ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparative Effects of Two Modes of Computer-Assisted Instructional Package on Solid Geometry Achievement
Author: Gambari, Isiaka Amosa
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,High School Seniors,Computer Assisted Instruction,Geometry,Mathematics Achievement,Secondary School Mathematics,Gender Differences,Comparative Analysis,Animation,Narration,Mathematics Tests,Achievement Tests,Statistical Analysis,Pretests Posttests,Scores,Experimental Groups,Control Groups,Lecture Method,Teaching Methods,Hypothesis Testing,Multimedia Instruction,Mathematics Instruction

The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability coefficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p&lt;0.05) and the Scheffe's post-hoc test revealed a significant difference between CAI(AN) and the lecture method groups, favoring CAI(AN), there was no statistically significant difference in the post-test mean scores of male and female students taught using CAI(AT) (t = 0.660, df = 38, p&gt;0.05) and CAI(AN) (t = 1.455, df = 38, p&gt;0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.
Religious Diversity and Inclusion: Policy and Accommodation Practices in British Columbia's Secular School System
Author: Jacquet, Marianne
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religion,Inclusion,Interviews,Administrators,School Policy,Public Schools,School Districts,Values,Beliefs,Curriculum

The religious diversity of students and staff within a secular school system may sometimes create tensions. To better understand the possible issues generated by and practical accommodations made with respect to these tensions, interviews were conducted at the district level with key administrators in metropolitan school districts in British Columbia. These interviews aimed to document existing policy related to religious diversity in schools, and understand how school districts address issues related to religious values or beliefs, which may conflict with existing educational values, especially as they relate to curriculum.
A Phenomenological Narrative Study: Elementary Charter School Principals&apos; Managerial Roles
Author: Cetinkaya, Ahmet
Date: 2016-05-00
Type: Journal Articles
Subjects: Phenomenology,Charter Schools,Administrator Role,Elementary Schools,Principals,Leadership Styles,Instructional Leadership,Feedback (Response),School Size,Money Management,Personnel Management,Elementary School Students,Qualitative Research,Administrator Attitudes

This study was a phenomenological narrative research investigating the managerial roles of elementary charter school principals. Managerial leadership practices were investigated under three categories personnel management, student management, and finance management. Elementary charter school principals provided positive feedback for having small size schools.
Speaking out on Matters of Public Concern: The Precarious Nature of School Administrator Speech
Author: Geisel, Richard T.
Date: 2015-04-00
Type: Journal Articles
Subjects: School Administration,Administrators,Speech Acts,Speech Communication,Speech Habits,Speech Skills,Public Speaking,Court Litigation,Administrator Education,Educational Practices,Legal Responsibility,Legal Problems,Freedom of Speech,Civil Rights

The purpose of this paper is to highlight current U.S. Supreme Court precedents regarding public employee speech on matters of public concern, and how those precedents are being applied by lower federal courts to public school administrators. Surveying the current legal landscape reveals a heightened vulnerability for school administrators engaging in speech on matters of public importance. Due to the complexity of the school administrator's job, the vast scope of their responsibilities, and the uniqueness of their position (which often entails being a spokesperson of sort for the school district), the speech of public school administrators, even on matters of public concern, often lacks the legal protection many assume exists for such speech. This paper is intended to raise awareness for both practitioners and those who train them with the hope that a better understanding of recent litigation in this area will help inform one's practice and preparation.
Can a Classroom Be a Family? Race, Space, and the Labour of Care in Urban Teaching
Author: Gallagher, Kathleen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Teaching,Case Studies,Urban Schools,Figurative Language,Caring,Community,Race,Grade 8,Critical Theory,Middle School Teachers,Instruction,Interviews,Disadvantaged Schools

