ethanporcaro/eric-fulltext-meta huggingface dataset:
Kentucky Career and Technical Teacher Education Programs/Ongoing Issues
Author: Workman, Ed
Date: 2012-07-00
Type: Journal Articles
Subjects: Career Education,Technical Education,Teacher Education Programs,Definitions,Universities,Alignment (Education),Educational Quality,Beginning Teacher Induction,Conferences (Gatherings),Integrated Curriculum,Student Organizations,Educational Planning

What is Career and Technical Education (CTE)? How does one identify and recognized strong CTE educational programs? And after one has answers to the first two questions, how does one successfully align CTE teacher education (CTTE) programs across large institutions such as colleges within universities, or in Kentucky's endeavor within universities across the commonwealth offering various CTE programs? A multi-year educational project designed and implemented through the Kentucky Career and Technical Teacher Education Conference planning committee has created a plan to strengthen Kentucky CTE. The process to identify the issues and concerns with a formulation of the plans of actions could be of use to any organization.
An Exploration of School Leadership Issues Relating to the &quot;December Dilemma&quot;
Author: Fox, Anna L.
Date: 2012-07-00
Type: Journal Articles
Subjects: State Church Separation,School Administration,Governance,Diversity (Institutional),Change Strategies,Religion,Holidays,Court Litigation,Staff Development,School Policy,Educational Practices,Religious Conflict,Questionnaires

School leadership is required to navigate difficult issues concerning the religious liberties of their students. December is a month filled with secular and religious holidays. It is the one month on the school calendar filled with joyous cultural celebrations. However, it can also become a quandary for leadership when attempting to balance the religious and cultural diversity of American school students. The Supreme Court of our land has historically ruled for the separation of religion and the state. Therefore, school leadership has the task of guiding schools and educators to not violate intentionally or accidently the religious liberty of all students. This paper specifically addresses the &quot;December Dilemma&quot;, examining relevant court cases, one specific local &quot;dilemma&quot;, and the results of a survey conducted of school district administrators and classroom teachers. The overall recommendation is that school district leaders should consider school district policy that not only protects the student, but the school district itself.
Effectiveness of Item Response Theory (IRT) Proficiency Estimation Methods under Adaptive Multistage Testing. Research Report. ETS RR-15-11
Author: Kim, Sooyeon
Date: 2015-06-00
Type: Journal Articles
Subjects: Item Response Theory,Computation,Statistical Bias,Error of Measurement,Difficulty Level,Accuracy,Bayesian Statistics,Scoring,Scores,Adaptive Testing,Statistical Distributions,Comparative Analysis

The purpose of this inquiry was to investigate the effectiveness of item response theory (IRT) proficiency estimators in terms of estimation bias and error under multistage testing (MST). We chose a 2-stage MST design in which 1 adaptation to the examinees' ability levels takes place. It includes 4 modules (1 at Stage 1, 3 at Stage 2) and 3 paths (low, middle, and high). When creating 2-stage MST panels (i.e., forms), we manipulated 2 assembly conditions in each module, such as difficulty level and module length, to see if any interaction existed between IRT estimation methods and MST panel designs. For each panel, we compared the accuracy of examinees' proficiency levels derived from 7 IRT proficiency estimators. We found that the choice of Bayesian (prior) and non-Bayesian (no prior) estimators was of more practical significance than the choice of number-correct versus item-pattern scoring. For the extreme proficiency levels, the decrease in standard error compensated for the increase in bias in the Bayesian estimates, resulting in smaller total error. Possible score changes caused by the use of different proficiency estimators would be nonnegligible, particularly for the extreme proficiency level examinees. The impact of misrouting at Stage 1 was minimal under the MST design used in this study.
Gender Differences in Alcohol Prevention Programming
Author: Ogenchuk, Marcella J.
Date: 2012-05-00
Type: Journal Articles
Subjects: Gender Differences,Prevention,Alcohol Abuse,Drinking,Comprehensive School Health Education,High School Students,Pretests Posttests,Focus Groups,Statistical Analysis,Knowledge Level,Program Effectiveness,Foreign Countries,Case Studies,Mixed Methods Research

The purpose of this article is to describe a study of the outcomes of a school-based alcohol abuse prevention initiative. The initiative was focused on identifying, developing, disseminating, and evaluating information for high school students based on the school community needs. Student learning outcomes were measured using pre- and post-tests and focus groups. Descriptive statistics were calculated for the pre- and post-tests as well as by gender. Through this study it was found that both females and males reported significant change in knowledge. Three main themes emerged from the focus groups with male students prioritizing different themes than female students. Implications for future programming keeping in mind gender differences are recommended. The method, data and findings are discussed along with implications for practice and future research.
Early Career Physical Education Teacher Efficacy
Author: Hand, Karen E.
Date: 2012-05-00
Type: Journal Articles
Subjects: Physical Education Teachers,Self Efficacy,Teacher Effectiveness,Teacher Persistence,Interviews,Beginning Teachers,Teaching Experience,Content Analysis,Mentors,Teacher Collaboration,Beginning Teacher Induction,Experiential Learning,Feedback (Response),Observation,Master Teachers

