ethanporcaro/eric-fulltext-meta huggingface dataset:
Portrait of a Turnaround Leader in a High Needs District
Author: Hewitt, Kimberly Kappler
Date: 2015-11-00
Type: Journal Articles
Subjects: Transformational Leadership,School Turnaround,Elementary Schools,Rural Schools,Change Agents,Profiles,Interviews,Leadership Styles,Expectation,Trust (Psychology),Principals

Using portraiture methodology involving interview, observation, and artifact data, this study portrays a turnaround leader, Dr. Susan Gray, in a high needs, rural district in the Southeast. In three years, Gray led Lincoln Elementary from nearly being reconstituted to being an award-winning school. Gray has subsequently been assigned other leadership roles that required a change agent. The study narrates Gray's professional arc, highlighting her drive, ability to build relational trust, unapologetic disruption of deficit thinking, mission-orientation, and high expectations to guide the turnaround process. The paper concludes with implications for practice and research related to leadership preparation and school turnaround.
Assessing Multiple Stakeholders' Perceptions of an Effective Principal Evaluation System
Author: Tran, Henry
Date: 2015-11-00
Type: Journal Articles
Subjects: Principals,Administrator Evaluation,Stakeholders,Focus Groups,Evaluation Methods,Parents,School Personnel,Public Schools,School Districts,Feedback (Response),Work Experience,Goal Orientation,Accountability,Professional Development

Existing principal evaluation research has failed to include the perspectives of multiple stakeholders. The present research study used focus group interviews to gather data about designing a principal evaluation process that includes these perspectives. Focus groups were conducted with principals, parents, certificated staff, and classified employees (N=34) in a public school district. Our findings revealed five common themes for all stakeholders, as well as themes unique to specific participant groups. We then examined the themes to determine how they aligned with the two primary purposes of evaluation: accountability and professional development (Stronge, 1995).
A Tool to Assess and Compare Knowledge Mobilization Efforts of Faculties of Education, Research Brokering Organizations, Ministries of Education, and School Districts
Author: Cooper, Amanda
Date: 2015-00-00
Type: Journal Articles
Subjects: Schools of Education,Public Agencies,Knowledge Management,Information Dissemination,Information Policy,Research Utilization,Usability,Evidence,Evidence Based Practice,Systems Analysis,Comparative Analysis,Clearinghouses,Measurement Techniques,Statistical Analysis,Foreign Countries

There are few tools that exist to measure knowledge mobilization (KMb), the process of connecting research to policy and practice across diverse organizations and sectors. This article reports on a comparison of KMb efforts of 105 educational organizations: faculties of education (N = 21), research brokering organizations (N = 44), school districts (N = 14), and ministries of education (N = 26). This study used a tool that analyzed KMb efforts along two dimensions--research dissemination strategies (e.g., products, events, and networks) and research use indicators (e.g., different types of strategies, ease of use, accessibility, collaboration, and mission)--using data available on organizational websites. Findings show that research brokering organizations and faculties of education are producing stronger knowledge mobilization efforts than school districts and ministries of education; however, even faculties and research brokering organizations often have modest efforts. Most KMb efforts are product based, with network strategies usually being the weakest KMb strategy utilized.
Finding the Sweet Spot: Network Structures and Processes for Increased Knowledge Mobilization
Author: Briscoe, Patricia
Date: 2015-00-00
Type: Journal Articles
Subjects: Knowledge Management,Evidence Based Practice,Network Analysis,Computer Mediated Communication,Partnerships in Education,Theory Practice Relationship,Group Dynamics,Barriers,Organizational Objectives,Organizational Climate,Administrative Organization,Operations Research,Social Networks,Foreign Countries,Interviews

The use of networks in public education is one of many knowledge mobilization (KMb) strategies utilized to promote evidence-based research into practice. However, challenges exist in the ability to mobilize knowledge through networks. The purpose of this paper is to explore how networks work. Data were collected from virtual discussions for an interim report for a province-wide government initiative. A secondary analysis of the data was performed. The findings present network structures and processes that partners were engaged in when building a network within education. The implications of this study show that building a network for successful outcomes is complex and metaphorically similar to finding the &quot;sweet spot.&quot; It is challenging, but networks that used strategies to align structures and processes proved to achieve more success in mobilizing research to practice.
Research Use in Education: An Online Survey of School Practitioners
Author: Lysenko, Larysa V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Surveys,Research Utilization,Educational Research,Attitude Measures,Questionnaires,Administrators,Geographic Location,Secondary School Teachers,Elementary School Teachers

