ethanporcaro/eric-fulltext-meta huggingface dataset:
&apos;So Many Books They Don&apos;t Even All Fit on the Bookshelf&apos;: An Examination of Low-Income Mothers&apos; Home Literacy Practices, Beliefs and Influencing Factors
Author: Sawyer, Brook E.
Date: 2018-09-00
Type: Journal Articles
Subjects: Mother Attitudes,Low Income,Family Literacy,Academic Discourse,African Americans,Hispanic Americans,Preschool Children,Comparative Analysis,Puerto Ricans,Books,Language Acquisition,Parent Child Relationship,Stress Variables,Literacy Education,Intervention,Reading Motivation,Cultural Pluralism,Instructional Materials

Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children's development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of preschool children living in the United States. Specifically, research aims were to examine home literacy environment practices, beliefs and influential factors as well as to compare the home literacy environment of African-American and Latino, specifically Puerto Rican, families. Semi-structured interviews were conducted with 10 African-American and 10 Puerto Rican mothers. Data were analysed using the consensual qualitative research method. Twelve themes were identified: provision of educational materials, engagement with books, focus on print, implicit language opportunities, focus on other pre-academic skills, social interactions with books, influence of school, influence of other adults, parents' reading interest/ability, child's reading interest, parents' commitment to child's success and family stressors. Few differences emerged between African-American and Puerto Rican mothers. Implications for language and literacy intervention development are discussed.
Promoting Moral Literacy Teaching Competency
Author: Hollimon, Deborah
Date: 2009-00-00
Type: Journal Articles
Subjects: Literacy,Moral Values,Social Values,Public Education,Holistic Approach,Teacher Education Programs,Reading Material Selection,Teacher Competencies,Teacher Responsibility,Ethics

Despite the current focus on literacy in reading, mathematics, and science in public schools, throughout the history of education in the United States, educational purposes generally have included more than an emphasis of basic academic skills (Rothsetin, Wilder, &amp; Jacobsen, 2007, p. 9). Existing accountability systems that hold educators accountable &quot;solely for basic skills&quot; (p. 11) probably explain why moral literacy education is not a high priority and essentially ignored in public schools today (Tuana, 2007). Arguably, in a democratic society, schools need to go beyond teaching fundamental skills to teach the whole child (Scherer, 20007). Considering the societal, moral, and economic implications of narrowly focusing on academic content and skills, it is the authors' contention that moral literacy warrants consideration as an integral dimension of public education. Unfortunately, however, teachers may lack the pedagogical competencies for teaching moral literacy skills. This article asks the question: If teachers are to teach their students holistically, then should teacher education programs also reflect a holistic approach to preparing teachers? The authors contend that a course designed to formally engage teachers in authentic learning experiences such as researching and reflecting on moral literacy, selecting morally relevant reading materials, and involving students in community service learning projects should increase their moral literacy teaching competencies. Furthermore, teachers should become better qualified to cultivate in their students what Tuana (2007) has articulated as essential components of moral literacy--ethics sensitivity, ethical reasoning, and moral imagination. This article describes a proposed moral literacy course that would utilize Branson's (2007) model to guide teachers in a &quot;deeply structured process of self reflection&quot; (p.472). The list provides the focus, objectives, and preliminary content and activities for each of the 3 proposed modules.
School Leadership for Social Justice: A Critique of Starratt&apos;s Tripartite Model
Author: Scanlan, Martin
Date: 2007-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Social Justice,Leadership Styles,Barriers,Disadvantaged,Criticism,Educational Practices,School Administration,Catholic Schools,Institutional Mission,Moral Development,School Community Relationship,Principals,Administrator Attitudes,Family School Relationship,Private Schools,Disabilities,Minority Group Students,Poverty

Rather than treated as a discreet task or as an overarching orientation, leadership for social justice is more appropriately situated within a comprehensive theory of school administration, such as Starratt's (2003) model of leadership as cultivating meaning, responsibility, and community. Starratt's general model of educational leadership contextualizes social justice leadership practices in a broader context. The purpose of this article is to apply Starratt's model as an analytical lens to examine the practices of school leaders in schools that are focused on promoting social justice by reducing barriers to traditionally marginalized students. The multicase study reported here provides empirical evidence illustrating the strengths and limitations of this model as an analytic lens through which such leadership practices can be critiqued and improved.
A Second Look at an Ontario Provincial Student Success Initiative: An Emergent Ethic of Care
Author: Shields, Carmen
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,At Risk Students,Secondary School Students,Dropouts,Educational Change,Nontraditional Education,Nontraditional Students,Dropout Prevention,Credits,Culturally Relevant Education,Educational Environment,Caring