The retention of quality teachers has become a critical issue facing the American educational system. Unfortunately, various estimates identify that 30-50% of teachers leave the profession with the first five years. To address this issue, educational researchers have focused on identifying ways of enhancing retention through examining factors that both negatively and positively affect the integration and retention of early career teachers. One such factor is the development of positive teaching efficacy, or the belief in one's ability to be successful across various teaching tasks. For the most part, the early careers of teachers have been studied in traditional classroom settings with little empirical work conducted within the physical education setting. The purpose of this paper is to examine sources that influence the teaching efficacy of early career physical education teachers. Utilizing in-depth interviews, 15 early career physical education teachers shared how their beginning teaching experiences affected their teaching efficacy. Both individual and contextual sources were identified using an inductive content analysis. Results revealed several sources tied to the role and effectiveness of their mentor. Specifically, the role and effectiveness of the mentor specific to the physical education context revealed that the physical education setting created unique sources of influence on these teachers' early integration into their teaching environment. Some teachers built confidence with the assistance from mentors while most figured it out on their own. Further exploration and research are required to verify or refute the assumed effectiveness of mentoring programs.
Changing Early Childhood Education by Developing Leaders through Reflection and Research
Author: Margolin, Ilana
Date: 2012-05-00
Type: Journal Articles
Subjects: Early Childhood Education,Reflection,Educational Research,Qualitative Research,Case Studies,Student Development,Graduate Surveys,Graduate Students,Professional Identity,Leadership Training,Masters Programs,Action Research,Communities of Practice,Electronic Mail,Transcripts (Written Records),Journal Writing,Interviews,Interpersonal Relationship,Transformative Learning,Holistic Approach,Integrated Activities,Educational Strategies,Skill Development,Teacher Education Programs

This qualitative case-study explores the ways in which an innovative M.Ed. program facilitated the development of future ECE reflective leaders. Using case study methodology, it presents the transformational process two recent graduates underwent during their studies. The findings indicate four main sources that initiated the deep student reflection and introspection which influenced the development of their professional identity and leadership abilities: creating safe spaces for research, building a conceptual framework for research, learning and teaching as an integrative process and inquiring into their practice. The discussion presents three insights drawn from the findings: during the program parallel processes of transformation between the researcher and the graduates took place; using a holistic approach and accepting simultaneity are crucial for leading change; and the effect of leadership is based on reflective practice. An implication of the study is that only after practitioners are able to inquire into their own practice, reflect on it and model it, are they ready for the upper stratum of their profession. At this stratum, they are in a position to educate the next generation of ECE teachers and to unsettle the status quo by changing the traditional system of ECE education.
Fostering Leadership through Organizational Structure
Author: Willett, Brantley P.
Date: 2012-05-00
Type: Journal Articles
Subjects: Administrative Organization,Leadership Training,Case Studies,Leadership,Honor Societies,Social Change,College Programs,Higher Education,World Views,Teamwork,Change Strategies,Educational Practices,Organizational Theories

This case study discusses the postindustrial paradigm of leadership and its influence on the field of leadership and also the higher education leadership literature. Furthermore, this case study examines the structure of one university honor society to discuss how the structure allows for the development of multiple leaders within the organization. Additionally, this case study applies a postindustrial view of leadership to the leadership that occurs within this university honor society. The case study concludes with recommendations for developing multiple leaders within a university honor society.
Dissertation Leadership Knowledge Transfer Using Sparsely Connected Networks with Bidirectional Edges: Case Study of Chester Hayden McCall Jr., His Dissertation Advisors, and His Students
Author: Mallette, Leo A.
Date: 2012-05-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Case Studies,Social Networks,Graduate Students,Faculty Advisers,Transfer of Training,Network Analysis,Learning Processes,Guidelines,Instruction,Experiential Learning,Advisory Committees,Epistemology,Profiles,Educational Practices

