ethanporcaro/eric-fulltext-meta huggingface dataset:
Who Are We Choosing for School Leaders? A Review of University Admissions Practices
Author: Brown, Casey Graham
Date: 2014-10-00
Type: Journal Articles
Subjects: Instructional Leadership,Administrator Education,Principals,Higher Education,College Admission,Selective Admission,Statistical Analysis,Surveys,College Faculty,Student Recruitment,Admission Criteria,Difficulty Level

This study assessed the degree to which school leader preparation programs have adopted reforms in program admissions standards and practices that have been recommended in the literature since 2000, including seeking district nominations for applicants, increasing collaborative efforts, involving district personnel in instruction and intern supervision, and aligning program design with district needs. Results indicated that closer linkage between districts and university leadership curricula are emerging, with greater attention being afforded to district needs.
Perceptions of Mentoring: Examining the Experiences of Women Superintendents
Author: Copeland, Scarlett M.
Date: 2014-10-00
Type: Journal Articles
Subjects: Mixed Methods Research,Women Administrators,Mentors,Interpersonal Relationship,Females,Superintendents,Social Support Groups,Administrator Attitudes,Online Surveys

This descriptive mixed methods study gathered both quantitative and qualitative data on the mentoring experiences of women superintendents in a Southeastern state. The quantitative participants included 39 women superintendents from this state and the qualitative portion of the study was comprised of eight female superintendents purposefully selected from that group. Overall findings revealed women superintendents had positive mentoring experiences that included the importance of having a female mentor and establishing a support system. Additional findings revealed social-emotional based elements for effective mentoring relationships leading to challenge, support, and encouragement of other female educational leaders through both formal and informal mentoring.
Storylines and the Acceptance of Uncertainty in Science Education
Author: Melville, Wayne
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Science Teachers,Science Instruction,Environmental Education,Teacher Attitudes,Learning,Curriculum Implementation,Secondary School Science,Student Evaluation,Course Content,Influences,Research Methodology,Personal Narratives,Teacher Characteristics,School Culture

This article investigates the influences on a teacher's uncertainty through the use of storyline methodology. As a research method, storylines can be utilised to educe a teacher's responses to inquiries into their practice. The particular storylines in this article are drawn from the uncertainty work of Floden and Clark (1988) and reflect aspects of teaching that are of concern to all teachers: content knowledge, assessment, teaching and learning and knowledge. By drawing these storylines together, we present two key findings to our research question: &quot;how does a teacher accept uncertainties in his teaching,&quot; and &quot;how does that acceptance interact with his implementation of a new course?&quot; Our analysis suggests that a teacher's continued professional learning is underpinned by an acceptance of uncertainty in their teaching. Further, the analysis highlights the value of a culture of long-term professional learning that allows teachers to respond positively to uncertainties that are important to them. This suggests that a science department that is committed to questioning practice may provide many of the supports that teachers need to pursue their own questioning of practice.
Puppets and Puppeteers: External Mandates and the Instructional Practice of Two First-Year Teachers
Author: Bengtson, Ed
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Practices,Beginning Teachers,Longitudinal Studies,State Standards,Program Implementation,Fidelity,Qualitative Research,Instructional Leadership,Compliance (Legal),Educational Policy,English Teachers,School Administration,Semi Structured Interviews,Classroom Observation Techniques,Transcripts (Written Records),Professional Autonomy,Reflection,Role Perception,Influences,Middle School Teachers,Secondary School Teachers,High Schools,Teacher Surveys,Teacher Attitudes,Program Attitudes,Grounded Theory

This longitudinal study examined how the approach leaders in two schools took to implementing the Common Core State Standards shaped the way that two first-year teachers constructed meaning related to being a teacher. Instructional leadership constructs and threat rigidity theory were used to analyze qualitative data gathered over a nine-month period. Findings indicate that the way schools as organizations respond to external mandates can influence the way that beginning teachers conceptualize, and approach, their work in the classroom.
Student Teachers' Attainment of Environmental Literacy in Relation to Their Disciplinary Major during Undergraduate Studies
Author: Goldman, Daphne
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Student Teaching,Environmental Education,Knowledge Level,Majors (Students),Longitudinal Studies,Pretests Posttests,Predictor Variables,Recycling,Citizenship Responsibility,Science Education,Preservice Teacher Education,Questionnaires,Measures (Individuals),Multivariate Analysis

