ethanporcaro/eric-fulltext-meta huggingface dataset:
Should We Revise or Recast Principal Preparation Programs? Part 1 and Part 2
Author: Tattan, Thomas J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,School Districts,Pilot Projects,College School Cooperation,Focus Groups,College Faculty,Instructional Leadership,Administrator Qualifications,Graduate Students,Masters Programs,Educational Change,Student Attitudes,Program Content,Models,Technology Uses in Education,Program Design,Elementary Secondary Education

This study used focus groups to create building blocks for the creation of a collaborative program consisting of a university and a school district for the preparation of principals. The focus groups of practitioners considered recommendations from researchers and applied it to the context of their experiences to develop the essentials of a collaborative program that would create a cadre of highly qualified candidates for school leadership. Findings from the focus groups were used by leaders of the school district and faculty from the university in the planning process for a pilot program.
Play and Learning in Summer Camps for Children with Special Needs
Author: Clark, Mary Kristen
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Summer Programs,Disabilities,Children,Therapy,Day Camp Programs,Resident Camp Programs,Recreational Activities,United States History,At Risk Persons,Chronic Illness,Program Effectiveness,Special Health Problems,Competition,Athletics,Physical Activities,Physical Health,Obesity

Summer camps provide opportunities for children to experience play, pleasurable activities, and social interaction with other children of similar ages and interests and are an integral part of the modern-day American cultural landscape. The authors discuss the emergence of summer camps for children with special needs, the types of play activities in such camps, and how therapeutic and learning goals are incorporated into this play. They critically examine outcomes of summer camp experiences for children with special needs as reported in the literature. And they provide suggestions for future research that considers the role of play in summer camps.
Play in the Sandpit: A University and a Child-Care Center Collaborate in Facilitated-Action Research
Author: Jarrett, Olga
Date: 2010-00-00
Type: Journal Articles
Subjects: Action Research,Playgrounds,Play,Preschool Children,Child Development Centers,Age Differences,Gender Differences,Student Participation,Toys,Child Behavior,Educational Experiments,Observation,Video Technology

Sand play commonly occupies children at preschools, child-development centers, and school and park playgrounds. The authors review the research on sand play and present a small study on outdoor sand play conducted at a university-based, child-development center using a method they call &quot;facilitated-action research.&quot; This study had four primary purposes: to detail who played in the sand area by age and gender; to identify any children who did not play in sand at all; to record what kinds of play sand encouraged; and to determine the effects of adding new play materials to the sand area. The authors conclude with some suggestions for further research.
Analysis of Barriers to Effective Moral Decision Making
Author: Pijanowski, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Decision Making,Ethics,Moral Issues,Barriers,Principals,Leadership Training,Graduate Study,Assignments,Schematic Studies,Problem Solving,Semi Structured Interviews

This assessment is used in a class titled Ethical Leadership as part of a graduate level principal preparation program. The assessment has been approved by NCATE as meeting all of the stipulated ELCC standards for which it is designed (ELCC 5.1, 5.1. &amp; 5.3). The assignment has two sections. In the first section candidates are asked to interview people in the field about a difficult decision or dilemma they had to deal with and analyze the responses. In the second section candidates interview each other about moral failures they have experienced in their own decision making and analyze the responses through the lens of two key concepts taught in class: schema theory and a moral decision-making model.
Why Don't You Run the Schools More Like a Business?: Lessons for Students in Superintendent Preparation Programs
Author: Lindahl, Ronald
Date: 2009-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Education,Educational Administration,Industry,Motor Vehicles,Financial Services,Economic Climate,Global Approach

It would exacerbate the tragedy of the current economic situation if no lessons were learned from it which would contribute to future growth and prosperity. That applies equally to the business sector and to the education sector. This is not to imply that many current, effective superintendents do not ask the very questions posed in this essay; Routinely, they do! However, teachers have long cherished the &quot;teachable moment&quot; in their classrooms, where reality creates a unique opportunity for true learning. Hopefully, the unfortunate reality of today's economic milieu can provide a &quot;teachable moment&quot; for prospective superintendents in university preparation programs to engage in ongoing reflection upon, and examination of, the schools and districts they aspire to lead.
Caillois's &quot;Man, Play, and Games&quot;: An Appreciation and Evaluation
Author: Henricks, Thomas S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Games,Sociology,Profiles,World History,Standards,Scholarship,Social Influences,Behavior,Creativity,Imagination

