ethanporcaro/eric-fulltext-meta huggingface dataset:
Contemporary Educational Leadership and Its Role in Converting Traditional Schools into Professional Learning Communities
Author: Alkrdem, Mofareh
Date: 2020-07-00
Type: Journal Articles
Subjects: Instructional Leadership,Barriers,Leadership Effectiveness,Leadership Role,Communities of Practice,Educational Change,Educational Improvement,Administrative Organization,School Administration,Teamwork,Information Technology,Capacity Building,Leadership Styles,Participative Decision Making,Organizational Culture,Professionalism

The dynamics of school as a single source of knowledge have changed, which eliminate the organizational obstacles that hinder its learning process and endeavor towards the construction of a leadership competence. The ability of an organization to construct and support the professional learning communities depends on its ability to improve and support an individual. This study therefore aims to investigate the role of contemporary educational leadership in converting traditional schools into professional learning communities. The current study has adopted one of the developmental approaches that simultaneously represent contemporary trends in improving the school. An increase is found among the school staff related to the improvement and development of the project concerning its planning, organizing, implementation, and evaluation. The implementation of reformative perspective increases the desire towards the implementation of decentralization. The work teams are successful in fulfilling all tasks and solving the problems that are encountered by the leaders and members of the team. The concern towards investment in the information and communication technology has been growing to build the leadership capacities of the members of teamwork.
Organizational and Environmental Contexts Affecting School Principals&apos; Distributed Leadership Practices
Author: Börü, Nese
Date: 2020-07-00
Type: Journal Articles
Subjects: Principals,Participative Decision Making,Leadership,Foreign Countries,Elementary Schools,School Culture,Barriers,Administrator Attitudes,Institutional Characteristics,Institutional Environment,Social Influences,Cultural Influences,Educational Policy,Family School Relationship,Administrative Organization

The aim of this study is to determine the organizational and environmental contexts that affect the distributed leadership behaviours of school principals working in primary schools in Turkey. A phenomenological research approach has been adopted and data was collected via semi-structured interviews conducted with 15 primary school principals. Maximum variation sampling strategy is used in recruiting participants and the collected data was analysed using content analysis. The results suggested that legislations, school culture, parents' and students' culture, national culture, and centralized and bureaucratic structure affect the attitude school principals distribute the leadership in schools. School principals generally do not want to share leadership with teachers or parents. While the justification about teachers is based on their reluctance to take responsibility or the negative competition between them, the justification for parents is based on the potential of parents' leadership to be a threat towards social justice at school. In addition, the law puts more responsibility on school principals, pushing them to become the leader of the school. However, school principals do not have as much authority as responsibility at schools. Thus, the hierarchical structure that intensifies the power in the center will provide more effective control over the school.
The Research Topics of Leadership: Bibliometric Analysis from 1923 to 2019
Author: Samul, Joanna
Date: 2020-07-00
Type: Journal Articles
Subjects: Leadership,Educational Research,Bibliometrics,Organizational Theories,Leadership Styles,Leadership Qualities,Leaders,Periodicals,Leadership Effectiveness

Leadership phenomenon is characterized by unflagging interest among scientists in the field of management and education. This is one of the reasons why various theories, concepts and topics of leadership are propounded in literature. The current paper examined the trends of leadership publications, the most common topics of leadership, and whether the research topics have followed a coherent progression. A literature review was conducted in order to understand what has been done until now. Using a bibliometric analysis, the current paper summarized 12,235 publications on leadership from the Web of Science database, spanning the period from 1923 to 2019. The findings obtained indicate growing number of leadership publications and the following research topics: leadership management, leadership performance, leadership model, leaders' behaviors, leaders' personalities and team leadership which are related to each other. Moreover, the results also show a weakening interest in 'hard' aspects of leadership in a 'soft' direction.
The Analysis of Alternative Distance Learning Implementation into the System of General Professional Training of Teachers
Author: Medynska, Nataliia N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Active Learning,Preservice Teachers,Student Motivation,Instructional Effectiveness,Career Readiness,Educational Quality,Online Courses,Learning Activities,Cognitive Processes,Case Method (Teaching Technique),Student Projects,Portfolios (Background Materials),Discussion (Teaching Technique)

