ethanporcaro/eric-fulltext-meta huggingface dataset:
From the Chalkboard to the Bank: Teaching Educational Leaders to Be Effective Fundraisers
Author: Miller, Michael T.
Date: 2020-05-00
Type: Journal Articles
Subjects: Educational Finance,Fund Raising,Leadership Responsibility,Elementary Secondary Education,Public Education,Leadership,College Faculty,Leadership Training,Doctoral Programs

The effective use of financial resources is critical for all educational institutions, especially those K-12 schools that rely on public funding for their main operating revenue. As public entities and state governments increasingly struggle to find the revenue necessary to operate prisons, fund Medicaid/Medicare, improve an aging infrastructure, support social welfare programs, and recover from the Great Recession, educational institutions are finding themselves directly competing with other public agencies for scarce resources. These factors resulted in 29 states reducing funding for public education (Evans, Schwab &amp; Wagner, 2019; Leachman, Masterson, &amp; Figueroa, 2017). In the face of fierce competition, educational leaders must learn how to effectively compete for scarce funds in order to provide the necessary resources that will allow their schools to flourish.
Co-Constructing Co-Constructing a Liberated/Decolonised Arts Curriculum
Author: Crilly, Jess
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Lists,Reading Material Selection,Teacher Student Relationship,College Students,College Faculty,Cooperative Planning,Librarians,Student Diversity,Critical Theory,Race,Cultural Influences,Racial Factors,Foreign Policy,Racial Bias,College Environment,Academic Libraries,Library Role,Art Education

This article presents a case study of liberating reading lists through a staff-student collaboration in a UK arts university. It characterizes reading lists as a familiar but under researched feature of academic life and discusses their practical and symbolic role in maintaining Western/Eurocentric/White disciplinary canons, and how they inform what it means to be 'well read' in a discipline. The collaborative project, which was initiated as Liberate the Curriculum work, brought together students, academic staff and librarians to audit and review reading lists, and reimagine them to represent multiple narratives, reflecting the diverse and international student population of the university. The article explores the challenges of auditing reading lists and identifying more diverse resources, and the complex relationships between identity and knowledge production. The authors use Critical Race Theory to comment on the relationship between race, colonialism and the arts, and how racism is reproduced within the academic environment. The project methodology is described, with an evaluation of the project as a student staff collaboration, and the learning and impact within the institution.
Shifting Administrator Leadership Practices through Individualized Coaching
Author: Nava, Marco A.
Date: 2020-05-00
Type: Journal Articles
Subjects: Individualized Instruction,Coaching (Performance),Leadership Training,Credentials,Management Development,Novices,Professional Development,Instructional Leadership,Leadership Effectiveness,Administrator Attitudes,State Standards,Program Effectiveness,Reflection,School Districts

This report shows the impact that a two-year, coaching based, job-embedded administrator credentialing program is having on the leadership development of new administrators. The Clear Administrative Services Credential (CASC) program is centered on a conceptual framework founded on six professional learning standards combined with real life professional learning contexts, coaching conversations, professional development, and reflection. CASC participants have reported a high level of satisfaction and leadership development as a result of their inclusion in the program. CASC is provided at no charge to participants demonstrating their district's commitment to investing in and growing their own future leaders.
Influencing Factors on In-Service Teachers&apos; Competence in Planning CLIL
Author: Custodio-Espinar, Magdalena
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Language Proficiency,Bilingual Education,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Second Language Instruction,Teaching Methods,Language of Instruction,Second Language Learning,Lesson Plans,Intellectual Disciplines,Teaching Experience,Institutional Characteristics,Educational Attainment

In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers' linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers' competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are the stage of education, curricular subjects, teacher education, status at school, years teaching CLIL and type of school in a sample of 383 in-service CLIL teachers. Results show statistically significant differences in all the factors studied except in the stage of education (primary-secondary) and the type of school (state-semiprivate). These results reveal a high heterogeneity in the sample, which allows the description of the CLIL teacher profiles according to the factors that influence their competence in planning and delivering CLIL lessons. It is concluded that education and training in CLIL competencies, such as planning CLIL lessons, is also necessary in order to achieve a more homogeneous competence profile of the teachers. Therefore, a review of the academic programs and of the accreditation model so as to guarantee that they include prescriptive education and training in CLIL is recommended, since the quality and sustainability of bilingual programs also depends on teachers' competence in CLIL and not only on the students' academic results.
&quot;It&apos;s Not a Waste of Time!&quot; Academics&apos; Views on the Role and Function of Academic Reading: A Thematic Analysis
Author: Miller, Kirsty
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Reading Skills,Critical Reading,Reading Instruction,Role,Reading Motivation

