ethanporcaro/eric-fulltext-meta huggingface dataset:
The Achievement Gap between White and Non-White Students: A Conceptual Analysis
Author: Rojas-LeBouef, Ana
Date: 2011-00-00
Type: Journal Articles
Subjects: Achievement Gap,Standardized Tests,Academic Achievement,Asian American Students,Minority Groups,White Students,Limited English Speaking,Literature Reviews,Hispanic American Students,Achievement Tests,Equal Education,Federal Legislation,Early Childhood Education,Literacy Education,African American Students,Racial Differences

In this article, we analyzed past and present research studies in which investigators examined differences in academic achievement between students who were White and non-White (i.e., specifically Hispanic or students designated as Limited English Proficient). As anticipated, the majority of the researchers whose studies were analyzed reported that White students outperformed all other groups of minority students on all standardized achievement measures, with the exception of Asian American students who outperformed White students in all academic standardized tests and at all grade levels. Concomitant with the achievement gap studies, a theoretical framework through which the achievement gap may be understood was present. Finally, implications for school personnel, monetary spending, and classrooms were provided. (Contains 1 7 footnotes.)
A Multi-Year Analysis of Asian Gender Differences on Advanced Placement Exams
Author: Moore, George
Date: 2011-00-00
Type: Journal Articles
Subjects: Advanced Placement,Scores,Academic Achievement,Asians,Males,Females,Achievement Gap,Gender Differences,Longitudinal Studies,Data Analysis,Educational Trends

The performance of Asian boys and girls on Advanced Placement (AP) exam overall scores across the United States for the past 14 years was analyzed. For each of the 14 years of data analyzed, Asian boys had statistically significant higher percentages of overall AP exam scores of 5 than did Asian girls. In addition, the gap between the mean performance of Asian boys and girls did not change over this 14-year time period. Implications of our findings are presented and recommendations for future research are made. (Contains 1 figure, 15 tables and 2 footnotes.)
Illinois Board of Education Closed Sessions: Does the Superintendent Make a Difference?
Author: Banicki, Guy
Date: 2011-00-00
Type: Journal Articles
Subjects: Superintendents,Surveys,Administrator Attitudes,Boards of Education,Meetings,Board of Education Policy,School Administration,Administrative Policy,Context Effect,Conflict,Politics of Education,Barriers,Disclosure,Educational Legislation,Elementary Secondary Education,State Government,Compliance (Legal),Court Litigation,Board Administrator Relationship,Leadership Styles,Decision Making,Policy Formation

Holding closed sessions in school board meetings to reach major policy decisions is generally discouraged; but, school boards occasionally use this tactic if conflict and tension arise. Therefore, the questions of "how often does a Board of Education encounter conflict and tension" and "how is the decision made to schedule a closed session to discuss school issues" are extremely relevant in these times of public transparency. This research studied the perceptions of superintendents regarding closed sessions of the Board of Education. A survey was sent electronically to all current superintendents in Illinois. The survey was sponsored by the Center for The Study of Education Policy housed at Illinois State University. The Center conducts an annual statewide survey of superintendents to explore areas related to the state of student learning and school administration in Illinois and provides timely information on vital issues to the superintendency. This study gathered electronic survey demographic data on the superintendents' experience, age, gender, and years in the current position along with the district's size, type, geographic area, and socioeconomic status of the school population. This study examined superintendents' perceptions of the reasons to meet in closed session, the decision-making regarding the agenda, who lead the closed session discussion, the final board action following the closed session, and other pertinent issues. A comprehensive analysis of the data is discussed along with recommendations for further research. (Contains 2 footnotes.)
Development of Research-Based Protocol Aligned to Predict High Levels of Teaching Quality
Author: Schumacher, Gary
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Job Applicants,Teaching (Occupation),Evaluation Methods,Measures (Individuals),Teacher Behavior,Teacher Selection,Prediction,Employment Potential,Teacher Effectiveness,Qualitative Research,Employment Interviews,Questioning Techniques,Academic Achievement,Classroom Techniques