In light of the crucial role of teacher education in transforming education and society so that a sustainable future is possible, there is increasing interest in the relationship between academic major and development of student teachers' environmental literacy (EL). Since science disciplines are the common framework for incorporating environmental education, this longitudinal study investigated, in a paired pretest-posttest design, if student teachers majoring in the environment-related disciplines differ in the development of their EL from other majors. The differences in EL-variables between the two groups were enhanced during studies only in particular behavioral aspects (recycling efforts and citizenship action) and in basic environmental knowledge. Contrary to the expected, environment-affiliated students moved toward a more anthropocentric orientation during their studies, as reflected by decreased support for the &quot;value-of-nature.&quot; Post-test environment-affiliated majors' opinions regarding the influence of studies to their EL emphasize the role of the disciplinary component, and its contribution mainly to their biophysical-ecological knowledge. Findings support the need to reorient the science disciplines to include a comprehensive environmental perspective and infuse environmental values education, in addition to content knowledge, within science disciplines. These should be explicitly stated within curricular goals of teacher-training programs, infiltrating down to courses and academic staff.
No Board Left Behind: Perceptions of Local Board Governance Standards by Superintendents and Chairpersons
Author: Vickers, Heather
Date: 2014-10-00
Type: Journal Articles
Subjects: Governance,Boards of Education,Board of Education Policy,Superintendents,Enrollment Trends,School Location,Expenditures,Lunch Programs,Minority Group Students,Investigations,Administrator Attitudes,Academic Achievement,Standards,Trustees,Graduation Rate,Predictive Validity,Predictor Variables,Ethics,Job Satisfaction,School Districts,Reading Achievement,Mathematics Achievement,Grade 3,Grade 5,Grade 8,Correlation,Individual Differences,School Surveys,Strategic Planning,Personnel Management,Meetings,Policy Formation,School Community Relationship,Multiple Regression Analysis

This nonexperimental survey research investigated whether enrollment, location, expenditures, percentage of free and reduced lunch and percentage of minority students influenced Georgia's superintendent and board chairperson satisfaction. In addition, this study investigated whether respondents' satisfaction could predict student achievement. Finally, this study investigated whether superintendents valued professional standards differently than board chairpersons. Findings revealed a great deal of satisfaction held and agreement between superintendents and board chairpersons, but no significant difference in satisfaction levels based on district enrollment, percentage of minority students, or district location. Board chairpersons of districts with higher percentages of students receiving free and reduced lunch were significantly less satisfied than board chairpersons of districts with lower percentages of students receiving free and reduced lunch. Board chairperson satisfaction significantly predicted student achievement and graduation rate. Finally, results illustrated superintendents ranked the importance of ethics significantly higher than board chairpersons.
&quot;Forgottonia&quot;? The Status of Rural Schools in Illinois' Principal Preparation Reform
Author: VanTuyle, Vicki
Date: 2014-10-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Administrator Qualifications,Rural Schools,Educational Change,Public Schools,Leadership Training,School Districts,Educational Needs,State Legislation,Barriers,Proximity,Experience,English Language Learners,Administrator Role

Since the fall of 2012, Illinois principal preparation programs have been operating under new state requirements intended to produce highly qualified and effective school principals capable of leading Illinois schools to higher levels of student academic performance. The rules guiding new program development are applied with a broad stroke, attempting to meet the instructional needs of all students in Illinois' diverse public schools located in diverse public school settings. While the rules explicitly state that early childhood, English language learners, students with disabilities, and gifted students should be a focus, the rules overlook meeting the needs of students from academically struggling schools and districts in sparsely populated areas of the state. &quot;Forgottonia,&quot; (Bibo, 2013) a name applied over 40 years ago to a group of rural counties in western Illinois, suggested the region's transportation needs had been forgotten by state and federal government officials. Perhaps the name applies today, not only to western Illinois but to all of Illinois' rural regions where developing school leaders for rural school leadership has been forgotten in the reform effort. This paper examines the current reality as Illinois implements new principal preparation programs in regions of the state regarded as fringe, distant, or remote rural areas.
Learning Objects and the FATIH Project: Proposal of a Model
Author: Eryilmaz, Selami
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Educational Technology,Management Information Systems,Global Approach,Social Change,Internet,Technology Integration,Resource Units,Metadata,Technology Uses in Education,Access to Information

Globalization together with new information and communication technologies (ICTs) and accelerated changes in society affect the economic and social life to a great extent. In order to achieve the goals mentioned in the strategy document, the necessary arrangements were made and FATIH (Increasing the opportunities and Technology Improvement Movement) project, a new project is being carried out. A scanning model was used in this research. The method of learning objects, the document review project, the Turkish education system, management information systems, have made the case for investigations. This information, in the light of the standards, learning about learning object Management FATIH project information system (LMS-Learning Management System) and learning content management system (LCMS-Learning Content Management System) for definitions and recommendations. Learning objects according to what criteria will be adopted, to evaluate and to determine how the deployment will be the shape of the study and a proposal for the creation of electronic content to the project system.
The Role of Some Individual Differences in Understanding Chemical Changes: A Study in Secondary Education
Author: Kypraios, Nikolaos
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,Grade 8,Grade 10,Grade 12,Multiple Regression Analysis,Cognitive Processes,Secondary School Students,Predictor Variables,Science Achievement,Scores,Chemistry,Scientific Concepts,Foreign Countries,Misconceptions,Age Differences,Science Tests,Logical Thinking,Thinking Skills,Statistical Analysis,Path Analysis,Hierarchical Linear Modeling

