ethanporcaro/eric-fulltext-meta huggingface dataset:
Finding, Saving, and Relocating Dick, Jane, Alice, Jerry, Janet and John: Historical and Archival Collections in Education
Author: O'Brien, Nancy P.
Date: 2004-00-00
Type: Journal Articles
Subjects: Archives,Special Libraries,Publicity,Internet,Historians,Educational History,Library Associations,Professional Associations,Librarians,Web Sites,Library Materials

In summer, 2002, the Education Division of the Special Libraries Association held a panel presentation on "Historical and Archival Collections in Education." From that session developed this article which discusses the need for finding aids, publicity, creative uses of the web, and collaborative ways to deal with these issues. Specific references to finding aids and web sites of interest to education historians and librarians, and brief descriptions of several special collections of historical education materials are included. Also highlighted is a new service, an exchange registry, which offers institutions a way to place materials where they are most needed.
Learning with Technology: The Impact of Laptop Use on Student Achievement
Author: Gulek, James Cengiz
Date: 2005-01-00
Type: Journal Articles
Subjects: Academic Achievement,Laptop Computers,Influence of Technology,Middle School Students,Grade Point Average,Grades (Scholastic),Language Arts,Mathematics,Writing Tests,Writing Skills,Essays,Scores,Standardized Tests,Norm Referenced Tests,Criterion Referenced Tests,Longitudinal Studies,Cohort Analysis

Rapid technological advances in the last decade have sparked educational practitioners'  interest in utilizing laptops as an instructional tool to improve student learning. There  is substantial evidence that using technology as an instructional tool enhances student  learning and educational outcomes. Past research suggests that compared to their non-laptop  counterparts, students in classrooms that provide all students with their own laptops  spend more time involved in collaborative work, participate in more project-based  instruction, produce writing of higher quality and greater length, gain increased access to  information, improve research analysis skills, and spend more time doing homework on  computers. Research has also shown that these students direct their own learning, report  a greater reliance on active learning strategies, readily engage in problem solving and  critical thinking, and consistently show deeper and more flexible uses of technology than  students without individual laptops. The study presented here examined the impact of  participation in a laptop program on student achievement. A total of 259 middle school  students were followed via cohorts. The data collection measures included students' overall  cumulative grade point averages (GPAs), end-of-course grades, writing test scores, and  state-mandated norm- and criterion-referenced standardized test scores. The baseline  data for all measures showed that there was no statistically significant difference in English  language arts, mathematics, writing, and overall grade point average achievement  between laptop and non-laptop students prior to enrollment in the program. However,  laptop students showed significantly higher achievement in nearly all measures after one  year in the program. Cross-sectional analyses in Year 2 and Year 3 concurred with the  results from the Year 1. Longitudinal analysis also proved to be an independent verification  of the substantial impact of laptop use on student learning outcomes. (Contains 15 tables.)
Staff Development: Creating a Community of Learners
Author: Norris, Norman D.
Date: 2004-00-00
Type: Journal Articles
Subjects: Staff Development,School Culture,Professional Development,Professional Continuing Education,Teacher Attitudes,Measures (Individuals),Questionnaires,Statistical Analysis,Likert Scales

One of the most crucial roles of the school leader is to develop and maintain the professional level of the staff which he/she supervises. It is generally agreed upon that the desired school culture is one in which the focus is on the development of a community of learners. Consequently, intellectual growth can never happen for children unless it first happens for adults. It is of great concern to many practitioners that staff development experiences for educators are not of the serious, intellectual caliber as other professions. This article presents the findings of a formal study of practitioners' perspectives on staff development efforts and the relation to professional improvement. Additionally, the article discusses elements that make for quality staff development and those elements that hinder the intellectual growth of adults. (Contains 2 tables.)
Integrating Mixed Methods and Stakeholders Participation in the Evaluation of a Teacher Induction Program
Author: Trenta, Louis
Date: 2004-00-00
Type: Journal Articles
Subjects: Stakeholders,Beginning Teacher Induction,Formative Evaluation,Mentors,Mixed Methods Research,Questionnaires