In 2003, the Ontario Government undertook a comprehensive multi-year Student Success Strategy to keep more young people learning to age 18 or graduation. This followed the release of a Ministry commissioned research report showing that Ontario's graduation rates lagged behind other provinces in Canada, and that up to 30% of students did not complete diploma requirements. As a result, from 2004 to 2007, the Government of Ontario, Canada provided funding to district school boards across the province for local development of 225 &quot;Lighthouse Projects&quot; designed for at-risk students who had difficulty coping with mainstream programming in secondary schools, or were at risk of dropping out of school, or who had already left school without graduating. The Lighthouse Projects Initiative (LPI) exemplified an approach to educational change that was radically different than the traditional top-down model in which changes are designed centrally and then mandated for adoption and implementation at the local level. Instead, this LPI illustrated a process of mutual engagement (Campbell, Elliott-Johns, &amp; Wideman, 2010) in which the central authority supported local projects to develop and evaluate creative solutions to shared problems. The experience of the LPI supported Furman's (2004) argument for valuing the development of shared leadership, local autonomy, and problem solving as a means of school improvement in the twenty-first century. Towards the end of the Ministry funded lifespan of the LPI a research study was undertaken by Curriculum Services Canada (CSC) who commissioned Wideman &amp; Shields (2007) to review the nature and impact of these initiatives. The research provided insights that were helpful for provincial and school board authorities to consider policies and directions to support program flexibility in schools to serve the needs of students for whom the traditional school program has proved inadequate. While officials were pleased with the outcome of that study, they felt that more insight could be gained from a second view of the LPI. The key focus of this article pertains specifically to the ethic of care that emerged from the analysis of the LPI data and it's implications for shared educational leadership.
The Translation of Ethics for the Teaching Profession into Vice Principal Leadership Practice
Author: Rintoul, Heather M.
Date: 2010-07-00
Type: Journal Articles
Subjects: Assistant Principals,Standards,Ethics,Caring,Trust (Psychology),Integrity,Decision Making,Educational Practices,Teacher Behavior,Teacher Student Relationship,Administrator Behavior,Self Control,Foreign Countries,Instructional Leadership,Metacognition

Teachers in Ontario, Canada, upon entering professional practice are required, as members of the teaching profession, to adhere to the ethical standards of the teaching profession in their commitment to students and student learning (Ontario College of Teachers, 2006). As set down by four the Ontario College of Teachers, these 4 ethical standards are: care, trust, respect, and integrity. Further, there are standards of practice for the teaching profession which provide a framework for professional practice in Ontario describing knowledge, skills and values inherent in the profession, to which all members must similarly adhere. As members of the College, vice principals too are guided by both the ethical standards for the teaching profession and the standards of practice for the teaching profession (Ontario College of Teachers, 2006). In the course of their professional practice, vice principals are required to uphold these guiding ethical standards in their interactions and decision-making with all educational stakeholders (Marshall &amp; Hooley, 2006; Rintoul &amp; Goulais, 2010 inpress). Such general interest questions and considerations served to create a backdrop and frame of reference for the authors study, and led them to the consideration and creation of their study purpose which was to use specific field examples quoted directly from the study's participants to demonstrate how the four ethical standards of care, trust, respect and integrity are translated into practice. The author suggest that perhaps professional ethics can only be interpreted and translated subjectively. They further propose that, in the effort to act in a professionally ethical way in managing the day-to-day school-based dilemmas on the job (with scant preparatory training in ethical decision-making) vice principals use strategies of self-regulation to guide their ethical behaviour.
Formalizing Thinking for Morally Responsive Administration
Author: Wagner, Paul
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Administration,Ethics,Decision Making,Preferences,Value Judgment,Educational Planning,Theories,Educational Benefits,Equations (Mathematics),Computation