This study proposes a research-based teacher selection protocol. The protocol is intended to offer school district hiring authorities a tool to identify teacher candidates with the behaviors expected to predict effective teaching. It is hypothesized that a particular series of research-based interview questions focusing on teaching behaviors in four key areas (i.e., classroom management, organizing for instruction, implementing instruction, and monitoring student progress and potential), can be used to predict high levels of quality teaching, which lead to enhanced student performance. This study addressed the following research question: Which teaching behaviors identify effective teachers? Hiring authorities can use this empirically based protocol knowing that research supports specific response patterns by effective teacher candidates, which in turn can lead to high levels of student achievement. The findings of this research study suggest a series of research-based interview questions that focus on teaching behaviors in four key areas to predict high levels of quality teaching. The research findings may provide valuable information to administrators and central office personnel regarding interview questions and their link to predicting qualities of effective teaching during the hiring process. Hiring authorities can utilize the research-based questions in the selection process. As a result of the findings from this research, they can be confident that teachers, upon initial hire, possess key teaching behaviors reported to result in high levels of student achievement. (Contains 2 footnotes.)
Teacher Contract Non-Renewal: Southeast and Midwest Principals
Author: Nixon, Andy
Date: 2011-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Principals,Teacher Effectiveness,Teacher Discipline,Teacher Evaluation,Barriers,Time,Teacher Dismissal,Collective Bargaining,Unions,Teacher Associations,Court Litigation,Ethics,Teacher Behavior,Contracts

This quantitative study investigated reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeast and Midwest completed an emailed survey. The ordinal nature of the data gathered dictated that comparisons be made between groups using the Mann Whitney U. The study investigated the barriers that work against principals addressing ineffective teaching. Results indicated that principals from both regions are more willing to initiate contract non-renewal when there has been an ethical violation or inappropriate conduct. Principals from both regions reported that teacher instructional skills are more important than subject content knowledge and dispositions in teacher contract non renewals. Vast differences in response by region were found, however as Midwestern principals strongly identified the following barriers: &quot;teacher union,&quot; &quot;high cost of litigation,&quot; &quot;laws protecting teachers,&quot; &quot;collective bargaining agreement,&quot; and &quot;desire to avoid conflict and confrontation.&quot; Both regions identified &quot;time&quot; as a barrier. (Contains 12 tables and 9 footnotes.)
Middle School Teacher and Student Ethnicity in Texas: A MultiYear Statewide Analysis
Author: Bone, Jamie
Date: 2011-00-00
Type: Journal Articles
Subjects: Public Schools,Middle Schools,Ethnicity,Relationship,Middle School Students,Middle School Teachers,Effect Size,Longitudinal Studies,School Demography,Whites,Hispanic Americans,African Americans

In this investigation, relationships between teacher ethnicity and student ethnicity in Texas public middle schools were examined. Through the Texas Education Agency Academic Excellence Indicator System, publicly available data on all public middle schools in Texas for the 1999-2000 through 2009-2010 school years were downloaded. Statistically significant, positive relationships with large effect sizes were yielded between teacher ethnic diversity (i.e., Hispanic, Black, and White) and student ethnic diversity (i.e., Hispanic, Black, and White, respectively) at Texas middle schools. As more Hispanic students were enrolled in a middle school, the tendency was present for more Hispanic teachers to be employed at that school. The same result was yielded for Black teachers and Black students and for White teachers and White students. (Contains 3 tables.)
The First 60 Days: Early Implications from a Practitioner in Transition to a Professor
Author: Sanders, Sarah
Date: 2011-00-00
Type: Journal Articles
Subjects: Public Schools,School Administration,Disadvantaged Schools,Quality of Life,Transformational Leadership,Family Relationship,Quality of Working Life,Reflection,Career Change,Career Development,Midlife Transitions,Higher Education,College Faculty,Novices,Professional Autonomy,Teacher Role,Work Environment,Comparative Analysis,Time Management,Salary Wage Differentials,Committees,Faculty Publishing,Scholarship,Academic Discourse,Writing for Publication,Politics of Education,School Policy,Collegiality,Interprofessional Relationship

The decision to leave a successful career and great earning potential to start over as a novice with new surroundings and expectations is not made without consideration of a wide array of variables. Making the transition to higher education was not an easy one and the transition itself has presented various other challenges and joys that I have been encouraged to share. Sharing my transition to teaching in higher education through this informal narrative begins with a very personal experience that is relevant as being a catalyst for the transition.
Thinking on Your Feet: Principals' Reflection-in-Action
Author: Bond, John
Date: 2011-00-00
Type: Journal Articles
Subjects: Principals,Public Schools,Conflict,Interpersonal Communication,Aggression,Interpersonal Competence,Reaction Time,Conceptual Tempo,Protocol Analysis,Metacognition,Adjustment (to Environment),Self Concept,Values,Leadership,Context Effect,Reflection,Semi Structured Interviews,Coding,Validity,Trust (Psychology),Conflict Resolution,Decision Making Skills