This article reports on findings from a case study of an eighth-grade teacher in an innercity school in downtown Toronto, Canada. It investigates the teacher's pedagogical use of the metaphor of &quot;family,&quot; using interview data to underscore the effects produced by such an operating logic in a classroom. Methodologically, the article puts forward a novel analytic strategy to keep in dynamic interplay the relationship between how a teacher conceptualizes her teaching practice and where she locates those ideas. By focusing in-depth on one teacher's pedagogical relations in the classroom, the article aims to better understand how teachers position the ubiquitous notion of &quot;care&quot; in their practice and how they enact &quot;community&quot; in their classrooms and in the larger schools and neighbourhoods in which they work. In this case study, the concepts and experiences of race and space are considered centrally in the examination of a racialized teacher's pedagogical practices in a diverse and socio-economically marginalized school. The study has important implications for teacher education, inviting us to more explicitly acknowledge the salience of race in our conceptions of &quot;care&quot; and the investment of time and emotion that is demanded when practising politically conscious caring in teaching.
Pathways for Performance: Recruitment and Selection, University Preparation, Licensure, and Professional Development for School Principals
Author: Black, William R.
Date: 2014-10-00
Type: Journal Articles
Subjects: Principals,School Administration,Administrator Education,Administrator Effectiveness,Administrator Qualifications,Selection Criteria,Personnel Selection,Professional Continuing Education,Educational Policy,Change Strategies,Certification,Recruitment,Performance Factors

The need to recruit, prepare, and develop the next generation of educational leaders challenges states and localities everywhere. The complex demands of current educational reform initiatives have been articulated in national and state reports detailing the changing conditions of schools and provide compelling evidence for the necessity of new abilities and sensibilities at all levels of the profession. This article reports on research which examined four locations along the career continuum of school principals in Minnesota: 1) recruitment and selection, 2) university preparation programs, 3) licensing and certification, and 4) continuing professional development. We also include 18 specific policy recommendations.
Experiential High School Career Education, Self-Efficacy, and Motivation
Author: Gaylor, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Experiential Learning,Career Education,High School Students,Self Efficacy,Student Motivation,Career Choice,Decision Making,Self Concept Measures,Vocational Maturity,Mixed Methods Research,Case Studies,Questionnaires,Interviews,Foreign Countries,Semi Structured Interviews

Students' perceived self-efficacy and motivation in the context of experiential high school career education was examined through an exploratory mixed methods case study of an elective experiential career education class offered in Saskatchewan public schools. Data were generated by having students (N = 14) complete two measures at the start and end of the semester: the Career Decision-Making Self-Efficacy Scale-Short Form (CDMES-SF) (Taylor &amp; Betz, 1983) and an adapted motivation questionnaire (Kerner, 2011). Classroom assignments, curriculum documents, and interviews with the instructor and two of the students provided further sources of data. Qualitative data were analyzed thematically and quantitative data were analyzed using dependent-t-testing. Significant differences in CDMSE-SF scores were identified and common themes emerged across the qualitative data. Findings are discussed as they relate to social cognitive theory, self-determination theory, and implications for practice and future research.
Aspiring Principals' Perspectives about Teacher Supervision and Evaluation: Insights for Educational Leadership Preparation Programs
Author: Range, Bret G.
Date: 2014-03-00
Type: Journal Articles
Subjects: Teacher Supervision,Teacher Evaluation,Principals,Qualitative Research,Administrator Role,Definitions,Educational Administration,Graduate Students,Instructional Leadership,Online Courses,Student Attitudes,Administrator Education,Knowledge Level,Familiarity

This qualitative study sought to understand the views of aspiring principals about teacher supervision and evaluation issues, including their perceived definitions of each, as well as concerns about performing either duty in their first administrative role. Thirty-­two educational administration graduate students enrolled in an instructional leadership class participated in on­-line instruction on teacher supervision and evaluation. Findings indicated participants understood the concept of formative supervision but were less clear when defining teacher evaluation. Specifically, aspiring principals used many terms associated with supervision as a role of principals when evaluating teachers. Participants' primary concerns with completing supervision and evaluation requirements during their first administrative job included having adequate time to be an instructional leader, and being able to deliver constructive feedback to low-­performing teachers to influence and improve instructional practice quickly. Recommendations for university preparation programs that train pre-service principals are included.
A Profile of Female Illinois School Board Presidents and Their Perceived Self-Efficacy
Author: Van Tuyle, Vicki
Date: 2015-04-00
Type: Journal Articles
Subjects: Females,Women Administrators,Boards of Education,Presidents,Self Efficacy,Profiles,Administrator Characteristics,Leadership Qualities,Questionnaires,Statistical Analysis,Elementary Secondary Education

