ethanporcaro/eric-fulltext-meta huggingface dataset:
International Education in Manitoba: Exploring Leadership Practices in Policy Contexts
Author: Tamtik, Merli
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Educational Policy,Power Structure,Participative Decision Making,Elementary Secondary Education,Instructional Leadership,Educational Practices,Stakeholders

International education has become an increasingly important, yet complex policy sector in Canada. When shared responsibilities and competing interests exist across governments and educational institutions, the need for policy coordination emerges. This study focuses on the province of Manitoba and its policy coordination practices in K-12 international educational. A framework is proposed to analyze the role educational administrators in policy process focusing on: (a) actor dynamic, (b) process dynamic, and (c) outcome dynamic. Data for this study were collected through a qualitative case study approach that applied document analysis and semi-structured interview techniques. Findings suggest that leadership practices go beyond the structure of single institutions, and increasingly have a shared nature involving school administrators, governments, and membership organizations. Characteristics such as shared stakeholder interests, formal power position, and the interdependence of resources play an important role in fostering the leadership practices in policy contexts.
Principals as Champions of Collaboration for Vulnerable Children and Youth: A Case Study of Community Schools
Author: Bartlett, Nadine
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,At Risk Students,Cooperation,Partnerships in Education,Community Schools,Foreign Countries,Mental Disorders,Urban Schools,Rural Schools,Elementary Secondary Education,Teamwork

Children and youth with mental disorders require support from multiple service providers, and therefore intersectoral collaboration is required. Community schools, as accessible hubs, with broad-based partnerships, may provide the conditions that foster much needed intersectoral collaboration for this population of students. In order to examine the degree of collaboration in community schools, a qualitative, multi-case study of three community schools in the province of Manitoba, Canada was conducted, and the perspectives of key stakeholders in community schools were obtained. Findings indicate that the leadership of the school principal was essential in creating a culture of collaboration and in fostering intersectoral partnerships, which enhanced service provision. However, senior administrative and policy level support from school divisions, and the provincial government for the provision of intersectoral support in community schools was described as limited. The future of community schools was characterized as untenable given their dependency upon the leadership of the school principal for the provision of intersectoral support, in the absence of policies, procedures, and resources that legitimize an intersectoral leadership role. Future research may involve identifying a community school as a pilot site for the formal integration of support with joint funding and staffing from government departments including, but not limited to, health, mental health, and child welfare under the formally designated leadership of the principal of the community school.
Different Numbers, Different Stories: Problematizing &quot;Gaps&quot; in Ontario and the TDSB
Author: Shah, Vidya
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Schools,Equal Education,Educational Opportunities,School Districts,Achievement Gap,Elementary Secondary Education,Barriers,Success,Socioeconomic Status,Low Income Students,Stakeholders,Attitudes,Social Justice,Poverty,Educational Change,Disproportionate Representation

As an urban district reform for equity, the Model Schools for Inner Cities (MSIC) Program in the Toronto District School Board (TDSB) was founded as a response to inequities in the city and opportunity gaps among groups of students. This study critically explores the equity discourses among various stakeholders in the MSIC Program between 2004-14, with a specific focus on how opportunity gaps are conceptualized. Critical discourse analysis was used with attention to how these discourses interacted within, and between, two sets of sixteen participant interviews and the analysis of twelve documents. Attention was also paid to how the discourses changed over time. A spectrum of thinking emerged from the data on opportunity gap discourses, with &quot;Affirmative discourses&quot; on the one hand, and &quot;Transformative discourses&quot; on the other, and included four distinct, yet interconnected components. Three of the four components were adapted from the work of Fraser's (2005) tripartite theory of justice (&quot;Redistribution, Recognition and Representation&quot;). The fourth component emerged from the data and will be referred to as &quot;Re-education.&quot;
Birth Order and Its Relatedness to Substance Use Disorder: An Empirical Research in Bulgaria
Author: Valkov, Petar
Date: 2018-11-00
Type: Journal Articles
Subjects: Birth Order,Correlation,Addictive Behavior,Foreign Countries,Substance Abuse,Patients,Drug Rehabilitation

Addiction to psychoactive substances is a serious problem, involved in a variety of social problems, such as crime, highway deaths, suicide, accidental deaths, hospitalization, poor school performance and dropout, job absenteeism, child and spouse abuse, low self-esteem, depression and anxiety. The purpose of this study is to investigate the significant relationship between substance use disorder (SUD) and ordinal birth order. Birth order is one of the seven major constructs in Individual Psychology and it has attracted the attention of many researchers. The sample is comprised of 166 subjects, recruited from both outpatient treatment facilities and the general population. Specifically, 51.2 % (n=85) were subjects with a history of substance use disorder and currently in remission/continuous abstinence from a primary drug usage.
Medically Confirmed Functional Impairment as Proof of Accommodation Need in Postsecondary Education: Are Ontario&apos;s Campuses the Bellwether of an Inequitable Decison-Making Paradigm?
Author: Harrison, Allyson
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Clinical Diagnosis,Academic Accommodations (Disabilities),Mental Disorders,Privacy,Medical Schools,College Students,Medical Education,Physicians

