ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Leadership Coaching as Professional Development
Author: Ray, Beth
Date: 2017-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Instructional Leadership,Faculty Development,School Culture,Academic Achievement,Transformative Learning,Metacognition,Mentors,Suburban Schools,School Districts,Elementary Secondary Education,Teacher Leadership,Administrators,Central Office Administrators,Decision Making,Trust (Psychology),Interviews,Outcomes of Education

Educational leadership coaching is a job-embedded, school-based form of professional development and an approach to transformational conversations that has the potential to change school cultures and improve student achievement (Stevenson, 2009). In this type of professional development, conversations and reflective questions guide educational leaders into metacognitive practices that transform schools. Within a coaching framework exists the potential to transform schools and create student success (Cheliotes &amp; Reilly, 2010). Educational leadership coaching differs from instructional coaching in the sense that a sage is not leading a novice into an area of content expertise. Rather, an educational leadership coach can be a great coach without subject specific knowledge (Reiss, 2007). This is a distinction from mentoring where subject-specific knowledge is prized. The setting of this study was a small suburban district in north Texas containing one elementary school, one intermediate school comprised of 4th and 5th grades, one 6th-8th middle school, and one 9-12th high school campus. For this study, coaches who underwent formal coach training from the external coach were invited to participate. This included 20 invitees, four of whom were current administrators. All invitees who accepted the invitation to participate in the study were interviewed. The target population for the current study included teacher leaders, campus administrators, and central office personnel. All participants were current employees of the district and had participated in formal coach training with the external coach, coaching conversations with their teams, and coaching staff development. Data collection was facilitated through the use of open-ended interview questions to answer the following research questions: (1) How do coaches perceive that coaching impacts shared leadership? (2) How do coaches perceive that coaching impacts instructional decisions? and (3) What are coaches' perceptions of coaching on team member relationships?
Test-Based Accountability in Distressed Times
Author: Finn, Chester E., Jr.
Date: 2020-09-00
Type: Journal Articles
Subjects: Standardized Tests,Accountability,COVID-19,Pandemics,State Standards,Educational Legislation,Federal Legislation,Student Evaluation,Educational Benefits,Teacher Effectiveness,Data Collection,Elementary Secondary Education

When COVID-19 forced a hiatus in federally mandated assessments in spring 2020, it interrupted a quarter century of effort to track, disaggregate, and publicize achievement levels at the school level. The aborted school year put a big data gap where 2020 scores should have been. Combined with the already raging assaults on testing, state education leaders find themselves in a fraught and difficult place. Pandemic-induced assessment waivers and a testing holiday will intensify the longstanding pushback against assessment requirements. The authors review the history of test-based accountability as it has been practiced and the evidence of its impact. This article offers state boards of education suggestions on how to proceed in the short and the longer run. Perhaps most important for state board leaders to understand and communicate to their constituents is this: Results-based accountability for schools and students is perhaps the most impactful education policy. Few if any other strategies produce such broad improvements in achievement.
Political and Metaphysical: Reflections on Identity, Education, and Justice
Author: Bialystok, Lauren
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Educational Philosophy,Social Justice,Political Attitudes,Self Concept,Canada Natives,Indigenous Populations,Sexual Identity,Teaching Methods,Role of Education,Foreign Countries

John Rawls (1985) famously argued that social justice ought not to concern itself with the metaphysical disputes that separate us as groups and individuals. Identity is supposed to be irrelevant to the deliberations of free and equal citizens. Since the recent turn toward right-wing populism, renewed attention has been devoted to the place of identity in contemporary Western societies. In this paper, building on key philosophical accounts of identity, I argue against both political liberalism's confidence in identity-blind justice and some contemporary conceits of social justice education, according to which identity is the beginning and end of normative judgments. In the first section I show how identity appeals to a notional horizon of authenticity against which specific claims are adjudicated, and which takes on normative significance in its own right. I then consider two examples of recent controversies in Canada over the meaning of Indigenous identity and gender identity, respectively, which reveal latent tensions in the pursuit of social justice. In the final section I sketch the implications of these tensions for school-based education and the role of education in advancing identity talk more generally. [For responses to this &quot;Special Invited Symposium: Identity in Education&quot; article: &quot;Strategies of Authenticity,&quot; see EJ1277353 and &quot;Education and the Identities of Liberalism,&quot; see EJ1277355.]
On Being in Nature: Aldo Leopold as an Educator for the 21st Century
Author: Jónsson, Ólafur Páll
Date: 2020-00-00
Type: Journal Articles
Subjects: Outdoor Education,Literacy Education,Social Work,Counselor Educators,Educational Philosophy,Environmental Education,Misconceptions,Aesthetics,Neoliberalism,Educational Trends,Trend Analysis,Teacher Attitudes,Reflection,Course Descriptions,Learning Experience,Physical Activities,Foreign Countries

