ethanporcaro/eric-fulltext-meta huggingface dataset:
Combating Hegemonic Discourse in an Online Multicultural Leadership Course: A Narrative Study of an Instructor and Student Working in Tandem for Social Justice
Author: Osanloo, Azadeh F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,Leadership Training,Graduate Students,Cultural Pluralism,Discourse Analysis,Andragogy,Social Justice,Educational Administration,Personal Narratives,Whites,Advantaged,Cooperation,Educational Change,Critical Theory,Teaching Methods,Institutional Mission,College Administration,Student Attitudes,Student Participation,Qualitative Research

This narrative study examines hegemonic discourse in an online multicultural leadership course by translating e-narrative analysis findings into implications for social justice and recommendations for andragogical strategies. These strategies specifically address hegemonic discourse within an online educational environment. The setting for this article is a graduate level class in Multicultural Leadership geared toward Masters' students in an educational leadership program. Through the e-narrative analysis, four themes emerged that characterized the hegemonic discourse: rejecting social justice; wooing white privilege; he oppressive &quot;other,&quot; and telling it straight. Based on the findings and implications surrounding the research questions, four andragogical strategies were recommended: engaging in moral conversations; adopting bilateral teaching tools; strategizing for collaborative alliances; and enabling emblematic change.
Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces
Author: Hassell, Martin D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Virtual Classrooms,Conventional Instruction,Comparative Analysis,Instructional Effectiveness,Satisfaction,Student Attitudes,Web Based Instruction,Learning Processes,Psychological Patterns,Attention,Undergraduate Students,Computer Simulation,Hypothesis Testing,Correlation,Outcomes of Education,Likert Scales

The level of satisfaction and effectiveness of 3D virtual learning environments were examined. Additionally, 3D virtual learning environments were compared with face-to-face learning environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D virtual learning environments. There were no significant differences between satisfaction and effectiveness of 3D virtual learning environments and face-to-face environments. These findings suggest that 3D virtual learning environments can be made to provide high levels of learning satisfaction. Additionally, these findings suggest that 3D virtual learning environments may be a viable delivery method for instruction and training because they compare favorably with face-to-face learning environments.
Teacher Preferences for Alternative School Site Administrative Models
Author: Hewitt, Paul M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Preferences,Models,Teacher Attitudes,Administrative Organization,Teacher Surveys,Leadership Styles,Organizational Change,Organizational Theories,Likert Scales,Occupational Aspiration,Vocational Interests,Elementary Secondary Education,Teacher Promotion

Public school teachers with high leadership potential who stated that they had no interest in being school principals were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the Co-Principal model as the preferred school site administrative structure. In order of preference were the Co-Principal model, the Principal/Business Manager model, the Multi-Principal model, the Principal/Associate Principal model, the Principal Teacher/Principal Administrator model, and the Principal/Educational Specialist model. Among teachers at the elementary, middle, and secondary levels, the only significant difference was on the Multi-Principal model, which was favored more by middle and high school teachers than by elementary teachers. The findings suggest that teachers who had previously reported a lack of interest in becoming school principals might be interested in the position if the organizational structure of the school site were different from the traditional organizational model.
Reviewing the Roots of Response to Intervention: Is There Enough Research to Support the Promise?
Author: Ridgeway, Tammi R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Response to Intervention,Program Development,Program Implementation,Program Effectiveness,Special Education,Evidence,Educational Research,Screening Tests,Progress Monitoring,Fidelity,Professional Development,Referral,Student Placement,Reading Instruction,Mathematics Instruction,Outcomes of Education

In the United States, Response to Intervention (RtI) is used to promote the use of evidence-based instruction in educational institutions, with the goal of supporting general and specialized educators and enabling these professionals to work together in a comprehensive, integrated manner. In doing so, RtI provides a protocol for identifying students with specific academic deficits and who demonstrate the need for individualized forms of instruction. Specifically, professional educators utilize quantitative data accumulated from common student assessment scores, which is thought to reflect a student's response to instruction in the general classroom, in addition to his or her response to more targeted forms of intervention. This article presents a conceptual overview of RtI and discusses key dimensions most salient to its development and implementation within the United States, while carefully reviewing the research supporting the effectiveness of this multi-tiered framework. As RtI gains prominence in other countries, this article serves to educate others on what may well become a more universal response to intervention.
Socialization Processes of Engineering Students: Differences in the Experiences of Females and Males
Author: Riney, Mark R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Engineering Education,Socialization,Gender Differences,Males,Females,Student Experience,Undergraduate Students,Personal Narratives,Social Influences,Self Efficacy,Resilience (Psychology),Cooperative Learning,Equal Education,Qualitative Research,Student Attitudes,Questionnaires,Coding,Stress Variables,Educational Environment,Teacher Attitudes,Teacher Behavior,College Faculty,Group Activities,Gender Bias,Family Influence