This article explores the contributions of Roger Caillois to the study of human play. The initial portion of the essay focuses on Caillois's scholarly career as a response to the public events and intellectual movements of his time. The author shows how Caillois's responses influenced the portraits of play that he developed in such important books as &quot;Man and the Sacred&quot; and &quot;Man, Play, and Games.&quot; The article then analyzes the themes Caillois developed in these writings and compares them to Johan Huizinga's interpretation of play in &quot;Homo Ludens.&quot; In a final section, the article shows the continued pertinence of Caillois's approach to contemporary scholarship and offers author's own evaluation of this theory.
More Play, Please: The Perspective of Kindergarten Teachers on Play in the Classroom
Author: Lynch, Meghan
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Kindergarten,Preschool Teachers,Early Childhood Education,Computer Mediated Communication,Content Analysis,Teacher Attitudes,Teaching Methods,Social Networks,Interpersonal Relationship,Social Development,Principals,Administrator Attitudes,Educational Policy,Social Theories,Educational Legislation,Federal Legislation

?The past decade has seen an increase in research documenting the benefi?ts of children learning through play. However, the amount of play in American kindergarten classes remains on a steady decline. ?This article compares the ?findings from a netnographic study of seventy-eight kindergarten teachers' message board discussions about play in kindergarten with those of more traditional studies and ?finds the teachers' discussions in broad agreement with past research. ?The results further demonstrate that kindergarten teachers feel pressures from other teachers, principals, and school policies to focus on academic goals and that these pressures lead them to limit play. ?The author argues for further research to develop effective strategies to help teachers include play in kindergartens rather than merely increasing teacher awareness of the benefi?ts of play. She details how a netnographic approach can complement traditional methods for understanding how teachers treat play in their classrooms.
Effective Principal Leadership for Beginning Teachers' Development
Author: Fultz, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Faculty Mobility,Principals,Teacher Administrator Relationship,Interprofessional Relationship,Expectation,Teacher Attitudes,Administrator Attitudes,Faculty Development,Literature Reviews,Surveys,Phenomenology,Qualitative Research

With degree in hand, and ink nearly dry on their first contract, new teachers enter the educational field ready to change students' lives. Filled with hopes, ideas, and excitement, they file into classrooms and begin classroom preparations for their first year. More often than not, novice educators appear to be easily and quickly overwhelmed by the tasks of teaching and often frustrated by unsuccessful attempts to understand the workings of a school's formal and informal culture. And their attempts to build relationships with key school leaders are often thwarted (Angelle, 2006; Brock &amp; Grady, 1998, 2007; McCann, Johannessen &amp; Ricca, 2005; Melton, 2007). Recent scholarship has pinpointed the influence of school leaders' instructional supervision for beginning teachers' growth and development (Alexander, 2007; Jackson, 2008; Peltier-Glaze, 2005; Protheroe, 2006; Tillman, 2005; Wood, 2005). Without adequate professional support, many new teachers look to other P-12 schools or differing careers for employment at the end of their first year of teaching, thus leaving school systems with vacancies to fill (Cheng &amp; Cheung, 2004; Fedricks, 2001; Johnson &amp; Birkeland, 2003). The pace at which novice teachers adapt and develop and the choice either to stay or leave the profession appear to be related to a principal's involvement with beginning teachers (Colley, 2002; Peltier-Glaze, 2005). School leaders are the curators of education and the stewards of the learning environment. Principals are responsible for facilitating the transition of individuals from a university program or a business career into the educational setting. Throughout this process, principals are expected to identify novice teachers' strengths and areas for improvement and provide a plethora of support to address those needs (Melton, 2007; Peltier-Glaze, 2005; Protheroe, 2006). While simultaneously managing a school community and meeting the demands and concerns of novice teachers, principals are called to embody and exude the characteristics and attributes of effective leadership. What characteristics of a school leader define &quot;quality&quot; for a new teacher? What leadership knowledge and skills can most effectively facilitate beginning teachers' professional growth and development? The purpose of this study was to explore school leaders' interactions that were identified in the existing scholarship as influences for facilitating, or hindering, beginning teacher success. The research questions driving this study were, How do novice teachers experience interactions with principals? and How do these reported interactions appear to influence beginning teachers' success from the lived experience of the new teacher?
How to Use Oral History Projects in Education: A Case Study of Alumni from the 1960s
Author: Emanuel, Gary
Date: 2009-00-00
Type: Journal Articles
Subjects: Case Studies,Alumni,Oral History,Institutional Advancement,Schools of Education,Interviews,Outreach Programs,Archives,Alumni Associations,Organizational Communication,Public Relations,College Programs

