ethanporcaro/eric-fulltext-meta huggingface dataset:
Career Growth through Action Research: Outcomes from a Structured Professional Development Approach for In-Service School Librarians
Author: Boulden, Danielle Cadieux
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Professional Development,Action Research,Elementary Secondary Education,Educational Cooperation,Data Use,Decision Making,Reflection,Program Validation,Barriers

The school librarian has a critical role to play in the 21st-century school learning environment. However, because of the constant changes in K-12 school environments and the difficult decisions administrators must make about allocating money to best help students, school librarians must rigorously document their professional growth and impact. Prior research demonstrates that action research is a promising vehicle for the professional growth of K-12 educators. This paper reports on a qualitative investigation on the outcomes of a year-long structured professional development approach that engaged in-service school librarians in action research. Findings demonstrated that action research gave the participants in this study a viable way to pursue professional growth. Results from thematic analyses indicate that the participants experienced improved collaboration with stakeholders, increased support for their school library programming, purposeful reflexivity (that is, intentionally thinking about their own feelings and thoughts in the context of how these could affect their own actions), and personal validation of their roles at the school. We also offer insights to practitioners who may wish to design similar professional development initiatives. Specifically, we have identified potential barriers that school librarians may encounter during the action research process, and have included recommendations for embedded scaffolds and supports for school librarians doing action research and changing their practices based on the results.
The Pursuit of Patterns in Educational Data Mining as a Threat to Student Privacy
Author: Kyritsi, Kyriaki H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Data Collection,Student Records,Information Security,Privacy,College Students,Open Universities,Distance Education,Access to Information,Information Dissemination,Confidentiality,Information Management,Foreign Countries

Recent technological advances have led to tremendous capacities for collecting, storing and analyzing data being created at an ever-increasing speed from diverse sources. Academic institutions which offer open and distance learning programs, such as the Hellenic Open University, can benefit from big data relating to its students' information and communication systems and the use of modern techniques and tools of big data analytics provided that the student's right to privacy is not compromised. The balance between data mining and maintaining privacy can be reached through anonymisation methods but on the other hand this approach raises technical problems such as the loss of a certain amount of information found in the original data. Considering the learning process as a framework of interacting roles and factors, the discovery of patterns in that system can be really useful and beneficial firstly for the learners and furthermore, the ability to publish and share these results would be very helpful for the whole academic institution.
Leadership in Higher Education in Saudi Arabia: Benefits, Constraints and Challenges of Adopting Servant Leadership Model by Department Chairs
Author: Gonaim, Faiza Adil
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Leadership Responsibility,Department Heads,Administrator Attitudes,Leadership Styles,Interpersonal Relationship,Governance

Effective leadership is crucial to the success of every academic institution. In Saudi higher education, the pressure has increased on department chairs to achieve the departmental goals required for the general reform of the country. Therefore, the type of leadership that the chairs adopt and express plays a significant role in the progress of the department. Servant leadership is a contemporary approach that has gained increasing acceptance in leadership and organisational literature. From this point of view, this study aims to identify the possible effects of embracing servant leadership by department chairs, and to determine the strengths and weaknesses that the style could bring to the department. A qualitative inquiry using semi-structured interview designed around a vignette was used to elicit the perspectives of 14 department chairs on adopting servant leadership. The finding indicates that servant leadership has positive impacts in the working environment which can be taken advantage of. However, some drawbacks were noted which could impact the department negatively if the style was not used properly. Some challenges for implementing the style also emerged.
Priming Your Environment for Growth through a Collaborative Model of Instructional Coaching
Author: Farr, Wendy J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Models,Coaching (Performance),Student Diversity,Teacher Education Programs,Academic Language,English Language Learners,Elementary School Students,Secondary School Students,English (Second Language),Preservice Teachers,Public Education,Institutes (Training Programs),Faculty Development,Problem Based Learning,Student Needs,Teaching Methods,Language Acquisition,Pedagogical Content Knowledge,Universities,State Standards

