ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education in the Global Market: Opportunities and Threats
Author: Singh, Navin
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Recruitment,Global Approach,Influence of Technology,Information Technology,Commercialization,Role of Education,English (Second Language),Official Languages,Language Role,Technological Advancement,Information Dissemination,Social Change,Student Mobility,Cultural Education,Teacher Attitudes,Teacher Collaboration,Competition,Educational Opportunities,Barriers

The world is marked by the twin processes of economic and cultural globalization in an era of information technology. The identities of all societies are evolving as social and political boundaries are shrinking day-by-day. As a result of significant economic and political changes, cross-cultural contact is at an all-time high in human history. Over the past three decades, however, significant social, political and technological changes appear to have seriously revamped policies, set new paradigms, and shifted philosophies that contribute to the dramatic alteration of the educational landscape. This globalized world is controlled by a triple deity--money, markets, and media--that have seamlessly entrenched themselves in how &quot;education is imparted&quot; around the globe. This infiltration has affected practices, practitioners, and programs. This paper presents the changing landscape of higher education in the global market, in terms of opportunities and threats to higher education institutes and universities around the world.
Assessing the Impact of Twenty-First Century Rural School Consolidation
Author: Surface, Jeanne
Date: 2011-00-00
Type: Journal Articles
Subjects: Consolidated Schools,Qualitative Research,Rural Schools,School Closing,Context Effect,Social Capital,Child Development,Sociocultural Patterns,Educational History,School Community Relationship,School Role,Cost Effectiveness,Program Effectiveness,Politics of Education,Brain Drain,Relocation,Young Adults,School Districts,Grounded Theory,Case Studies,Community Change,Community Development,Community Characteristics,Community Resources,Grief

The purpose of the study was to make a qualitative assessment of the impact of school consolidation on several rural Nebraska communities that have recently lost their schools. This research uses a multiple-case study design with interviews conducted in three Nebraska communities. The data from this research fell into four broad themes: social capital changes resulting from consolidation, the effect of the consolidation on the children of the community, the future of the community, and circumstances driving consolidation. Data indicates very differing views about consolidation; respondents with children in school were generally supportive of the consolidation and felt that it benefited their children; the respondents all expressed a concern about the loss of the community although, the majority of the respondents did not have an alternative to the loss and decline of the community; the consolidations in the study were all second or third consolidations and respondents believed the original consolidation were the beginning of the decline of the community.
Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE): The Case of Refugee Students and Challenges for Administrators, Teachers, and Counselors
Author: Gahungu, Athanase
Date: 2011-00-00
Type: Journal Articles
Subjects: School Readiness,Social Promotion,Educational Attainment,Foreign Countries,Refugees,Culturally Relevant Education,Migrant Children,Migrant Education,Barriers,Educational Indicators,Student Placement,Articulation (Education),Case Studies,English Language Learners,Social Adjustment,Student Adjustment,Educational Practices,Academic Failure

From 2006 to 2008, refugee resettlement agencies brought 4018 refugees to Chicago, Illinois. Using the example of the challenges faced by 14 refugee students from Burundi in adjusting to the U.S. school system, the authors call the attention of schools to the distinction between educating English Language Learners (ELL) and Educating Culturally Displaced Students with Truncated Formal Education (CDS-TFE). These authors also question the appropriateness of social promotion practices by which these students with truncated formal education are placed several grade levels above their actual educational attainment in U.S. schools, regardless of their school interruptions or limited school readiness. Principles and strategies for responsive integration of CDS-TFE in the U.S. educational systems are also explored. (Contains 6 tables and 2 footnotes.)
Understanding Social Justice: Improving the Academic Achievement of African American Students
Author: Templeton, Nathan R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Achievement Gap,Social Justice,African American Students,Academic Achievement,Accountability,Achievement Gains,Federal Legislation,Educational Legislation,At Risk Students,Public Schools,Racial Differences,White Students,Disadvantaged Youth,Comparative Analysis,High School Students

NCLB seeks to level the playing field by narrowing class and racial gaps in school performance by establishing common expectations. No Child Left Behind Act (2001) increases the standards of accountability for states and schools, thus requiring educational leaders to rethink current school strategies. Holding individual schools accountable for the academic achievement of traditionally under-served groups of children, such as low-income students, students with disabilities, and students of major racial and ethnic subgroups is one of the key components of the legislation. As the demands of high-stakes accountability continue to mount on public school administrators, a better understanding of these challenges must be examined. Particularly, schools must now approach the achievement gap between white and African American students with deliberate resolve, setting high expectations and establishing measurable goals to improve individual outcomes.
Instructional Expenditures Ratio and Student Achievement: Is 60% a Better Indicator?
Author: Cullen, Maureen
Date: 2011-00-00
Type: Journal Articles
Subjects: Expenditures,Public Schools,Academic Achievement,School Districts,Effect Size,White Students,Cost Effectiveness,Reading Achievement,Racial Differences