The role of academic writing in the development of academic literacy in university students has been considered in some depth in the literature. However, the view of lecturers as to the role and value of academic reading is notably less explored and warrants further exploration. Academic staff from a broad range of subject areas were invited to participate in a survey on the role and function of academic reading. Using an explorative approach, the study investigated academics' views about reading behaviour with regards to the students' academic journey, their own academic development, and its incorporation into their teaching. All comments were thematically analysed, resulting in a number of elicited themes and subthemes. The paper highlighted the key role of academics in the modelling, rewarding, and teaching of academic reading and discusses practical implications for Higher Education, particularly with regards to academic teaching and students' skills development.
Gender and Mathematics: What Can Other Disciplines Tell Us? What Is Our Role?
Author: Lubienski, Sarah Theule
Date: 2020-05-00
Type: Journal Articles
Subjects: Gender Differences,Mathematics Education,Females,Doctoral Programs,Gender Bias,Equal Education,Racial Differences,Socioeconomic Status,Student Experience,Graduate Students,Psychology,Feminism,Educational Research

In this article, we begin by taking stock of broad trends related to gender and mathematics, focusing primarily on patterns within the United States and considering how these patterns may vary by social class and race. This article is not a traditional, empirical piece but instead pulls together evidence from quantitative and qualitative studies to argue that gender remains an issue worthy of our attention within mathematics education. Given that much recent work on gender and mathematics has been situated outside of traditional mathematics education frames, we consider how ongoing work in psychology and gender studies can contribute to our understanding, and we use this work in conjunction with interview data from a study of women's experiences in a mathematics Ph.D. program. Ultimately, we argue that mathematics education researchers bring unique expertise to the table and have a particular role to play in building upon findings in other fields to further the work on gender and mathematics.
The Subject of Subjectivity: Preparing Teachers with the Knowledge, Skills, and Dispositions Needed for Empowering Emergent Bilingual Students
Author: Meineke, Hannah
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingual Students,Student Empowerment,English Language Learners,Student Needs,Preservice Teacher Education,Disadvantaged,Elementary Secondary Education,Kindergarten,Critical Theory,Teaching Methods,Bilingual Education,Knowledge Base for Teaching,Teaching Skills,Second Language Learning,Course Descriptions,Preservice Teachers,English (Second Language),Special Education,Individualized Instruction,Student Attitudes

It is estimated by the year 2030, over 40% of the K-12 population in U.S. schools will be children whose first language is not English (Shin &amp; Ortman, 2011; U.S. Census Bureau, 2007;). This shift has negative academic consequences for emergent bilingual students (EBS). Schools (K-12) unable to meet the needs of EBS contribute to these consequences and the social and cultural cycle of oppression for this marginalized group. Thus, integrating knowledge, skills, and dispositions (KSDs) beneficial for meeting the needs of EBS becomes imperative for pre-service program models, though often blocked by subjective thinking. This article presents the learning opportunities offered by three distinct pre-service program coursework models. Differences coursework models shaped pre-service teachers' ability to acquire KSDs required for working with EBS, which in turn, informed what they enacted in classrooms. This finding provides evidence and rationale for pre-service programs to develop and integrate KSDs beneficial to EBS.
Feasibility of Introducing English as a Partial Medium of Instruction in Iranian Senior High Schools
Author: Ghorbani, Mohammad Reza
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Language of Instruction,Course Content,Interdisciplinary Approach,English (Second Language),Second Language Learning,Mathematics Instruction,Science Instruction,Teaching Methods,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Foreign Countries,High School Teachers,International Education,Global Approach,Comparative Analysis,Indo European Languages,Parent Attitudes,Language Attitudes