In this article the author writes that identifying proper moral preferences should not be something that administrators have to deliberately think about before decision-making. Paul Wagner begins the discussion by saying that ideally, the identification of operative moral principles should persist throughout the decision-making process itself. To this end, contemporary decision theory addresses preference making -- including the making of moral preferences-- by identifying values as phenomena that can be proportionally weighted every bit as much as monetary currency. He says further that currency of all kinds, economic, aesthetic, moral and so on, may be converted into a system of utils calibrated to the decision task at hand (Broome, 1991). In the argument that is made in this article, the claim is that modern decision theory can show how moral preferences can be properly calculated within the decision process itself and not left to some well-meaning prelude to actual calculations (Heath, 2008). The theory is presented that the entailment of moral preferences within the decision-process itself ensures moral preferences remain operative throughout planning and other decision-making practices.
Using Moral and Ethical Frameworks as Instructional Tools in High School Senior English Classes
Author: Jagger, David A.
Date: 2007-00-00
Type: Journal Articles
Subjects: High School Seniors,Moral Values,Ethics,English for Academic Purposes,Literature,Critical Literacy,Leadership,Research,Decision Making,Classics (Literature),Student Attitudes

In the experimental venture reported in this article, moral and ethical frameworks are applied to an Academic English 12 class. Using this work as an extension of the existing research on moral literacy and moral leadership, high school seniors apply the frameworks to literary characters in canonical texts. Such an approach is an amalgamation of Freirean Constructivist pedagogy, critical literacy, moral education, and ethical leadership studies. The objective of the learning is to foster dialogue and the resulting consideration by the students of ethical decision-making and their own values as they prepare to graduate from high school and enter their adult lives. For this class, they read Geoffrey Chaucer's &quot;The Knight's Tale&quot; (1994), William Shakespeare's &quot;The Tragedy of Hamlet, Prince of Denmark&quot; (1992), and William Golding's &quot;Lord of the Flies&quot; (1954). Students were assigned the task of choosing a character and identifying the values exhibited in that character's actions. Students were generally able to separate their own ethical postures from those of literary characters after discussions and presentations of ethical and moral frameworks.
School Leadership for Diversity and Inclusion--Meeting the Multicultural Challenge in Sweden
Author: Norberg, Katarina
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,Instructional Leadership,Cultural Pluralism,Ethnicity,Religion,Second Languages,Educational Change,Public Agencies,Educational Improvement,Municipalities,Inservice Teacher Education,Change Agents,Student Diversity,Program Descriptions,Leadership Training,Democratic Values,Principals,Multilingualism,Disadvantaged,Administrator Attitudes,Ethics,Immigration,Inclusion,Second Language Learning,Swedish

Educational leadership in Sweden has reached a turning point. There is now a widespread acceptance of the fact that Sweden increasingly has many citizens whose origins and/or upbringing are non-European. In turn, the school has become a multicultural meeting place where previous assumptions about curriculum consensus and cultural order have been disturbed. The increased immigration from outside Europe has sharply raised the multicultural issue for Swedish schools. Ethnic and religious diversity and the increasing percentage of students with other traditions and languages have combined to challenge a traditional presumption of homogeneity and have evoked the need for educational changes. The National Agency for School Improvement in Sweden has acknowledged this condition. In response, one of its priorities has been to improve educational circumstances for students in ethnically segregated areas. As a result, an in-service training program was established for teachers in 32 municipalities with the intention of strengthening municipality and school structures and methods as a way to enhance students' progress and attainment. As change agents in these municipalities, school leaders participated in a &quot;Leadership for Diversity&quot; program. Using lectures, group discussions and tutoring, the program aimed to deepen the understanding school leaders have of schooling in a pluralist democracy. Specifically, the goals of this program were: strengthening and developing the principals' understanding and knowledge of multilingualism and ethnicity; enhancing their ability to identify priorities and implement necessary changes; and supporting and developing their courage to reorganize support for marginalized students. This article documents and discusses the responses of 70 principals to this program.
Beyond Authenticity: Contemporary Leadership from a Worldview Perspective
Author: Branson, Christopher
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Leadership,World Views,Leadership Responsibility,Postmodernism,Administrator Behavior,Administrator Role,Research

This article utilizes an acceptance of an evolutionary pattern in how humans have understood the nature of leadership in order to extend this pattern into the 21st century. Based on the works of numerous writers, such as Gebser, Sorokin, Bellah, Habermas, Foucault, Berger, and Wilber, it is possible to outline the origins of predominant worldviews where some form of leadership was noted. These origins of worldviews are summarised as the magical context, the mythical context, the agrarian context, the modernity context, and the post-modernity context. By examining how the nature of leadership has evolved from these contexts, a pattern becomes perceptible. This perceptible pattern can then be applied to the contemporary theory of leadership to ensure it more accurately guides current leadership research and practice.
Environmental Education in the Science Curriculum in Different Countries: Turkey, Australia, Singapore, Ireland, and Canada
Author: Derman, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Cross Cultural Studies,Cultural Differences,Elementary Education,Learning Activities,Secondary Education,Physics,Biology,Chemistry,Science Instruction