Historically, students with disabilities in Canada provided comprehensive and objective documentation of their diagnosis and related functional impairments to access appropriate accommodations at the postsecondary level. Recently, some Canadian provinces have adopted an approach whereby students with mental health disabilities need not reveal their diagnosis; a healthcare professional may simply verify that a disability exists, enumerate the functional impairments, and detail the accommodations to be provided. Without transparent documentation, Disability Services Offices frequently rely upon physicians for this information. We completed a census of all medical training programs in Ontario to evaluate the extent to which medical professionals receive training in determining functional impairments in postsecondary students with mental health conditions. Our findings demonstrated that the vast majority of medical residents receive no such training. Two programs report offering limited training in subjective methods such as self-report or the wishes of the client. Implications and recommended best practice are discussed.
How to Establish and Develop Communities of Practice to Better Collaborate
Author: Bouchamma, Yamina
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Program Implementation,Action Research,Cooperation,Human Capital,Social Capital,Educational Finance,Principals,Foreign Countries,Time Management,School Districts,Expertise

Although education research has shown collaboration to be of the utmost importance, schools continue to lack the necessary means to help them incorporate communities of practice (CoPs) to facilitate and sustain their development and growth. We analysed the process by which CoPs were successfully implemented, under the guidance of a research-action-training (R-A-T) initiative, as well as the conditions for effective collaboration between the different instances involved (school districts, university, and principals). The study was based on a conceptual framework consisting of three key concepts: (1) the CoP and two of its sub-themes, namely, participation and reification (Wenger, 1998); (2) collaboration; and (3) the capitals involved (economic, human, and social) (Bourdieu, 1979a, 1979b; Bourdieu &amp; Passeron, 1970; OECD, 2001). The data was from multiple sources (individual interviews, questionnaires, focus groups, personal logs). Results show that economic capital made it possible to access the human and social capitals. Economic capital in fact enabled the establishment of three CoPs which generated social capital, supported by a team of university facilitators, and ultimately human capital (material pertaining to supervision and reification).
Poulou, M. S. (2017) Students&apos; Emotional and Behavioral Difficulties: The Role of Teachers&apos; Social and Emotional Learning and Teacher-Student Relationships. &quot;International Journal of Emotional Education,&quot; 9 (2), 72-89. Postscript
Author: Poulou, Maria S.
Date: 2018-11-00
Type: Journal Articles
Subjects: Role,Teacher Student Relationship,Behavior Problems,Emotional Disturbances,Social Development,Emotional Development,Individual Characteristics,Teacher Characteristics,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Elementary School Students,Secondary School Students,Preschool Children,Teacher Role,Student Adjustment,Correlation,Teacher Effectiveness,Hermeneutics

This postscript describes studies which address teachers' personal and professional characteristics, teacher-student relationships and students' social and emotional skills, in an attempt to investigate potential predictors of students' emotional and behavioral difficulties. Based on preschool, primary and secondary teachers and students' perceptions, the studies indicated that teachers' perceptions of emotional intelligence, social and emotional skills implementation, and teaching efficacy were indirectly linked to students' emotional and behavioral difficulties, through teacher-student relationships. The paper suggests new insights into the interpretation of students' adjustment at schools, and underscores the importance of teacher-training in helping teachers to develop personal and professional skills. [For &quot;Students' Emotional and Behavioral Difficulties: The Role of Teachers' Social and Emotional Learning and Teacher-Student Relationships,&quot; see EJ1162078.]
Assessing and Reporting Non-Cognitive Skills: A Cross-Canada Survey
Author: Merchant, Stefan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Grading,Study Habits,Skills,Competence,Student Behavior,Student Characteristics,Student Development,Student Attitudes,Self Management,Student Participation,Well Being,Social Responsibility,Communication Skills,Interaction,Self Control,Cooperation,Critical Thinking,Geographic Regions,Elementary Secondary Education