Teacher preparation is complex in nature. Students in K-12 education comprise of an increasingly culturally and linguistically diverse population. Standards have significantly evolved with state and Common Core State Standards that now place a greater emphasis on academic discourse both in written and oral forms. To better prepare the next generation of teachers to address these shifts in expectations, we are examining the influence of instructional coaching at the university level. The work encompasses professional development on research-based ELL principles to support the changing populations of students in conjunction with coaching sessions to enhance coursework. The results of this study were statistically significant and have set the stage for our next steps in sustainable change at the university level.
A Co-Requisite Model for Developmental Mathematics: Innovative Pathway Leads to Positive Outcomes for Education Majors
Author: Atkins, Charlene
Date: 2016-12-00
Type: Journal Articles
Subjects: Remedial Mathematics,Outcomes of Education,Models,Academic Achievement,College Students,Remedial Programs,College Mathematics,Algebra,Education Majors

The traditional mathematics pre-requisite model creates obstacles for pre-service educators by increasing the number of semesters to graduation. Extended time results in additional financial burdens for students in developmental courses along with increased risk of student drop out. Education majors, with little or no room for electives in their programs of study, have been particularly impacted. The pilot of a co-requisite model, involving the collaboration of two academic departments, has proven successful in enhancing students' academic achievement while addressing social and emotional needs of students.
Co-Teaching Practices during Student Teaching
Author: Stobaugh, Rebecca
Date: 2016-12-00
Type: Journal Articles
Subjects: Teacher Education Programs,College School Cooperation,Partnerships in Education,Student Teaching,Cooperating Teachers,Student Teachers,Correlation,Elementary School Teachers,Middle School Teachers,High School Teachers,Teaching Methods,Cooperative Planning

Accrediting organizations and regulations have compelled teacher preparation programs to establish partnerships with PK-12 schools to produce quality educators by utilizing effective teaching approaches such as co-teaching. The study examined co-teaching survey completed in the middle of student teaching. Data was collected from cooperating teachers and student teachers at different grade levels. The survey assessed participants' use of co-teaching strategies and the number of planning hours in each week. Pearson Correlations measured the relationship among the co-teaching strategies and the relationship between the co-teaching strategies and planning time. Results suggest there were more correlations among the co-teaching strategies for elementary student teachers. Three relationships were found in the middle school cooperating teachers data. Additionally, no correlations were found between any co-teaching strategies from either high school cooperating teachers or student teachers. The amount of planning time was shown to have no significant differences between any of the co-teaching strategies.
The Impact of Child Maltreatment on the Educational and Psychological Well-Being of Students
Author: Chitiyo, Jonathan
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Abuse,Well Being,Mental Health,Victims,Academic Achievement,Educational Environment,Students with Disabilities,School Counselors,Outcomes of Education,Child Welfare

Child maltreatment continues to be a major health and social welfare problem across the globe. In the United States, millions of children from all socioeconomic backgrounds, across all ages, religions, and cultures are victims of child maltreatment every day and millions more are at risk. Research has consistently shown that exposure to child maltreatment in all its forms negatively affects the current and future educational performance and emotional and psychological well-being of children. The purpose of this paper is to provide a literature synthesis of the impact of child maltreatment on the educational and psychological well-being of students. Recommendations for educators working in school settings are provided.
School Counselors&apos; Experiences and Practices of Working with Adolescents Who Self-Harm
Author: Roberts, Ellen A.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,Self Destructive Behavior,Counselor Training,Suicide,Counselor Attitudes,Referral,Intervention,Educational Environment,Counselor Role,Empathy,Adolescents

This study utilized qualitative methodology to provide a rich description and a deeper understanding of the professional experiences and practices of twelve school counselors who work with adolescent students who self-harm. Four themes included: suicidal or non-suicidal, role of the school counselor, referrals, and identified interventions. There is a need for school counselors to gain more training and knowledge regarding effective interventions that are appropriate to use with adolescents who self-injure in the school setting.
&quot;Why Didn&apos;t Anyone Tell Us What It Would Really Be Like?&quot; How Experienced Secondary Teachers Make Sense of Their Role
Author: Greinke, Russell
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Experienced Teachers,Teacher Role,Professional Identity,Teacher Characteristics,Barriers,Identification (Psychology),Coping,Teaching Conditions,Secondary School Students