The use of Content and Language Integrated Learning has been increasing in many European countries simultaneous to the use of English as a medium of instruction in the non-Anglophone countries due to globalization and internationalization. Since the 1979 revolution, discussion on English as a medium of instruction in the Iranian formal education has been a taboo. This study aims to figure out the possibilities of introducing English as a partial medium of instruction (EPMI) for mathematics and science at senior high schools. The convergent mixed methods design was used to collect perspectives of students, content area teachers, parents, and administrative staff in Bojnord through e-mail interviews and survey questionnaires. The majority of the interviewees in the qualitative phase as well as most of the students, parents, teachers, and administrative staff in the quantitative phase have supported the possible use of EPMI. The findings of this study suggest future considerations to assist language education authorities in taking decisions to overcome students' language proficiency constraints while developing efficient and effective programs for CLIL.
Evaluating Online Courses via Course-Related Competencies -- A Mixed-Methods Quasi-Experiment Evaluation Study of an HIV Prevention Webcourses among College Students
Author: Hou, Su-I
Date: 2020-04-00
Type: Journal Articles
Subjects: Online Courses,Course Evaluation,Comparative Analysis,College Students,State Universities,Acquired Immunodeficiency Syndrome (AIDS),Prevention,Web Based Instruction,Competence,Tests,Teaching Methods,Instructional Effectiveness,Measures (Individuals),Student Attitudes,College Faculty,Video Technology,Personal Narratives,Instructional Design,Case Studies,Diagnostic Tests,Knowledge Level

This convergent mixed method quasi-experiment study evaluates the effectiveness of an HIV Prevention Webcourses on reaching HIV related competencies among college students at a large public university in Florida. College students in health majors participated in the study, experiment group were students enrolled in the HIV Webcourses and comparison group were students who enrolled in non-HIV related courses from the same college. Six HIV competencies along with HIV knowledge were measured. Qualitative comments on own learning were also gathered from the experiment group of students. A total of 944 students participated (508 experimental and 436 comparison students). The reliability of the 6-item HIV competency scale showed satisfactory internal consistencies (Cronbach alpha = 0.914; CITCs ranged 0.670-0.804). Regression analyses, controlling for their baseline scores, showed that students in the HIV Webcourses scored significantly higher than comparison group (all p&lt;0.001) on all the six competencies. Regression analyses also showed significant differences on objective HIV knowledge test, perceived HIV knowledge in general and about HIV testing specifically between groups (p&lt;0.001). Students commented they genuinely loved this course as it was extremely well organized, very useful, interesting and informative, and enjoyed the professor's passion of the topics. Students also commented how the personal stories and videos gave perspectives and provided life-changing lessons. Both the quantitative and qualitative data on student learnings convergently demonstrated the impact of this online course. Current study suggested effective design strategies and provided data to support the effectiveness of Webcourses on reaching course-related competencies among college students.
Towards the Co-Identification of Threshold Concepts in Academic Reading
Author: Morley, Craig
Date: 2020-00-00
Type: Journal Articles
Subjects: Content Area Reading,College Faculty,Librarians,College Students,Reading Comprehension,Reading Skills,Critical Reading,Fundamental Concepts,Foreign Countries,Teacher Attitudes

This paper seeks to identify threshold concepts in academic reading. It builds on existing research on the subject by working in collaboration with three groups of academic readers (1: academic staff and subject lecturers; 2: learning developers and librarians; 3: students) to co-identify a list of potential threshold concepts of academic reading. The Delphi Method was used to build a consensus between the different groups. Throughout the study, participants were invited to suggest and discuss threshold concepts across three rounds of asynchronous online surveys, which resulted in the identification of eight threshold concepts. It is hoped that these threshold concepts will enable and empower the teaching and learning of academic reading in a more transparent and explicit way.
Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome
Author: Morris, Chelsea T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Preschool Children,Down Syndrome,Intervention,Early Childhood Teachers,Parent Teacher Cooperation,Family School Relationship,Students with Disabilities,Sight Method,Word Recognition,Retention (Psychology),Program Effectiveness,Special Education,Reaction Time

This paper describes a single-case study that focused on an intervention to teach sight words to a preschool student with Down syndrome through a collaborative approach in which responsibility for design and implementation was shared by the child's parents and her early childhood special education teacher. The intervention was consciously tailored in response to available research regarding the neurodevelopmental profile of children with Down syndrome. The aim of the intervention was focused on challenging deficit perspectives in special education and highlighting the importance of parent-teacher partnerships. Results indicated positive literacy outcomes, with the student retaining 14 of 22 (63%) sight words introduced as part of the intervention. Recommendations for future literacy interventions for children with Down syndrome and increased home-school collaboration are discussed.
An Examination of the Impact of Educational Leadership Field Experience Structure on Instructional Leadership Preparedness
Author: Pannell, Summer
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Training,Academic Achievement,Scores,Practicums,Principals,Pilot Projects,Licensing Examinations (Professions),Internship Programs,Comparative Analysis,Accountability,Administrator Role,Educational Improvement,Field Experience Programs,Program Evaluation,Criticism,Elementary Secondary Education