This paper summarizes the results of a pan-Canadian online survey study that investigates the extent to which school practitioners (N = 1,153) use research to inform their practice. The self-reports indicate that the majority of the respondents used educational research, yet this engagement was infrequent. Although the respondents shared neutral attitudes about research, their comments add rather a negative connotation to their perceptions. This study's findings are relevant to school leadership organizations, teacher education institutions, and research-generating bodies as they point to the necessity of increasing research relevance and accessibility, cultivating teaching as a research-based profession, and building school capacity to use research.
Exploring the Benefits of a Collaborative Inquiry Team in Education (CITE) Initiative to Develop a Research Community and Enhance Student Engagement
Author: Cantalini-Williams, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Inquiry,Teamwork,College Faculty,Elementary School Teachers,College School Cooperation,Partnerships in Education,Foreign Countries,Faculty Development,Qualitative Research,Learner Engagement,Educational Research,Teacher Researchers,Transcripts (Written Records),Feedback (Response)

This study examined a collaborative inquiry process, facilitated by university faculty in an elementary school, intended to develop a research community, foster knowledge mobilization, and enhance student engagement. The Collaborative Inquiry Team in Education (CITE) initiative consisted of five school-based sessions that included videos, discussions, and the completion of a research action plan. Data collection and analysis involved sessions' transcripts, feedback from participants, documents such as brainstorming charts, and student artifacts. Findings indicate that the collaborative inquiry process with enablers of time, flexibility, and support from university faculty increased educators' research acumen and student engagement in classrooms. The CITE initiative is an effective example of applied education research and knowledge mobilization with the inclusion of faculty and technological support, innovative resources, and the co-construction of new understandings.
Using Job Embeddedness to Explain New Teacher Retention
Author: Watson, Jennifer Moradian
Date: 2016-05-00
Type: Journal Articles
Subjects: Teacher Persistence,Faculty Mobility,Sense of Community,Elementary School Teachers,Secondary School Teachers,Multivariate Analysis,Correlation,Predictor Variables,Teacher Surveys,Work Attitudes,Likert Scales,Organizational Culture

The high turnover rates among teachers, particularly novice teachers, is a significant problem in the field of education. This study examines the relationship between teacher turnover and a construct found in organizational literature--job embeddedness. Job embeddedness is the extent to which an employee connects socially and emotionally to their job and the community in which they work. Data from 143 elementary, middle, and high school novice teachers in three Central California school districts in the San Joaquin Valley indicate that the degree to which teachers are connected to their schools and communities is a substantial factor in whether new teachers stay or leave. The use of multivariate analysis of variance (MANOVA) identified a correlation between embeddedness and retention. The findings suggest that job embeddedness is a useful construct for better understanding novice teacher turnover. Further, practical implications of this study suggest that efforts to enhance the social and emotional links between novice teachers, their jobs and surrounding community may help stem the high turnover rate among new teachers.
Teachers' Perceptions of Principals' ICT Leadership
Author: Petersen, Ann-Louise
Date: 2014-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Educational Technology,Technology Uses in Education,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Foreign Countries,International Cooperation,Computer Mediated Communication,Qualitative Research,Teacher Attitudes,Interviews,Leadership Responsibility

This article focuses on the leadership used by the principal in a collaborative ICT project. The case study chosen was a school project conducted within the NCCE project (Nordic Cross Country Education). The EU funded project ran for three years in grades 5-9 in Sweden, Denmark and Norway. The goal of the project was to develop cross-border education models between the national education systems in the three countries. The project was based on virtual communication using digital technology. The study focuses on how the Swedish teachers from two schools involved in the NCCE project experienced the leadership of the principals in ICT related matters. A qualitative method was used by interviewing the teachers in order to inquire about what kind of support they had received from the school leadership on pedagogical issues, technical equipment and ICT competence. The ICT leadership was analyzed by Dexter's three basic features: &quot;setting direction,&quot; &quot;developing people&quot; and &quot;making the organization work.&quot; The result showed two kinds of leadership. The first one resembled a &quot;distributed leadership,&quot; where the principal worked closely with teachers and ICT managers, almost like being one of the team. The second one resembled more a formal leadership where principals had a positive attitude towards ICT development but did not participate personally in the project work.
What TIMSS Tells Us about Instructional Practice in K-12 Mathematics Education
Author: Lee, Dabae
Date: 2014-00-00
Type: Journal Articles
Subjects: Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Achievement,Science Achievement,Science Tests,Mathematics Tests,Teaching Methods,Grade 8,Correlation,Recall (Psychology),Problem Solving,Mathematical Logic