There are many modes of information flow in the sciences: books, journals, conferences, research and development, acquisition of companies, co-workers, students, and professors in schools of higher learning. In the sciences, dissertation students learn from their dissertation advisor (or chairperson or mentor) and the other dissertation committee members and vice-versa; the committee members learn from the student. The students learn technical knowledge and discipline from their advisors. They learn to be researchers so they can be leaders of projects, industry, and academia, but do they learn how to discipline another generation of doctoral students? This paper is focused on the academic networking of dissertation students and their advisor(s); using the author's dissertation advisor, Chester Hayden McCall Jr., as an example. This paper asks the question: How is specific dissertation leadership knowledge being transferred? And continues with a discussion of network science and suggests four possible answers.
Use of Adjuncts in Conjunction with University Professors for Administrative Internship Supervision
Author: Gibbs, Greg K.
Date: 2012-05-00
Type: Journal Articles
Subjects: Internship Programs,Adjunct Faculty,Teacher Collaboration,Supervisors,Supervisory Methods,Partnerships in Education,Models,Program Descriptions,Program Development,College Programs,Administrator Education

The author describes the model of internship supervision that is used at his university. The model has changed and is different than the norm. The combination of adjunct instructors/supervisors, site supervisors, and university professors makes for a dynamic partnership that adds significant quality to the program and for the intern/students. The standards that the program is based upon are further strengthened through such a model. Constant integration occurs within this model and a reiteration of the standards through each aspect of the internship is obvious with this partnership. Consistency has been increased through such a model as well. Student interns are regularly exposed to the elements of the ELCC (Educational Leadership Consortium Council) standards through all aspects. Supervising adjuncts remain under the training and oversight of the university professors in a much tighter way than in previous supervision models. Regular forums are set-up several times a semester where student interns, supervisors, and university professors meet and discuss topics as well as the usual individualized meetings on-site that the interns have with their site supervisors and the adjunct supervisors from the university. Overall, the nuances of this model have shown that the use of adjuncts under a structured format such as this is actually more beneficial than either just university professors doing the supervision or just adjuncts hired to meet in the field. A list of resources is included.
Privatizing American Public Higher Education: Racing down a Slippery Slope
Author: Travis, Jon
Date: 2012-05-00
Type: Journal Articles
Subjects: Higher Education,Privatization,Educational Trends,Retrenchment,Economic Climate,Public Colleges,Universities,State Federal Aid,Educational Finance,Private Financial Support,Educational Benefits,State Government,Government Role,Efficiency,Cost Effectiveness,Minority Group Students,Low Income Students,Achievement Gap

American public higher education is in trouble. Besieged by declining state and Federal support for more than 30 years, public colleges and universities are facing a &quot;game-changing&quot; set of challenges that threaten to alter the very nature of the institutions. As two recessions withered state budgets in the first decade of the 21st century, the public funding vise closed to a precipitous level, leading some states and their universities to consider the benefits of divesting the institutions of their state affiliation. With fewer colleges and universities to support, the states would be able to remove, at least partially, one strain on their budgets. The institutions, thus disconnected from the states, would have greater freedom from oversight and constraints on fundraising. Not everyone will win with such a significant change in the &quot;game's rules,&quot; however. When public colleges and universities become essentially private, the impact on disenfranchised citizens, private higher education, and even the nation's economy could be devastating. This article describes selected case examples of states and public institutions that have already set in motion a slide down a slippery slope.
Continuing Efforts to Upgrade the Aeronautics Curriculum at Jacksonville University
Author: Terrell, Jerry L.
Date: 2012-05-00
Type: Journal Articles
Subjects: Aviation Education,Aerospace Education,Aviation Technology,Industry,History,Technology Uses in Education,Air Transportation,Curriculum Development,Higher Education

The aviation industry is exceptionally dynamic. Advances in technology have enabled the industry to change drastically in a short period of time. The transition to jet propulsion advances in aerodynamics, avionics improvements, and introduction of revolutionary navigation systems have all occurred within the past 60 years. These advances have prompted corresponding changes in aeronautics education. New technology such as computer assisted training, improved classroom aids, and advanced simulation devices have become the norm. JU has risen to the challenge by updating its aviation curriculum and employing modern aircraft in its flight training. This paper addresses efforts to affect these updates.
The Portraiture of Nick: Scene One, the Early Years
Author: Bicehouse, Vaughn L.
Date: 2012-05-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Profiles,Case Studies,Parent Role,Interpersonal Communication,Symptoms (Individual Disorders),Child Development,Behavior Problems,Preschool Education,Mothers

