ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating an Atmosphere for STEM Literacy in the Rural South through Student-Collected Weather Data
Author: Clark, Lynn
Date: 2015-05-00
Type: Journal Articles
Subjects: STEM Education,Rural Education,Teacher Education,Professional Development,Science Instruction,Weather,Data Collection,Data Analysis,Place Based Education,Earth Science,Environmental Education,Scientific Literacy,Critical Thinking,Integrated Curriculum,Program Implementation,Science Curriculum,Middle School Students,Science Activities,Science Equipment,Instrumentation,Interviews,Observation,Experiential Learning,Workshops,Case Studies,Qualitative Research,Regression (Statistics)

This paper is an examination of a teacher professional development program in northeast Louisiana, that provided 30 teachers and their students with the technology, skills, and content knowledge to collect data and explore weather trends. Data were collected from both continuous monitoring weather stations and simple school-based weather stations to better understand core disciplinary ideas connecting Life and Earth sciences. Using a curricular model that combines experiential and place-based educational approaches to create a rich and relevant atmosphere for STEM learning, the goal of the program was to empower teachers and their students to engage in ongoing data collection analysis that could contribute to greater understanding and ownership of the environment at the local and regional level. The program team used a mixed-methodological approach that examined implementation at the site level and student impact. Analysis of teacher and student surveys, teacher interviews and classroom observation data suggest that the level of implementation of the program related directly to the ways in which students were using the weather data to develop STEM literacy. In particular, making meaning out of the data by studying patterns, interpreting the numbers, and comparing with long-term data from other sites seemed to drive critical thinking and STEM literacy in those classrooms that fully implemented the program. Findings also suggest that the project has the potential to address the unique needs of traditionally underserved students in the rural south, most notably, those students in high-needs rural settings that rely on an agrarian economy.
Using the Lens of Social Capital to Understand Diversity in the Earth System Sciences Workforce
Author: Callahan, Caitlin N.
Date: 2015-05-00
Type: Journal Articles
Subjects: Social Capital,Earth Science,STEM Education,Labor Force Development,Career Development,Success,Job Satisfaction,Disproportionate Representation,Professional Isolation,Role Models,Trust (Psychology),Mentors,Barriers,Student Motivation,Career Exploration,Expectation,Gender Differences,Minority Groups

In this commentary, we argue that social capital theory, the idea that membership in a group creates opportunities to acquire valuable information and resources from other group members, is a useful framework in which to consider ways to increase diversity in the Earth System Sciences (ESS) and in the science, technology, engineering, and mathematics fields more broadly. Existing literature documents numerous barriers to underrepresented groups' participation in the sciences. These include a sense of isolation, a lack of visible role models, and a lack of trust in mentors or teachers. We discuss how these challenges impact acquisition of social capital and how lack of social capital affects career success and satisfaction. We conclude with recommendations for increasing diversity in the ESS through careful attention to building trustworthy professional relationships. In particular, the community should (1) recognize that trust must be built in order for students to feel connected to the larger community; (2) provide explicit guidance to students on different types of ties, how to build each type, and the value of each type in career development; and (3) train professionals to recognize their own social capital and best practices for imparting capital to students.
Two-Stage Exams Improve Student Learning in an Introductory Geology Course: Logistics, Attendance, and Grades
Author: Knierim, Katherine
Date: 2015-05-00
Type: Journal Articles
Subjects: Earth Science,Science Tests,Cooperative Learning,Summative Evaluation,Introductory Courses,Learner Engagement,Science Achievement,Scores,Hypothesis Testing,College Science,Undergraduate Students,Statistical Analysis,Student Improvement,Attendance,Student Evaluation,Evaluation Methods,Pretests Posttests

Two-stage exams--where students complete part one of an exam closed book and independently and part two is completed open book and independently (two-stage independent, or TS-I) or collaboratively (two-stage collaborative, or TS-C)--provide a means to include collaborative learning in summative assessments. Collaborative learning has been shown to have positive benefits, including increased student engagement and learning. To try to improve student learning, as measured by improvement in exam scores, two sections of introductory geology were taught using two-stage exams. It was hypothesized that class scores would be higher for semesters using two-stage exams--whether part two was TS-C or TS-I--than for semesters using traditional (T) exams. The median attendance rate was approximately 67% for all testing methods and was significantly greater when exams were TS-C (69%) rather than TS-I (53%). The class score was significantly greater during semesters when exams were TS-C (81%) but was not significantly different between T and TS-I semesters. To assess individual student learning over time, part one of the first exam and part one of the comprehensive final exam were compared. Across the F and D grade ranges, improvement on individual exam scores was significantly greater for the TS-C semester than for the TS-I and T semesters. Student learning, as measured by individual exam scores, improved due to the use of TS-C exams. The improvement in class scores due to the collaborative portion of two-stage exams was independent of increased attendance rates, greater for the lower-achieving students, and not observable if part two of the exam was completed as a take-home exam (TS-I).
Competencies for Effective School Leadership: To What Extent Are They Included in Ed.D. Leadership Programs?
Author: Dunlap, Jody
Date: 2015-03-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Minimum Competencies,School Effectiveness,Relevance (Education),College Outcomes Assessment,Skill Analysis,Knowledge Level,Teacher Attitudes,Student Attitudes,Principals,College Faculty,Graduate Surveys,College Programs,Administrator Education,Curriculum Evaluation,Questionnaires,Program Attitudes,Doctoral Programs,Educational Administration,Multivariate Analysis