In this study, the extent to which Texas public school districts complied with the 65% instructional expenditure ratio mandate was related to student achievement on the Texas Assessment of Knowledge and Skills Science, Math, Reading, Social Studies, and Writing tests for the 2007-2008 school year. Following the grouping of Texas public school districts into seven instructional expenditure categories (i.e., below 60%, 60-60.99%, 61-61.99%, 62-62.99%, 63-63.99%, 64-64.99%, and 65% and greater), statistical analyses were conducted. Statistically significant differences, with small to moderate effect sizes, were revealed for Black, Hispanic, and White students in their achievement scores as a function of school district instructional expenditures. School districts that spent less than 60% on instruction had lower passing rates in all five subject areas than districts that spent more than 65%. Implications for further research are discussed. (Contains 4 tables.)
Teacher Conferencing and Feedback: Necessary but Missing!
Author: Anast-May, Linda
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Evaluation Methods,Teacher Evaluation,Educational Needs,Classroom Observation Techniques,Action Research,Teacher Effectiveness,Pretests Posttests,Participant Satisfaction,Clinical Supervision (of Teachers),Supervisory Methods,Teacher Attitudes,Assistant Principals,Professional Development,Elementary School Teachers

According to Sergiovanni and Starratt (2007), the evaluation process plays a powerful role in developing and nurturing a teacher's instructional capacity, which, in turn, contributes to students' academic successes. School districts in South Carolina utilize the Assisting, Developing and Evaluating Professional Teaching (ADEPT) system. A component of ADEPT is the Summative ADEPT Formal Evaluation of Classroom-Based Teachers (SAFE-T). The purpose of this study was to investigate teachers' perceptions of conferencing with feedback. Findings indicate that observations need to occur frequently and for an extended period of time. In addition, systematic feedback is critical for a teacher in improving performance, motivation and personal satisfaction. Lastly, a structure, such as conferencing, should be in place to promote reflective inquiry and conversations for facilitating learning of teachers. It is the desire of the authors that others might use these results as a springboard for discussion as they examine their evaluation process.
Reading and Math Differences between Hispanic and White Students in Texas: A 16-Year Analysis
Author: Rojas-LeBouef, Ana
Date: 2011-00-00
Type: Journal Articles
Subjects: Achievement Gap,Academic Achievement,Effect Size,White Students,Hispanic American Students,Reading Achievement,Mathematics Achievement,Elementary School Students,Statistical Analysis,Equal Education

We analyzed the extent to which differences were present between White students and Hispanic students in their passing rates in reading and in math over a 16-year time period across all Texas elementary schools (ns greater than 1,000 schools).  As anticipated, White students had statistically significantly higher passing rates in both reading and math for all 16 years, with effect sizes ranging from large to small.  The achievement gap was noticeably greater in reading (i.e., large effect sizes) than in math (i.e., small to moderate effect sizes).  Though statewide and national efforts have been implemented in the past 16 years, the gap in passing rates still reflects a substantial lack of equity. (Contains 2 figures, 10 tables and 18 footnotes.)
The Perceptions of School Administrators on the Selection Criteria and Training of Cooperating Teachers; Strategies to Foster Collaboration between Universities Public Schools
Author: Magaya, Amuhelang
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Teachers,Role Models,Criteria,Cooperating Teachers,Teacher Educators,Cooperation,Supervisor Qualifications,College School Cooperation,Communication Skills,Measures (Individuals),Questionnaires,Surveys,Administrators

