ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating the Eduerati: Professorial Leadership to Create K-12 Educational System Change
Author: Allison, Brad
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Improvement,Instructional Leadership,Educational Planning,College Faculty,Elementary Secondary Education,Interdisciplinary Approach

Public education in the United States has been in a steady decline by almost any measure for the last 29 years since 1980. Losses in placement on international comparisons in science, math and problem solving test scores, equality of education opportunity, teacher supply graduation rates, and rampant leadership turnover, are but a few of the afflictions affecting public education in the United States. These trends, cycling downward, are searching for a bottom (Buchman, 2006; Goldin &amp; Katz, 2008; Heckman &amp; LaFontaine, 2007; National Conference of State Legislatures, 2008). With the release of the 1983 report, &quot;A Nation at Risk: The Imperative for Educational Reform,&quot; by National Commission on Excellence in Education, policy makers, not necessarily educational practitioners, have tried their hand at stabilizing the country's failing educational system. The results: wobbly and uncoordinated attempts at changes that cause inter education sector conflict as various professional and union education organizations oppose what is legislatively proposed. Times have changed. With change comes a new concept for transforming and developing educational leaders--the Eduerati Leadership. This &quot;paper/roundtable discussion&quot; provides a review of extant literature and a new conceptual framework in support of the author's contention that &quot;New Eduerati&quot; leadership will initiate the transformation. Driven by an ego that does not need entitlement, Eduerati are futuristic, looking back at the present. Eduerati are the intellectually excited architects of the educational system who, like the Literati and Technerati, are deeply knowledgeable and committed to improving their field with new ways of thinking.
Student Generated Case Studies: Addressing the Standard of Ethical Leadership
Author: Derrington, Mary Lynne
Date: 2009-00-00
Type: Journal Articles
Subjects: Case Studies,Student Developed Materials,Ethics,Leadership,Educational Administration,Integrity,Social Justice,Ethical Instruction,Teaching Methods,Behavioral Objectives,Critical Thinking,Problem Solving,Information Sources,Information Literacy,Decision Making Skills,Concept Formation,Inquiry,Principals,Questionnaires,Student Surveys,Student Attitudes,Student Reaction,Educational Practices,Leadership Qualities,Administrator Education,College Students,Instructional Effectiveness

Educational administration instructors seek methods that will engage students' interest in the subject matter and also link educational theory to realities experienced on the job. An equally important goal and a most important lesson to impart to aspiring education administrators are the competencies exhibited in ISLLC Standard 5, act with integrity, fairness, and in an ethical manner (CSSO, 2008). This, however, is a more difficult standard to teach and measure than the other standards. Teaching to most standards often results in observable products that can be evaluated such as a school improvement document. Ethical behavior, on the other hand, involves judgments that must be applied to complex and unpredictable school situations outside of the class setting. This study was motivated by the authors' experiences in using case studies as a pedagogical tool in their particularly the behaviors of self awareness, reflective practice, and transparency listed under Standard 5, Function B. In the study, they ask: To what extent did reading and discussing a case study from a textbook, a classmate's study, or one that the student wrote him or herself impact the effectiveness of learning the six identified objectives? The six learning objectives they sought to implement and measure were the students' ability to: (1) think critically; (2) solve problems; (3) filter many sources of information; (4) use a decision-making process; (5) analyze complex concepts; and (6) develop inquiry skills. These objectives were adapted from previously identified case study learning objectives (Kowalski 2005; Murphy 2005).
Toward a Responsive Model for Educational Leadership in Rural Appalachia: Merging Theory and Practice (Sumario en Espanol)
Author: Johnson, Jerry
Date: 2009-00-00
Type: Journal Articles
Subjects: Area Studies,Rural Education,Educational Administration,Leadership,Models,Social Justice,Graduate Students,College Faculty,Theory Practice Relationship,Economically Disadvantaged,Educational Practices,Humanism,Intelligence,Indigenous Populations,Indigenous Knowledge,Leadership Training,Focus Groups,Best Practices,Leadership Qualities

This conceptual paper draws on varied academic disciplines to set forth a model of educational leadership grounded in social justice and responsive to the unique challenges and strengths of rural Appalachian schools and communities. Model development grew out of discussions between faculty and graduate students in an educational leadership doctoral program, spurring a dialogue that merged theory and practice through (1) critical readings of traditional leadership models and of alternative models that purport to better meet the needs of economically disadvantaged students and families, and (2) a close examination of practice in the professional lives of the authors, each of whom serves or has served as a school administrator in a rural Appalachian setting. Following a discussion of the leadership model, consideration is given to the implications for leadership preparation programs and practices. [The citation information shown on the attached PDF (v5 n2 Oct-Dec 2010) is incorrect, according to the information displayed on the provider site.]
Standards for School Leadership Programs: A Conceptual Analysis
Author: Hemmen, Janene
Date: 2009-00-00
Type: Journal Articles
Subjects: Academic Standards,Leadership Training,Leadership Qualities,School Administration,Licensing Examinations (Professions),Accreditation (Institutions),Principals,Standard Setting,Criticism,Program Implementation,Leadership Role,Administrator Education,Educational Practices,Higher Education