The purpose of the study was to justify and check experimentally the efficiency in the application of distance learning technologies to ensure future teachers' readiness to pedagogical work in the process of general professional training. The quasi-experimental research was conducted while delivering the disciplines of &quot;Pedagogics&quot; and &quot;Psychology&quot; included in the cycle of general professional training. The levels of motivational, activity-oriented, and cognitive components of future teachers' readiness to pedagogical work were measured using the determination methodology for the factors of the profession's attractiveness developed by Yadov, the questionnaire entitled &quot;The identifier of problematic dominant level in the process of addressing pedagogical tasks&quot;, and the results of the final tests. To analyse the results obtained and to study objectively dynamics of changes in activity orientated, cognitive, and motivational elements, the research has used methods of mathematical data processing and a STATISTICA software for statistical analysis. The research found the efficiency of distance courses implementation with active teaching methods on the development of all components of future teachers' readiness to pedagogical work. The author concluded that in the context of the general professional training of teachers and adaptation to the peculiarities of distance learning, the most efficient methods are the following: case-study, a problem-oriented lecture, a method of projects, portfolio, and discussion. In the view of the author, distance educational technologies, means of virtual visualisation and interactive content help broaden the didactical potential of active methods of pedagogical interaction and diversify delivery of the training material.
The Impact of the Reading Engagement Model on the 6th Graders&apos; Reading Comprehension Achievement
Author: Mete, Gülsah
Date: 2020-08-00
Type: Journal Articles
Subjects: Reading Instruction,Instructional Effectiveness,Grade 6,Notetaking,Questioning Techniques,Cloze Procedure,Learner Engagement,Reading Strategies,Reading Motivation,Secondary School Students,Reading Comprehension,Group Discussion,Cooperative Learning,Foreign Countries

Reading is a cognitive process in which the mind works with the sensory organs to decode and interpret the symbols, and the achievement in this process is assessed through the reading comprehension skills. Reading comprehension skills have a pivotal role both in individuals' educational lives and personal development. The studies indicate that individuals who do not comprehend what they have read or have not improved their comprehension skills experience failures in every period of their lives compared to the others. Therefore, this study focusing on a model to develop reading comprehension skills is quite crucial. Aiming to examine the impact of the Reading Engagement Model on the 6th graders' reading comprehension achievement and engagement in reading, the study adopted the Pretest-Posttest Control Group design. 62 students at the 6th grade participated in the control and experimental groups. In the experimental group, 36 class hours of implementations focusing on the Reading Engagement Model were carried out and the reading comprehension strategies as Cooperative Discussion and Questioning Strategy, Note-taking Strategy, and Cloze Technique were taught. In the control group, the activities in the coursebook were implemented as defined in the current curriculum. At the beginning and end of the 6- week implementations, to measure the reading comprehension achievement, the Reading Comprehension Achievement Test, and to evaluate their reading engagement levels, the Reading Engagement Index were applied to the groups as pretests and posttests. The SPSS program was utilized for the test analyses. Accordingly, the experimental group implemented the Reading Engagement Model indicated a significant difference relative to the control group. Hence, in the experimental group, the students' reading comprehension achievements and reading engagement levels increased relatively. Concerning the results of the study, some implications have been reflected.
Integrating a Global Inclusive Perspective into Coursework for Pre-Service Teachers
Author: Ottley, Jennifer R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Inclusion,Preservice Teacher Education,Preservice Teachers,Student Diversity,World Views,Early Childhood Education,Active Learning,Student Projects,Consciousness Raising,Multicultural Education,Cultural Awareness,Young Adults,Knowledge Level,Student Attitudes,Competency Based Education

Intercultural competence is a necessary disposition for teachers in the United States who instruct an increasingly diverse group of P-12 students in inclusive settings. Viewing the world and inclusive practices from multicultural and global perspectives can be difficult when the majority of one's experiences occur within their own culture. The purpose of this qualitative case study was to describe how a teacher educator connected her 40 early childhood pre-service teachers to broader national and global inclusive practice issues via project-based learning activities. Data were collected using a brief, researcher-developed questionnaire and analyzed using thematic pattern analysis and constant comparison methodology. Findings show that pre-service teachers knew little about the global issues prior to the activities, were interested and engaged in the activities, developed global knowledge and perspectives through participation, and held varying levels of cultural competence after participation. While growth in knowledge regarding national and global inclusive practices is important, teacher educators should make concerted efforts to expand teachers' perceptions beyond monocultural views into deeper, multicultural perspectives regarding global inclusive practice.
Emotional and Behavioral Risk Configurations, Students with Disabilities, and Perceptions of the Middle School Ecology
Author: Chen, Chin-Chih
Date: 2020-09-00
Type: Journal Articles
Subjects: Students with Disabilities,Middle School Students,Interpersonal Competence,Grade 6,Academic Achievement,Peer Acceptance,Interpersonal Attraction,Athletics,Ability,Prosocial Behavior,Student Characteristics,Positive Behavior Supports,Student Adjustment,Student School Relationship,Bullying,At Risk Students

