ethanporcaro/eric-fulltext-meta huggingface dataset:
You're a What? Genetic Counselor
Author: Mullins, John
Date: 2011-00-00
Type: Journal Articles
Subjects: Genetic Disorders,Counselors,Allied Health Occupations,Occupational Information

When it first emerged about 50 years ago, genetic counseling focused primarily on prenatal testing to detect genetic conditions. But counseling services have evolved to keep pace with a greater knowledge of genetics and wider application of genetic diagnostic testing. Today, there are several types of genetic counselors, and their expertise covers thousands of genetic conditions and spans the entire human life cycle. The U.S. Bureau of Labor Statistics does not have data on employment or wages for genetic counselors. According to the American Board of Genetic Counseling, however, there are roughly 2,400 certified genetic counselors in the United States. And they earn a median annual salary of about $63,000, according to data from the National Society of Genetic Counselors. Genetic counselors must have a master's degree in genetic counseling from a program accredited by American Board of Genetic Counseling. There are currently 30 of these master's programs nationwide, and admission to them usually requires completion of significant undergraduate coursework in biological science. The programs combine scientific aspects of genetics with counseling study and take about 2 years to finish. In addition, most employers require certification, and some states require licensure.
Instructional Leadership in Elementary School Science
Author: Sherman, Ann
Date: 2008-00-00
Type: Journal Articles
Subjects: Elementary School Science,Pedagogical Content Knowledge,Instructional Leadership,Principals,Teaching Methods,Science Instruction,Administrator Role,Teacher Competencies,Competence,Interviews,Leadership Responsibility

Instructional leadership is internationally recognized as being a key role for school administrators to advance in their relationships with teachers. But what happens when a principal lacks content knowledge or specific pedagogical knowledge about certain curriculum areas? How do administrators support instructional practices of teachers who teach subjects in which the administrators have little to no experience? In this paper, these questions are considered in relation to the teaching of upper elementary school science. Twenty-five principals of elementary schools were interviewed about the ways they provide instructional leadership in upper elementary science, an area where many elementary teachers are challenged with regard to their understanding of science content and to their knowledge of specific pedagogical approaches. Many principals describe their own challenges in providing appropriate instructional leadership for these teachers.
Entrepreneurship and Educational Leadership Development: Canadian and Australian Perspectives
Author: Webber, Charles F.
Date: 2008-00-00
Type: Journal Articles
Subjects: Strategic Planning,Educational Needs,Global Approach,Organizational Change,Entrepreneurship,Faculty Development,Instructional Leadership,Foreign Countries,Resources,Educational Innovation,Social Networks,Colleges,Higher Education,Access to Education,Blended Learning,Educational Quality,Teacher Effectiveness,Sustainability

This article reports the entrepreneurial activities of two university faculties, one Canadian and the other Australian, that were designed to meet the educational needs of students and to garner the resources necessary for program delivery. A conceptual framework for educational entrepreneurship, containing six dimensions, is proposed. The dimensions are: innovative behavior, networking, time-space communication framework, local-global perspective, educational organizations as knowledge centers, and integrated face-to-face and Internet-based learning. Major considerations suggested for entrepreneurial initiatives include access, equity, quality, and sustainability. Educational entrepreneurship is defined as the strategic focus on creating short and long-term opportunities for learning that will make a significant difference for individuals and their societies. Elements of educational entrepreneurship highlighted are strategic planning, the capacity to make responsible but timely decisions, business acumen, faculty development, and strategic alliances. Entrepreneurial leadership must be found among academic and support staff, as well as students. Impact on students is discussed. Other lessons learned include the need for a multi-faced approach to institutional change that incorporates a clearly articulated educational vision, well developed policies and procedures to guide action, sustainable funding plans, and evidence-based practices. Although educational entrepreneurship is reported to be difficult to achieve and seen as vulnerable to changes in personnel and political influences from within the organization and beyond, it is seen as providing a more equitable access to graduate studies and promoting growth in social and human capacity. (Contains 3 tables.)
The Need for Renewed Literacy Leadership Efforts at the Secondary Level
Author: Crum, Karen
Date: 2008-00-00
Type: Journal Articles
Subjects: Federal Legislation,Reading Skills,Achievement Gap,Secondary Education,Change Strategies,Educational Strategies,Skill Development,Literacy,Educational Practices,Racial Differences,Educational Indicators,Reading Improvement,Instructional Leadership,Reading Achievement,Educational Needs

