ethanporcaro/eric-fulltext-meta huggingface dataset:
Growth and Development of Graduate School Functions in a College of Health Sciences
Author: Dorsey, Lisa L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Health Sciences,Medical Schools,Administrative Change,Administrative Organization,Organizational Change,Graduate Study,Budgeting,Models,Participative Decision Making,College Administration,Change Strategies

Saint Louis University decentralized Graduate School functions in the fall of 2010. The primary goal of this initiative was to provide greater &quot;academic flexibility and resources&quot; to expand graduate programs and enhance research opportunities in colleges, schools, and centers on campus. This initiative allowed the Doisy College of Health Sciences (DCHS) to create a flexible academic environment and allocate resources toward developing a graduate education team responsible for academic programs, research support, and academic affairs. The DCHS has realized the practical implications of the decentralized model through growth in academic programs, student scholarship opportunities, and graduate assistantships. This paper examines three intertwining key components before and after decentralization at the DCHS: personnel, university administrative structure, and operations.
Educational Innovation from Distributed Leadership: Case Study Spanish Public School
Author: García, Ingrid
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Leadership Styles,Case Studies,Public Schools,Principals,Educational Practices,Participative Decision Making,Educational Objectives,Institutional Mission,Faculty Development,Structured Interviews,Educational Improvement,Mixed Methods Research,Questionnaires,Likert Scales

The purpose of the communication is to present a case study of distributed leadership practices and the performances of the Principal of a public school in Madrid. Educational leadership can be considered one of the most important elements of the education system to be effective, achieve quality results, and develop processes of change and improvement. As a case study, in which the Principal of the public and bilingual school of the Community of Madrid, Spain, cooperated, the qualitative cut methodology was used with a descriptive and interpretative approach. The structured interview in depth was an instrument of data collection. The main objective is to describe, through a case study: How are the practices of DL and actions of the Principal of a public school exercised? The results found are very broad. The dimensions of the DL are four: DL Practices, Shared Decisions, Mission and Vision, and Professional Development.
Using Video as a Stimulus to Reveal Elementary Teachers&apos; Mathematical Knowledge for Teaching
Author: Barlow, Angela T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Elementary School Teachers,Elementary School Mathematics,Mathematics Instruction,Video Technology,Pedagogical Content Knowledge,Mathematics Skills,Qualitative Research,Teacher Effectiveness,Teacher Characteristics,Knowledge Level,Geometric Concepts,Elementary School Students,Grade 3,Grade 4,Grade 6

The purpose of this article is to explore the usefulness of a video-based tool for measuring teachers' mathematical knowledge for teaching. Unique to this tool is the use of a video featuring a mathematical disagreement that occurred in an elementary classroom. The authors define mathematical disagreements as instances in which students challenge each other's mathematical ideas (Barlow &amp; McCrory, 2011). The authors anticipated that by having teachers view video of a mathematical disagreement and then respond to questions, they could effectively access their mathematical knowledge for teaching. This use of a video featuring a mathematical disagreement proved to be an effective way to access the participants' knowledge.
Future Action Research - The Relationship of the General and Special Education Teachers in the Inclusive Setting
Author: Oliver, James D., III
Date: 2008-00-00
Type: Journal Articles
Subjects: Regular and Special Education Relationship,Special Education Teachers,Inclusion,Action Research,Grade 1,Elementary School Teachers,Elementary School Students,Special Education,Team Teaching,Classroom Environment,Educational Research

This paper describes the process taken for a future action research project &quot;the relationship of the general and special education teachers in an inclusive setting&quot;. The author observed that general education teachers made attempts to exclude students from &quot;their classroom&quot; who they felt &quot;don't belong&quot;. For inclusion to be successful there has to be a commitment to do whatever it takes to provide for each student. In order to change the teacher's beliefs, there has to be confident in their ability to provide an education for all students. The problem that will be examined in this action research is how the working relationship between the general and special needs educators in the inclusive setting affect learning in the classroom. It starts with teachers preparing to teach in an inclusive setting needing more training. This study will be done in an elementary school in Middlesex County New Jersey. The inclusion staff and parents will be interviewed four times over the course of the school year, and observations will take place throughout the course of the school year. All of the information collected during this study will be compiled into a thesis paper to describe the development, implementation and success of failure of the inclusive setting.
Networking and Cooperation as School Improvement Elements
Author: Suárez-Guerrero, Cristóbal
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Networks,Cooperation,Educational Improvement,Teamwork,Communities of Practice,Interaction,Family School Relationship,Family Involvement,Foreign Countries