This paper reports the evaluation of a unique three-year program designed to support teachers new to a school district. The emphasis of the evaluation process was on the participation of the stakeholders in the evaluation process and the development of their abilities in evaluation. There is educational significance to this study on two levels. First, it is an example of using a highly participatory process for the formative evaluation of a teacher induction program. Second, the finding that all groups were comfortable with the mentor also being a participant in the evaluation of the interns contradicted the conventional wisdom that the roles should be separated. (Contains 1 table.)
Conferencing--An Exploration into Connectivity, Content and Community
Author: Glassman, Marc
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conferences (Gatherings),Computer Mediated Communication,Asynchronous Communication,Participation,Program Effectiveness

The electronic conference, Bits and Bytes: An Online Symposium on the Evolution of Technology in Education, was a joint initiative of the Faculty of Education at Memorial University of Newfoundland and the Centre for Advanced Placement Education at Discovery Collegiate. The format of this electronic conference (e-conference) was similar to that of an on-site conference, with a call for submissions, a peer-reviewed processing of these proposals, and a presentation of the accepted proposals. However, the participants of this e-conference never met in a specific locale in a synchronous time frame, as is the case with traditional conferences. The authors and participants interacted in a virtual sense, with presentations, commentary and feedback taking place in an asynchronous time frame. (Contains 5 tables.)
Collaboration: A Framework for School Improvement
Author: Slater, Lorraine
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Improvement,Cooperation,Stakeholders,Educational Change,Educational Trends,Focus Groups,Parents,Elementary School Teachers,Principals,Assistant Principals,Attitudes,Skills,Group Dynamics

The ability to work collaboratively with others is becoming an essential component of contemporary school reform. This article reviews current trends in school reform that embody collaborative principles and also draws on the literature to provide a theoretical overview of collaboration itself. The article then outlines the findings from a qualitative, self-contained focus group study that involved 16 individuals (parents, teachers, and administrators) who were selected using a purposeful sampling technique. According to Patton (1990), &quot;the purpose of purposeful sampling is to select information rich cases whose study will illuminate the questions under study&quot; (p.169). Accordingly, because of their experience in collaborative school improvement activities, the participants were able to assist the researcher in addressing the general research question, what are the understandings, skills, and attitudes held by participants in school improvement initiatives that result in successful collaboration. This study allowed the essential nature of collaboration to show itself and speak for itself through participants' descriptions of their experiences. The findings are presented within a graphic conceptualization that not only represents the large number of issues that participants identified in their collaborations, but also demonstrates the complexity of the interrelations between these issues and school improvement. The model provides a framework for thinking about the school improvement process that is anchored in collaboration.
Theater as Representation (TAR) in the Teaching of Teacher and Administrator Preparation Programs
Author: Meyer, Matthew J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Drama,Experiential Learning,Administrator Education,Preservice Teacher Education,Inservice Teacher Education,Constructivism (Learning),Communication (Thought Transfer),Educational Theories

Theater as representation (TAR) has been used in pre-service and in-service teacher and administrator preparation programs since 1998. This paper places TAR within a pedagogical arena that further solidifies its place as an instrument for leadership professional development in B.Ed., M.Ed., and in-service programs. Maxine Greene (1995) challenges us to seek the use of imagination within our pre-service teacher preparation programs. "... It is difficult for me to teach educational history or philosophy to teachers-to-be without engaging them in the domain of imagination and metaphor. How else are they to make meaning out of the discrepant things they learn? How else are they to see themselves as practitioners, working to choose, working to teach in an often indecipherable world? (p. 99)" (Contains 2 notes.)
Systemic Thinking and Education Leadership: Some Considerations
Author: Despres, Blane R.
Date: 2004-00-00
Type: Journal Articles
Subjects: Stakeholders,Educational Change,Instructional Leadership,Change Strategies,Systems Approach,Systems Analysis

The practice of education leadership has its challenges not only in myriad events that arise but also in working with various stakeholders in education, from children and their parents, to teachers, other administrators and support staff, to community members. With this practice comes an attending challenge of complexity to which the education leadership might respond status quo or in a variation of spot attempts at novel approaches, like additives people put in their vehicles to improve performance. In this complexity that infuses education and its leadership, to rely on tried and true practices or ad hoc patches of this or that approach now runs a great risk of failure or compounding problems. The application of systemic thinking, through the introduction of the three systemic clusters of Purposes, Form/Design and Infrastructure, arguably ensures a more productive approach to life events in the education setting. This paper serves as an introduction to these three clusters and the corresponding application of a Systemic Factors Inventory Analysis matrix as a viable option to education leaders dealing with any life event. (Contains 4 notes.)
Telling Teachers about Tests: Education Departments' Uses of the Internet to Communicate about Large-Scale Assessments
Author: Childs, Ruth A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Testing,Measures (Individuals),Internet,Testing Programs,Group Testing,Technology Uses in Education,Knowledge Management,Web Sites,State Departments of Education,Organizational Communication,Content Analysis,Use Studies,State Surveys

