ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Oppositional Culture Theory Applied to One Suburban Midwestern High School
Author: Blackard, Tricia
Date: 2014-03-00
Type: Journal Articles
Subjects: Suburban Schools,African American Students,High School Students,Interviews,Critical Theory,Educational Experience,Educational Opportunities,Outcomes of Education,High Achievement,Peer Acceptance,Student Attitudes,Educational Attitudes,Qualitative Research,Parent Aspiration,Peer Influence,Teacher Student Relationship,Study Habits,Victims,Academic Achievement

This study explored whether and to what extent Ogbu and Fordham's Oppositional Culture Theory applied to African American high school students at one Midwestern suburban high school. Based on multiple interviews with six African American students, the study found support for some aspects of the theory but not for others.
High School Size and White Student College Readiness: A Statewide, Multiyear Analysis
Author: Moore, Robin L.
Date: 2014-03-00
Type: Journal Articles
Subjects: High School Students,School Size,White Students,College Readiness,Language Arts,Mathematics,Comparative Analysis,Statistical Analysis,Effect Size,Student Records,Databases

We analyzed 5 years of Texas statewide data on high school size and college readiness in English Language Arts, math, and in both subjects for White students. Using Greeney and Slate's (2012) criteria, large-size high schools had over 1,500 students, medium-size high schools had 401 to 1,500 students, and small-size high schools had enrollments under 400. White students enrolled in large-size high schools had statistically significantly higher college readiness rates in English Language Arts, math, and in both subjects than White students enrolled in medium-size and small-size high schools for each of the 5 years examined in this study. Effect sizes were moderate for all 3 areas and for all 5 years. As such, support was provided for the economies of scale theoretical framework. Implications for policymakers and recommendations for research are present.
Differences in Hispanic Access and Success Rates for Undergraduate Health-Related Studies in Texas Health-Related Institutions: A Multiyear, Statewide Investigation
Author: Cox, Shelley M.
Date: 2014-03-00
Type: Journal Articles
Subjects: Hispanic American Students,Access to Education,Undergraduate Students,Health Education,Success,Enrollment Rate,Graduation Rate,Statistical Significance,Student Records,School Statistics,Statistical Analysis,Academic Degrees

In this investigation, we analyzed Hispanic student access and success in health-related degrees by examining enrollment and graduation rates over a period of 13 years. Archival data were obtained from the Texas Higher Education Coordinating Board consisting of the number of Hispanic students enrolled and number of degrees awarded in the health-related degrees at Texas health-related institutions for each year beginning with 2000 through 2012. Statistically significant increases were not present in the number or the percentages of Hispanic students enrolled in undergraduate degree programs or for the number or the percentages of undergraduate degrees awarded. The lack of statistically significant increases should serve as a call to examine the higher education system.
Shifting Practices in Teacher Performance Evaluation: A Qualitative Examination of Administrator Change Readiness
Author: Spina, Nancy
Date: 2014-10-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Attitudes,Administrator Attitudes,Educational Change,Qualitative Research,Focus Groups,Interviews,Barriers,Program Implementation,Evaluation Methods,Readiness,Evaluation Needs,Educational Practices

This study examines the perceptions, attitudes and beliefs of administrators and teachers in a Southwestern Illinois School District regarding the recent reforms in teacher performance evaluation. This study uses a qualitative approach and provides data from individual and focus group interviews to determine the extent to which the district is prepared to make the changes effectively. The findings show that while teachers and administrators perceive potential benefits to teacher evaluation reforms, they also recognize barriers to successful implementation. Implications provide strategies that would benefit the district in an effective transition to the new model of teacher performance evaluation.
Understanding Leadership through Poetics of Leadership: Searching for Personal Meaning and Authentic Understanding
Author: Jenlink, Patrick M.
Date: 2015-10-00
Type: Journal Articles
Subjects: Aesthetics,Philosophy,Moral Values,Literacy,Imagination,Self Concept,Leadership Training,Leadership Styles,Novels,Poetry,Films,Music,Figurative Language,Graduate Students,Doctoral Programs