As an educational leadership department chair or college of education dean you are increasingly facing the need to cut budgets and try to develop funds to keep your academic programs afloat. The use of oral history with your education alumni can serve as a way to bridge and remind both the institution and the former graduates of the value the institution gave and still gives to their professional and personal lives. A case study was done using oral histories from college of education graduates during 1960-1969 taken over the period August, 2008-May, 2009. This paper contains information on oral history research and the methodology used in the Arizona State College/Northern Arizona University (ASC/NAU) Oral History Project. The paper then proceeds to discuss the processes used in displaying the information obtained from the oral history interviews, advice on how to use such recordings to promote alumni involvement, and some preliminary results on the findings from the study of the interviews. A bibliography is included.
Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis
Author: Gage, Nicholas A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Special Education,Emotional Disturbances,Behavior Problems,Incidence,Student Characteristics,Symptoms (Individual Disorders),Teacher Attitudes,Student Attitudes,Teacher Surveys,Student Surveys,Statistical Analysis,Age Differences,Racial Differences,Ethnic Groups,Socioeconomic Status,Geographic Location,Elementary Secondary Education,National Surveys,Multivariate Analysis

Students receiving special education services for emotional disturbance (ED) present school personnel with many challenges and those challenges can typically be described as the manifestation of externalizing and internalizing behaviors. To date, most research has focused on students exhibiting externalizing behaviors. This study addresses this gap by examining (a) prevalence of students receiving special education services for ED manifesting internalizing behaviors, (b) characteristics of students with ED manifesting internalizing behaviors, and (c) the relationship between teachers' perceptions of internalizing behaviors and students' self-report of internalizing behaviors. Using a nationally representative sample of students receiving special education services for ED, a latent class analysis was conducted to identify an internalizing class of students. Characteristics of those students were then examined based on a direct assessment of students. Results indicate that approximately 7% of students receiving special education services for ED manifest internalizing behaviors and that teachers' ratings of in-class behavior were accurate when compared with students' self-report of internalizing behaviors.
Study Skills Course Impact on Academic Self-Efficacy
Author: Wernersbach, Brenna M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Study Skills,Self Efficacy,Academic Achievement,Investigations,Pretests Posttests,College Students,General Education,Comparative Analysis,Comparative Testing,Program Effectiveness,Program Evaluation,Academic Persistence,Academic Support Services,Inquiry,Psychology,Measures (Individuals),Self Disclosure (Individuals),Achievement Gains

Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education course (n = 111). Students enrolled in study skills courses had lower initial levels of academic self-efficacy and demonstrated greater increases than comparison students, reaching equivalent levels or surpassing the comparison students at posttest. Results are considered in light of the broader issue of student retention and in the context of current practice.
Analogical Processes and College Developmental Reading
Author: Paulson, Eric J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Developmental Programs,Developmental Tasks,Reading Programs,Remedial Reading,Logical Thinking,Decoding (Reading),Reading Comprehension,Reading Processes,Investigations,Reading Strategies,College Programs,Statistical Analysis

Although a solid body of research concerning the role of analogies in reading processes has emerged at a variety of age groups and reading proficiencies, few of those studies have focused on analogy use by readers enrolled in college developmental reading courses. The current study explores whether 232 students enrolled in mandatory (by placement test) developmental reading courses in a postsecondary educational context utilize analogical processes while engaged in specific reading activities. This is explored through two separate investigations that focus on two different ends of the reading spectrum: the word-decoding level and the overall text-comprehension level. The two investigations reported here build on comparable studies of analogy use with proficient readers. Results indicate clear use of analogy at the decoding level of reading with trends toward some types of analogy use facilitating comprehension at whole-text levels of reading.
UI REACH: A Postsecondary Program Serving Students with Autism and Intellectual Disabilities
Author: Hendrickson, Jo M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Mental Retardation,Postsecondary Education,Educational Opportunities,Program Descriptions,Certification,Federal Legislation,Educational Legislation,Equal Education,Disabilities,Transitional Programs,Holistic Approach,Inclusion,Student Centered Curriculum,Academic Advising,Young Adults,Construct Validity,Factor Analysis,Surveys