Purpose: With the increasing need for well-­-prepared and leading practitioners in the field of education as well as the renewed efforts to further distinguish the EdD from the PhD in higher education in recent years, the curriculum of EdD programs nationwide has been questioned and criticized for its disconnection from the needs of leading practitioners and schools. The primary purpose of this study is to examine the practical relevance of the coursework of EdD programs in PK-­12 school leadership. Methods: Three hundred and forty-two principals from California public schools, and 43 EdD program graduates and 38 doctoral faculty members from the California State University system participated in this study. A survey instrument developed on the basis of ISLLC 1996 and ISLLC 2008 was used to measure respondents' perceived importance of the knowledge, skills, and values for effective school leadership and the extent to which they were included in the EdD coursework. MANOVA and discriminant analysis were conducted to answer the specific research questions. Findings: Results indicate that the curriculum of the EdD leadership programs lacks practical relevance. In practice the EdD has not been differentiated from the PhD with respect to the coursework. Implications: The practical relevance of the coursework should be considered in the assessment and evaluation of the quality or effectiveness of an EdD program, and used to distinguish the EdD from the PhD. The findings add empirical evidence to the renewed debate over the distinction between the EdD and the PhD, and spur revitalization of the EdD.
Critical Discourse Analysis and Leadership
Author: Arriaza, Gilberto
Date: 2015-03-00
Type: Journal Articles
Subjects: Discourse Analysis,Leadership,Leadership Training,Administrator Education,Curriculum Enrichment,Educational Change,Change Strategies,Leadership Effectiveness,Leadership Qualities

This article outlines the need of infusing critical discourse analysis into the preparation and support of prospective school leaders. It argues that in the process of school transformation, the school leader must possess the ability to self-reflect on his/her language and understand the potential power of language as a means that may support or hinder the transformation process. Moreover, the piece contends that language of school transformation needs to be aligned with the actions of school transformation.
Equitable Education of English Learners in the Common Core Age: Implications for Principal Leadership
Author: Whitenack, David
Date: 2015-03-00
Type: Journal Articles
Subjects: Principals,Administrator Role,English (Second Language),Academic Achievement,State Standards,Academic Standards,Alignment (Education),Instructional Leadership,Curriculum Development,Leadership Training,Professional Development,Training Methods,Pedagogical Content Knowledge,Models

This paper highlights the importance of school principals in English Learners' academic achievement in the age of the Common Core State Standards. Revising the curriculum of administrator preparation programs to include a greater emphasis on curriculum and instruction is one approach to enhancing principal leadership for English Leaners. Another approach is to reculture site-level instructional leadership through professional development to address the academic learning needs of English Learners.
Technology-Enriched STEM Investigations of Place: Using Technology to Extend the Senses and Build Connections to and between Places in Science Education
Author: Hougham, R. Justin
Date: 2015-05-00
Type: Journal Articles
Subjects: STEM Education,Place Based Education,Technology Uses in Education,Science Education,Adventure Education,Electronic Learning,Learning Strategies,Skill Development,Inquiry,Observational Learning,Foreign Countries

In this article we explore how reconceptualizing the role of technology in place-based education (PBE) enhances place responsive pedagogies through technology. Combining the strengths of adventure learning (AL) and PBE, Adventure Learning @ (AL@) advances both place responsive education and online learning in science education. This is needed, as the conventional AL model lacks authentic explorations of places that are ''local'' to the expedition teams and the students following along. The AL@ approach promotes localized authorship and knowledge keeping. AL@ more fully realizes the potential of AL, using PBE approaches that engage students as authors of knowledge through direct field experiences and the creation of digital artifacts of scientific inquiry.
Ready from Day One: An Examination of One Principal Preparation Program's Redesign in Collaboration with Local School Districts
Author: Kearney, W. Sean
Date: 2015-03-00
Type: Journal Articles
Subjects: Principals,School Districts,College School Cooperation,Curriculum Design,Curriculum Development,Models,Curriculum Implementation,Educational Administration,Administrator Education,Barriers,Admission Criteria,Field Experience Programs,Leadership Training,Program Evaluation,Evaluation Methods,Program Descriptions