In this article, we examined the development of the Interstate School Leadership Licensure Consortium/Educational Leadership Constituent Council Standards. Along with this examination, studies and researchers' viewpoints that supported these standards as well as studies and researchers' viewpoints that were critical of these standards were examined. Then, the National Council for Accreditation of Teachers Education accreditation program review process was discussed. We then addressed the role of universities in preparing principals to be successful in today's schools.
Early November Leadership Opportunities for the Superintendent
Author: Spanneut, Gene
Date: 2009-00-00
Type: Journal Articles
Subjects: Superintendents,Instructional Leadership,Educational Administration,Non English Speaking,Grade 4,Grade 5,Grade 6,Elementary School Students,Enrollment,Intermediate Grades

This article presents an instructional module that has been peer-reviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. It is a simulation in which the superintendent of a small rural school district is unexpectedly notified that several non-English speaking students will be enrolled in a crowded intermediate school in a few weeks. Students participate in class group activities, and a written group assignment using the ISLLC standards and their respective knowledge, disposition, and performance indicators to guide them as they identify, select, and implement decisions to resolve leadership problems.
Recent Developments in Intellectual Property Law: Avoiding Traps in the Pursuit of University Research
Author: Garabedian, Todd E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Intellectual Property,Laws,Educational Research,Higher Education,Public Administration,Ambiguity (Context),Universities,Court Litigation,Disclosure,Ownership,Copyrights,Demonstration Programs,Research Reports,Writing for Publication,Authors,Recordkeeping,Legal Problems,Legal Responsibility,Research and Development

U.S. patent laws have undergone many changes in recent years, both through Congress and the courts. This article summarizes recent developments relating to judicial decisions, legislative initiatives, and patent office policy, and provides some practical advice relating to administration of intellectual property. As illustrated by the latest judicial decisions, the law makes no distinctions between academic research and research done for commercialization and profit. Therefore, those involved in research administration at not-for-profit organizations, colleges, or universities must not assume that they will be treated differently or that certain provisions of the patent laws do or do not apply to them. Such assumptions can have a severe impact on the ability to license the technologies developed at these institutions. Instead, those involved in research administration should adopt a &quot;commercialization&quot; mindset in order to successfully identify, protect, and capitalize on intellectual property generated at the institution.
&quot;Dual Compensation&quot; and &quot;Separate Compensation&quot; Arrangements in the Wake of the Northwestern University Settlement
Author: Kenney, Robert J., Jr.
Date: 2004-00-00
Type: Journal Articles
Subjects: Universities,Court Litigation,Compensation (Remuneration),Grants,Deception,Federal Aid,Compliance (Legal),Educational Researchers,Salaries

This commentary makes the case for a re-examination of certain existing guidelines of the Department of Health and Human Services (DHHS) and the National Institutes of Health (NIH) regarding reimbursement of salary costs under NIH grants. The settlement earlier this year involving salary costs and effort reporting at Northwestern University has focused attention on arrangements under which grantee faculty and other personnel receive compensation from two or more legal entities (dual compensation), or from a legal entity other than the grantee (separate compensation). Existing NIH and DHHS guidelines define reimbursable salary narrowly, to include in general only compensation that is paid by the grantee itself. The commentary identifies certain problems that these guidelines cause for some grantees, researchers, and the Government itself, and argues for a more flexible approach that accommodates the many different compensation arrangements that exist today in the field of biomedical research. The commentary concludes that a dual or separate compensation arrangement should be permitted if it (a) results in salary levels that are reasonable and accurately allocated to grants by a workable effort reporting system, and (b) provides a reasonable assurance that the grantee's performance and compliance obligations will be fully satisfied.
An Overview of Intellectual Property and Intangible Asset Valuation Models
Author: Matsuura, Jeffrey H.
Date: 2004-00-00
Type: Journal Articles
Subjects: Intellectual Property,Accounting,Models,Ownership,Computer Software,Open Source Technology,Music,Legal Problems