The primary purpose of this study was to explore the personal experiences of female and male engineering students in both Division I (17 females and 16 males) and Division II (11 females and 11 males) programs. Analyses of narratives of 55 undergraduate engineering students revealed that the sociocultural experiences of female and male students differ in substantial ways in that socialization processes into engineering are problematic for women, who often rely on one another to bolster their self-efficacy perceptions and resiliency. Another important finding is that Division II female students were provided much more support by both professors and male peers than were their Division I counterparts, who reported more incidents of negative interactions with male students, especially when working in collaborative groups.
A Longitudinal Examination of the Relationship of Selected Institutional Variables to Community College Foundation Revenue
Author: Patterson, Van
Date: 2012-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Community Colleges,Philanthropic Foundations,Income,Replication (Evaluation),Regression (Statistics),Private Financial Support,Administrator Role,Strategic Planning,Endowment Funds,Group Structure,Fund Raising,Statistical Significance,School Size,College Presidents,School Location,Educational Finance,Hypothesis Testing,Surveys

The primary purpose of this study was to examine the annual revenue received by United States public Community College Foundations from 2008-2009 in relation to selected variables associated in the literature with successful foundation performance. This study also collected longitudinal data by replicating and expanding upon a similar study conducted by Dr. Sharon McEntee Carrier a decade earlier. Linear regression analysis was used to collect descriptive statistics that described the frequencies, central tendencies, and distribution of the data. The researchers used linear regression and analysis of variances (ANOVA) to study the relationship between revenue gained in connection with private giving and college foundation operations for fiscal year 2008-2009, the degree to which the college president, chief resource development officer, and foundation board members were rated as playing a critical role in the foundation's operation, the degree to which meeting institutional strategic goals was rated as an important factor in evaluating the foundation's operation, the institution's geographic location, size (based on FTE enrollment), size of endowment, and organizational structure. The explanatory variables, foundation operations, the Chief Development Officer's role in the foundation's operation, location, size, endowment, and the Chief Development Officer's perception of how fundraising efforts were appreciated by the institutions served were found to be statistically significant.
Elementary Principals' Role in Science Instruction
Author: Casey, Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Instruction,Elementary Education,Principals,Administrator Role,Administrator Attitudes,Online Surveys,Leadership Effectiveness,Likert Scales,Instructional Leadership,Teacher Administrator Relationship,Teacher Motivation,Organizational Communication,Alignment (Education),Teacher Placement,Faculty Development

This study explores the role elementary school principals play in science education. Specifically, the study employed an online survey of 16 elementary school principals at high-performing campuses in North Texas to explore their perceptions of how they influenced science education on their campuses. The survey used a combination of Likert-type rating scale items and open-ended questions. Responses from elementary principals suggest that the important components of instructional leadership for science included a) collaboration with teachers, b) changing teaching assignments, and c) teacher motivation.
Selecting a Business Major within the College of Business
Author: Roach, David W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Administration Education,Majors (Students),Decision Making,Surveys,Student Attitudes,Interpersonal Relationship,Job Security,Employment Opportunities,Economic Factors,Career Choice,Self Efficacy,Salaries,Statistical Analysis,College Students

This study employed a survey in examining the important influences that shape a student's selection of a major in the College of Business (COB). In particular, it compared these influences, by major, to assess which items were most (and least) important to the students majoring in accounting, general business, finance, management, marketing, and MIS. The influences, totaling 37, included internal influences (e.g., interest in the field), external influences (e.g., projected salary), and interpersonal influences (influence of significant others). Some of the findings were consistent with those of prior studies. For example, interesting work was highly important for all business majors, and specific interpersonal influences such as parents, high school teachers, and peers were relatively unimportant. The findings presented herein suggest that the overall impact of interpersonal influence may have been underestimated in previous studies. Unlike many previous studies, this study showed that job availability and job security were more important to students than interest in the field. This study augments the extant literature in that the survey was conducted right after the 2009 recession, which allowed an analysis of student decision making during a period of high unemployment and lingering economic uncertainty. Implications and suggestions for further research are discussed.
Implications of Out-of-Class Engagement: Exploring the Experience of OBU Students
Author: Ellis, Neal
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Teacher Student Relationship,Interaction,Interpersonal Communication,Informal Education,Educational Experience,Extracurricular Activities,Student Experience,Interviews,Focus Groups,Student Surveys,Academic Achievement,Educational Benefits,Educational Environment