Historically, teacher retention has been a more significant issue than teacher recruitment. This study looks at how teachers become &quot;comfortable in their own skin.&quot; To be successful in their chosen careers, teachers undergo a process of Teacher Identity Formation that blends one's educational philosophy, teaching style, and personality. Finding one's own voice, one that is less imitative of influential teachers from one's past, occurs in those &quot;Borderlands&quot; where the personal and the professional meet, where who you are as a person and who you are as a teacher coalesce. Via an interview-based phenomenological study, this paper uses the cumulative wisdom of successful, experienced teachers to look at how they ultimately make sense of their position and overcome obstacles to identity formation. The findings may offer guidance to new teachers and teacher educators.
Defining and Measuring Excellence in the Changing World of Higher Education: Case Stories from Five Colleges of Education
Author: Nerren, Jannah
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Schools of Education,Program Improvement,Teacher Education,Decision Making,Accreditation (Institutions)

This paper presents a collection of case stories from five Educator Preparation Programs (EPPs) within colleges of education, four from institutions in Texas and one from California, to present a micro cross-sectional narrative interpretation of what constitutes excellence in educator preparation. The broad framework utilized in this interpretation focuses on the individual approaches used by each institution for creating and sustaining positive cultures of data-informed decision-making, with the ultimate objective of continuous program improvement, while also meeting the accreditation expectations of each institution.
Sharing The Responsibility for Teacher Preparation: Collaborative Design of a Teaching Observation Rubric
Author: Yun, Cathy
Date: 2017-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Design,Cooperation,Observation,Scaffolding (Teaching Technique),Evidence Based Practice,Preservice Teachers,Inservice Teacher Education,Beginning Teachers,School Districts,Preservice Teacher Education,Feedback (Response),Teaching Methods,Responsibility

This case story describes the collaborative development and use of a teaching observation rubric to support and scaffold evidence-based changes in the focal educator preparation program (EPP). The case highlights the power of EPP-district collaborations for improving the teaching and coaching practices for both stakeholders while strengthening trust. Additionally, this case demonstrates how the focal EPP worked with districts to ease preservice-to-inservice transitions for novice teachers, through development of a feedback instrument that spans the transition, thereby decreasing teacher attrition within the first three years on the job.
From Pre-Service to Employed Teacher: Examining One Year Later the Benefits and Challenges of a Co-Teaching Clinical Experience
Author: Guise, Megan
Date: 2016-12-00
Type: Journal Articles
Subjects: Team Teaching,Preservice Teachers,Preservice Teacher Education,Beginning Teachers,Experiential Learning,Program Effectiveness,Teacher Attitudes,Teacher Collaboration,Cooperating Teachers

The research study described in this article is an extension of a yearlong mixed methods study of eight co-teaching pairs (four English and four science) and their implementation of co-teaching during the clinical experience. A year after these eight pre-service teachers participated in the co-teaching research study while enrolled in a teacher education program, they were interviewed at the conclusion of their first year of employed teaching with the goal of exploring the impact that the co-teaching experience had on their development as a teacher. Findings reveal that co-teaching during the clinical experience provides an opportunity to shape pre-service teachers to be collaborative, reflective practitioners who seek out opportunities to collaborate and position themselves as lifelong learners. However, teacher education programs that implement co-teaching during the clinical experience have a responsibility to ensure that co-teaching occurs with fidelity and that pre-service teachers are supported to transition to full-time employment where the day-to-day co-teaching opportunities may be more limited.
Leadership Development of Doctoral Students in a Carnegie Project on the Education Doctorate Affiliated Ed.D. Program
Author: Barker, Nan
Date: 2016-12-00
Type: Journal Articles
Subjects: Leadership Training,Doctoral Students,Outcomes of Education,Action Research,Doctoral Programs,Leadership Effectiveness,Reflection,Instructional Leadership,Administrators,Student Projects,Active Learning,Inquiry