Evidence indicates that secondary level students are not making adequate reading progress to meet the requirements of No Child Left Behind (NCLB) by 2013-2014. According to The Education Trust, reading skills of African American and Latino high school seniors are not commensurate with the reading skills of white middle school students. The 2005 National Assessment of Educational Progress (NAEP) found that &quot;White students, on average, scored higher than Black and Hispanic students&quot; on the eighth grade reading assessments. Large achievement gaps are notable throughout the United States. There is an overwhelming need to refocus the understanding, direction, and efforts of secondary administrators towards effective literacy achievement in the schools. A systemic change needs to be enacted at the school, district and higher education levels. This change must reflect a revision in principal focus to meet the achievement needs of all students. At the building level, the principal must revise current supervision and leadership practices, as well as change the organizational and academic structure of the school to ensure a cross-curricular approach is being taken to effective literacy. At the district level, leaders must ensure that principals are not over tasked with duties not pertinent to instruction, allowing the building leaders time and flexibility to implement and monitor best literacy practices. It also requires more district level assistance for principals to help foster an understanding of what is the best approach to literacy within each building and across disciplines. Finally, institutes of higher education must revise principal preparation programs to reflect the immediate need for principals to be proficient in effective literacy practices across curricular areas and how to successfully implement these practices with all staff. The author contends that through an integrated effort at the building, district, and higher education levels, it is possible to direct instructional practices at the secondary level to focus on literacy to effect high student achievement across all disciplines.
Preserving the Learning Environment: Leadership for Time
Author: Leonard, Lawrence
Date: 2008-00-00
Type: Journal Articles
Subjects: Assistant Principals,Principals,Learning Processes,Classroom Environment,Leadership Effectiveness,Leadership Responsibility,School Effectiveness,Time Management,Time Factors (Learning),School Schedules,Administrator Attitudes,Mail Surveys,Institutional Characteristics,Instructional Effectiveness,Instructional Leadership

Concerns about effective use of school instructional time have been evident for many years. The more stringent demands of the newer accountability mechanisms have obligated educators to renew efforts to optimize the teaching and learning process. This study addressed the nature and extent of classroom instructional time erosion by external intrusion. More than 200 principals and assistant principals in 149 schools and 12 Louisiana school districts participated in a self-administered survey. The results indicate that encroachment upon instructional time remains problematic in many schools and that the leadership to adequately address the circumstance may be lacking. (Contains 3 tables.)
Leadership Tensions and Dilemmas
Author: Edmunds, Bill
Date: 2008-00-00
Type: Journal Articles
Subjects: Leadership,Principals,Conflict,Effective Schools Research,Ethics,Administrator Responsibility,Locus of Control,Student Surveys,Administrator Attitudes,Barriers,Performance Factors,Literature Reviews,Industrial Psychology,School Administration,Performance Technology

Results from the Tasmanian Successful School Principal Project (SSPP) survey concur with the four major leadership tensions and dilemmas identified in a background literature review. These tensions and dilemmas relate to internal/external control, ethic of care/responsibility, and an emphasis on professional/personal as well as leadership/management. The results also offer new insights. These insights include differences in the effects of the tensions and dilemmas based on principal qualifications, experience and gender, school size, socio-economic status (SES) and organisational capacity, and student social and literacy/numeracy success adjusted for school SES. (Contains 4 charts and 9 tables.)
Bullying, School Violence and More: A Research Model
Author: Li, Qing
Date: 2008-00-00
Type: Journal Articles
Subjects: Violence,Bullying,Multivariate Analysis,Correlation,Data Analysis,Peer Relationship,Models,Social Influences,Environmental Influences,Affective Behavior,Extracurricular Activities,Educational Environment,Secondary School Students,Individual Characteristics

The objectives of this paper are twofold. First, a research model, namely, Model for the Study of Bullying and Other School Violence, is proposed, outlined, and delineated, arguing that this model is theoretically grounded and empirically validated by reviewing the related literature. In this model, five major components are proposed that are involved in the bullying-related studies. These components are: social, physical, affective, curricular and extracurricular, and school violence variables. The interrelationships among these components with the emphasis on bullying-related school violence are also presented based on the related literature. Second, an empirical study is conducted and the result is reported to partially assess the proposed model. Using a cross-sectional study of students in the seventh through twelfth grades in a Middle Western community, the interrelationships among the factors specified in the theoretical model were studied. Canonical correlation and regression procedures were used for the data analysis. Results of the analysis support the proposed model and are discussed in relation to the practical implications. (Contains 4 tables.)
Productive School Governance: Success Case Studies from New Zealand
Author: Piggot-Irvine, Eileen
Date: 2008-00-00
Type: Journal Articles
Subjects: Governance,Foreign Countries,Trustees,Case Studies,Productivity,Success,Effective Schools Research,Governing Boards,Educational Practices,Educational Strategies,Observation,Content Analysis,School Surveys,Administrator Attitudes,Group Dynamics,Educational Administration