In this study the reflection-in-action of experienced school principals was investigated. While reflection-on-action occurs after-the-fact, reflection-in-action is situated in the context of action. This qualitative study explores what principals think about as they are in the midst of dealing with an unexpected public confrontation. The purpose of this study was to identify what principals reflect on in the moments following a verbal attack, response strategies and techniques they would consider, and why they choose certain responses and behaviors. Fifteen principals were interviewed regarding what they would be thinking about if they were rudely confronted by an angry teacher during a faculty meeting. Principals were asked to describe their thoughts prior to responding in such a situation, what responses they would consider, and why they would choose certain actions over others. Four themes and 13 categories were identified in the analysis of 91 separate statements. The findings lend support to Donald Schon's (1987) theory regarding how professionals mentally process during surprise situations and have applicability to professional development for pre-service and entry level principals. (Contains 2 tables and 7 footnotes.)
Students' Perceptions of Their Readiness for Community College Study
Author: Millar, Brad
Date: 2011-00-00
Type: Journal Articles
Subjects: Community Colleges,Admission Criteria,Difficulty Level,Student Attrition,Self Evaluation (Individuals),College Readiness,Student Attitudes,Psychological Patterns,Measures (Individuals),Time,College Bound Students,Dropouts

Although the drop-out problem is particularly acute at the community college, there is very little research on student attrition that is specific to community colleges. Differences between the community college and four-year institutions stems are accented by entrance requirements that are traditionally much more rigorous at traditional colleges and universities. Less demanding entrance requirements at the community college provide students little with which to gauge their readiness for college study. Students' perceptions of their readiness before, and after they began studies were compared to determine the potential for cognitive dissonance, a factor which may help explain why students drop out of community colleges in such large numbers. (Contains 2 tables.)
Importance of Ethical Practices and Blended Learning: Recommendations for the Field
Author: Krug, Damon
Date: 2011-00-00
Type: Journal Articles
Subjects: Distance Education,Blended Learning,Teaching Models,Ethics,School Psychologists,School Psychology,Professional Services,Professional Development,Supervisor Supervisee Relationship,Role Conflict,Problems,Problem Solving,Expectation,Documentation,Technology Uses in Education,Confidentiality,Communication Skills,State Regulation,Knowledge Level

Blended learning models of training and education are gaining in popularity and availability. While such models are appealing for variety of reasons, they are not without unique challenges and concerns. Practitioners face ethical decisions every day and blended training models create their own set of circumstances that could become problematic without forethought and a deliberate effort to avoid such complexities. The authors share their own experiences after three years of a blended training model and offer targeted recommendations for educators, practitioners, administrators, and university faculty.
Elementary School Size and Student Performance: A Conceptual Analysis
Author: Zoda, Pamela
Date: 2011-00-00
Type: Information Analyses
Subjects: Elementary Schools,School Size,Academic Achievement,School Effectiveness,Educational Research,Criticism,Cost Effectiveness,Expenditures,Socioeconomic Status,Minority Group Students,Costs,Community Support,Special Needs Students,Educational Needs

In this article, we reviewed the empirical literature concerning the relationship between school size and student performance with a focus was on determining the extent to which school size, specifically elementary school size, was related to student academic achievement.  Most of the extant literature was on secondary school size with fewer studies published on elementary school size and even fewer studies published on middle school size.  In this review, we provide a critical analysis of the available research on school size.  Moreover, the benefits and disadvantages of small versus large schools were analyzed.  Despite an abundance of published research studies, definitive answers regarding school size and student performance remain unanswered.  Decisions about school size appear to be complex and involve a variety of factors such as costs, community support, and students with special educational needs. (Contains 2 tables.)
Using Physiological Metaphors to Understand and Lead Organizations
Author: Larson, William
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Education,School Organization,Organizational Theories,Theory Practice Relationship,Figurative Language,Physiology,Human Body,Systems Approach,Leadership,Institutional Mission,Group Structure,Decision Making,Power Structure,Organizational Culture

This conceptual paper suggests and elaborates on the use of physiological metaphors pertaining to the systems and parts of the body as an approach for fostering an understanding of organizational theories among students of educational administration. The importance of this pursuit is related to the recognition that the students often reject the value of theories, that theories can be used to acquire substantive organizational knowledge, and that a comprehension of organizations is needed to lead districts and schools in the quest for achievement of their goals. The value of such understandings is based upon the work of theorists (Deming, 1993, 2000; Senge, 2001, 2006), in which conceptual constructs have been offered to substantiate the claim that the success or failure of organizations (e.g., districts and schools) to achieve their goals is influenced significantly by the ways in which they are structured.
A Scholar-Practitioner Approach to International Mentoring through Collaborative Partnerships
Author: Hickey, Wesley D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Strategies,Rural Schools,Mentors,Educational Finance,Parent Participation,Change Agents,Parent School Relationship,Foreign Countries,Resource Allocation,Capacity Building,Human Capital,Faculty Development,Interviews,Researchers,Administrator Attitudes,Teacher Attitudes,Principals,Teachers,Academic Achievement