The school is an enriched learning environment, but it is not the only educational environment. The educational mission of the school should take into account the school-family coordination as a feature of its social project. A great part of this bridge between school and family is based on dialogue through the participation of the family in the comprehensive educational development, which is the basis of the democratizing notion of school. Therefore, this work addresses networking as a school improvement element through cooperation. It focuses on networking for learning and knowledge, and on cooperative teams as a networking unit. An example of this way of work can be specified in two relevant experiences in the Spanish context: the &quot;Polígono Sur Comprehensive Plan&quot; (Sevilla) and &quot;Sport and School&quot; (Ripollet). The main conclusions shows that open participation, consensus-building and interaction management are useful tools to foster cooperation and networking in the various contexts of intervention and the different action scenarios.
Get in the Teacher Zone: A Perception Study of Preservice Teachers and Their Teacher Identity
Author: Dassa, Lori
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beginning Teachers,Professional Identity,Self Concept,Faculty Mobility,Teacher Persistence,Practicums,Student Surveys,Pretests Posttests,Student Satisfaction,Student Teacher Attitudes,Teacher Effectiveness,Experiential Learning,Outcomes of Education,Statistical Significance

Teacher attrition has been a global concern for many decades, with teachers leaving the profession at a higher rate than those entering. The largest group effected by this attrition issue is the beginning teacher. (Hong, 2010). In fact, in the United States, 30-50% of new teachers leave the field within the first five years. Many studies have been conducted to find out why this is occurring year after year--and the themes of &quot;demographic characteristics and school contexts&quot; (Hong, 2010,p.1531) often surface. Interestingly, although these themes are popular reasons, neither of them truly clarify how teachers identified with their classroom or daily school experiences, how they internalized the external conditions, or how they perceived themselves as educators. These thoughts need to be investigated to determine if they actually impact the final decision to leave the teaching profession (Hong, 2010). Hong (2010) researched the retention issue further and reported that in fact &quot;such a career decision tends to be closely associated with the teacher's own sense of self and identity as a teacher&quot; (p. 1531). The strength of this identity appeared to be the foundation needed to handle the other issues addressed as reasons for the low beginning-teacher retention rate. He felt it was therefore &quot;essential to focus on the continuously developing teacher identity, which may lie behind the dropout phenomenon&quot; (p. 1531). If this is true then the four real questions teacher preparation faculty need to ask are: (1) Are students creating their teacher identity when they establish education as their major of study; (2) Are students delaying the creation of their teacher identity till they enter the field as new teachers; (3) How can faculty pinpoint the time frame of engagement in this teacher identity process; and (4) How can faculty help build the strength of teacher identity for future resiliency in the field?
Thinking with/through the Contradictions of Social Justice in Teacher Education: Self-Reflection on NETDS Experience
Author: Takayama, Keita
Date: 2017-04-00
Type: Journal Articles
Subjects: Social Justice,Teacher Education,Teacher Effectiveness,Foreign Countries,Educational Change,Teacher Improvement,Disadvantaged Schools,College Students,Self Concept,Reflection

Improving teacher quality has become the hallmark of Australian education reform with a plethora of measures introduced in teacher education to improve future teachers' instructional competencies. This policy focus has also changed the discussion of strategies for addressing disadvantages in schools; improving teacher quality, as opposed to addressing structural inequalities in the system and larger society, has become the &quot;solution.&quot; This paper looks at the National Exceptional Teaching for Disadvantaged Schools (NETDS), which aims to channel high performing teacher education students to disadvantaged schools. Using the taxonomy of conservative, liberal and critical approaches to education reform, the paper first identifies the ideological contradictions inherent in the program, and then discusses, drawing on post-qualitative research literature, how the program coordinators negotiated the tensions and the moral/ethical dilemmas as we designed and implemented the program for a group of external students at University of New England.
Becoming Exceptional: Exploring Selves and Assemblages in the National Exceptional Teaching in Disadvantaged Schools Program
Author: Ailwood, Jo
Date: 2017-04-00
Type: Journal Articles
Subjects: Disadvantaged Schools,Teacher Effectiveness,Preservice Teachers,Mentors,Teacher Educators,Teacher Education,Transformative Learning,Self Concept,Educational Philosophy,Program Descriptions,Online Surveys,Student Attitudes,Foreign Countries,Semi Structured Interviews

