ethanporcaro/eric-fulltext-meta huggingface dataset:
School Constituents&apos; Ratings of the Leadership Dimensions of High-Performing Principals Based on School Regions
Author: Hutton, Disraeli M.
Date: 2019-05-00
Type: Journal Articles
Subjects: Principals,Administrator Effectiveness,Instructional Leadership,Standards,School Districts,Rural Areas,Administrator Characteristics,Educational Change,School Effectiveness,Evaluation Methods,Foreign Countries,Institutional Characteristics,Leadership Role,Academic Achievement,Barriers,Educational Philosophy,Educational Needs,Faculty Development,Educational Facilities,Administrator Attitudes

In Jamaica, schools are placed in six regions which involve one to three parishes, but in one instance, two regions are partially located in one parish. While schools in any jurisdiction should perform in accordance with stated standards and established criteria, there are many factors which seem to mitigate against this expectation. This failure usually results in weaker schools located in some regions whose performance differ based on factors such as location-urban versus rural, the levels and types of schools, the overall population of these schools, and quality of human resources, including teachers and principals, among others. In Jamaica, Region 1 comprises three adjoining parishes, Kingston, St. Andrew and St. Thomas. Five of the regions are essentially in rural Jamaica, except region 1 and even then substantial parts of St. Andrew are rural and St. Thomas is fully rural. The fact that schools are located in mainly rural settings means that the leadership displayed by the principal will be influenced by the given context and his/her ability to use personal abilities and characteristics to influence change. This study seeks to determine if school constituents' ratings of the leadership dimensions of high-performing principals based on the regional location of schools. A knowledge of the ratings of high-performing principals is important because the leadership provided by the principal is central to school performance generally. This paper locates the study of high-performing principal in the Jamaican school context and provides a review of the relevant literature with emphasis on the phases of leadership development and the four dimensions related to the performance of high-performing principals. The overview of the methodology presents the sample, procedures and statistical tests which were used and the findings presented and discussed in regards to the four dimensions related to the performance of high-performing principals. The conclusion makes specific suggestions and recommendations regarding strategies and approaches to address some of the problems related to the differences in the ratings of the performance dimensions of high-performing principals based on school regions.
Planning for Differentiated Instruction: Instructional Leadership Practices Perceived by Administrators and Teachers in Middle Schools
Author: Lang, Mark L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Leadership,School Administration,Middle School Teachers,Administrator Attitudes,Teacher Attitudes,Individualized Instruction,School Districts,Teacher Administrator Relationship,Misconceptions,Program Implementation,Incentives,Faculty Development,Classroom Techniques,Educational Practices,Strategic Planning,Principals,Leadership Effectiveness,School Effectiveness,Teacher Evaluation,Progress Monitoring,Urban Schools,Teacher Effectiveness,Special Education Teachers,Barriers

This study was designed to generate an awareness of the differences between school administrators' and teachers' perceptions of instructional leadership practices towards implementation of differentiated instruction. Data were collected from 34 middle school administrators and 171 teachers from a major metropolitan school district in the southeast United States using a researcher-designed survey. The study found that teachers were not in complete agreement with administrators in 4 of 6 subsets including the total average of all subsets. Teachers perceived survey statements about supervision and evaluation of instruction, protection of instructional time, providing incentives for teachers, and providing professional development as not being experienced to the same extent as believed by administrators to be in practice. A high degree of disagreement between administrators and teachers for the statements of the survey raised the concern that misconceptions exist. The findings suggest that school administrators may not be as attuned to the teachers' perceptions of their support for the practice of differentiated instruction. The study has implications for instructional leadership in that a misalignment of beliefs and attitudes held for innovations by school administrators and teachers can contribute to unintentionally creating barriers for implementation. Consequently, planning for differentiated instruction should be purposely informed by the perceptions of all stakeholders.
Promoting an Accessible Learning Environment for Students with Disabilities via Faculty Development (Practice Brief)
Author: Hsiao, Feilin
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Environment,Students with Disabilities,Faculty Development,Access to Education,Academic Accommodations (Disabilities),Teaching Methods,Inclusion,Postsecondary Education,College Students,College Faculty,Electronic Learning