Canadian educational jurisdictions require teachers to assess and report upon aspects of student performance beyond academic achievement. These skills and competencies are often called &quot;non-cognitive skills&quot; (NCS). This study used document analysis to determine which NCS are assessed across provinces, identifying commonalities, variations in the skills assessed, and how these skills are reported. While substantial variability was found in the labelling of these skills, the assessments of collaboration, responsibility, organization, and independence commonly appeared. Further, these skills are typically reported upon using a 3 or 4-point rating scale. Of interest, provinces used both economic and educational arguments to justify their inclusion of NCS in students' report cards.
The Interaction between Psychopathological Symptoms and Conflictual Parent-Child Relationship in Predicting Social Skills and Coping Strategies
Author: Scaini, Simona
Date: 2018-11-00
Type: Journal Articles
Subjects: Correlation,Psychopathology,Symptoms (Individual Disorders),Coping,Interpersonal Competence,Parent Child Relationship,Rejection (Psychology),Punishment,Parenting Styles,Emotional Development,Child Development,Social Adjustment,Elementary School Students,Foreign Countries,Check Lists,Child Behavior

The quality of early parent-child relationship affects children's later emotional development, social competence and school performance (Caputi, Lecce, &amp; Pagnin, 2017). Moreover, the perception of a warm relationship with parents supports the use of adaptive social skills and approach-oriented coping strategies (Chan, 2011). Children characterized by psychopathological symptoms are likely to experience difficulties in social adjustment over time (Burt, Obradovic, Long, &amp; Masten, 2008) and typically present a dysfunctional coping style (Seiffge-Krenke, Weidemann, Fentner, Aegenheister, &amp; Poeblau, 2001). In turn, children adopting maladaptive coping strategies usually have rejecting, ignoring, inconsistent, or punishing parents (Chan, 2011). This study investigates the effects of the interaction between psychopathological symptoms and parent-child relationship, controlling for their main effects, on social skills and coping strategies.
Lines of School-University Partnership: Perception, Sensation and Meshwork Reshaping of Preservice Teachers&apos; Experiences
Author: Lemon, Narelle
Date: 2018-10-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Preservice Teachers,Preservice Teacher Education,Cooperation,Foreign Countries,Personal Narratives,Reflection

School-university partnerships are complex, entangled and layered. As renewal of initial teacher education is at the forefront, understanding how we approach partnerships is imperative. This paper draws on reflective narratives of a school leader and initial teacher education staff involved in setting up a school-university partnership program. We identify the use of 'meshworks', that is complex and layered weaving of ideas or lines (Ingold, 2011; 2015; 2017)--specifically the lines of 'partnership', 'partnership understanding', 'involvement', 'supporting pre-service teachers', 'noticing of pre-service teachers', and 'impact'. The analysis of the findings illuminate benefits from co-design and vision, while demonstrating how a call to action from Australian Institute for Teaching and School Leadership (AITSL) can illuminate how working closely together can support the development of pre-service teachers. We conclude by suggesting that future teacher quality is dependent upon the strength of the intersections of these school-university partnerships.
Promoting Emotional Intelligence in Preschool Education: A Review of Programs
Author: Gershon, Pam
Date: 2018-11-00
Type: Journal Articles
Subjects: Emotional Intelligence,Preschool Children,Preschool Education,Educational Research,Preschool Curriculum,Social Development,Emotional Development,Thinking Skills,Problem Solving,Self Control,Social Behavior,Cultural Relevance,Empathy,Perspective Taking,Coping,Stress Management,Behavior Modification

This paper compares four selected social-emotional learning (SEL) curricula that have empirical support for preschool students (Preschools PATHS, Incredible Years, Al's Pals, and Preschool RULER). First, meta-analytic studies of SEL programs in schools and research on emotional intelligence (EI) of preschool children are reviewed as a background for understanding the four programs. Preschool EI research is examined as it relates to outcome variables such as school engagement, social adjustment, emotion regulation and academics. The programs are critiqued and compared on the particular SEL areas of focus, context of delivery, structure of delivery, and intervention strategies. Research on cross cultural adaptation of programs is also examined. Areas for future directions in EI preschool curricula research are identified.
Parental Support, Student Motivational Orientation and Achievement: The Impact of Emotions
Author: Mata, Lourdes
Date: 2018-11-00
Type: Journal Articles
Subjects: Parent Child Relationship,Role,Academic Achievement,Student Motivation,Foreign Countries,Parent Participation,Elementary School Students,Secondary School Students,Structural Equation Models,Prediction,Self Management,Emotional Response,Correlation