In this study, students' understanding of chemical changes was investigated in relation to four individual differences, related to logical thinking, field dependence/independence, convergence and divergence thinking. The study took place in Greece with the participation of students (n = 374) from three grades (8th, 10th and 12th grades) of secondary education. A stepwise multiple regression analysis revealed that the above cognitive variables were statistically significant predictors of the students' achievement, with logical thinking to be the most dominant. Unexpectedly, no statistically important effect was found across ages. Moreover, students' partial achievement scores on understanding the structure of substances and their changes, along with the cognitive variables, appeared to have an effect on their competence in interpretation of chemical changes. Path analyses were implemented to depict these effects. A theoretical analysis that associates the role of cognitive variables with the nature of mental tasks involved when learning chemistry is also presented. Implications for science education are discussed.
Turkish Preservice Elementary Science Teachers' Conceptions of Learning Science and Science Teaching Efficacy Beliefs: Is There a Relationship?
Author: Bahcivan, Eralp
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Elementary School Curriculum,Elementary School Science,Science Instruction,Scientific Attitudes,Student Teacher Attitudes,Beliefs,Self Efficacy,Predictor Variables,Questionnaires,Structural Equation Models,Scientific Literacy,Self Concept Measures,Correlation,Science Education,Foreign Countries

This study has been conducted to investigate conceptions of learning science (COLS) and personal science teaching efficacy belief (PSTE) of Turkish preservice elementary science teachers (PSTs) and to explore the relationship between these variables. Two instruments COLS questionnaire and PSTE subscale of Science Teaching Efficacy Beliefs Instrument (STEBI-B) have been administered to 379 PSTs from seven different universities. Descriptive analyses have pointed out that PSTs have higher level of COLS and moderately higher level of PSTE. The results obtained from the structural equation model have revealed that the conceptions &quot;testing,&quot; &quot;calculate and practice,&quot; &quot;increase of knowledge,&quot; &quot;applying&quot; and &quot;understanding and seeing in a new way&quot; have significantly predicted PSTE. We have assumed that lower level of conceptions &quot;memorizing,&quot; &quot;testing,&quot; and &quot;calculate and practice&quot; predict PSTE by negative coefficients while higher level of conceptions &quot;increase of knowledge,&quot; &quot;applying&quot; and &quot;understanding and seeing in a new way&quot; predict by positive coefficients. However, &quot;calculating and practicing&quot; has positively predicted and &quot;applying&quot; has negatively predicted PSTE. Considering the results, adaptation of inquiry- and argumentation-based learning and teaching environments in science teacher education, creating opportunities to develop PSTs' pedagogical skills about knowledge transfer and application, and utilization of diagnostic tools to pursue PSTs' development of COLS have been suggested.
Reflections on Theory and Pedagogy of Challenges in Facilitating Children's Dialogues in the Community of Inquiry
Author: Canuto, Abigail Thea O.
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Philosophy,Children,Critical Thinking,Thinking Skills,Teaching Methods,Inquiry,Communities of Practice,Facilitators (Individuals),Teacher Education,Questioning Techniques,Teacher Student Relationship

The value of developing philosophical thinking among young children and its pedagogical possibilities has been discussed in the Philippines in the recent years. One such possibility is the pedagogy of Philosophy for Children (P4C) which allows children to participate in a dialogue in the context of a community of inquiry. The community of inquiry is a specific kind of classroom environment where children would feel welcome, motivated and secure to express their wonderment, to share their opinions and intuitions and to appraise one another's reasons and propositions (Haynes, 2007; Johnson, 2007; Jackson, 2004; Nicoll, 1993). Considering the necessity to maintain the organic nature of the community of inquiry and of the process of the dialogue itself, it is a major concern as to how teachers will become effective facilitators of such a classroom environment. This paper aims to better understand the craft of facilitating the community of inquiry and the role of the facilitator by attempting to answer the following questions: a) How must a facilitator regard the pedagogy of philosophical dialogue? b) How must a facilitator see young children? c) How should a facilitator approach and acknowledge children's questions and ideas? d) What thinking skills and behaviors should a facilitator be able to model to them? The answers provided are derived from my familiarity with the pedagogy of philosophical dialogue and from my personal experiences as a facilitator of the community of inquiry. Some implications to the field of teacher training are also discussed.
&quot;Where Is _______?&quot;: Culture and the Process of Change in the Development of Inclusive Schools
Author: McMaster, Christopher
Date: 2015-01-00
Type: Journal Articles
Subjects: School Culture,Educational Change,Change Strategies,Organizational Change,Educational Practices,Qualitative Research,Inclusion,Ethnography,High Schools,Beliefs,Organizational Climate,Organizational Culture,Social Justice,Participant Observation,Semi Structured Interviews,Values,Resistance to Change,Group Dynamics,Special Needs Students,Educational Administration,Foreign Countries