This pilot study investigated the relationship between principal preparation program (PPP) field experience structure and principal instructional leadership preparedness as measured by state certification exams and state-wide student assessment results. The researchers sought to determine if a statistically significant difference existed in principal certification examination scores between principals who completed part-time practicums while maintaining their classroom teaching duties and principals who completed a year-long, full-time internship as part of their PPP. Further, the researchers sought to determine the impact on school-wide student achievement scores for both groups of principals during their first year in a principalship. Findings indicated a statistically significant difference in median state leadership licensure examination scores between the two groups, with internship principals (IP) scoring significantly higher than practicum principals (PP). Other findings indicated, both, PPs and IPs positively impacted SA levels in their first year as principal with schools led by PPs making higher gains in school-wide student achievement scores and schools led by IPs meeting school-wide growth, as measured by the state accountability model, at a higher rate. These findings may aid key constituents in re-envisioning the structure of their current field experiences and re-examining preparation practices to explore innovative methods to prepare school leaders who are trained for the complexity of today's principal role.
How Can Leadership Be Taught? Implications for Leadership Educators
Author: Channing, Jill
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Training,Elementary Secondary Education,Higher Education,Teacher Attitudes,Administrator Attitudes,Leadership Qualities,Leadership Responsibility,Experiential Learning,Mentors,Professional Development,Barriers

Whether leadership can be taught is a decades-long debate. The purpose of this descriptive quantitative research study was to better understand how leadership is taught and learned. One-hundred-and-thirty-two K-12, college, or university faculty, staff, or administrators responded to a survey questionnaire on leadership. The majority (74.54%) of participants who were leaders reported that they felt prepared for leadership positions. The majority (86.36%) of participants reported that leadership can be taught, with only 3.79% indicating that leadership is not a teachable skill. Abilities to create positive work environments, communicate to constituent groups, lead change, and supervise personnel were the top-ranked leadership competencies. Dealing with personnel matters; navigating institutional, local, and state politics; and managing complex budgets were listed as the top challenges leaders face. Participants reported that leadership can be learned through formal education, mentorship, and leadership experience. Participants emphasized the importance of human relations and communication skills for leaders.
Gifting the Ungifted: Disproportionality of Minority Students in Gifted Education
Author: Catania, Nicholas
Date: 2018-00-00
Type: Journal Articles
Subjects: Gifted Education,Academically Gifted,Disproportionate Representation,Minority Group Students,African American Students,Underachievement,Equal Education,Racial Bias,Acceleration (Education),Culturally Relevant Education

This paper centers on the topic of gifted education. Namely, the focus of the discussion will be on the underrepresentation of students of color in gifted education, the underachievement of students of color in gifted education, and proportionate and equitable representation in gifted education. This paper examines research in the field over the past twenty years to shed light on the limited presence of high achieving minority students in gifted education. It is imperative that teachers understand this disproportionality in order to overcome the discrimination of the minority population.
A Model for Preparing Academic Leaders (Project PAL) for Teachers of English Learners Building Instructional Capacity within a Socially-Responsible Principal Preparation Program
Author: Irby, Beverly J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Models,Social Responsibility,Instructional Leadership,Bilingual Education,English Language Learners,Inservice Teacher Education,Leadership Training,Practicums,Coaching (Performance),Mentors,Instructional Improvement,Strategic Planning,Family Involvement,Community Involvement,Virtual Classrooms,Program Evaluation,Certification,Administrator Education,Masters Degrees,Standards

The purpose of this paper is to share a model of a principal preparation program that is socially responsible. The program is collaborative with two departments at the Texas A&amp;M University College of Education and Human Development: Educational Administration and Human Resource Development and Educational Psychology (Bilingual Education). The program is being tested as (a) a four-semester program for 36 credit hours, (b) a year-long residency with an intensive summer residency, (c) a randomized control trial study with the treatment students receiving virtual mentoring and coaching, and (d) an analysis of family-community involvement program and dual language program development by the candidates. How we are evaluating the project is also shared.