The rhetoric abounds concerning the types of effective, high trust, interactions that should exist for a school governing body. In practise, however, such interactions are often difficult to define, establish, maintain, and sustain. The study reported on in this paper attempted to identify interactions linked to perceptions of high trust via a &quot;success case study&quot; examination of characteristics of productive and defensive strategies utilised by three New Zealand (NZ) primary level school governing bodies (Boards of Trustees) that had been identified as being effective. All three schools exhibited strong productive interactions where open, evidence based, discussions predominated in a dialogue (informed debate) context. The case studies provide a set of indicators that illustrate the detailed strategies that can be employed that lead to effectiveness and high trust. The initial section of the paper backgrounds the governance context in NZ schools where locally elected Boards of Trustees (hereafter described at Boards) hold high levels of responsibility and autonomy for strategic and policy decisions. Following this, the link between effectiveness of Boards and productive interactions is established. The theoretical underpinnings of defensive and productive approaches are explored prior to a description of the success case methodology employed to examine the interactions of effective Boards. The results of the three case studies are presented and overall conclusions drawn. The final part of the paper explores an approach to adopting the type of productive values and strategies that the case studies highlight. (Contains 2 tables.)
Alberta's Student Teacher Practicum: A Legal Analysis of the Statutory and Regulatory Framework
Author: Donlevy, J. Kent
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teachers,Foreign Countries,Educational Legislation,Program Descriptions,Educational Policy,Change Strategies,Educational Change,Teacher Responsibility,Teacher Rights,Practicums,Legal Responsibility,Performance Factors,Barriers,Policy Analysis,Politics of Education

In 2005, a total of approximately 2, 915 student teachers were placed for practicum purposes in Alberta's schools by the five Alberta universities which offer teacher preparation programs leading to the Bachelor of Education degree: the University of Alberta, the University of Calgary, the University of Lethbridge, King's University College, and Concordia University College of Alberta. That number of placements was not unusual and indeed may increase if other institutions are accredit by the Alberta Government for the provision of teacher preparation. The legal framework for the student teacher practicum is based upon Alberta's statutes and regulations as well as agreements between the Government of Alberta and the above mentioned institutions. Moreover, the Alberta Teachers' Association (ATA) has entered into an agreement with the universities regarding matters related to cooperating teachers, and seconded teachers. However, an examination of the legislation and various documents disclose some areas of concern. This paper is based upon Alberta's legislation and documents which are relevant to student teachers' practicum and addresses the above mentioned concerns by, a) describing the practicum framework, b) analyzing the implications of that framework, and c) recommending legislative amendments, agreements between the parties, and lastly, the creation of school districts' policies. This paper does not address questions surrounding the legal rights and responsibilities of student teachers--which would include a further examination of both federal and provincial legislation and in particular, institutional policies and procedures. Those areas are currently being researched by the author. (Contains 39 endnotes.)
Perceptions of College Faculty Regarding Outcomes Assessment
Author: Marrs, Heath
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Liberal Arts,College Faculty,Teaching Methods,College Outcomes Assessment,Qualitative Research,Interviews,Teacher Attitudes,Familiarity,Accountability,Educational Practices,Teacher Response,Teacher Surveys

The perceptions of college faculty regarding outcomes assessment were explored using a qualitative interview research approach. Three faculty members at a liberal arts college in the United States were interviewed about their understandings, reactions to, and concerns regarding the assessment movement. Faculty members differed in their understandings of assessment and articulated a number of concerns with the current emphasis towards implementing assessment in higher education. Faculty understood assessment to be a primarily quantitative endeavor and a means of accountability as well a process of identifying learning objectives. In addition, faculty expressed resistance to the idea of assessment and perceived it to be a distraction rather than an important aspect of the teaching-learning process. Some faculty thought that the growing importance of outcomes assessment was indicative of a lack of trust in the ability of faculty to competently perform their duties. Implications of these findings for engaging faculty in the assessment process are discussed.
Educational Leaders' Challenges in Creating Equitable Opportunities for English Language Learners
Author: Murakami, Elizabeth
Date: 2009-00-00
Type: Journal Articles
Subjects: Multicultural Education,Second Language Learning,Position Papers,Cultural Pluralism,English (Second Language),Principals,Educational Policy,Instructional Leadership,Administrators,Federal Legislation,Minority Group Students,Educational Opportunities,Limited English Speaking,Accountability,Civil Rights