The author examines, using educational poetics as form of aesthetic inquiry, pedagogical practices that incorporate a poetics of leadership activity in preparing educational leaders. In particular, the author draws forward John Dewey's philosophical positioning of aesthetic experience. Poetics involves a deepening of understanding and sensitivity to reasoning and imagination in leadership practice, and mirrors how events, actions, and the conduct of others can all express intellectual, aesthetic, and moral meaning. Poetics as an aesthetic mirror is examined in developing moral literacy and ethical frames of leadership. The author explores how leadership preparation and leadership practice have a significant poetic dimension with respect to the search for personal meaning and the development of authentic understanding. Imaginative projection enables the study of leadership to examine the self as an ethical being. Research findings and exemplars of poetic elements are presented in the study. Four years of research data are reported.
Does Implementing an Emotional Intelligence Program Guarantee Student Achievement?
Author: Wilkens, Coral L.
Date: 2015-03-00
Type: Journal Articles
Subjects: Emotional Intelligence,Program Effectiveness,Positive Behavior Supports,Emotional Development,Academic Achievement,Student Records,Statistical Analysis,Correlation,Program Implementation,Language Arts,Mathematics Achievement,Reading Achievement

Being a 21st century learner may require a shift in the education paradigm. To be successful students may need to possess a different type of intelligence. Cherniss (2001), Goleman (1995), and O'Neil (1996), suggest that the key to positive life outcomes might consider emotional intelligence as more important than intellectual quotient (IQ). Emotional intelligence is associated with positive life outcomes, as seen in several studies conducted on emotional intelligence in business leadership, educational leadership, achievement, and life success. The purpose of this study was to compare the implementation of a positive behavior support (PBS) system (The Leader In Me [TLIM]) that embeds emotional competencies throughout an entire learning community with its affect on student achievement. More than 1,200 schools across the United States use TLIM approach. The schools chosen for this study were located solely in the state of Texas. Data were obtained from the publicly available archival datasets from the Texas Education Association (TEA). A causal-comparative analysis using a one-way ANOVA was used to determine whether a significant correlation existed between schools that used TLIM and those that did not. Results indicated no statistically significant difference between the two school groups. Additional analysis was performed to examine the level of implementation. Schools that had reached Lighthouse status demonstrated a significantly higher achievement level in ELA and mathematics compared to schools that did not use TLIM.
Conceptualizing Mindful Leadership in Schools: How the Practice of Mindfulness Informs the Practice of Leading
Author: Wells, Caryn M.
Date: 2015-03-00
Type: Journal Articles
Subjects: Metacognition,Instructional Leadership,Administrator Characteristics,Leadership Effectiveness,Trust (Psychology),Emotional Intelligence,Neurosciences,Stress Variables,Guidelines,Stress Management,Elementary Secondary Education,Correlation,Empathy

This paper advances the conceptual notion of mindfulness for educational leaders. The findings presented acknowledge the current levels of stress that school leaders face and posits that the practice of mindfulness may reduce these stressors while improving the effectiveness of leadership. The author also presents a synthesis of the literature from resonant leadership, emotional intelligence, social intelligence, and neuroscience findings, using the constructs of mindfulness as the foundation to develop a conceptual framework for mindful leadership in the schools. The attitudinal foundation of mindfulness (Kabat-Zinn, 2009) awareness, being fully present, compassion, equanimity, non-judgment, non-reactivity, letting go, listening, self-compassion, patience, and trust are presented at constructs of mindfulness for educational leaders. These constructs are reviewed for their ability to inform leadership practice for educational leaders.
The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign
Author: Cervantes, Bernadine
Date: 2015-10-00
Type: Journal Articles
Subjects: Multivariate Analysis,Student Projects,Mathematics Achievement,Reading Achievement,Teaching Methods,Educational Experience,Instructional Design,Comparative Analysis,Grade 7,Grade 8,School Restructuring,Learning Theories,Urban Schools,School Districts,Profiles,Statistical Analysis,Effect Size,Minority Group Students

Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in which PBL was nonexistent. Using outcome measures of academic achievement in mathematics and reading, multivariate and univariate analyses of the data showed that the PBL groups performed at a higher achievement level than did the non-PBL students. Theoretical and practical implications are discussed.
The Probability of a General Education Student Placed in a Co-Taught Inclusive Classroom of Passing the 2014 New York State ELA and Mathematics Assessment in Grades 6-8
Author: St. John, Michael M.
Date: 2015-10-00
Type: Journal Articles
Subjects: Team Teaching,Regular and Special Education Relationship,Grade 6,Grade 7,Grade 8,Inclusion,Language Arts,Mathematics,Academic Achievement,Probability,Scores,Regression (Statistics),Gender Differences,Socioeconomic Influences,Attendance,Ethnicity,General Education,Middle School Students,Educational Environment,Environmental Influences