Across the United States postsecondary education (PSE) options for young adults with autism and intellectual disabilities (ID) are emerging as a result of parent-professional advocacy group actions and legislation such as the Higher Education Opportunity Act of 2008 (HEOA). In this article the University of Iowa Realizing Educational and Career Hopes (UI REACH) Program, a thriving, well-integrated two year certificate program is described. We discuss the UI REACH model--its mission, student-centered and program goals, and strategies employed to ensure quality, sustainability, and continuous improvement. The student population, curriculum, staffing needs, and day-to-day operating issues are described. The experiences and perceptions of 14 students with autism spectrum disorder (ASD) suggest that the program facilitates a positive campus living-learning experience for these students. Challenges and recommendations for institutions of higher education considering developing, or in the early stages of developing, similar programs are presented.
Vygotskian and Post-Vygotskian Views on Children's Play
Author: Bodrova, Elena
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Cultural Influences,Social History,Social Development,Biology,Young Children,Imagination,Child Behavior,Child Development,Theories,Child Psychology

The authors argue that childhood played a special role in the cultural-historical theory of human culture and biosocial development made famous by Soviet psychologist Lev S. Vygotsky and his circle. Th?ey discuss how this school of thought has, in turn, influenced contemporary play studies. Vygotsky used early childhood to test and refi?ne his basic principles. He considered the make-believe play of pre-schoolers and kindergartners the means by which they overcame the impulsiveness of toddlers to develop the intentional behavior essential to higher mental functions. ?e authors explore the theory of play developed by Vygotsky's colleague Daniel Elkonin based on these basic principlies, as well as the implications for play in the work of such Vygotskians as Alexei Leontiv, Alexander Luria, and others, and how their work has been extended by more recent research. ?e authors also discuss the role of play in creating the Vygotsky school's &quot;zone of proximal development.&quot; Like these researchers, old and new, the authors point to the need to teach young children how to play, but they caution teachers to allow play to remain a childhood activity instead of making it a lesson plan.
Ludic Ontology: Play's Relationship to Language, Cultural Forms, and Transformative Politics
Author: S?????hields, Rachel
Date: 2015-00-00
Type: Journal Articles
Subjects: Play,Philosophy,Political Issues,Cultural Influences,Sociology,Theories,Language Usage,Resistance (Psychology),Social Change,History,Social Systems

The author defines play as something beyond culture and its quotidian practices, discussing play as an embodied, affective experience that cannot be fully conveyed using conventional language. She looks at notions of play in the political philosophy and cultural criticism of the late-modern thinkers of late-capitalist society and notes that, although they have studied play extensively and theorized about it as a psychological, sociological, and anthropological phenomenon, they do not think play transcends human activity and culture. This means, she argues, that political theory and play studies have lost a highly productive way of considering play. To rectify this loss, the author conducts a selective survey of play scholars, including Johan Huizinga, Thomas S. Henricks, and Mihai I. Spariosu, to help her make philosophical claims about play as a basic force, one which drives language to adapt to feelings, sensations, and experiences that language currently fails to represent adequately. She argues that a more extensive exploration of this idea might enable many popular theories of culture and politics to deal more honestly with resistance, social change, and revolution. In short, she argues for a theory of play as the force that allows us to imagine alternatives to current cultural verities. ?
Longitudinal Literature Review on Grade Retention
Author: Holt, Carleton R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Grade Repetition,Longitudinal Studies,Self Esteem,Academic Persistence,Academic Achievement,Behavior Problems,Outcomes of Education,Dropouts,Educational Research,Mothers,Parent Child Relationship,At Risk Students,Social Promotion,Scores,High Stakes Tests,Literature Reviews

Literature on retention focuses on both short term and long term outcomes for retained students. Short term outcomes typically include academic achievement, self-esteem issues, and occurrence of behavior problems. Long term outcomes include academic growth and persistence to graduation. Regardless of the focus and intent of the study, research on retention is characterized by conflicting conclusions. Longitudinal research is a particularly important methodology for studying retention because it allows the researcher to understand how the effects of retention change or persist over time (Tanner and Galis, 1997). Longitudinal literature on retention focuses on a cohort of retained students and their long-term outcomes such as academic achievement, self-esteem, and dropping out of school. A cohort of retained students is typically matched by same grade or same age with promoted students. This analysis of longitudinal literature is organized to discuss those studies that show negative outcomes for students and studies showing positive student outcomes. This paper also highlights the interesting longitudinal work on retention that has come out of Chicago and Texas.