In 2007, the Autism Society of America (ASA) estimated that 1.5 million Americans and their families were affected by autism. As the current ASD prevalence rates continue to rise (10%-17% each year) so does the awareness that ASD is no respecter of persons. ASD touches children of every racial, ethnic, and socioeconomic background. Additionally, ASD has no known cause and no known cure but forever changes the lives of those it touches. The scientific facts and statistics on ASD albeit important lack a consequential understanding of the human impact of the disability. Therein lays the purpose of this portraiture, to provide a visual representation and a voice to Nick and his family who are living twenty-four hours a day with an ASD. This portraiture is what (Featherstone, 1989) terms &quot;a people's scholarship&quot;--a study in which &quot;scientific facts gathered in the field give voice to a people's experience.&quot; This is the first scene of the portraiture of Nick. Nick's portrait creates a narrative that is authentic, multifaceted, intimate, and holistic. This case study of Nick will hopefully illuminate the complexity of Autistic Spectrum Disorders. This researcher believes that by providing this qualitative model, ultimately parents, specialists, professionals, and teachers will have research they can use when working with students with Autistic Spectrum Disorders.
The Portraiture of Nick: Scene Two, the Middle Years
Author: Bicehouse, Vaughn L.
Date: 2012-05-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Profiles,Case Studies,Parent Role,Interpersonal Communication,Symptoms (Individual Disorders),Child Development,Mothers,Behavior Problems,Elementary Education,Educational Practices,Educational Philosophy,Social Attitudes,Training,Workshops

In 2007, the Autism Society of America (ASA) estimated that 1.5 million Americans and their families were affected by autism. As the current Autistic Spectrum Disorder (ASD) prevalence rates continue to rise (10%-17% each year) so does the awareness that ASD is no respecter of persons. ASD touches children of every racial, ethnic, and socioeconomic background. Additionally, ASD has no known cause and no known cure but forever changes the lives of those it touches. The scientific facts and statistics on ASD albeit important lack a consequential understanding of the human impact of the disability. Therein lays the purpose of this portraiture, to provide a visual representation and a voice to Nick and his family who are living twenty-four hours a day with an ASD. This portraiture is what (Featherstone, 1989) terms &quot;a people's scholarship&quot;--a study in which &quot;scientific facts gathered in the field give voice to a people's experience.&quot; This is the second scene of the portraiture of Nick. Nick's portrait creates a narrative that is authentic, multifaceted, intimate, and holistic. This case study of Nick will hopefully illuminate the complexity of Autistic Spectrum Disorders. This researcher believes that by providing this qualitative model, ultimately parents, specialists, professionals, and teachers will have research they can use when working with students with Autistic Spectrum Disorders. [For &quot;The Portraiture of Nick: Scene One, the Early Years,&quot; see EJ1109750.]
Effects of a Teacher Incentive Program on 4th Grade State Assessment
Author: Alfaro, Moises
Date: 2012-05-00
Type: Journal Articles
Subjects: Grade 4,Incentive Grants,State Policy,Policy Analysis,Teacher Salaries,Merit Pay,Mathematics Achievement,Reading Achievement,Writing Achievement,Educational Improvement,Accountability,Program Effectiveness,Elementary Education,Statistical Analysis,State Standards,Program Length,Achievement Gains,Multivariate Analysis

Recent national and state standards of accountability have focused on increasing student performance and achievement as well as teacher quality. Included in this challenge is the issue of teacher compensation and how it has evolved with the efforts of providing quality instruction in order to improve the performance of students. Texas has developed and implemented innovative pay systems that focus on student achievement through the process of improving teacher quality. Most recently, the 79th Legislature of Texas passed House Bill One which funded the largest investment in teacher incentives with two teacher incentive programs that would provide $320 million annually to eligible school districts and campuses. This study focused on the Texas Educator Excellence Grant (TEEG) program which provided over $100 million annually to Texas' most economically disadvantaged campuses that demonstrated high levels of student achievement as indicated on the state's academic accountability system. Relationships between student academic performance at the 4th grade level and the total number of years of grant implementation within the 3 cycles of TEEG were analyzed, specifically passing percentages on reading, math, writing and all tests taken for students meeting minimum standards. Overall results of this study showed statistically significant differences in passing percentages in the areas of reading, math, and all TAKS [Texas Assessment of Knowledge and Skills] tests. No statistical difference was found in the area of writing TAKS. The year 2008 had the highest positive coefficient in the areas of reading and math, while 2007 had the highest positive coefficient in writing.
Advising Master's Students Pursuing Doctoral Study: A Survey of Counselor Educators and Supervisors
Author: Sackett, Corrine R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Academic Advising,Counselor Educators,Supervisors,Counselor Training,Clinical Experience,Teacher Surveys,Qualitative Research,Statistical Analysis,Personnel Selection,Selection Criteria,Vignettes,Career Guidance,Masters Programs

This study explored what faculty members are recommending to counselor education master's students regarding post-master's experience when considering doctoral studies and what the current faculty hiring preferences are in reference to the amount of post-master's experience needed. Advisors in counselor education master's programs encounter these questions, and the authors believe the findings are beneficial in helping provide answers. Findings indicate faculty members believe post-master's experience informs supervision, teaching, research and professional identity during the doctoral program and in faculty roles. Findings also indicate faculty members consider the characteristics and circumstances of each individual in determining how important post-master's experience is prior to entering a doctoral program.