This study examined the influence of placement in a co-taught inclusive classroom on the academic achievement of general education students in grades 6-8 in a suburban New York school district on the 2014 New York State ELA and Mathematics Assessments. Propensity Score Matching (PSM) was utilized for sample selection in order to simulate a more randomized design methodology and to decrease the likelihood of selection bias (Randolph, Falbe, Manuel and Balloun, 2014). Logistic regression was used to determine the influence of gender, socioeconomic status, attendance, past academic performance, ethnicity, and assignment to an inclusive classroom on the probability of a general education student scoring proficient on the 2014 New York State Assessments in ELA and Mathematics in grades 6-8. Results indicated that grade 6-8 general education students who were &quot;not&quot; placed in a co-taught inclusive classroom had a greater probability of being proficient on both the 2014 New York State ELA Assessment, 5 to 1 odds, and New York State Mathematics Assessment, 2 to 1 odds.
Demographic Changes of Hispanic Populations and Hispanic Student Enrollment in Texas Community Colleges: A Literature Review
Author: Hernandez, Jack
Date: 2015-03-00
Type: Journal Articles
Subjects: Hispanic American Students,Two Year College Students,Community Colleges,Enrollment Trends,Literature Reviews,Immigrants,Poverty,Achievement Gap,Disproportionate Representation

In this literature review, Hispanic demographic changes in the United States and in Texas are examined. Hispanics have accounted for large changes in population, population change, and proportion of population. Accordingly, the literature was reviewed regarding Hispanic immigrants, both authorized and non-authorized immigrants. The issue of poverty related to Hispanics was addressed. Hispanics and college enrollment, along with the educational attainment patterns of Hispanics, were discussed. The Texas Closing the Gaps plan was examined, as it was related to Hispanic students. The over-representation of Hispanics in community colleges was addressed. Finally, implications of this review of the literature were provided.
School Administrators' Perceptions of the Achievement Gap between African American Students and White Students
Author: Royle, Jonathan
Date: 2014-10-00
Type: Journal Articles
Subjects: Administrator Attitudes,Achievement Gap,Faculty Development,Student Needs,Structured Interviews,Student Motivation,African American Students,Academic Achievement,Principals,Teacher Student Relationship,White Students,Poverty,Instructional Leadership,Phenomenology,Teaching Methods

This study included an analysis of principal perceptions of the achievement gap between African American and White students. School administrators from campuses with a substantial number of African American students within the subgroup were interviewed to explore their perceptions of the achievement gap. The study revealed factors within the principal's role that affect academic achievement with African American students. The three themes that developed from structured analysis of interview data were: (a) staff must build authentic relationships to increase students' intrinsic motivation, (b) needs-driven instruction generates higher individual student achievement, and (c) staff members require professional development to meet students' needs.
Positive Behavior Support in Schools (PBSIS): An Administrative Perspective on the Implementation of a Comprehensive School-Wide Intervention in an Urban Charter School
Author: Christofferson, Remi Dabney
Date: 2015-10-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Intervention,Values,Rewards,Educational Environment,Student Behavior,Behavior Problems,Mixed Methods Research,Early Childhood Education,Kindergarten,Grade 1,Grade 2,Discipline Problems,Program Effectiveness,Referral,Suspension,Urban Schools,Interviews

This research explores the implementation of a school-wide intervention program that was designed to foster and instill intrinsic values based on an external reward system. The Positive Behavior Support in Schools (PBSIS) is an intervention intended to improve the climate of schools using system-wide positive behavioral interventions to discourage disruptive behaviors. The charter school that was the focus of this research experienced high staff turnover, negative school climate and student suspension rates that exceeded the state average. A mixed methods research design included de-identified data that were retrieved from 200 students in grades kindergarten through two, 205 parents and 54 staff members. The data sources included data from the School-wide Evaluation Tool (SET), Climate Survey and Office Discipline Referrals (ODR). Results indicated the implementation of Positive Behavior Support in Schools had a positive and significant impact on improving student behaviors and school climate. Results indicated that the implementation of the program significantly reduced the number of office discipline referrals and in-school suspension rates, and improved perceptions of students, staff and parents regarding the school climate. However, the results also indicated that there was no significant difference in the out-of-school suspension rates during the two-year implementation of PBSIS. This study provided administrators and staff with a comprehensive understanding of the implementation challenges associated with a school-wide intervention, as well as evidence to support practices that were effective.
An Investigation of Ethical Leadership Perspectives among Ohio School District Superintendents
Author: Fowler, Denver J.
Date: 2014-10-00
Type: Journal Articles
Subjects: Superintendents,Public Schools,Ethics,Administrator Attitudes,School Districts,Investigations,Demography,Likert Scales,Administrator Surveys,Social Desirability,Leadership Styles,State Surveys,Interviews,Scores,Predictor Variables,Educational Attainment,Regression (Statistics),Institutional Characteristics,Administrator Characteristics