Faculty members' positive attitudes, active engagement, and receptiveness to inclusive instructional practices may contribute to the retention and success of students with disabilities (SWDs). However, most faculty members are not adequately prepared to effectively implement inclusive instruction, and many remain uninformed regarding the functional impact of specific disabilities on academic performance. This practice brief describes a sustainable, year-long, five-module faculty development program that includes universal design of instruction, characteristics of diverse learners, accessible online learning, disability-related laws and regulations, a panel dialogue with SWDs, and a final project that involved disseminating, integrating, and applying knowledge and skills learned during the program. Results from pre- and post-training questionnaires indicated significant improvements in faculty members' willingness to accommodate SWDs, provide accessible materials, and cultivate inclusive classroom environments, as well as in their understanding of disability law and concepts and of the accessibility of campus resources.
Investigating Challenges and Preferred Instructional Strategies in STEM
Author: Cox, Thomas D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Strategies,STEM Education,Undergraduate Students,Learning Disabilities,Gender Differences,Science Instruction,College Science,Teaching Methods

In this mixed-methods study, undergraduate students identified with a learning disability indicated their preferred instructional approaches to learning in college-level STEM courses. The relationships between preferred instructional strategies and learner characteristics: (a) declared major; (b) learning disability; and (c) gender were examined. Participants (n= 48) completed a survey instrument regarding their perceptions and preferences of instructional strategies in their science classes as well as their challenges to learning. An additional focus group (n=8) was conducted to further explore how these students prefer to learn in science. The participants' self-reported challenges for learning science content included: (a) difficulty in interpreting complex texts; (b) trouble remembering or recalling content; and (c) content that was not connected to real-world applications. While the challenges faced by the participants did not correlate to the participants' identified learning disability or declared major, the identified challenges differed by gender. The study participants self-reported a preference for direct instruction with hands-on experiential learning opportunities taking place outside of the traditional classroom environment. The declared major and type of learning disability appeared to have no relationship to the most preferred or least preferred instructional method.
The Effects of Completing PREP Academy: A University-Based Transition Project for Students with Disabilities (Practice Brief)
Author: Ford, Jeremy W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Self Advocacy,Transitional Programs,Student Attitudes,High School Students,College Bound Students,Summer Programs,College Environment,Parents,College School Cooperation,Partnerships in Education,Vocational Rehabilitation,Career Exploration,Career Readiness,Postsecondary Education,Program Effectiveness

This practice brief provides an overview of a project designed to support students with disabilities considering postsecondary education. Postsecondary Rewarding Education is Possible (PREP) Academy was developed by individuals from a state vocational rehabilitation agency and a public research university. PREP Academy is a campus-based, weeklong experience in which students participate in activities designed to mirror the &quot;college experience.&quot; In an evaluation of the project's second year, a total of 23 students and six parents/guardians completed a pre- and post-survey to examine how attending the project affected students' perceptions related to students attending college. Interview data from three student and parent/guardian pairs were collected to further explore students' perceptions and to learn what components of the project were most beneficial. Results provided evidence both students and parents/guardians believe students are better prepared to attend college after participating. An emerging theme related to increasing the project's emphasis on mirroring aspects of college was identified.
Returning to the Classroom Following Sport-Related Concussion: Perspectives of College Student Athletes
Author: Acord-Vira, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Brain,Head Injuries,Student Athletes,Undergraduate Students,Student Attitudes,Team Sports,Online Surveys,College Athletics,Intercollegiate Cooperation