The purpose of this position paper was to explore the challenges faced by principals in creating equitable opportunities for English language learners (ELLs) in the United States. We questioned &quot;To what extent are educational leaders encouraged to create environments that value cultural diversity and the promotion of English language learners?&quot; Our inquiry was prompted by the dearth of research in the U.S. supporting multicultural programs, coupled with the resistance of and minimal efforts by legislators to support policies that promote the improvement of ELLs. Using a review of literature, and informed by scholars who have examined the &quot;Americanization&quot; phenomenon, we analyzed state and federal educational policies focused on the promotion of ELLs. We considered whether these policies, intended to help students, are not in fact hindering educational leaders' efforts to create environments in which multiculturalism is valued. (Contains 1 table and 2 footnotes.)
Exploring Diversity in Higher Education Management: History, Trends, and Implications for Community Colleges
Author: Robinson-Neal, Andree
Date: 2009-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Higher Education,Campuses,Community Colleges,College Administration,College Students,Administrators,Colleges,Two Year Colleges

As college and university campuses direct their efforts to include more diverse populations of students, campus leaders must consider whether there is merit in having a diverse population of administrators as well. The issue is of particular importance to the community college sector, since it is a primary point of entry into higher education for both traditional and nontraditional students. The issue of diversity at the community college administrative level will be explored through discussions on the history of community colleges and management theory, the changing demographic in higher education, and how the changes affect community college administration.
Building the Foundation for Data-Based Decision Making: Creating Consensus on Language and Concepts
Author: Crum, Karen
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Change,Decision Making,Evaluation,Literacy,Educational Improvement,Academic Achievement,Accountability,Educational Indicators,Federal Programs,Federal Legislation,Achievement Gap,Higher Education

Data Based Decision Making (DBDM), the process of gathering, analyzing, applying, and sharing data in order to promote school improvement, has recently become a prominent process in the quest to assist students in attaining educational success and helping schools meet accountability benchmarks (Wayman, 2005; Poynton &amp; Carey, 2006). This manuscript presents a pilot study undertaken in a Mid-Atlantic state to discern foundational understandings of DBDM by school staff. Results from the study reveal a lack of clarity on the foundational underpinnings of DBDM, as well as a lack of assessment literacy. (Contains 6 tables.)
Examining the Invisibility of Girl-to-Girl Bullying in Schools: A Call to Action
Author: SooHoo, Suzanne
Date: 2009-00-00
Type: Journal Articles
Subjects: Bullying,Social Isolation,Teacher Educators,Females,Peer Relationship,Psychological Patterns,Victims,Teacher Role,Administrator Role,Counselor Role,Intervention,Social Attitudes,Aggression

Bullying is not the kind of abuse that leaves broken bones; rather, it is a dehumanizing experience that manifests itself in the form of rumor spreading, name calling, psychological manipulation, character assassination, and social exclusion. Female teachers who are former victims of girl bullies or who themselves have been complicit with girl-to-girl bullying, consistently casting a blind eye to this ritualized social degradation, allowing it to continue generation after generation. The purpose of this article is to seek an answer to "What are the social or institutional forces that prevent adults in the schools from seeing what they may have experienced themselves?" The author stresses that simply recognizing girl-to-girl bullying will not necessarily dismantle the abusive social phenomenon. Teachers, counselors, administrators and teacher educators must find ways to integrate opportunities to teach socially responsible actions in order to replace apathy as a response to girl bullying. They must bring girl bullying out of the dark side of schooling experiences into places illuminated by thoughtful alternatives to girl relationships, and they must develop mindful strategies to support these new relationships.
The "R" Word in Teacher Education: Understanding the Teaching and Learning of Critical Reflective Practice
Author: McCabe, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Reflective Teaching,Teacher Educators,Faculty,Teaching Methods,Teacher Education,Focus Groups,Interviews

The case for critical reflective practice (CRP) among teachers has been advocated for some time. Reflective practice is now at the heart of a number of teacher education programmes and is regarded as an important element in the preparation of new teachers. While it is clear that CRP is highly regarded by teacher educators, less clear is whether new teachers have the strategies necessary to reflect effectively, and whether they understand the potential benefits of reflective practice. This study compares pre-service teacher candidates and faculty members' understanding of critical reflective practice. The findings suggest that students' understandings are shaped by their primary motivations to learn-which are to complete the programme successfully and survive the challenges of day-to-day teaching. Faculty members' understandings and teaching emphases are well beyond this survival stage. The disparity in motivation draws attention to the need to alter faculty members' approach to teaching CRP. Otherwise, students report that they simply "go through the motions" with regard to assignments.