In addition to learning, the college experience involves building relationships with peers and university faculty. For many students, interactions with faculty take place only in the classroom. For students at small liberal arts colleges, though, students and faculty often meet serendipitously both on and off campus. This study focuses on the unplanned interactions that occur between students and faculty. Data obtained from an interview, a focus group, and a campus-wide survey indicate that students who interact with their professors out-of-class (OOC) gain more value from their college experience and enjoy greater academic success than students who meet their professors in only the traditional academic settings. This study highlights the value of informal student-faculty interactions and suggests that university administrations would do well to foster these types of OOC relationships on their campuses.
Exploring the Effects of Managerial Ownership on the Decision to Go Private: A Behavioral Agency Model Approach
Author: Valenti, Alix
Date: 2012-00-00
Type: Journal Articles
Subjects: Business,Organizational Change,Public Sector,Private Sector,Risk,Ownership,Decision Making,Investment,Prediction,Governance,Organizational Theories,Regression (Statistics)

This paper utilizes the behavioral agency model to investigate why many formerly public companies have been converted to privately held corporations. Using a matched pairs sample and categorical binary regression, and controlling for effects found in previous studies, we explore how the equity ownership of those entrusted to manage firms, the firms' executives, might affect their perceptions of the risks of going private and might therefore affect the decision to take a company private. This study complements prior research examining the predictors of public to private transactions and illustrates how behavioral agency theory can provide insight into a major decision regarding the firm's corporate structure. It also extends the behavioral agency model to decisions involving organizational form.
Teacher Professionalism and Team Performance Pay: A Mixed Methods Study
Author: Wells, Pamela
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Merit Pay,Teacher Salaries,Teacher Behavior,Mixed Methods Research,Teacher Surveys,Positive Attitudes,Teacher Collaboration,Teacher Attendance,Staff Development,Teacher Effectiveness,Teamwork,Collegiality,Questionnaires

The purpose of this mixed methods research study was to explore teachers' perceptions of their professional behaviors when they worked in schools that awarded team performance pay. Teachers' archival responses from two questionnaires were analyzed using mixed methods data analysis techniques (Year 1, n = 368; Year 2, n = 649). Most teachers had positive views of the team performance pay system. Lack of collaboration has been a criticism of some individual performance pay systems; however, teachers in this study believed that the team performance pay encouraged collaboration and attendance at staff development. Findings were interpreted using the framework of collective teacher efficacy. Additional studies are needed to explore the potential impact of various performance pay systems on professional behaviors of teachers.
The Promises and Realities of Evidence-Based Practices: Perceptions from Assessment Personnel
Author: Rueter, Jessica A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Best Practices,Disabilities,Student Evaluation,Qualitative Research,Educational Diagnosis,Barriers,Learning Disabilities,Accessibility (for Disabled),Knowledge Level,Time on Task,School Support,Evaluators,Intervention,Change Strategies,Focus Groups,Elementary Secondary Education,Related Services (Special Education)

Assessment personnel are those individuals who work in the capacity of evaluation of students with disabilities, including, but not limited to, educational diagnosticians, educational examiners, psychometrists, and instructional specialists. These professionals are responsible for identifying strengths and weaknesses and for providing teachers with evidence-based recommendations that can be implemented in the classroom to improve performance of students with learning deficits. This qualitative study examines 19 educational diagnosticians' perceptions related to the barriers and supports that impacted their ability to provide evidence-based recommendations for students who are learning disabled. Three categories of barriers to issuing successful evidence-based recommendations emerged as a result of the study: &quot;Knowledge of Evidence-Based Interventions,&quot; &quot;Time to Complete Assessments,&quot; and &quot;Support from Administrators and Teachers.&quot;
Factor Analysis of Intern Effectiveness
Author: Womack, Sid T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Interns,Teacher Effectiveness,Factor Analysis,Lesson Plans,Planning,Reflective Teaching,Safety,Educational Environment,Self Efficacy,Professional Identity,Correlation,Reliability,Validity,Measures (Individuals),Observation,Performance Based Assessment,Teacher Responsibility