This paper presents a newly implemented model of principal preparation at a public university in the southwestern United States. The authors begin by identifying a number of innovative practices currently being carried out within educational administration programs across the United States. Informed by the context of these national models, the authors present their university's design for the readers' consideration. This is followed by a discussion of implementation issues (both positive and negative) which the administrators of this program have encountered. Finally, an evaluation matrix is presented which will be utilized in assessing the effectiveness of this principal preparation model.
Reflective Practice on Leadership Committed to Social Justice: Counter Story of an African American Superintendent
Author: Dailey, Ardella
Date: 2015-03-00
Type: Journal Articles
Subjects: African Americans,Superintendents,Reflection,Ethnography,Organizational Culture,Social Justice,Equal Education,Political Influences,Leadership,Journal Writing,Administrator Attitudes,Personal Narratives,Letters (Correspondence),Principals,Stereotypes,Racial Discrimination,Elementary Schools

The central assumption of this paper is that the use of autoethnography is the best approach to obtain a deeper understanding of the political context, organizational culture, and complex dynamics of a person's lived experience in a leadership position. The central narrative follows the accounts documented through systematic journaling, and explicated following a first person narrative. This counter story should be viewed as a knowledge bank and source of legitimate information to understanding nuanced cultural meanings, and the identification of social justice and equity issues.
Google Earth Mapping Exercises for Structural Geology Students--A Promising Intervention for Improving Penetrative Visualization Ability
Author: Giorgis, Scott
Date: 2015-05-00
Type: Journal Articles
Subjects: Science Education,Geology,Internet,Map Skills,Spatial Ability,Visualization,Thinking Skills,Skill Development,Undergraduate Students,Pretests Posttests,Gender Differences,Statistical Significance,Achievement Gains,Correlation,Data Analysis,Statistical Analysis

Three-dimensional thinking skills are extremely useful for geoscientists, and at the undergraduate level, these skills are often emphasized in structural geology courses. Google Earth is a powerful tool for visualizing the three-dimensional nature of data collected on the surface of Earth. The results of a 5 y pre- and posttest study of the three-dimensional visualization abilities of undergraduate students (N = 75) enrolled in a structural geology class at a small, liberal arts college are presented. The data suggest students achieved statistically significant gains in three-dimensional visualization skills over the course of the semester. Mean pretest scores for female students tended to be lower than those of male students. This gender gap, however, was no longer statistically significant in the posttest scores, with female students showing higher average gains in spatial skills compared to their male counterparts. These data show a correlation between the introduction of Google Earth map interpretation exercises, available on the Science Education Resource Center's Web site and developed by Tewksbury, and improved student visual penetrative thinking ability. Results support the hypothesis that individuals with greater contextual knowledge are able to more successfully circumvent lower three-dimensional spatial visualization ability. The exercise appears to be most effective in improving penetrative visualization ability for those students who have sufficient background knowledge. Those with less geological knowledge appear to benefit less from the Google Earth-based intervention studied here.
New Principal Coaching as a Safety Net
Author: Celoria, Davide
Date: 2015-03-00
Type: Journal Articles
Subjects: Beginning Principals,Coaching (Performance),Staff Orientation,Leadership Training,Psychological Patterns,Emotional Response,Stress Management,Instructional Leadership,Social Support Groups,Data Analysis,Coding,Qualitative Research,Work Environment,Individual Development,Surveys,Semi Structured Interviews

This study examines new principal coaching as an induction process and explores the emotional dimensions of educational leadership. Twelve principal coaches and new principals--six of each--participated in this qualitative study that employed emergent coding (Creswell, 2008; Denzin, 2005; Glaser &amp; Strauss, 1998; Spradley, 1979). The major finding: new principal coaching provides a safe place for first and second-year principals to express how they relate to demands from both a personal and professional perspective, including offering a safe place for emotional intensity.
Presuming Incompetence from Preschool to the Professoriate: How Leadership Preparation Programs Perpetuate or Prevent Deficit Thinking
Author: Burciaga, Rebeca
Date: 2015-03-00
Type: Journal Articles
Subjects: Leadership Training,Competence,African American Achievement,African American Students,College Programs,Racial Bias,Stereotypes,Attitude Change,Graduate Students,Ethnography,Critical Theory,Affective Objectives,College Role,Sensitivity Training,Elementary Secondary Education

This article discusses how deficit thinking is manifested through a presumption of incompetence for people of color from preschool to university levels. Examples are presented as a way to demonstrate that leadership programs can support future leaders in curtailing deficit thinking in our schools and communities.
Strengthening Leadership Preparation to Meet the Challenge of Leading for Learning in the Digital Age: Recommendations from Alumni
Author: Hayashi, Christine A.
Date: 2015-03-00
Type: Journal Articles
Subjects: Alumni,Leadership,Leadership Training,Graduate Surveys,Strategic Planning,Student Improvement,Diversity (Institutional),Ethics,Legal Responsibility,Social Responsibility,Technology Uses in Education,Mixed Methods Research,Interviews,College Outcomes Assessment,Likert Scales,Participant Characteristics,Educational Attitudes