This paper explores the work of &quot;becoming exceptional&quot; amongst a group of preservice teachers taking part in the National Exceptional Teaching for Disadvantaged Schools program (NETDS). The NETDS program is directed towards mentoring and supporting outstanding preservice teachers to transition into the schools where they can make a significant difference. For us, as teacher educators leading the teaching of our University's NETDS program, the most important questions became ones of self and transformation for the participating preservice teachers. To begin these explorations we make use of concepts provided by Deleuze and Guattari, and expanded upon by Braidotti; the notions of &quot;becoming&quot; and &quot;collective assemblages&quot;. These concepts help us explore the work of becoming exceptional within the collective assemblage and space of the NETDS program.
Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning
Author: Garcia-Carrion, Rocio
Date: 2017-04-00
Type: Journal Articles
Subjects: Teacher Education,Faculty Development,Communities of Practice,Sustainability,Community Programs,Poverty,Dropouts,Educational Quality,Educational Attainment,Program Implementation,Transformative Learning,Evidence Based Practice,Foreign Countries,Observation,Focus Groups

Teachers' professional development in Schools as Learning Communities may become a key process for the sustainability and transferability of this model worldwide. Learning Communities (LC) is a community-based project that aims to transform schools through dialogic learning and involves research-grounded schools that implement Successful Educational Actions (SEAs). More than 600 such schools in Europe and South America, many of them located in high poverty areas, have shown a reduction in drop-out rates and an increase in school quality and attainment. This article analyses how teachers' professional development is built in these schools. Following a communicative methodology approach, we analyse the implementation of the programme in four schools in South America. The main features are grounded in transformative theories and socially responsive research and provide evidence-based arguments and practical knowledge for effective implementation built upon egalitarian relationships and communication within the entire community.
Questioning for Controversial and Critical Thinking Dialogues in the Social Studies Classroom
Author: Lennon, Sean
Date: 2017-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Critical Thinking,Social Studies,Teaching Methods,Group Discussion,Dialogs (Language),Academic Discourse,Power Structure,Thinking Skills,Secondary Education

The design and implementation of questioning, specifically in regards towards a higher level of thinking, is a common practice in many secondary social science classrooms (Bickmore &amp; Parker, 2012). Questioning can help the teacher develop critical thinking concepts, scaffold discussions, and prod students towards an elevated level of cognition (Yang, Newby &amp; Bill, 2005). It can also aid in guiding group discourse and help students in developing a rational understanding of a problem or concept (Byun, Lee, &amp; Cerreto, 2014; Godfrey &amp; Grayman, 2014). Yet many educators may feel limited or not prepared in their conception and ability towards this practice. The confusion is merited, in some respects, as questioning is a skill not easily mastered or understood. This article explores and defines &quot;question: as an interrogorative, an abstract, a rhetorical inquiry, a point of part of a controversy and debate. Regarding structure, a question can be defined as both well-fitted, with clear and expected outcomes, or as ill-fitted, or lacking expected outcomes. The ill-fitted type of structure, usually described as an open ended question, is generally seen as more productive towards achieving higher order thinking (Byun, Lee, &amp; Cerreto, 2014). Towards a group or class, such teacher led questioning can help in developing critical thinking dialogues where respondents engage in civil discourse on a variety of topics, some possibly controversial in nature. This dialogue can be beneficial to students in many ways. To engage in dialogue of opposing views needs to involve a multimodal perspective utilizing both active and passive learning styles. If the process is respectful and engaged, students can develop new and different information as compared to their own perspective or lens. Such are necessary learning activities for the critical analysis of topics relevant to today as well as the skills needed in discussing these issues in a civil, behaved manner. The author maintains that teacher concerns about disruption and blow back are very real and can carry negative repercussions, however critical thinking and student dialogues are such powerful tools for young adults and children that educators still need to try. America is changing, and educators need to help students in understanding that even if the older generation my be uncomfortable in doing so.
Self-Esteem, Study Habits and Academic Performance among University Students
Author: Chilca Alva, Manuel L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Esteem,Study Habits,Academic Achievement,College Students,Multivariate Analysis,Introductory Courses,College Mathematics,Engineering Education,Sample Size,Self Concept Measures,Hypothesis Testing,Correlation,Multiple Regression Analysis,Statistical Analysis