The purpose of this study was to examine student athletes' perspectives regarding return to learn following sport-related concussion. Data were collected through an online survey from student athletes; a subset of whom had a history of concussion. Student athletes who reported receiving education regarding the effects of concussion on classroom performance were more likely to report a concussion and receive accommodations. Also, student athletes experiencing specific symptoms reported certain accommodations to be more or less beneficial with returning to the classroom following concussion. However, the presence of a return to learn policy at colleges did not improve the odds that student athletes received education on the effects of concussion on academic performance or improve concussion reporting or receiving accommodations while recovering from symptoms of concussion. Returning to the classroom prior to symptom resolution following concussion can have adverse effects on symptom recovery, learning, grades, and ultimately the livelihood of the student athletes. Colleges need to provide education specifically on the effects of concussion on classroom performance to increase the odds of student athletes reporting a suspected concussion to a school official. Student athletes who report a concussion are also more likely to receive accommodations when returning to the classroom that will enhance recovery without exacerbating symptoms.
Perceptions of College Students with Disabilities
Author: Akin, D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Students with Disabilities,Attitudes toward Disabilities,Peer Relationship,Mental Disorders,Intellectual Disability,Academic Accommodations (Disabilities),Physical Disabilities,Comparative Analysis,Higher Education,Negative Attitudes,Student Behavior,Classroom Techniques

A large body of research on disability stigma conducted among young school children and adults in non-educational settings shows that individuals with non-visible disabilities experience more negative stigma compared to individuals with visible disabilities. However, there is a noticeable lack of research on disability stigma within higher education. The main purpose of the current research was to study how college students perceive their peers who have a disability and how these perceptions differ depending on the type of disability. Participants completed measures that assessed their perceptions of sociability, academic ability, and academic performance of students who have one of three disability types: physical (visible), cognitive (non-visible), and psychiatric (non-visible). For the given disability type, they also rated their expectations of classroom behaviors, deservingness of academic accommodations, and ability to deal with the disability. The results showed that students with visible disabilities compared to students with non-visible disabilities were perceived as being more sociable and academically capable, but they also were perceived as displaying more disruptive classroom behaviors. Differences between the two types of non-visible disabilities also were observed. Our study reveals a need for further research on perceptions of disability and how these perceptions impact students within higher education.
The Self-(un)Identification of Disability in Higher Education
Author: Aquino, Katherine C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Disability Identification,Self Disclosure (Individuals),Academic Accommodations (Disabilities),Students with Disabilities,Higher Education,Longitudinal Studies,Postsecondary Education,Enrollment,College Students

Use of the self-identification process and accommodation services can, in theory, positively contribute to student success; however, students with disabilities may be negatively impacted if they perceive others viewing them as less significant members of the college community. This study identifies the number of students with self-identified disabilities within higher education and the change in self-identification cases over the course of postsecondary enrollment. Utilizing data from the Beginning Postsecondary Students Longitudinal Study, findings indicate that, 59% of students who self-identified during the first year of postsecondary education, unidentified by the first follow-up and, of those who identified as having a disability at the first follow-up, only 38% also self-identified during the base-year.
Trends and Influential Factors in Child Abuse Reporting: Implications for Early Career School Counselors
Author: Ricks, Lacey
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Abuse,School Counselors,Entry Workers,School Counseling,Self Efficacy,Child Safety,Child Neglect,Counselor Role,Legal Responsibility,Counselor Training,Lunch Programs,Online Surveys,Counselor Attitudes

This study used quantitative measures to explore child abuse reporting trends for early career school counselors and to examine factors influencing their decisions to report suspected child abuse. Thematic coding was used to analyze recommendations for additional training needs regarding child abuse reporting and for the challenges school counselors faced regarding mandated reporting. Participants completed online surveys to assess their experiences. Factors found to influence school counselors' decisions to report suspected child abuse included school counselors' self-efficacy levels, academic setting, and students' participation in the schools' free or reduced lunch program. Qualitative results were also reviewed.
Stay-at-Home Dads&apos; Experiences with Their Children&apos;s Elementary Schools
Author: Davis, Eric S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Sex Role,Parent Role,Fathers,Parent Child Relationship,Parent Attitudes,Elementary School Students,Parent School Relationship,Parent Participation,School Counseling,Child Rearing