This paper investigates the potential effects of parental involvement at home on student motivational orientation in school work and achievement and how such effects may be mediated by the perceived emotional quality of parent-student interactions (positive and negative). The participants in the study included 631 students in the 2nd and 3rd cycle of compulsory education (5th to 9th grade) from 6 schools in the Lisbon area in Portugal. Students? age ranged from 10 to 16 years (M=12.8; SD=1.64) with 53% being female. Hierarchical analysis using structural equation modeling was carried out, taking into consideration three sets of variables (background, perceived parental involvement and emotions) to predict schoolwork self-regulation and academic achievement. Results emphasized the role of emotions, highlighting the importance of affective components in parent-child interactions in order to understand the students? motivational orientation and academic achievement.
The Council of Ministers in the 1980s: Education Policy Innovator or Broken Cog?
Author: Allison, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Educational Policy,Educational Administration,Official Languages,Institutional Role,Educational Innovation,Educational Indicators,International Education,National Programs,Governance

Recent historical studies on the topic of the Council of Ministers of Education, Canada looked mostly at the era of the 1960s and the 1970s. Some work has also been completed on the institution's role in international education and its responsibilities during the economic crises of these decades. This paper proposes to take this research one step further and now look more specifically at the decade of the 1980s. This paper will argue that in this era the CMEC found its raison d'être in several fields. These included official languages, and oversight of the testing programs run by the Organization for Economic Cooperation and Development (OECD). It also found its niche, to a lesser extent, through refining its connections to international education organizations. Finally, the decade saw the CMEC experimenting with a national agenda for education in conjunction with the provincial premiers and ministries of education.
What&apos;s the Purpose? Educators&apos; Perceptions and Use of a State-Mandated Kindergarten Entry Assessment
Author: Harvey, Hattie
Date: 2018-11-05
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Kindergarten,Preschool Teachers,School Readiness,Educational Assessment,Early Childhood Education,Decision Making,Educational Policy,Principals,Administrators

Educator's perceptions and use of a state-mandated kindergarten entry assessment (KEA), the Alaska Developmental Profile (ADP), were investigated using a mixed-methods approach with 233 educators representing 23 districts in the state of Alaska. Educators reported inconsistencies in the administration, implementation, perceptions, and use of the ADP. These inconsistencies were connected to an unclear understanding of the purpose for the ADP, a finding that most likely reflects the compliance model of those administering state-mandated assessments instead of educators seeing these tools as useful for instructional decision-making. Results suggest policy makers should strive to ensure all stakeholders have a clear understanding of the purpose for a state-mandated KEA and that systems are in place to ensure reliability and validity of the data. Teachers are urged to become familiar in using formative, observation-based assessment approaches and consider how data gathered from a KEA can provide meaningful information for instructional planning. Administrators are encouraged to provide the professional development and support needed to engage in data-driven decision making. Finally, researchers are reminded of their role in helping conduct research that examines the processes and impact of state-mandated assessments.
Investigating Classroom Interaction: Teacher and Learner Participation
Author: Siddig, Babikir Eltigani
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Communication,Teaching Methods,Teacher Student Relationship,English (Second Language),Second Language Learning,Second Language Instruction,College Students,College Faculty,Student Attitudes,Teacher Attitudes

This study on teacher and learner interaction was carried out with the sole purpose of understanding the collaborative behavior and the impact of different individuals on classroom environment. The study further analyzed the suitable methods of improving and maintaining a good learning environment. The administration of the questionnaire is the best method apart from observation and interviews among other approaches to effectively analyze learning in the classroom.The research further observed the impact of communication, behavior, and attitude in the learning environment (Fraser, 2012). This study also observed how the teacher can influence the student's career directly or indirectly based on the mode of conducting their teaching practices in a classroom environment. Also, the model of classroom interaction formulated is comprehensive of interrelated factors such as effects of a foreign language on learning, outer contexts surrounding classroom, learning materials, and learning objectives.
When They Go Low, We Go High: Scholars of Color, Activism, and Educational Research in a Post-Truth Era
Author: Childs, Joshua
Date: 2018-11-19
Type: Journal Articles
Subjects: Scholarship,Educational Researchers,Minority Groups,African Americans,Racial Attitudes,Racial Bias,Social Justice,Citations (References),Critical Theory,Resistance (Psychology),Inclusion

In the post-truth era, research from scholars of color will serve greater utility due to their propensity to speak truth to power, counter inaccurate narratives about marginalized populations, and challenge the politics that emerge during the post-truth era. This paper will highlight how scholars of color have centered race and social justice within their research, and provide examples of how the educational research community should counter the current post-truth era. We propose that scholars of color should be more prominent in our research agendas. This includes citing more of their work, supporting research agendas that positions 'race' at the center, and promoting critical scholarship that moves away from deficit language. If we are going to speak truth to power in today's post-truth climate, then educational researchers must produce critical scholarship that challenges the lies and myths that permeate in a post-truth era.