The purpose of this study was to survey and examine the selection criteria used by school districts administrators to select cooperating teachers to work with student teachers in Central New Jersey. Furthermore, the study sought out the perceptions of school district administrators with regards to the selection process and training of cooperating teachers. The study focused on the cooperating teacher selection criteria, process, qualifications, and administrators' perceptions of the qualifications deemed important. The cooperating teacher plays a crucial role in preparing student teachers to become well-qualified and proficient teachers. This key person serves as the primary teacher educator (model, coach, and evaluator) for teacher candidates. Because of the close contact and extensive period of placement, the cooperating teacher has a unique opportunity to profoundly influence the student's professional growth. Data revealed that there was no written criterion or process for selecting cooperating teachers. The selection was based on volunteers; a supervision course or experience was not important criterion for selecting cooperating teachers. Seventy-two percent (72%) of the administrators indicated that teachers did not know about the selection criteria. Positive role model, classroom management, and effective communication were perceived to be important attributes for selecting cooperating teachers. Overall, there is no evident pattern or criteria commonly used by administrators when deciding who should hold these critical roles, and there was no evident training program or process of those selected to be cooperating teachers. (Contains 10 tables and 11 footnotes.)
School Discipline in Public Education: A Brief Review of Current Practices
Author: Allman, Kirsten L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Suspension,Zero Tolerance Policy,Public Education,Educational Practices,Literature Reviews,Discipline,Discipline Policy,Functional Behavioral Assessment,Educational History,Educational Administration

In this manuscript, we examined the literature regarding current disciplinary practices in American schools. Specifically, we discuss in-school suspension, out-of-school suspension, and disciplinary alternative education programs. Moreover, the issue of zero tolerance policies and their relationship with increased use of disciplinary practices is analyzed.
An Examination of Self-Perceived Transformational Leadership Behaviors of Texas Superintendents
Author: Fenn, Walter Lloyd
Date: 2011-00-00
Type: Journal Articles
Subjects: Stimulation,Organizational Effectiveness,Questionnaires,Transformational Leadership,Superintendents,Leadership Styles,Self Concept,Administrator Behavior,School Districts,Measures (Individuals),Surveys,Motivation Techniques,Incidence

This study examined self-perceived transformational leadership behaviors among Texas superintendents. The purpose of this study was to examine if relationships existed between superintendents' self-perceived transformational leadership style, district size, teaching, principal, and superintendent years of experience. A review of the literature indicated that transformational leadership theory has been recommended for administrators, including school district superintendents, as a means for increasing organizational effectiveness (Bass &amp; Riggio, 2006; Chin, 2007; Leithwood &amp; Jantzi, 2006). A purposive sample of 215 Texas superintendents was selected from those who attended the Lamar University Superintendent Leadership Academy between the years 2000 and 2010. Survey research was used to gather data. A 27 item questionnaire, completed by 115 superintendent participants, consisted of a 20 item Multifactor Leadership Questionnaire (Avolio &amp; Bass, 2004) and seven questions soliciting demographic information. The Multifactor Leadership Questionnaire (MLQ) was used in this study to quantifiably measure the four factors of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (Bass &amp; Riggio, 2006). Transformational leadership was self-reported to be prevalent across all district sizes and experience levels suggesting that it can be taught to and learned by all superintendents.
Practitioner Research and Literacy Studies: Toward More Dialogic Methodologies
Author: Simon, Rob
Date: 2012-07-00
Type: Journal Articles
Subjects: Research Methodology,Teacher Researchers,Literacy Education,Inquiry,Graduate Study,Teacher Leadership,Teacher Collaboration,Personal Narratives

This article examines the potential of practitioner research to contribute to understandings of critical and transformative literacy theories. Drawing upon the work of intellectual historian Dominick LaCapra (2004), we investigate how practitioner research can reconcile theories proliferated from universities with those generated by practitioners, who e literacy from their work with students in classrooms and communities. Following a review of scholarship by literacy teachers, we examine examples of practitioner inquiry conducted in a graduate literacy course to discuss the following: What happens when school- and community-based practitioners are in dialogue with academic literature in the field of literacy? How can practitioner research encourage educators to develop their own working theories of literacy practice? And what can the broader field of literacy learn from activist practitioner researchers? In conclusion, we suggest several interconnected ways that practitioner research methodologies can inform more dialectical understandings of literacy practice and theory. (Contains 4 figures.)
Experimental Methodology in English Teaching and Learning: Method Features, Validity Issues, and Embedded Experimental Design
Author: Lee, Jang Ho
Date: 2012-07-00
Type: Journal Articles
Subjects: Educational Research,Research Methodology,Validity,English (Second Language),Second Language Instruction,Teaching Methods,Intervention,Evaluation Methods,Evaluation Research