The paper describes activities and reflections during and after a four day outdoor education course from the point of view of four educators: a philosopher, an outdoor educator, social work educator and a literacy educator. During the course, various philosophical and educational activities and ideas were put to the test, issues such as slowness, solitude, and silence were both practiced, discussed, and reflected on. After the course, reflecting on the whole experience, ideas from Aldo Leopold on conservation aesthetics are used to make a case for a certain kind of environmental education, and David Orr's account of myths of education are used to argue for the importance of such education. To develop the ideas further, the paper discusses both recent neoliberal trends that are affecting educational systems around the globe, and also issues such as the difference between situated knowledge and representational knowledge, and the significance of language and perception for human connection with nature.
On Educational Excellence
Author: Terzi, Lorella
Date: 2020-00-00
Type: Journal Articles
Subjects: Excellence in Education,Academic Achievement,Educational Quality,Educational Philosophy,Outcomes of Education,Educational Policy,Well Being,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,High Achievement

In recent decades, the pursuit of excellence, broadly defined as high educational achievement, has shaped the education systems and the research agendas of many countries across the world. Schools have been encouraged to provide a world-class quality education, with an emphasis on outstanding performance for some students, alongside a general improvement of outcomes for all. Educational excellence is however a very debated ideal. Given the complexities of defining 'excellence,' questions arise about its precise meaning in relation to achievement but also, and importantly, about its significance for education. This paper examines excellence as an ideal for education policy and the reasons for pursuing it. It suggests that educational excellence ought to be conceived in ways that are conducive to a general aim of well-being for all, in various abilities that lead to valuable pursuits, with due consideration of the importance of high achievement in relation to individuals' specific aptitudes.
Strategies of Authenticity
Author: Mayo, Cris
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Metacognition,Self Concept,Political Attitudes,Justice,LGBTQ People,Language Usage,Form Classes (Languages),Age Differences,Sexual Identity,Ethnicity,Teaching Methods,Misconceptions,Age Groups

In her thoughtful examination of the complexities of identity in the article &quot;Political and Metaphysical: Reflections on Identity, Education, and Justice&quot; (EJ1277341), Lauren Bialystok provides a full and incisive vocabulary for thinking through the tensions among authentic, political, and social recognition-requiring aspects of identity. It is a welcome article, adeptly bridging the concerns of those who find identity claims hopelessly contradictory and the concerns of those whose lives are circumscribed by misrecognitions. In this article, the author will address what is seen as strategic and complex forms of authenticity. This article is meant to continue the conversation, not contest Bialystok's excellent points.
Education and the Identities of Liberalism
Author: Martin, Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: Political Attitudes,Metacognition,Self Concept,Educational Philosophy,Moral Values,Justice,Ethics,Teaching Methods

In &quot;Political and Metaphysical: Reflections on Identity, Education, and Justice&quot; (EJ1277341), Lauren Bialystok makes a nuanced and timely case for a reassessment of the moral and political significance of identity within liberal societies in general, and for education in particular. She offers an impressive philosophical reconstruction of a form of political polarization driven, in part, by the attempt to adjudicate claims of justice and fairness on identity grounds. This attempt appears to put at odds two important intuitions: that citizens should be treated as free and equal in an ideal sense, and that citizens should be recognized in their particularity in the non-ideal circumstances against which some may struggle. While Bialystok acknowledges that this conflict is a longstanding one for liberal political theory, her argument advances three important claims that show why there is reason to take this tension seriously in the educational domain. In this article, the author examines Bialystok's argument and offers his opinions and thoughts.
Russell and Chomsky as Advocates of Humanistic Education
Author: Woodhouse, Howard
Date: 2020-00-00
Type: Journal Articles
Subjects: Humanism,Educational Philosophy,Social Justice,Epistemology,Educational Practices,Power Structure,Academic Freedom,Advocacy,Comparative Analysis,Intellectual Development