Educational practitioners in the 21st century must respond to the availability of a wide array of data relating to student outcomes and student achievement. To make effective use of this data as well as be able to respond to the growing needs of the field, educational practitioners must be able to apply the knowledge they gain in the graduate preparation programs. In this article, the authors reflect on the role of a signature pedagogy grounded on inquiry-based learning in their leadership development, and how an ongoing emphasis on action research throughout their doctoral program was invaluable in their professional and academic growth. As a result, the authors recommend that action research should strongly supplement traditional, theory-driven graduate pedagogy in education.
Collaboration and Connections: Investigating the Use of Teacher Candidate-Created Protocols to Connect Research to Classroom Practice in an Educator Preparation Program
Author: Nerren, Jannah
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Classroom Techniques,Teacher Education Programs,Classroom Observation Techniques,Research and Development,Theory Practice Relationship,Mentors,Evidence Based Practice,Incidence,Student Needs,Personality,Lesson Plans,Reading Instruction,Elementary School Teachers,Action Research,Teacher Certification,Practicums,Focus Groups,Classroom Environment,Writing Instruction,Student Evaluation,Reflection,Teaching Methods,Models

This study investigated the effects of using teacher candidate-created observation protocols based on current research on classroom practices to connect research to practice. The study examined the extent to which mentor teachers modeled current research-based practices as measured by the protocols and explored the frequency with which the practices were observed. Findings indicated that teacher candidates had a positive experience applying research to practice, that utilization of the protocols created an awareness of best practices being used, and the importance of individualizing the practices to meet student needs. Individualization of utilization based on mentor teacher personalities was also observed and many practices the teacher candidates selected were utilized in the mentor classrooms, particularly in the areas of lesson planning and reading instruction.
Inclusive Design for Online and Blended Courses: Connecting Web Content Accessibility Guidelines and Universal Design for Learning
Author: Gronseth, Susie
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Online Courses,Blended Learning,Access to Education,Higher Education,Curriculum Design,Web Sites,Access to Information,College Students,Students with Disabilities,Accessibility (for Disabled),Disabilities,Federal Legislation,Guidelines,Instructional Materials,Learner Engagement

Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning materials, engage in learning experiences, and demonstrate the knowledge and skills they have learned. This paper describes practical applications of WCAG and UDL for the design and facilitation of inclusive online and blended courses in the post-secondary setting.
Teacher Candidate Perceptions of Urban Field Experiences
Author: Smith, Linda Gray
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Urban Schools,Field Experience Programs,Student Diversity,Clinical Experience,Culturally Relevant Education,Teacher Education Programs,Teaching Methods,Rural Areas,Rural Urban Differences,Urban Areas,Teacher Student Relationship

This paper examines the impact of diverse clinical field experiences on rural teacher candidates? perceptions of their ability to effectively teach urban, diverse students. The literature framework supporting the study builds on Nieto's description of socially-just pedagogy and responsive approaches to diversity while meeting national education program standards despite declining resources. Researchers gauged candidates?perceptions of the impact of working with students from race, language and class backgrounds different from their own. Findings revealed four significant impacts: increasing capacity to use culturally-relevant practice, boosting ability to differentiate for urban learners?diverse needs, understanding the importance of strong relationships, and raising candidate self-efficacy and desire to teach in diverse schools.
Motivations for Learning: Mastery Experiences in a Low Socio-Economic Middle School
Author: McKenna, Corey
Date: 2014-12-00
Type: Journal Articles
Subjects: Mastery Learning,Middle School Students,Social Cognition,Self Efficacy,Poverty,Urban Schools,Student Surveys,Student Attitudes,Case Studies,Mathematics Achievement,Grade 7,Social Theories,Learning Motivation,Teaching Methods,Mathematics Instruction

The purpose of this multi-case study was to discover the causes of low self-efficacy for math for a group of historically low-performing 7th grade students at a high-poverty urban middle school based upon Bandura's (1986) Social Cognitive Theory, specifically the concept of self-efficacy. Qualitative methods were used to collect data, including structured one-on-one interviews and classroom observations. In addition, a student survey provided data on student self-efficacy and offered further insight into individual student perceptions. The cross-case analysis surfaced evidence for each of the four sources of self-efficacy. The findings of this study can provide educators with insights into the causes of low self-efficacy for students at the middle grade level and allow researchers to theorize about a broader set of cases related to learning math.
Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice
Author: Yeo, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Development,Vignettes,Teaching Methods,Higher Education,Innovation,Educational Development,Foreign Countries,Departments,Teamwork,Instructional Innovation,Inquiry,Models,Student Attitudes

This paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra &amp; Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole &amp; Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, model for curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work.