This study was intended to establish whether self-esteem and study habits correlate with academic performance among university students. Research conducted was descriptive observational, multivariate or cross-sectional factorial in nature. The study population consisted of 196 students enrolled in a Basic Mathematics 1 class at the School of Engineering of Universidad Tecnológica del Perú (Technical University of Peru, UTP) in the third term of 2016, and the sample size numbered 86 students. The Coopersmith Self-Esteem Inventory, Luis Vicuña Peri's Study Habits Inventory and the average grades obtained by students were used for research variable measurement. Results show that self-esteem does not significantly impact academic performance, but study habits do influence academic performance (p = 0.000 &lt;a = 0.05). Hence students are expected to enhance academic performance as they refine study techniques.
Impact of ICT on Education: Challenges and Perspectives
Author: Hernandez, Ronald M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Technology,Influence of Technology,Knowledge Economy,Educational Innovation,Outcomes of Education,Technology Integration,Technology Uses in Education

This paper sets out the main challenges and provides an overview of the future of ICTs and their connection with education. It begins with a description of the so-called knowledge-based society and how its evolution, an offspring of technology, has encompassed different areas, paving the way for innovation in education and prompting generation of new knowledge. It also outlines the importance of each educational agent (teacher-student) and their role in transforming the teaching-learning process.
Promoting Cultural Competence in Preservice Teacher Education through Children&apos;s Literature: An Exemplary Case Study
Author: Landa, Melissa Simone
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Elementary School Teachers,Preservice Teachers,Preservice Teacher Education,Childrens Literature,Teaching Methods,Cultural Awareness,Cognitive Development,Affective Behavior,Writing Assignments,Program Effectiveness,Skill Development,Empathy,Advocacy

This article presents an exemplary case study of one elementary education preservice teacher. This exploratory study originated at a large university on the east coast of the United States in the spring semester of 2011, when the student was enrolled in the researcher's class on children's literature. Throughout the course, the instructor noted the student's rapid development of expertise with the course outcomes, and maintained an electronic portfolio of her work. The student then entered the two-year teacher preparation program at the same university and throughout the following two years the student and the instructor continued to maintain an informal professional relationship, meeting to discuss the student's coursework and field experiences. After the student's final year of her teacher preparation coursework and classroom internship, the instructor approached the student about a formal collaboration to explore the student's development of the cognitive and affective aspects of cultural competence. The student enthusiastically agreed to the collaboration, and expressed her willingness to allow her written work from the previous two years to serve as data for the study. Subsequently, the student sent the instructor all of her written assignments that she had completed in her teacher education program that had incorporated children's literature. Referring to Deardorff's (2006, 2009) model as a framework for the study, the following research questions emerged: (1) How do the course content and pedagogical practices in a children's literature class impact one student's development of cultural competence; and (2) How does the student express her developing cultural competence? Findings indicate that when students acquire the skills and dispositions of cultural competence as an integral part of the fabric of course material, those skills and dispositions help them to develop social consciousness, to understand the relationship between teaching and social equity, and to equip themselves to serve as agents of change.
Graduates of New University Careers: Unequal Competition on the Labour Market
Author: Simón, Javier Damián
Date: 2017-00-00
Type: Journal Articles
Subjects: College Graduates,Labor Market,Qualitative Research,Case Studies,Employment Experience,Employment Potential,Business Administration Education,Graduate Surveys,Professional Identity,Recognition (Achievement),Employment Interviews,Familiarity,Knowledge Level,Foreign Countries,Interviews,Content Analysis

The purpose of the study is to describe the process of job insertion in a context of the local labour market of the graduates to identify traits of discrimination originated by their hybrid professional profile. A case study and a qualitative approach were used to investigate the graduates of the first two generations of the Business Sciences Degree of a small Mexican public university. The results contradict the advantages attributed to hybrid university careers, far from facilitating the incorporation to the work, it found that hybrid graduates compete of unequal way for job offers due to two situations: lack of social knowledge of their profession by all employers that originates the absence of demand of these professionals, and lack of professional identity of graduates that causes they are unable to justify and defend the usefulness of their hybrid training.
Investigating the Written Exam Scores' Prediction Power of TEOG Exam Scores
Author: Kontas, Hakki
Date: 2017-03-00
Type: Journal Articles
Subjects: Scores,Prediction,Predictive Validity,School Readiness,Student Adjustment,Elementary School Students,Grade 8,Student Records,Regression (Statistics),Correlation,Transitional Programs,Foreign Countries

The purpose of this study was to investigate exam scores' predicting Transition from Primary to Secondary Education (TEOG) exam scores. The research data were obtained from the records of 1035 students studying at the first term of eighth grade in 2015-2016 academic year in e-school system. The research was on relational screening model. Linear regression model was used for the analysis of data. The analysis results proved that there was a high level significant relationship between exam scores and TEOG exam scores.