Effort to determine teachers' effects on students has been continuously made with national data. However, paucity of research has been conducted on how teachers' instructional strategies impact on student learning with national data, although instructional theories suggest a direct relationship between instructional strategies and learning outcomes. Therefore, the relationship between teachers' use of instructional strategies and learning outcomes should be examined with national data. This study investigates how much teacher's instructional strategies explain student learning in mathematics and what instructional strategies are positively related to student learning outcomes. Revised Bloom's taxonomy was used to define instructional strategies that support different levels of cognitive processes. The U.S. 8th grade mathematics data from the 2007 Trends in International Mathematics and Science Study was analyzed using multilevel modeling. As results, teachers' instructional strategies explained approximately 12% at the individual level and 17% at the teacher level of the learning outcome. Also, asking students to write equations and functions to represent relationships and to decide on their own procedures for solving complex problems were positively and significantly related to student learning outcomes.
Efficacy of Interactive Whiteboard on Psychomotor Skills Achievement of Students in Isometric and Orthographic Projection
Author: Gambari, Isiaka A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Interactive Video,Psychomotor Skills,Secondary School Students,Technology Education,Instructional Effectiveness,Drafting,Pretests Posttests,Quasiexperimental Design,Chalkboards,Multiple Choice Tests,Statistical Analysis,Gender Differences,High Achievement,Low Achievement,Foreign Countries,Reliability

This paper discusses importance of technology education and evidences of declining performance of junior secondary school students in basic technology subject. Potentials on interactive whiteboard (IWB) as one of the new technologies to meet the challenges of the 21st century are also discussed. The efficacy of IWB for teaching Isometric and Orthographic projection concepts in Technical Drawing aspect of Basic Technology was determined using a pretest-posttest, non-equivalent, non-randomized quasi-experimental design. A 2x2x3 factorial design was employed. Ninety Four (49 males and 45 females) and (31 high, 51 medium and 12 low achievers) JSS-1 students from two secondary schools in Abuja Metropolis made-up the sample. The schools were randomly assigned to experimental and control groups. The experimental group was taught selected concepts of Isometric and Orthographic Projections using IWB and (Chalkboard) traditional method were used for the control group. A validated Basic Technology Achievement Test (BTAT) comprised of 25-item multiple-choice object test was employed for data collection. The reliability coefficient of BTAT was 0.88 using Kuder-Richardson (KR-20). The hypotheses were tested using ANCOVA and Scheffe post-hoc analysis. Results revealed that the students taught with IWB performed better than the control group. Also, high achievers performed better than medium and low achievers respectfully. The IWB was found also to be gender friendly. Based on the findings, it was recommended that the use of IWB should be encouraged in Nigerian schools.
Collaborative Teacher Inquiry into iPad Use in Grade 3 Classrooms: Mobilizing Knowledge through a Long-Term School-University Partnership
Author: McQuirter Scott, Ruth
Date: 2015-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Case Studies,Grade 3,Elementary School Teachers,Teaching Methods,Handheld Devices,Telecommunications,Technology Uses in Education,Educational Technology,College School Cooperation,Teacher Collaboration,Inquiry,Teacher Leadership,Preservice Teacher Education,Language Arts,Foreign Countries

In this paper, we report on a longitudinal case study exploring Grade 3 teachers' implementation of iPads in the Language Arts classroom. A school-university partnership was formed based on a collaborative teacher inquiry model. We examined factors that shaped our collaboration. The project resulted in greater teacher sharing of iPad implementation strategies and growth in leadership skills among the teachers. A surprising finding was the degree of reciprocal learning about digital pedagogy that the university researchers experienced during the study and were able to share with their Pre-service Education classes. We emphasize the potential of school-university partnerships for narrowing the current gap between theory and practice in technology-enhanced learning.
Technology and Secondary Writing: A Review of the Literature
Author: Blankenship, Matthew U.
Date: 2014-00-00
Type: Journal Articles
Subjects: Literature Reviews,Writing Instruction,Technology Uses in Education,Secondary Education,Student Motivation,Educational Technology,Student Evaluation,Disabilities,Special Education,English Language Learners,Minority Group Students,Feedback (Response)