The purpose of this study was to investigate the ethical leadership perspectives of Ohio public school superintendents. Secondly, this study examined to what extent ethical leadership perspectives of Ohio public school superintendents vary according to school district characteristics. Furthermore, the study examined to what extent do ethical leadership perspectives of Ohio public school superintendents vary according to leader demographics. A survey was used to collect data of both superintendent demographics and school district characteristics. Included in this survey were an Ethical Leadership Scale (ELS) and Social Desirability Scale (SDS). The ELS was used to measure ethical leadership perspectives of the superintendents. The SDS was used to measure social desirability of the superintendents. The survey was sent to 606 public school district superintendents in the State of Ohio of which 231 responded. Additionally, this study included an ancillary study in which the researcher conducted interviews with 15 superintendents from across the State of Ohio. The goal of these small group and individual interviews was to gain further information regarding ethical leadership perspectives and social desirability of superintendents in the State of Ohio, and furthermore, to identify district characteristics and leader demographics associated with ethical leadership perspectives. Included in these interviews, the researcher administered the ELS and SDS instruments to each participant.
English 2.0: Learning and Acquisition of English in the Networked Globe with the Connectivist Approach
Author: Bozkurt, Aras
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Conventional Instruction,Web 2.0 Technologies,Technology Uses in Education,Information Technology,Technological Advancement,Language Acquisition,Learning Theories,Constructivism (Learning),Computer Uses in Education,Access to Information,Electronic Learning,Educational Technology,Video Technology,Computer Assisted Instruction,Global Approach,Technological Literacy,Internet,Telecommunications,Computer Mediated Communication,Technology Integration

English is one of the most spoken languages in the world and widely accepted as a foreign language in many parts of the world. However, though there has been a high demand for English as a foreign language in the 21st century, it has still been taught or learned through traditional methods and conventional pedagogical approaches. In the digital age, learner characteristics, learning environments, and learner needs have significantly changed and new pedagogical approaches or learning systems have emerged as a natural result of the paradigm shift. In this article, these changes were explained and suggestions were made for foreign language learning and acquisition based on the networked learning and the connectivist approach to learning.
Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social and Mobile Media
Author: Pavlik, John V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Social Media,Technological Advancement,Technology Uses in Education,Handheld Devices,Telecommunications,Computer Mediated Communication,Influence of Technology,Online Courses,Technology Integration,Blended Learning,Electronic Learning,Distance Education,Teaching Methods,Educational Innovation,Higher Education,Teacher Role

Emerging technologies are fueling a third paradigm of education. Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process. This paradigm challenges traditional assumptions that have long characterized educational institutions and processes, including basic notions of space, time, content, and learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the 21st century. This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process, and the learning outcomes. Recommendations for implementing new teaching and learning techniques are offered.
What Expert Teachers Think: A Look at Principal Leadership Behaviors That Facilitate Exemplary Classroom Instructional Practice
Author: Goodwin, Janet
Date: 2014-10-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Instructional Leadership,Administrator Behavior,Leadership Qualities,Teacher Attitudes,Questionnaires,Likert Scales,National Surveys,Administrator Characteristics,School Administration,Elementary Secondary Education,Nonparametric Statistics,Statistical Analysis,Gender Differences,Rewards,Recognition (Achievement),Interprofessional Relationship,Teacher Student Relationship,Correlation

The purpose of this study was to rank order 21 leadership behaviors originally identified by the work of Waters, Marzano &amp; McNulty (2003) and the impact they have on teacher instructional practice using questionnaire responses provided by past recipients of the National Teacher of the Year award at the state level (n=178) in order to expand the research base on principal leadership behaviors that improve instructional practice. Statistically significant rank order differences were found based on gender, school grade level and SES.
Online Credit Recovery: Benefits and Challenges
Author: Pettyjohn, Teri
Date: 2014-03-00
Type: Journal Articles
Subjects: High School Students,At Risk Students,Credits,Repetition,Required Courses,Supplementary Education,Online Courses,Electronic Learning,Student Attitudes,Teacher Attitudes,Educational Benefits,Qualitative Research,Case Studies,Suburban Schools,Interviews,Expectation

School leaders are faced with selecting programs to support at-risk students in high schools across the United States. Increasingly, supplemental online learning is being selected as an innovative way to assist these students. The purpose of this qualitative study was to understand stakeholders' perceptions of the benefits and challenges of high school supplemental online learning for credit recovery. Participants included twelve high school students who had been enrolled in supplemental online learning for credit recovery, two content teacher monitors, and four graduation coaches. The perceptions of these respondents provide insight for school leaders selecting online credit recovery programs and policy makers.