Large-scale assessment programs rely on teachers to administer the tests and to interpret and communicate the results. Consequently, it is important that teachers have up-to-date knowledge about the testing programs. Education Departments' web sites are ideal tools for communicating such information to teachers. The web sites of Education Departments across North America were surveyed for information about testing programs, including their purpose(s), sample items, appropriate interpretations and uses of the results, summaries of performance trends, and tips for communicating results to parents. Sites varied widely in what information was provided and the ease with which it could be located. (Contains 3 tables and 1 note.)
Designing a Standards-Based Master's Program in Educational Leadership: Trends, Contexts, and Adaptations
Author: Bedard, George J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Instructional Leadership,Administrator Education,Epistemology,Values,Program Design,Grouping (Instructional Purposes),Academic Standards,Models

We present a dialogue about the current context for educational leadership preparation that draws upon worldwide thought and discussion. We examine some of the significant developments and a new conceptualization of educational leadership, and we link these developments to implications for preparation of school leaders for the future. These developments may be categorized as shifts in epistemology and values, concerns about the integration of theory with practice, the rise of the standards movement in education for leadership preparation, the contested role of the academy in addressing these issues, new ideas about program design, and specific features of the Alberta context that inform the orientation of an educational leadership program. Upon reflection of these trends and contexts, we conclude with a structure and content proposal for a Master of Education cohort focus group specializing in educational leadership at The University of Lethbridge, Alberta. Appendix A features a description of topics that each of our courses tackle; Appendix B includes some of the Internet sources we used to scan what others say about educational leadership programming. (Contains 15 notes.)
Leadership Success in Schools: Planning, Recruitment, and Socialization
Author: Normore, Anthony H.
Date: 2004-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Recruitment,Leadership,Foreign Countries,Socialization,Financial Support,Leadership Training,School Districts,Administrator Role,Leadership Role,Personnel Selection,Administrators,Occupational Mobility,Interviews,Change Strategies,Administrative Change

This article presents findings from an exploratory study that compared and contrasted leadership succession planning in two large Ontario school districts with focus on three themes: (a) leadership succession planning, (b) recruitment and selection, and (c) professional and organizational socialization of school administrators. Among the findings from the two comparative cases were: (a) a need for financial support for leadership preparation, (b) a need for structured recruitment teams, (b) a need for structured administration preparation and training programs, (c) self-selection, (d) a need to examine policy for rotating leaders, and (e) a need for internal and external promotion.
&quot;I Need Instant Help&quot;: Assessing the Mentoring Needs of New Primary Head Teachers in Slovenia
Author: Goddard, J. Tim
Date: 2004-00-00
Type: Journal Articles
Subjects: School Administration,Needs Assessment,Foreign Countries,Mentors,Administrator Education,Educational Theories,Theory Practice Relationship,Principals,Questionnaires,Instructional Leadership,Surveys,Measures (Individuals)

In this paper we describe a peer mentoring program for new elementary school head teachers in Slovenia. First, the results of a preliminary needs assessment are reported, and the dissonance between new head teacher expectations and the realities of their work are described. We then present an overview of the two cross-cutting themes that emerged, and conclude with a discussion of the need to integrate both theoretical and practical aspects of school administration into a mentoring program.
International Leadership Development through Web-Based Learning
Author: Robertson, Jan M.
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Technology,Stakeholders,Cultural Differences,Electronic Learning,Computer Mediated Communication,Online Courses,Instructional Leadership,Technical Support,Web Based Instruction,Leadership Effectiveness,Leadership Training,Graduate Study,Information Networks,Professional Development,Time Management,Copyrights