The modern school is a multi-layered and complex institution. For inclusive values and practices to embed in educational systems the nature of school culture and the change process must be considered. Qualitative data was gathered during a year-long ethnographic study of inclusive change in a co-educational high school. This paper applies a model of culture to demonstrate that the development of inclusion within a whole school culture is a process of continued personal and collective reflection, re-negotiation, and experience carried out over a sustained period of time. In order to foster the sustained development of inclusive cultures in schools it is vital to understand the nature of change within school culture, and to provide the time to reflect on deeply held beliefs.
Communitarian Leadership Practice Acquisition in Educational Leadership Preparation
Author: Baxter, Vincent
Date: 2014-10-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership Training,Instructional Leadership,Cohort Analysis,Models,Administrator Attitudes,Social Theories,Semi Structured Interviews,Values,Beliefs,Principals,Educational Administration,Communication Skills,Interpersonal Relationship,Community,Skill Development

Principals have tremendous influence on the schools they lead (Bamburg &amp; Andrews, 1990; Marzano et al., 2005). Certain leadership behaviors impact school level factors (Cotton, 2003; Hallinger &amp; Heck, 2010; Leithwood, Begley, &amp; Cousins, 1990; Marzano et al., 2005; Orr, 2003). To affect high levels of student achievement, school principals must be responsible for uniting diverse groups under shared purposes with purposeful emphasis on others rather than on self (Cotton, 2003; Hallinger &amp; Heck, 2010; Leithwood, Begley, &amp; Cousins, 1990; Marzano et al., 2005; Orr, 2003). Effective programs in educational leadership preparation include cohort-modeled groupings, among other features (Davis et al., 2005). Because cohorts are a feature of effective programs, yet few aspiring school leaders are prepared through cohort-based programs (Browne-Ferrigno &amp; Muth, 2009), a concern regarding a problem of practice is raised. The purpose of this study was to explore how aspirant school leaders experience the acquisition of leadership practices within their educational leadership preparation program and to contribute to the empirical understanding of how to best prepare school leaders for successful practice. This study was designed to examine: How do school leaders make meaning of their experience in a principal preparation program? In what ways do their experiences support the development of communitarian leadership? The sample included nineteen school leaders who were alumni of a university-based educational leadership preparation program. Participants were interviewed using a basic interview protocol that followed the semi-structured approach for interview technique outlined by Moustakas (1994). The data analysis was carried out in the stepwise manner, using Atlas.ti 7.0 to code and group significant statements from the interview texts and using a basic memoing process to address any concerns of subjectivity. Leaders who experienced preparation activities, including activities that gave them practice leading diverse individuals to shared outcomes articulated how preparation influenced the development of communitarian leadership skill, including relationship-building, communication, and values-identification. Communitarian leadership, which includes leadership actions linked to improved school-level outcomes (Marzano et al., 2005), may have utility as a framework for developing aspiring principals through formal preparation programs.
Double Object Constructions in L3 English: An Exploratory Study of Morphological and Semantic Constraints
Author: Agirre, Ainara Imaz
Date: 2014-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Multilingualism,Languages,Spanish,Syntax,Semantics,Language Proficiency,English (Second Language),Phrase Structure,Task Analysis,Second Language Learning,Statistical Analysis

The present study examines the acquisition of double object constructions (DOCs) (&quot;Susan gave Peter an apple&quot;) by 90 Basque/Spanish learners of English as a third language (L3). The aim of this study was to explore whether (i) learners established a distinction when accepting DOCs vs. prepositional phrase constructions (PPCs) (&quot;Susan gave an apple to Peter&quot;), (ii) they were sensitive to the morphological and semantic constraints found in English DOCs and (iii) proficiency effects could be observed. Results from a self-paced reading task and an auto-paced reading task showed that Basque/Spanish learners were more accurate in morphosyntactic properties than in semantic ones. Even though learners showed difficulties in both morphological and semantic constraints, these seem to be overcome by increasing proficiency.