses have doubled since 1995, and all groups have seen reductions in the percent of applicants offered admission, African American and Latino admittees have been reduced by 70 to 75 percent at UCLA and UC Berkeley, compared to just 35 and 40 percent for Asian and white applicants. This disproportionate decline reflects the inequalities in the California educational system that fails to prepare African American, Native American and Latino students for highly competitive selection processes &quot;irrespective of their intellectual ability or likelihood of succeeding in their studies.&quot; The consequences of continuing down the same path will likely result in the solidification of educational inequality and economic dislocations for the state. (Contains 2 tables, 3 figures and 42 footnotes.)
From Teacher Education to Student Progress: Teacher Quality since NCLB. Teacher Quality 2.0. Special Report 1
Author: Shober, Arnold F.
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Teacher Recruitment,Teacher Salaries,Teacher Evaluation,Teacher Effectiveness,Educational Quality,Teacher Education Programs,Credentials,Educational Change,Educational Policy,Politics of Education,Unions,Federal Legislation,Federal Aid,Faculty Development,Data Collection,Educational Research,Academic Achievement

The concept of &quot;teacher quality&quot; has undergone a profound transformation in the last decade. Through the late 1990s, most policymakers assumed that educator effectiveness was immeasurable and that our only hopes to increase it were tied to classroom experience and academic credentials. Yet since 2001, through a series of notable research findings, changing political pressures, and landmark policy changes, we have come to view teacher quality as independent of licensure and individually measurable. We now approach evaluating the quality of our teachers by measuring their ongoing performance in the classroom. The key markers in the transformation: (1) Declining trust in teacher education: Data from the Higher Education Act of 1998 showed that teacher education programs graduated students of widely variable ability; (2) Ineffective credential requirements: Despite federal requirements for high-quality teachers, by 2006, students in high-poverty schools were still more likely to have lower-quality teachers than their peers in other schools; (3) Bipartisan agreement: By 2009, major federal politicians in both political parties, including Democratic politicians heavily supported by unions, agreed that low teacher quality was a barrier to high-quality education; and (4) New era of measurement: No Child Left Behind created a treasure trove of individual student data that, though imperfect in many ways, led to new opportunities for research to link teachers and students. No consensus has emerged about how to improve teacher quality, but policymakers continue to experiment with teacher preparation programs, recruitment incentives, tenure provisions, and differential pay. (Contains 71 notes.)
IPEDS Analytics: Delta Cost Project Database 1987-2010. Data File Documentation. NCES 2012-823
Author: Lenihan, Colleen
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Data Collection,Databases,Usability,Longitudinal Studies,Database Design,Institutional Characteristics,Educational Finance,Enrollment,Educational Attainment,Graduation Rate,Student Financial Aid,Human Resources,Accuracy,Error Correction

The IPEDS Analytics: Delta Cost Project Database was created to make data from the Integrated Postsecondary Education Data System (IPEDS) more readily usable for longitudinal analyses. Currently spanning the period from 1987 through 2010, it has a total of 202,800 observations on 932 variables derived from the institutional characteristics, finance, enrollment, completions, graduation rates, student financial aid, and human resources IPEDS survey components as well as a limited number of outside sources. The maintenance and hosting of the IPEDS Analytics: Delta Cost Project Database was taken over by the National Center for Education Statistics (NCES) in 2012. The database was originally created by the Delta Cost Project (an independent, nonprofit organization) in 2007. For a detailed history of the development of the database under the Delta Cost Project, which covers the 1987-2009 database, please refer to its location on the NCES website, http://nces.ed.gov/ipeds/deltacostproject/download/DCP_History_Documentation.pdf. The database has been posted online in two parts for easier downloading; the first part contains the file for the 1987-1999 academic years and the second for the 2000-2010 academic years. These files are intended to be merged together to create the full 1987-2010 database. This document describes the design of the database and file updates for the IPEDS Analytics: Delta Cost Project Database 1987-2010.