Experimental methods have played a significant role in the growth of English teaching and learning studies. The paper presented here outlines basic features of experimental design, including the manipulation of independent variables, the role and practicality of randomised controlled trials (RCTs) in educational research, and alternative methods and techniques available in the absence of RCTs. It further reviews validity issues inherent in conducting experimental research, in particular sources of internal and external invalidity, and how to remedy them. Along the way, the author suggests that researchers remain mindful of these threats, and calls for the replication of studies across different research contexts with the purposes of the cross-validation and generalisation of findings. The remainder of the paper concludes with suggestions on how to develop a more embedded and sophisticated experimental design in light of the current literature of mixed methodology (Creswell & Plano Clark, 2011), in order to have more explanatory power and compensate for the weaknesses associated with the experimental method. Throughout the paper, the author illustrates the points with examples relevant to English teaching and learning research. (Contains 1 figure and 1 table.)
Toward an Affinity Space Methodology: Considerations for Literacy Research
Author: Lammers, Jayne C.
Date: 2012-07-00
Type: Journal Articles
Subjects: Video Games,Ethnography,Literacy,Methods,Novels,Games,Literacy Education,Adolescents,Social Networks,Popular Culture,Multimedia Materials,Information Literacy,Internet

As researchers seek to make sense of young people's online literacy practices and participation, questions of methodology are important to consider. In our work to understand the culture of physical, virtual and blended spheres that adolescents inhabit, we find it necessary to expand Gee's (2004) notion of affinity spaces. In this article, we draw on our research examining adolescent literacies related to The Sims video games, The Hunger Games novels, and the Neopets online game to explicate nine features of affinity space research that reflect participation in, and research about, online environments. We argue that studying adolescent literacies in affinity spaces affords us access to participants outside our geographic proximity, readily available web-based historical record of the affinity spaces' practices, and a way to trace literacy practices across portals, modes and texts. However, affinity space research poses challenges, including issues of recruiting and maintaining relationships with participants, the instability and impermanence of online environments and artefacts, and the porous boundaries of field sites. This article concludes with recommendations for future literacy research conducted in online spaces and implications for literacy teaching and learning. Our aim is to begin articulating a new methodological framework for studying affinity spaces: affinity space ethnography.
Emergent Teacher-Researchers: A Reflection on the Challenges Faced when Conducting Research in the English Classroom
Author: Blakemore, Helen
Date: 2012-07-00
Type: Journal Articles
Subjects: English Literature,Action Research,Researchers,English Instruction,Research Projects,Evaluation,Educational Research,Research Design,Reflection,Teaching Methods,Teacher Researchers,Reader Response,Foreign Countries

The following narrative reflects on the dilemmas and problems faced by inexperienced researchers working within the field of education. Focusing on a research project completed in fulfilment of an MA in Teaching and Learning, the article recounts the decisions made by one emergent researcher and evaluates how far the chosen methods may have helped or hindered the exploration of reader-response theory in terms of its practical application to the teaching of A Level English Literature. In addition, the author highlights the possible benefits and difficulties encountered when applying the findings of small-scale studies to the teaching of English. Lastly, the article reemphasises the validity of action research projects and suggests the importance of maintaining a tradition of teacher-researchers in the secondary English classroom.
A Cross-Cultural Journey into Literacy Research
Author: Tour, Ekaterina
Date: 2012-07-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Language Research,Research Methodology,Foreign Countries,Reflective Teaching,English (Second Language),Research Design,Epistemology,Constructivism (Learning),Technology Uses in Education,Photography,Ethnography,Personal Narratives,Teacher Education,Teaching Experience,Researchers

A significant body of literacy and language research over the last two decades has been informed by a sociocultural perspective and an associated qualitative design, which are often seen as valuable and appropriate for researching literacy. As an emergent researcher, whose understanding of language education was mostly informed by individualistic psychology and linguistics, I encountered a significant challenge in designing a project for my Masters research undertaken in Australia in which I aimed at examining international students' technology use in English as a second language (ESL) and their challenges. Researching the experiences with technology, which might be so unique and personal, required a major shift in the way I viewed the world and thought about literacy and technology. Informed by autoethnography, this paper is written in a form of a narrative in which I draw on my educational and teaching experiences in the USSR and, after its collapse, in the newly independent country Belarus, to explore the origins of my early positivist views on language teaching and technology use. I discuss how these understandings have been challenged and changed through a major epistemological shift during my Masters research and how this shift has influenced the research methodology of my current doctoral study. Some reflections about the value of autoethnography to explore research experiences are discussed. Finally, I argue that such reflective practice may help emerging scholars to understand who they are, how they are positioned and what their goals as researchers are. (Contains 2 footnotes.)