This study surveys graduates of a west-coast university regarding their perception of how well their graduate degree programs prepared them to meet the challenge of leading for learning in the digital age, particularly in the areas of visionary leadership, student learning, organizational management, working with diverse families, ethics, and the social and legal aspects of using technology and learning networks. A two-phase mixed-methods research plan including phase-one surveys to collect data from alumni of the principal preparation masters and doctoral programs and phase-two face-to-face interviews of sitting principals was initiated. This paper is a report of the phase-one survey analysis.
iPrincipals: Innovative Themes, Strategies, and Recommendations of Ten Online University Educational Leadership Programs
Author: Marcos, Teri A.
Date: 2015-03-00
Type: Journal Articles
Subjects: Administrator Education,Leadership Training,Educational Administration,Educational Innovation,Educational Strategies,Change Strategies,College Programs,Online Courses,Electronic Learning,Principals,Thematic Approach,Program Design,Educational Trends,Educational Technology,Relevance (Education),Field Experience Programs,Educational Practices,Educational Objectives,Behavioral Objectives,Student Evaluation,Educational Quality,Best Practices,Interviews

This report, the second in a series, provides comparative empirical data on current state and national university trends around the thematic strategies and constructs ten fully online Educational Leadership programs engage within their innovative designs. Our 2014 iPrincipals report provided information on how one California University transitioned their fully onground program to both a hybrid model, and subsequently to a fully online delivery, in their preparation of school leadership candidates. Current findings, presented within this report, reflect the broader state and national perspectives of Educational Leadership program faculty, and administrators, in their preparation of iPrincipals.
Two-Way Bilingual Education and Latino Students
Author: Brooke-Garza, Elizabeth
Date: 2015-03-00
Type: Journal Articles
Subjects: Hispanic American Students,Bilingual Education Programs,Immersion Programs,Educational Benefits,English (Second Language),Second Language Learning,Outcomes of Education,Power Structure,Cultural Capital,Cultural Awareness,School Districts,Educational Practices,Participatory Research,Action Research,Advocacy,Elementary School Teachers,Teacher Attitudes,Social Differences,Qualitative Research,Observation,Structured Interviews

Two-way bilingual immersion (TWBI) programs have demonstrated great success in improving Latino English learners' educational outcomes. Nevertheless, TWBI classrooms are not immune to the greater power dynamics and influences of United States society. This Participatory Action Research study brought together eight two-way bilingual immersion teachers from two school districts. The participants explored awareness of power imbalance and validation of cultural capital. They then collaborated to develop practices that promote cross-cultural competency in their TWBI classrooms. This study highlights changes that generate higher educational benefits for Latino English learners, thus fostering stronger, more socially just two-way bilingual immersion programs.
Challenges Encountered in Building a University-High School Collaboration: A Case Study
Author: Quebec Fuentes, Sarah
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Barriers,High Schools,College School Cooperation,Partnerships in Education,Secondary School Teachers,Undergraduate Students,Change Strategies,Group Dynamics,Communities of Practice,Guidelines,Performance Factors,Mathematics Teachers,Program Descriptions,Interviews,Teacher Surveys,Student Journals,Classroom Observation Techniques,Pretests Posttests,Background,Reflection,Educational Practices,Motivation,Participant Satisfaction

In this paper, we describe the second year of a multi-year project that we developed to foster collaboration between high school teachers and university undergraduates. The project incorporates specific tools that help partners find an approach to collaboration that is right for them, allowing it to offer more flexibility than traditional collaborations (e.g., cooperating teacher-student teacher relationships). We analyze the partnerships that developed through the theoretical lens of communities of practice and find that they did not exhibit many of the characteristics desirable in such communities. We discuss the factors that contributed to this and suggest changes and offer guidelines for those interested in facilitating similar projects.
Bringing Reality to Classroom Management in Teacher Education
Author: Eisenman, Gordon
Date: 2015-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Preservice Teacher Education,Teacher Education Programs,Class Activities,Skill Development,Film Study,Microteaching,Web 2.0 Technologies,Film Production,Animation,Video Technology,Technology Uses in Education,Classroom Observation Techniques,Teacher Evaluation,Behavioral Objectives,Teaching Styles,Learning Activities

Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher education, a lens through which we can discuss classroom management, and five activities and assessments we can use in teacher education courses to prepare teacher candidates in the area of classroom management. This goal is to focus the attention of preservice teachers on classroom management as a means to enhance student learning as opposed to improving student behavior.