A new international partnership in southern Belize that provided ongoing mentoring, teacher development, and resource allocation in two rural schools was examined through interviews with key individuals. This research was implemented through a scholar-practitioner approach, which embraces the concept of researcher as change agent. The results suggested that this partnership was providing increased educational capacity in the schools through the development of instructional strategies and intellectual capital. There were few problems mentioned, but inadequate communication and lack of parental involvement were factors for one volunteer. (Contains 1 note.)
Engaging Pre-Service Teachers in an Exploration of the Politics of Language
Author: Lee, Cheu-jey
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Minorities,Literacy,Linguistics,Minority Groups,Preservice Teachers,Politics of Education,Sociolinguistics,Whites,Pedagogical Content Knowledge,Critical Theory,Learner Engagement,Control Groups,Experimental Groups,Critical Reading,Case Method (Teaching Technique),Learning Activities,Questionnaires,Language Acquisition,Achievement Gains,Participant Satisfaction,Student Teacher Attitudes,Teaching Methods,Learning Experience

This study is concerned with an exploration of the politics of language with predominately white pre-service teachers through a linguistic activity. It is a continuous, joint effort of three teacher educators working at two universities. Different pedagogical emphases and data collection methods are used at these two universities to investigate their impact on the pre-service teachers' awareness of the politics of language. It is shown that the pre-service teachers who are required to read critical literature and to reflect specifically on the linguistic activity through guiding questions become more aware of the political aspects of language than those who are not. Yet this critical awareness does not necessarily carry over into a change in their thinking about literacy education with language minority students. This study is hoped to serve as a prompt for more dialogue in this area. (Contains 3 notes.)
Professional Development for Character Education: An Evaluation of Teachers' Sense of Efficacy for Character Education
Author: Ledford, Alice T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Elementary Secondary Education,Personality,Teacher Certification,Teaching Experience,Professional Development,Values Education,Self Efficacy,Teacher Effectiveness,Measures (Individuals),School Districts,Student Attitudes,Teacher Attitudes,Scores,Institutional Characteristics,Preservice Teacher Education

Today's teachers and administrators must educate students for character. But, teachers are inconsistently prepared for this challenge. This descriptive study examined teachers' sense of efficacy for character education among pre-K-12 teachers based on their type of character education training. The Character Education Efficacy Belief Instrument (CEEBI) was used to collect data at a southwestern school district of more than 61,000 students and more than 3,500 teachers. By employing analyses of variance (ANOVAs), this study examined the relationship between the teachers' Personal Teaching Efficacy (PTE) and General Teaching Efficacy (GTE) scores and the following teacher characteristics: type of institution from which teacher certification was received, school setting, type of character education training received, and years of teaching experience. The results of this study offer opportunities to understand how to prepare teachers to become character educators. The implications of this study on character education, professional development, pre-service training, and future research are explored. (Contains 2 tables.)
The Interdependence of Principal School Leadership and Student Achievement
Author: Soehner, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Academic Achievement,Instructional Leadership,Principals,Correlation,Predictor Variables,Administrator Behavior,Administrator Effectiveness,Administrator Role

This review illuminated principal school leadership as a variable that impacted achievement. The principal as school leader and manager was explored because these roles were thought to impact student achievement both directly and indirectly. Specific principal leadership behaviors and principal effectiveness were explored as variables potentially impacting both teachers and student achievement. Leadership was considered a variable that could improve teacher efficacy although it could also diminish this capacity when school leadership was ineffective.
What Pre-Service Teachers Bring Home when They Travel Abroad: Rethinking Teaching through a Short International Immersion Experience
Author: Rodriguez, Encarnacion
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Education Courses,Foreign Countries,Study Abroad,Teacher Role,Student Attitudes,Surveys,Role of Education,Teaching Methods,Learning Experience

This article focuses on the impact of an education course with a short immersion trip to Bolivia on a group of pre-service teachers and the way in which it changed students' understanding of education and of their role as educators. Based on the responses of six of these former students to a short survey, this article argues that the main impact of this course was helping these prospective teachers to enhance their understanding of education as a community-based enterprise and to develop new pedagogical tools that provided them with a greater sense of agency as teachers.