This study aimed to compare the objectives of environmental education topics in various countries. The present study is a qualitative study and content analysis was used to analyze the data. The results revealed that the categories of the objectives regarding the environment topic in the primary education were found to be higher in Turkey compared to other countries. The concept of the ozone layer in chemistry curricula and the concept of biodiversity in biology curricula were intensively included. No country had objectives regarding all subcategories in primary education. There are no objectives regarding field trip in physics subject in all countries. Objectives regarding the category of identifying issues and research question were included only in Australia. However, the activities for environmental education were determined to be at a low level in all the countries.
A Critique of Zero Tolerance Policies: An Issue of Justice and Caring
Author: McCray, Carlos
Date: 2006-00-00
Type: Journal Articles
Subjects: Zero Tolerance Policy,African American Students,Males,Racial Bias,Gender Bias,Disproportionate Representation,Suspension,Expulsion,Student Behavior,Ethics,Social Justice,Board of Education Policy,Leadership Responsibility,Crime,Violence,Moral Values

The overwhelming response to the issue of school violence schools has been an increasing presence of zero tolerance policies. Research has consistently found that students of color, specifically African American students and in particular males, tend to be disproportionately affected in a negative way when school systems implement zero tolerance policies. The number of African Americans expelled from school because of zero tolerance policies is not benefiting African American people. Instead, this increased rate in suspension and expulsion also increases the possibility that many African Americans will experience a life of crime and violence (Day-Vines &amp; Day-Hairston, 2005; NCES, 2003). Under zero tolerance, there is little latitude for students to be reprimanded in some other way than severe penalties by teachers. This paper analyzes the ethic of justice, using the utilitarian, libertarian, and liberal egalitarian principles (philosophical values of the liberal democratic tradition) to further investigate the ethical and moral ramifications of zero tolerance policies. After reviewing the ethical principles and applying them to zero tolerance policies, it has been revealed that there are a plethora of ethical concerns. One final component that needs to be added to the discussion is the leadership implications for administrators who are in school districts where zero tolerance policies exist. The question has to be asked as to whether administrators perceive themselves as acting ethically when enforcing zero tolerance policies. Because of the implications that a zero tolerance policy might have on a student, school districts should implement such policies cautiously and make every effort to understand how they affect the decision-making ability of school leaders as well as the impact it has on students and parents.
Candidate Classroom Teachers&apos; Perceptions about Being Scientific in the Context of Pseudoscience
Author: Es, Huseyin
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientific Attitudes,Intervention,Preservice Teachers,Foreign Countries,Preservice Teacher Education,Student Teacher Attitudes,Science Instruction,Scientific Concepts

The current study, aiming at investigating the perceptions of candidate classroom teachers for being scientific and examining the effect of the intervention comprising particular characteristics of demarcation on those perceptions, was interpretative in nature. Two data sources were utilized in order to determine their pre and post perceptions. Candidates performed poorly in the process of concluding on the status of pseudoscientific knowledge claims. But, after the intervention that based on pre-determined characteristics, the guided participants were seemed to reason more validly and able to evaluate the status of the cases they investigated for being scientific or not.
An Aristotelian Framework for the Development of Ethical Leadership
Author: Brooks, Jeffrey S.
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Instructional Leadership,Ethics,Administrator Education,Moral Development,Values Education,Reflective Teaching,Problem Based Learning,Teaching Methods,Decision Making,Logical Thinking,School Administration

Many educational philosophers and researchers have argued the importance of including ethical study and reflection in educational preparation programs, both for prospective teachers and administrators. Among other potential benefits, a moral foundation allows educators to evaluate current practices and assess their work amidst a seemingly never-ending onslaught of instructional fads, trends, methodologies and ideologies. This article presents one approach which may help educational leaders develop a moral grounding for their work. By teaching students the ethical concepts of character, emotion and logic, and simultaneously making them aware that these abstract concepts function at theoretical, practical, and wise levels which are at times contradictory and at others conciliatory, leaders might enter the field better equipped to act with ethical orientation. Engaging in reflective practice and problems-based learning activities designed to challenge their growing understanding of ethos, pathos, and logos, and supporting each individual's creation of a coherent ethical system which can direct their decision making processes, educational leaders at all levels may well be prepared for the moral imperative of leading schools into the 21st century.