This paper reviews the economic models most commonly applied to estimate the value of intellectual property and other forms of intangible assets. It highlights the key strengths and weaknesses of these models. One of the apparent weaknesses of the most commonly used valuation models is the failure to incorporate legal rights into their calculations. Creation, maintenance, and enforcement of legal rights of ownership and control for intangible assets form a critical component of the total economic value of those assets. The failure to account for the value of those rights undermines the accuracy and the utility of the overall asset valuation process. This paper advocates a concerted effort by professionals involved in intellectual property law and intangible asset development and management to integrate more effectively the legal aspects of intangible asset creation, protection, and transfer into asset valuation models. Absent such integration, all intangible asset valuation models will continue to be incomplete. For research administrators involved in contract negotiation, intellectual property, and technology transfer, an understanding of these models is useful for job performance and professional development.
The Janus Face of Research Administration
Author: Hansen, Stephen
Date: 2004-00-00
Type: Journal Articles
Subjects: Research Administration,Higher Education,Educational Principles,Values,Trend Analysis,Social Change,Social Environment,Institutional Characteristics,Political Influences,Economic Factors,Federal Regulation,Administrative Principles,Organizational Change,Educational Practices

The principles of research administration emerged during the 1960s and 1970s, a time when research in institutions of higher education generally was unencumbered by external factors. Over the past three decades, however, regulatory, economic, and political forces have altered dramatically the boundaries of sponsored research, calling into question the viability of research administration's founding principles. Now, research administration faces a difficult dilemma. It cannot confront the future by ignoring the past, jettisoning the founding principles as irrelevant in today's more complex environment. Nor can it resolutely cling to those guiding principles and disregard the new, demanding context in which research is conducted. Only by being Janus faced will research administrators be able to address the problems inherent in managing research and sponsored programs in today's environment.
Catalysts for Redesigning Principal Preparation: A Courageous Journey
Author: Buskey, Frederick
Date: 2009-00-00
Type: Journal Articles
Subjects: Administrator Education,Certification,Case Studies,Instructional Leadership,Masters Programs,Principals,College Faculty

A review of the research, state legislative mandates, and education department requirements (Levin, 2005; Hess &amp; Kelly, 2005; Marzano, Water, &amp; McNulty, 2005; N.C. House Bill 536, 2007) shows different demands for the redesign of principal licensure programs. Program redesign always has some sort of catalyst. However, just because there is a catalyst does not guarantee that a redesign effort will yield the kind of product that either external or internal forces desired or foresaw. This case study addresses three questions: What forces served as catalysts for program redesign? How were those forces perceived by the faculty involved? What insights can be gained from studying the catalysts for the redesign efforts of a particular faculty? The Conceptual Framework for this case study and the redesign is presented.
Managing the University Patent Portfolio and Making It Attractive to Licensees: A Commonsense Approach
Author: Garabedian, Todd E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Universities,Technology Transfer,Intellectual Property,Innovation,Portfolios (Background Materials),Disclosure,Ownership,Review (Reexamination),Public Policy,Contracts,Federal Regulation,Certification

Building an attractive patent and technology portfolio for potential licensees requires involvement and diligence by the technology transfer office and the inventors. Steps outlined in this article, such as proper treatment of IP to assure rights are not lost, preventing premature disclosures, assuring proper ownership and inventorship of inventions, and filing priority patent applications that meet the proper legal requirements for disclosure, should be taken to assure a full complement of rights are available to any potential licensee. Proper IP handling and management by the university and inventors will bring maximum value of IP assets to both the university and the licensee.
Making a Good Thing Even Better
Author: Casey, James J., Jr.
Date: 2005-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Business Relationship,Conflict,Intellectual Property,Technology Transfer,Certification,Group Dynamics,Institutional Cooperation,Organizational Objectives,Barriers,Group Membership,Activities,Teamwork,Placement,Higher Education,Universities,Industry

Partnerships between universities and companies are historical facts that provide demonstrable benefits to both parties. However, there are contentious areas, most notably intellectual property, technology transfer, and licensing. The successful aspects must be reinforced and the contentious areas must be minimized. This article addresses both the successful and problematic areas of the partnership and discusses the University-Industry Partnership (&quot;Partnership&quot;), a current initiative to improve this relationship. With regard to the Partnership, the comments and observations contained herein represent the personal perspective of the author and not the formal position of the Partnership. The article concludes with discussion and conclusions about the Partnership and the overall relationship between academia and industry.
Professional Learning Communities: Concepts in Action in a Principal Preparation Program, an Elementary School Team, a Leadership Team, and a Business Partnership
Author: Servais, Kristine
Date: 2009-00-00
Type: Journal Articles
Subjects: Administrator Education,Communities of Practice,Principals,Instructional Leadership,Masters Programs,Models,Academic Achievement,Elementary Schools,Case Studies,Teamwork,School Business Relationship,Partnerships in Education,Sustainability,Program Implementation