Four factors in teaching intern effectiveness, as measured by a Praxis III-similar instrument, were found among observational data of teaching interns during the 2010 spring semester. Those factors were lesson planning, teacher/student reflection, fairness &amp; safe environment, and professionalism/efficacy. This factor analysis was as much of a statement about effective teaching as it is about the technical aspects of an instrument utilized to assess it. Forty-one percent of effective teaching was found to be in the lesson planning.
Socio-Emotional and Psychological Issues and Needs of Gifted African-American Students: Culture Matters
Author: Scott, Michelle Trotman
Date: 2012-00-00
Type: Journal Articles
Subjects: African American Students,Gifted,Educational Experience,Educational Strategies,Student Needs,Social Development,Emotional Development,Intellectual Development,Psychological Needs,Student Characteristics,Definitions,Identification,Disproportionate Representation,Course Content,Multicultural Education,Teaching Methods

Most of the scholarship on gifted Black children focuses, legitimately, in a disproportionate way on underrepresentation, namely, identification and placement issues, barriers, and recommendations. Comparatively speaking, less attention has focused on socio-emotional (or affective) and psychological needs and development of these students. Furthermore, because the characteristics exhibited by African-American children are not the traditional characteristics understood, valued, and accepted in classrooms, their intellectual, academic and socio-emotional needs are rarely met. Considering the many culturally-based interests and needs that gifted children bring into the learning context, teachers of gifted African-American children must make changes in a proactive way. In this article, the author discusses the characteristics and needs of gifted African-American children and strategies that will develop, maintain, and/or enrich their educational experiences.
Study Abroad and Cultural Learning through Fulbright and Other International Scholarships: A Holistic Student Development
Author: Akli, Madalina
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Cultural Awareness,Scholarships,Student Development,North Americans,World Views,Holistic Approach,Student Evaluation,Student Characteristics,Academic Advising,Educational Practices,Educational Philosophy,Affective Behavior,Perspective Taking,Consciousness Raising,Outcomes of Education,Social Behavior,Skill Development,Intercultural Communication

This article focuses on one piece from the complex puzzle of internationalization, namely the intercultural learning during education abroad. It departs from a critical reflection on American student applications for the Fulbright program and uses the application process for Fulbright scholarship as a lynchpin for other study abroad scholarships for American students. It shows how the stages of before, during and after education abroad can be comprehensively integrated into a holistic process of student development in American universities. This process has the ultimate goal of helping American students function in an international context and redefining their world view to encompass the notion that cultures can be understood relative to one another.
Culturally Responsive Teaching though a Historical Lens: Will History Repeat Itself?
Author: Harmon, Deborah A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teaching Methods,Teacher Education,Educational History,Graduate Students,Student Empowerment,Teacher Educators,Teacher Attitudes,Holistic Approach,African American Education,Multicultural Education,Literacy,Race,Critical Theory

One of the greatest outcomes of experiencing culturally responsive teaching is a sense of empowerment. In teaching a graduate course on culturally responsive teaching, I wanted my students to experience that power. To accomplish this, I decided to provide students with a comprehensive understanding of culturally responsive pedagogy and a holistic perspective, but this could not be accomplished by simply sharing exemplars and current research. So, I endeavored to investigate culturally responsive teaching looking through a historical lens at African American education. I became empowered preparing for the class and was anxious to transfer the knowledge, experience, and insight I gained from this hidden treasure to my students. This article gives an overview of culturally responsive education through a historical lens, explaining why it needs to become a part of teacher preparation.
Insurance and Mathematics: Developing Democratic Citizenship through Interdisciplinary Approaches to Contemporary Issues
Author: Misco, Thomas
Date: 2012-00-00
Type: Journal Articles
Subjects: Citizenship Education,Insurance,Interdisciplinary Approach,Mathematical Concepts,Middle School Students,Secondary School Mathematics,Civics,Citizen Participation,Critical Thinking,Interpersonal Competence,Participative Decision Making,Simulation,Social Problems,Social Studies,Teaching Methods,Mathematics Instruction

Insurance is an interesting interdisciplinary topic that can offer generative meaning and relevance for students. By adapting real life examples and authentic simulations, mathematical concepts can be applied to insurance-related social studies issues and content. This article explores ways to teach insurance and related mathematical concepts to middle school students using an interdisciplinary approach and it demonstrates various concomitant benefits in teaching mathematics with the concept of insurance by connecting it to important democratic citizenship dispositions such as civic participation, critical thinking, interpersonal skills, and knowledge of political activity. The ultimate goal of this interdisciplinary approach is to develop students' ability to make informed and reasoned decisions as current and future consumer-citizens.