The role of fathers in elementary education has shifted drastically in recent years. In particular, stay-at-home dads (SAHDs) have become more relevant in the lives of children. Despite these changes, there remains a paucity of research on SAHDs' experiences with their children's schools. This qualitative study examined SAHDs' perceptions of and experiences with their children's schools. The research identified three themes: (a) involvement, (b) interactions, and (c) communication. The researchers discuss implications for elementary school counseling practice as well as future areas of research.
Learning Strategy Instruction for College Students with Disabilities: A Systematic Review of the Literature
Author: Faggella-Luby, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Strategies,Students with Disabilities,Outcomes of Education,Learning Disabilities,Teaching Methods,Postsecondary Education,College Students,Literature Reviews

The growing number of individuals with disabilities in higher education is a sign of significant progress toward improving outcomes and equity as intended by federal legislation. However, to successfully meet the demands of the postsecondary environment, students must act as self-regulated, independent learners. Thus, instruction for students with disabilities in learning strategies may be necessary to actualize improved outcomes. The current systematic review analyzes a subset of 21 empirical articles on learning strategy instruction in higher education for students with disabilities spanning 1955-2015 as organized by the PASS Taxonomy (Dukes, Madaus, Faggella-Luby, Lombardi, &amp; Gelbar, 2017). Results confirm there is a paucity of research, as we identified only 21 intervention studies examining learning strategies (11 single case and 10 group-design studies) in higher education during the period studied. Findings are presented related to characteristics of the study corpus, types of learning strategies emphasized, instructional delivery context, settings, interventionist, fidelity, measures, and outcomes. Special emphasis is placed on group design studies.
The Influence of Personal and Professional Characteristics on School Counselors&apos; Recognition and Reporting of Child Sexual Abuse
Author: Behun, Richard Joseph
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Characteristics,Predictor Variables,Child Abuse,Sexual Abuse,Identification,Decision Making,Disclosure,Counselor Attitudes,Moral Values,Confidentiality,Measures (Individuals),Moral Development,Values,Counselor Training,Scores

This study investigated personal and professional predictors of professional school counselors' (N = 220) accurate recognition and appropriate reporting of child sexual abuse. Additionally, this study examined instances when school counselors suspected child sexual abuse but intentionally elected not to report it and explored considerations that were influential in the decision-making process. Results indicated that personal and professional characteristics of the school counselor did not predict recognition and appropriate reporting of child sexual abuse but did contribute to the decision-making process when deciding to make a mandated report.
Students&apos; Perception of Flipped Classroom: A Case Study for Private Universities in Jordan
Author: Aljaraideh, Yousef
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Blended Learning,Private Colleges,Foreign Countries,College Students,Educational Innovation,Student Motivation,Positive Attitudes,21st Century Skills,Gender Differences,Student Needs,Preferences,Multimedia Instruction,Educational Technology,Instructional Effectiveness,Thinking Skills,Predictor Variables,Student Participation,Video Technology

This study examined the male and female students' perceptions of flipped learning system, taking four private universities in the Northern Province in Jordan as the sample of study. Flipped classroom, as an innovative strategy used in higher education, suits the demands of students at a university level, developing their critical thinking and problem-solving skills. A descriptive approach is implemented in order to stem out the analysis of data collected. Besides, the main contribution of this study is characterized here by positioning the survey of flipped classroom in Jordanian universities which finally can be consider as a new innovation in preliminary stage. The current study showed that the students' perceptions of flipped classroom in the Jordanian private universities were high. This study recommended the necessity of using flipped learning technique at universities in Jordan due to its efficiency in developing students' understanding of the curriculum and in motivating them to become active rather than passive participants in the classroom.
School Counselor Site Supervisors&apos; Perceptions of Preparedness and Training Needs
Author: Wambu, Grace W.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,Supervisors,Educational Needs,Counselor Attitudes,Training Methods,Preferences,Supervisory Training,Graduate Study,Practicums,Internship Programs,Counselor Training,Readiness,Professional Associations,Public Schools,Group Membership,Self Concept,Supervisor Qualifications,Clinical Experience,Standards

The importance of school counselor site supervisor training has gained considerable attention in the past couple of years; however, despite these efforts, little progress seems to have been made. This study explores school counselor site supervisors' perceptions of preparedness, training needs, and preferred methods of future training. Results of the study revealed that most participants did not receive supervision training during their graduate program preparation. Implications for training site supervisors and future research are discussed.