This study gathered quantitative and qualitative data from female school board presidents in Illinois. Sixty-six female school board presidents completed questionnaires gathering demographic information related to their role as school board president. As well, these participants completed the Leadership Self-Efficacy Scale, LSES (Bobbio &amp; Manganelli, 2009) identifying perceived leadership self-efficacy in six dimensions. The study has three purposes: to determine a profile of Illinois female school board presidents, to determine perceptions of their leadership self-efficacy, and to determine any relationship between characteristics and perceptions. The results of this study contribute to research which supports the nexus of higher levels of student achievement and effective superintendent and school board leadership (Iowa Association of School Boards, 2001). The role of the school board president is the fulcrum upon which the superintendent/board relationship balances. Findings revealed the female board presidents had the highest mean rating for leadership self-efficacy in the LSES dimension Choosing Effective Followers and Delegating Responsibilities.
Learning to Lead: The Professional Development Needs of Assistant Principals
Author: Allen, James G.
Date: 2014-10-00
Type: Journal Articles
Subjects: Assistant Principals,Professional Development,Educational Needs,Academic Standards,Questionnaires,Administrator Surveys,Management Development,Skill Development,Needs Assessment,Administrator Attitudes

The purpose of this study was to investigate the professional development needs of assistant principals in the northern Kentucky region in preparation for the launch of the Northern Kentucky Assistant Principals' Network, a unique and innovative program to support their leadership development. Using the Educational Leadership Policy Standards: ISLLC 2008 as the framework for our study, survey data revealed professional development needs in all standards. Findings from the open-­ended question revealed professional development needs in specific areas such as school finance/budgeting, time management/work-life balance, school culture, instructional leadership, and special education. This paper is intended to help guide the work of professors of educational leadership and those charged with supporting the ongoing development of assistant principals.
The Changing Landscape of Principal Preparation: An Analysis of Statewide Longitudinal Program Component Survey Results
Author: Friend, Jennifer
Date: 2014-03-00
Type: Journal Articles
Subjects: Longitudinal Studies,State Surveys,Comparative Analysis,Principals,Administrator Education,College Programs,Program Improvement,Online Courses,Tenure,Time to Degree,Teacher Characteristics,Degree Requirements,Change Strategies,Educational Improvement

This article examines comparative survey results for 16 principal preparation programs located in the Midwestern state of Missouri across a four-year time period from 2008 to 2012. The authors are founding members of a statewide Higher Education Evaluation Committee (HEEC), which has been meeting on a monthly basis since 2005, comprised of faculty representatives from all school leadership preparatory programs and Missouri Department of Education leaders. The mission of the HEEC is to improve all preparatory programs in order to positively impact K-12 student performance through the development of highly effective school and district leaders. This unique collaborative improvement effort resulted in a statewide initiative to administer a comprehensive program component survey to collect data from the 2007-08 and 2011-12 academic years to examine changes in preparation programs. The article explores the development of the HEEC, describes the multi-year processes for administration of the surveys, and shares recommendations to improve preparatory programs for educational leaders based upon the survey results. The dramatically changing landscape of principal preparation is apparent in the major findings: (1) online course offerings doubled in four years, (2) adjunct faculty increased 260% while full-time faculty decreased by 27%, and (3) the time to degree completion decreased as competition for student enrollment increased across the state.
Cyberbullying: An Exploration of Secondary School Administrators' Experiences with Cyberbullying Incidents in Louisiana
Author: Castile, Holly
Date: 2014-03-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Secondary Schools,Public Schools,Administrator Attitudes,Principals,Assistant Principals,Intervention,Phenomenology,Qualitative Research,Social Media,Gender Differences,Handheld Devices,Laws,School Policy,Performance Contracts