This article provides a rationale for developing an online graduate course in educational leadership. Then, it offers a set of seven assumptions for online teaching: the relevance of public teaching and learning, the need for a broad leadership base in schools, the merit of peer guidance by classmates, the need to validate personal knowledge, the value of international learning networks, the strength of online learning communities, and the efficacy of leadership for teaching and learning. Then, the development of the online course is explained and lessons learned are provided, for example, the importance of a design team that includes technical support personnel, the need for instructors to have computer skills and access to ongoing professional development. Other lessons include the following: a caution about directing too much class communication through the instructor, the advantages associated with attention to community building among class members, the value of layered participation in the class by representatives of educational stakeholder groups, new perspectives on teaching time, cross-cultural differences in online participation, prudent considerations of copyright, and the politics of online teaching. The article closes with a set of questions and possibilities for online educators and a proposed model for developers of online courses and programs. (Contains 3 figures.)
Integral Vision for Restorative Justice in Education
Author: Nesbitt, Joan M.
Date: 2004-00-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership,Foreign Countries,Educational Change,Context Effect,Transformational Leadership,Holistic Approach,Administrative Organization

The purpose of this paper is to examine traditional organizational structures and leadership styles in Canada, to assess their responsiveness to a changing educational, social and political context, and to propose an alternative approach. We argue that the educational enterprise would benefit from distancing itself from these traditional models, and moving towards embracing a transformational style of leadership based on a restorative justice model. This paradigm would include a holistic, inclusive, integral approach from which educational leaders and their constituents could bring about change both within learning communities and the larger social order by challenging existing patriarchal constructs and practices.
Comparing Skills and Competencies for High School, Undergraduate, and Graduate Arts Alumni
Author: Miller, Angie L.
Date: 2012-06-26
Type: Journal Articles
Subjects: Alumni,Attitudes,Skill Development,Art Education,Secondary Education,High Schools,Undergraduate Study,Graduate Study,Communication Skills,Research Skills,Interpersonal Competence,Individual Development,Technological Literacy,Talent Development,Online Surveys

This study investigates preliminary findings from the 2009 administration of the Strategic National Arts Alumni Project (SNAAP), comparing alumni perceptions of institutional contributions to the development of skills and competencies across high school, undergraduate, and graduate arts training programs. Responses from 4,031 arts alumni suggest significant differences between perceived skill development contributions in the areas of artistic technique, communication skills, social skills, personal growth, research skills, and technology skills. High school alumni report significantly greater perceived institutional contributions to their development of artistic technique, communication skills, social skills, and personal growth. Graduate alumni report significantly greater perceived institutional contributions to their development of research and technological skills. Potential experiential and curricular reasons for these differences are discussed.
Creating a Children's Art World: Negotiating Participation, Identity, and Meaning in the Elementary School Art Room
Author: Malin, Heather
Date: 2012-08-05
Type: Journal Articles
Subjects: Childrens Art,Elementary School Students,Visual Arts,Studio Art,Art Activities,Communities of Practice,Sociocultural Patterns,Participation,Identification,Ethnography,Interviews,Observation

Art making has been theorized as a way for children to develop the capacity to participate in social and cultural transformation. Yet, little research has been done to examine the role of art making in children's development as participants in society. This study used ethnographic methods to investigate children's art making in elementary school. Observations took place in one elementary school art room for one academic year. Children were interviewed, in small groups and individually, about their art making activity. In the art room, the children were found to be creating a community of art practice. This community of practice had implications for how the children were developing as participants within the community, and for how they made their school art making into personally meaningful activity. (Contains 1 table and 1 footnote.)
College Students' Uses and Perceptions of Social Networking Sites for Health and Wellness Information
Author: Zhang, Yan
Date: 2012-09-00
Type: Journal Articles
Subjects: Content Analysis,Internet,College Students,Privacy,Wellness,Health,Social Networks,Information Sources,Interviews,Student Attitudes,Life Style,Medicine,Knowledge Level,Risk

Introduction: This study explores college students' use of social networking sites for health and wellness information and their perceptions of this use. Method: Thirty-eight college students were interviewed. Analysis: The interview transcripts were analysed using the qualitative content analysis method. Results: Those who had experience using social networking sites for health information used the platform mainly to check health updates of a loved one, find lifestyle information and ask about treatments for mild conditions. Overall, participants were sceptical about the quality of information, concerned about the lack of medical knowledge of their friends or peers and wary about possible social risks and invasion of privacy. Based on the results, a model of users' acceptance of social networking sites for health and wellness information was proposed and implications for designing social platforms to better support health inquiries were discussed. Conclusions: Using social networking sites for health and wellness information is not a popular behaviour among college students in this study and social networking sites seem not to be a well-perceived platform for health and wellness information. (Contains 1 figure and 2 tables.)