This article shows how Bertrand Russell and Noam Chomsky's approaches to humanistic education are grounded in the concepts of growth, knowledge, language, freedom, and social justice. Despite their epistemological differences, Russell and Chomsky agree on the need for educating the public to abuses of power. Their own practice of education is a source of inspiration for intellectuals, who wish to counter the current discourse in schools and universities by upholding the value of academic freedom.
Differences in Dropout Rates as a Function of High School Size for Students in Poverty: A Texas Multiyear, Statewide Study
Author: Ambrose, Amy R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Dropout Rate,High Schools,School Size,Low Income Students,Poverty,Academic Achievement,Differences,High School Students

Lower academic achievement can lead to high dropout rates, especially for students in poverty. With respect to the topic of school size, whether large-size or small-size schools are better with respect to student achievement, is an ongoing argument. The purpose of this investigation was to examine the degree to which differences might be present in high school dropout rates as a function of high school size for students in poverty. Specifically, high school size and dropout rates were analyzed for two school years: 2012-2013 and 2013-2014. These school years were selected because they constituted the most recent data available for Texas high schools. Participants in this study were students who were determined to be economically disadvantaged and who are enrolled in traditional Grade 9 through Grade 12 Texas high schools. Findings suggest that students in poverty who were enrolled in smaller size high schools had statistically significantly higher dropout rates than their peers who were in poverty but were enrolled at high schools with higher levels of student enrollment. For both school years, regardless of the high school size classifications, high schools with smaller student enrollment had higher dropout rates. For students in poverty, in the state of Texas, smaller high schools were not conducive for preventing drop out.
From Hypochondria to Disruption: Hegel and Stiegler on Youth
Author: Bradley, Joff P. N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Climate,Comparative Analysis,Anxiety,Psychological Patterns,Youth,Futures (of Society),Age Groups,Role,Intellectual Disciplines

Despite their different contexts and different philosophical traditions, Hegel and Stiegler both offer a philosophy of youth, a philosophy of age, a philosophy of spirit, and because of this illuminate a particular response to the crisis found in the development of &quot;Bewusst-sein&quot; or conscious being. Both are vital thinkers for discussing the trials and tribulations of contemporary youth. With this in mind, a comparison is made between the empty subjectivity of young Hegel's hypochondria--a general melancholy or anxiety--and the very disruption of desire itself among contemporary youth who, in facing not only the stark realities of climate change and the Anthropocene, but also robotization, the breakdown of educational institutions and the ongoing deskilling of the workforce, &quot;can no longer envisage a future.&quot; Both Hegel and Stiegler have been used in this article to contrast the passage of youth across the generations, the moment of crisis in youth and the senses and experiences of madness in two different epochs. The author examines both philosophers of spirit to think the role of philosophy as a discipline which thinks the future, which thinks of desire and hope for the future as something that emerges out of the madness and disruption of the present.
Modern Methods of Training Foreign Language Teachers
Author: Chernysh, Valentyna V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Teachers,Teacher Effectiveness,Educational Change,Teacher Education Programs,Faculty Development,Generalization,Informal Education,Multisensory Learning,Foreign Countries,Independent Study,Information Technology,Comparative Education