This qualitative phenomenological study explored school administrators' experiences with cyberbullying. The participants were secondary administrators in Louisiana public schools. Notable findings indicated that cyberbullying is a complex problem because the greatest amount of cyberbullying is occurring off-campus. This study found Facebook and other social media sites are the most common places for cyberbullying to occur; therefore, students need to be taught to use social media responsibly. Findings illustrated that female students were more likely to participate in cyberbullying, cellphones are used as a source for cyberbully, and there is a disparity between administrators regarding the effectiveness of Louisiana cyberbullying laws.
Jordanian Social Studies Teachers' Perceptions of Competency Needed for Implementing Technology in the Classroom
Author: Al Bataineh, Mohammad
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Technology Uses in Education,Technological Literacy,Educational Technology,Teacher Attitudes,Teacher Surveys,Likert Scales,Social Studies,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Secondary School Teachers,Correlation,Age Differences,Gender Differences,Teaching Methods,Statistical Analysis,Statistical Significance

This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the Technology in Education Survey (TIES). The scale ranged from 1-10, with 1 being the lowest score, indicating not important or not competent, and 10 being the highest score, indicating very important or very competent. Due to the cultural context of the study, the researcher used an Arabic-language version of the survey used by Al Ghazo (2008). The convenience sample (n = 221) was a blend of male (n = 135) and female teachers (n = 86). A significant interaction was found between age and gender of social studies teachers and their perceptions of competency needed to implement technology. Female teachers who were thirty or younger and who were thirty-one to thirty-nine scored the highest mean of perceptions of competency toward implementing technology in social studies classrooms, higher than all male teachers, while male and female teachers who were forty or older scored the same lowest mean (49.5) of perceptions of competency. Female teachers with the least teaching experience had high perceptions of competency for implementing technology in social studies classrooms, while female teachers with the most teaching experience had lower perceptions of competency than male teachers. The result of the study provides useful information to social studies educators, professional development leaders, national policy makers and teachers of social studies who are interested in understanding the factors that affect technology use in social studies classrooms in Jordan.
Humanity in the Digital Age: Cognitive, Social, Emotional, and Ethical Implications
Author: Yamamoto, Junko
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Cognitive Processes,Interpersonal Relationship,Ethics,Influence of Technology,Decision Making,Addictive Behavior,Self Control,Self Concept

Even though technology has brought great benefits to current society, there are also indications that the manner in which people use technology has undermined their humanity in some respects. In this article the authors frame human nature in terms of four dimensions: cognition, social interaction, emotion, and ethics. We argue that while basic human nature remains constant, the four dimensions are molded to some extent by interaction with our environment, particularly through the use of technology. As a powerful factor, we need to use technology in a way that human cognition, social interaction, emotion, and ethics are supported and not seriously disturbed by digital devices. Education can be a means of helping learners use technology in a positive way, minimizing its negative potential. This paper shows how people's choice and level of interaction with technology can allow them to live in harmony with technology. It also points to possible directions to teach healthy co-existence with technology. The suggestions include applying decision-making theory, increasing self-awareness, teaching academic honesty, and responding to problems with technology addiction through impulse control training and other programs.
The Use of Twitter in Large Lecture Courses: Do the Students See a Benefit?
Author: Ross, Heather M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Electronic Publishing,Web Sites,Large Group Instruction,Sense of Community,Educational Benefits,Undergraduate Students,Student Attitudes,Student Surveys,Likert Scales,Higher Education,Computer Mediated Communication,Psychology,Geography,Nursing

The purpose of this two-year quantitative study was to determine the usefulness of the micro-blogging tool Twitter in large classes for improving the students' sense of community and belonging. Three instructors of large classes were recruited to test the outcomes of using Twitter as a learning tool, one each from the Departments of Geography and Psychology, and the College of Nursing. Twitter was used as a learning tool to allow students to engage in discussion and ask questions in real time during class as well as outside of class. The method used by the authors included surveys that measured students' perception of their sense of community and belonging, their engagement with the Twitter portion of the course, and their thoughts on the use of Twitter for academic purposes in a higher-education classroom setting. Data about students' use of Twitter was further collected using the Twitter Archiving Google Spreadsheet tool. The authors conclude this study showed that Twitter, if integrated into the course and supported by instructor and/or assistants who are familiar with the use of Twitter, improved the sense of community reported by students.