The Professional Learning Community (PLC) model has moved to the forefront in the field of education as one of the most effective frameworks to improve student achievement and overall school success. The research conducted for this paper provides evidence for systemic and action based improvement using the PLC model in four diverse venues: candidates enrolled in a leadership preparation program, a school faculty to improve its learning culture, a district level team, and a business partnership. The first case study used the PLC framework to develop, implement, and assess the preparation and training of educational leadership candidates. The second case study was incorporated by a principal and faculty to identify ways the PLC model could be put into practice to enhance learning in the school culture. The third case study was the use of the PLC model with a superintendent and a team of school principals. Finally, the PLC model was introduced to develop a business partnership. The business partnership was a unique use of the PLC model, which has historically been utilized in the educational arena. Two fundamental concepts, andragogy and the knowing-doing gap, were applied to each case study. The application of andragogy (Knowles, 1984), the theory of adult learning, attempts to explain why adults learn differently than other types of learners. Andragogy suggests that the best practices in adult learning provide learners with principles of high levels of involvement in planning, experiential learning, relevance, and pragmatic application (Knowles, 1984). The second premise applied to this PLC study was the knowing-doing gap suggested by Pfeffer and Sutton (2000). This concept has historical roots in many areas including education, whereby adults are knowledgeable within an area of learning but frequently fail to take action. Participants in each case first gained knowledge of the PLC model, followed by efforts to apply the main principles of the model in order to impact their role and environment. The emphasis on theory to practice is supported by the adult learning literature as well the PLC literature in &quot;Learning by doing: A handbook for professional learning communities at work&quot; (Dufour, Dufour, Eaker, and Many, 2006). The four cases were developed by first introducing the principles of professional learning communities followed by opportunities to apply it to themselves and others in a school or business environment.
Scientific Self-Regulation: A Brief Primer for Research Administrators
Author: Atkinson, Timothy N.
Date: 2005-00-00
Type: Journal Articles
Subjects: Self Management,Research Administration,Guidelines,Educational Policy,Educational Practices,Administrator Role,Definitions,Scientific Methodology,Etiology,Mentors,Trainees,Supervisor Supervisee Relationship,Scientific Research,Educational Malpractice,Higher Education

The National Academies of Science recently recommended a battery of guidelines for Academe to create an &quot;environment&quot; conducive to the responsible conduct of research. These guidelines affect the research administration field as a whole, as research administrators will be expected to assist in these changes. Research administrators, however, should consider their role in scientific self-regulation as they assist in environmental changes. Environmental changes take decidedly longer to achieve than a one-hour meeting or one-hour training session covering the definitions of scientific misconduct. It is time to move away from simple awareness training and discover new ways of collaborating with faculty to manage responsible conduct in research.
Contradictions in Irish Academic Research
Author: Jerrams, Steve
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Strategic Planning,Research Administration,Resource Allocation,Financial Support,Educational Policy,Operations Research,Trend Analysis,Knowledge Economy,Alignment (Education),Partnerships in Education,Needs Assessment,Donors,Higher Education

The conditions that govern academic research vary greatly from country to country and research in the Republic of Ireland was and remains markedly different from that of its larger European neighbours and the United States. Despite the quality of its education system and the excellent reputation of its universities, until recently Ireland had relatively low levels of academic research. Pinnacles of excellence could be found in certain disciplines, but state funding was low and issues relating to industrial collaborations, international partnerships, commercialisation, and the exploitation of Intellectual Property (IP) rarely arose. Even today the Irish Government's spending on academic research, though only slightly less than the European average based on GNP, is dwarfed by the Research and Development (R&amp;D) budgets of individual multinational companies. Nonetheless, rapid economic growth has led to a heightened awareness of the need for strategically planned research. The &quot;Lisbon Objective&quot; proposes to make Europe &quot;the most dynamic knowledge-driven economy in the world by 2010.&quot; Consequently, research is heavily influenced by this policy and so a range of unfamiliar problems are posed for managers of Irish academic research. Key to successful operational planning and growth is the need to reconcile a number of contradictions at the heart of R&amp;D in Third Level Institutes.
Theorizing and Documenting the Spread of Teach for All and Its Impact on Global Education Reform
Author: Straubhaar, Rolf
Date: 2015-04-20
Type: Journal Articles
Subjects: Global Education,Educational Change,Educational Policy,Literature Reviews,Equal Education,Educational Opportunities,Teacher Effectiveness,Instructional Improvement,Global Approach,Social Networks,Educational Improvement

Within global education policy, the role of multilateral agencies in pushing crossnational policy borrowing is increasingly being complemented by efforts from private international networks within civil society, such as Teach For All. This introductory article summarizes the scarce extant literature on Teach For All, highlighting the contributions to this growing area of inquiry within this special issue. Especially provocative and fruitful lines of further inquiry surrounding Teach For All and similar policy networks are also highlighted and explored.