This article reports a review of the literature that focused on relationship between writing instruction and technology in the secondary classroom since the passing of the No Child Left Behind Act over the past two decades. Based on the search, six themes have emerged across the fields of writing instruction and assessment. Within writing instruction, it was found that researchers often focused on a third space (Bhabha, 1994) where writing can take place in meaningful ways. Also, technology often served as a motivator during the instructional process of writing and worked to engage students in varied lessons. Finally, researchers found an increase in the amount of writing for secondary students when technology was introduced into the instructional classroom. Within writing assessment, the research focused on special populations including special education students, minorities, economically disadvantaged and English language learners. Next, technology served as a motivator in both the instruction and assessment of writing and tended to be a factor that increased writing assessment scores. Finally, researchers posit technology can be used to allow teachers to give effective and efficient feedback through the instructional and assessment cycles and tended to increase student assessment scores. These themes emerged across all articles reviewed and truly demonstrate where writing with technology research has occurred in the secondary classroom.
Toxic Leadership in Educational Organizations
Author: Green, James E.
Date: 2014-03-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Leadership Qualities,Educational Administration,Incidence,Mixed Methods Research,Administrator Behavior,Administrator Characteristics,Questionnaires,Teacher Surveys,Leadership Styles,Statistical Analysis,Qualitative Research,Psychological Patterns,Ethics,Competence,Affective Behavior

While research on the traits and skills of effective leaders is plentiful, only recently has the phenomenon of toxic leadership begun to be investigated. This research report focuses on toxic leadership in educational organizations--its prevalence, as well as the characteristics and early indicators. Using mixed methods, the study found four patterns that describe toxic leaders: egotism, ethical failure, incompetence, and neuroticism. In addition, results identified a set of behaviors that suggest early warning signs of toxic leadership. In addition, recommendations include training personnel who participate in the search and selection process for leaders in schools, colleges, and universities so that they are better equipped to assess leadership potential, as well as the potential for toxic leadership.
The Impact of Generational Status on Instructors' Reported Technology Usage
Author: Skidmore, Susan Troncoso
Date: 2014-00-00
Type: Journal Articles
Subjects: Generational Differences,Technology Uses in Education,College Faculty,Educational Technology,Teacher Surveys,Developmental Studies Programs,Familiarity,Regression (Statistics)

Although the majority of colleges and universities are equipped with the latest instructional technologies, an appreciable integration of technology has not been observed in instructional practices (Flavin, 2013; Garrison &amp; Akyol, 2009; Salinas, 2008). The purpose of this research is to understand the impact that generational differences can have on developmental education faculty members' self-reported familiarity, use, and challenges with instructional technology as measured by the Developmental Education Technology Survey (DETS; Skidmore, Saxon, Zientek, &amp; Edmonson, 2012). The DETS was developed to examine the level of technology integration in developmental education programs across Texas higher education institutions. Responses from 753 developmental education faculty members from 68 institutions (69% institutional response rate) are the focus of this study. Findings suggest that generational classification serves as a statistically significant predictor of familiarity with instructional technology. A statistically significantly larger proportion of the faculty of the Silent generation also identified their own skill level as a challenge compared to other generations. Developing an understanding of faculty members' proclivity to use instructional technology through the lens of generational classification can lead to more targeted professional development, which can help faculty members move towards using instructional technology as a resource to improve teaching and learning.
The Effectiveness of Instruction-Oriented Hypertext Systems Compared to Direct Instruction in E-Learning Environments
Author: Barhoumi, Chokri
Date: 2013-00-00
Type: Journal Articles
Subjects: Hypermedia,Electronic Learning,Direct Instruction,Instructional Effectiveness,Online Courses,Instructional Design,Comparative Analysis,College Students,Learning Theories,Achievement Tests,Scores,Student Attitudes,Foreign Countries

The use of hypertext systems for learning and teaching complex and ill-structured domain of knowledge has been attracting attention in design of instruction. In this context, an experimental research has been conducted to explore the effectiveness of instructional design oriented hypertext systems. Cognitive flexibility hypertext theory is compared to direct instruction course design without hypertext systems for teaching and learning Flash online course in e-learning environment. Researchers used an experimental approach conducted in the academic year 2010 with independent sample of students of an experimental group (73 students) compared to a control group (73 students) from a university class. The results show the effectiveness of the hypertext systems course design compared to direct online course design. Indeed, the results of cognitive performance have demonstrated that the average time to answer achievement tests is lower for flexible instruction compared to average time for direct instruction. The number of students' accesses to learning resources in the e-learning platform is higher in case of flexible instruction compared to direct instruction. Results of the experimentation also demonstrate that there are significant differences between the experimental group and the control group, regarding the attitudes of students toward using flexible online course design based cognitive flexibility hypertext theory and direct online course design.