Transformational trends of the modern social and political-economic space determine the modernization of the educational sphere, in particular, the system and methods of teaching highly skilled foreign language teachers. Deficiencies in existing technologies for development professional skills, the lack of innovative, modernized techniques for training competitive teachers, as well as the need to improve the quality of teaching staff in some European countries require adjustment of methodological support for training of narrow-focused teachers; forasmuch as professional development and the competence level of teachers directly affect the formation of socially-oriented, multifunctional educational systems in different countries of the world and determines the relevance of the issues proposed for the investigation. The purpose of writing an academic paper is to analyze modern methods of organizing the educational process of foreign language teachers and determining the basic factors that have a decisive influence on the level of pedagogical competence. The following research methods have been used during the writing of the research article, namely: comparison, system-structural research, statistical-analytical, tabular, graphical methods, analytical modeling, as well as methods of abstraction, analysis and generalization. As a result of generalization of modern teaching methods in European countries, it has been determined that general education practice involves the use of formal, non-formal and informal methods of training foreign language teachers. The non-formal and informal methods are the most effective of them, forasmuch as they are connected with the high level of the educational process's coherence, professional activities and the practical aspect of applying the acquired knowledge. The practice of using non-formal technologies to improve pedagogical competence and qualification of foreign language teachers has become widely used in most European countries. A thorough analysis of non-formal education in Europe has determined that the most accessible is a multi-sensory approach to training that takes into account various aspects of language education and does not require significant financial support.
Modernization of Education Programs and Formation of Digital Competences of Future Primary School Teachers
Author: Melash, Valent?na D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Preservice Teacher Education,Elementary Education,Technology Integration,Technological Literacy,Technology Uses in Education

Modernization of education programs is carried out through the digital technologies integration into the education system, in particular, into the primary education system. This leads to the integration of courses and disciplines into curricula for the development of digital competences of future primary school teachers. The purpose of the investigation was to study the features of modernization of education programs in order to form digital competences of future primary school teachers. 48 scientific publications have been examined, studied and systematized, where the integration of disciplines for the study of digital competences into the educational process of teaching future teachers is considered; consequently, three dimensions of modernization of curricula have been investigated. The first one concerns the development of general digital competences, the second one -- the competence to integrate technology into educational practice, the third one -- professional digital competence. It has been revealed that general digital competences are consistent with the context of the education system. Competence to integrate technologies into teaching practice focuses on the context of integration, preparing future teachers for the opportunity to use technology in future teaching of pupils, critically assess the use and teach children, using digital devices in education process. The academic paper proposes the concept of professional digital competence as the ability of a teacher to work in the context of a school education system with a digital form of education, including the process of teaching, managing digital learning environments and professional activities of a teacher. Further research should additionally explore professional digital competence in the framework of primary teacher education.
Introduction of New Forms of Education in Modern Higher and Vocational Education and Training
Author: Berezovska, Liudmyla I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Higher Education,Vocational Education,Educational Development,Educational Improvement,Efficiency

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.
Formation of Students&apos; Competence of Tertiary Educational Institutions by Practical Training Aids
Author: Kuzmina, Mariia O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postsecondary Education,Competence,Skill Development,Undergraduate Students,Scores,Teaching Methods,Achievement Tests,International Assessment,Mathematics Achievement,Reading Achievement,Science Achievement,Vocational Education

The purpose of the scientific article is aimed at studying the features of students' competence formation at tertiary educational institutions by practical training aids. To reveal the purpose of a scientific article, methods of theoretical analysis and synthesis have been used (to study the theoretical framework of students' competence formation at tertiary educational institutions by practical training aids) and methods of comparison, grouping and concretization (to analyze and assess the practical results of students' competence formation at tertiary educational institutions by practical training aids). The practical results of the study are presented through: the results of assessing students' knowledge of Mathematics, Reading and Science, according to the PISA program; dynamics and structure of the number of students enrolled in tertiary education; the proportion of undergraduate students in% of the population at the age of 20-24 years old. According to the results of the PISA program, developed by the Organization for Economic Cooperation and Development (OECD), it has been found that Austria, Belgium and Germany have the highest average scores in Mathematics, Reading and Science, compared to the average scores in OECD countries. It has been established that in Ukraine the average students' score in Mathematics in 2018 is lower than the average score in OECD countries by 21 points, in Reading -- by 36 points, and in Science -- by 20 points. In the course of the study it has been established that currently educators use the following practical training aids for the formation of students' competence in the learning process, namely: introduction of a modular academic program in the educational process, providing the necessary level of theoretical basis, implementation of introductory, educational, training, undergraduate practices, work experience internship in the educational process of students' training, application of information, innovation and interactive technologies in the educational process, teaching and training of students in accordance with the requirements of the labor market and employers, ensuring cooperation between tertiary educational institutions in the framework of student exchange programs.