Perceptions of the ecology and middle school transition are examined in relation to interpersonal competence patterns (ICPs) of approximately 3,000 sixth graders (46.2% boys) including 415 students with disabilities from 26 metropolitan schools. Teacher ratings of students' academic competence, externalizing and internalizing behavior, popularity, physical attractiveness/athletic ability, and friendliness are used to determine students' ICPs. Using latent profile analyses, distinct ICPs are identified, including Model (high adaptive), Average, Tough (popular-aggressive), Passive (shy, withdrawn), and Troubled (low adaptive) for boys and girls, respectively. Although students with disabilities are overrepresented in Passive and Troubled ICPs and underrepresented in the Model ICP, 804 students without disabilities (367 boys) were identified in risk ICPs (i.e., Passive, Tough, Troubled) compared with 197 students with disabilities (128 boys). Risk ICPs are differentially associated with students' perceptions of the school ecology and the transition experience of students with disabilities. Implications for Multitiered Systems of Support and the tailoring of interventions are considered.
The Role of Psychosocial Factors in Predicting Students&apos; Achievement Outcomes in Physical Education
Author: Zhang, Peng
Date: 2020-07-00
Type: Journal Articles
Subjects: Individual Characteristics,Predictor Variables,Academic Achievement,Physical Education,Personal Autonomy,Competence,Self Efficacy,Academic Persistence,Middle School Students,Student Attitudes,Teacher Student Relationship,Self Determination,Student Motivation

Social cognitive theory depicts student learning in terms of the interrelationship among motivational behavior, social environmental factors, and personal factors, which offers an appropriate theoretical framework for understanding student achievement outcomes in education. Limited research, however, has examined how these factors were interacted in a school physical education (PE) setting. The major aim of the present study was to probe the associations among perceived teachers' support for autonomy, competence, relatedness, self-efficacy, persistence/effort, and students' intention for future participation in middle school students by testing a theoretical model based on the social cognitive theory and self-determination theory. 211 students (109 boys, 102 girls; M[subscript age] = 12.44; SD = 0.99) enrolled in a suburban public school in the United States participated into the study. These participants completed validated survey questions that assessed their perceived teachers' support for autonomy, competence, relatedness, self-efficacy, persistence/effort, and intention for future participation in PE. Positive relationships were revealed among the variables through correlation analyses. A structural equation modeling (SEM) analysis revealed that the hypothesized model demonstrated a good fit with the data (X[superscript 2] /df = 9.1/7= 1.3, p = 0.249; RMSEA = 0.04; CFI = 0.99; NFI = 0.98; GFI = 0.96). Self-efficacy partially mediated the relationship between perceived teachers' support and students' achievement outcomes in PE. The results demonstrated that perceived teachers' support for autonomy, competence, and relatedness may enhance students' self-efficacy and motivated behaviors in PE. Self-efficacy partially mediated the relations of perceived teachers' support and motivated behaviors such as persistence/effort and intention for future participation in PE. Thus, creating a supportive class climate and enhancing students' self-efficacy should foster students' engagement in PE classes.
Landscapes of Literacy: The Challenges of Reading Cree-English Dual Language Picture Books as a Decolonizing Strategy
Author: Crandall, Joanie
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Picture Books,Bilingual Instructional Materials,American Indian Languages,Language Maintenance,Culturally Relevant Education,Native Language Instruction,Illustrations,Cultural Awareness,Reading Materials

The article theorizes the possibilities of a decolonizing methodology in a reading of David Bouchard's Cree-English dual language picture books &quot;Nokum is My Teacher&quot; and &quot;The Drum Calls Softly.&quot; Paulo Freire's (1971) call to educators to become teacher-learners and Luis Urrieta Jr.'s (2007) concept of &quot;figured worlds&quot; as they relate to forms of identity work to inform the reading. The article suggests that not only can dual language picture books be read as social documents, but also that reading these texts as a decolonizing strategy provides opportunity for dialogic engagement across cultural boundaries.
Exploring Teachers&apos; Conceptual Uses of Research as Part of the Development and Scale-Up of Research-Informed Practices
Author: Brown, Chris
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Utilization,Early Childhood Teachers,Theory Practice Relationship,Research and Development,Educational Research,Intervention,Teacher Attitudes,Educational Improvement

Research Informed Teaching Practice has become a fundamental aspect of educational reform in the modern world, aiding the development and improvement of teaching and learning, decision-making and the school improvement agenda in general. This article presents the findings from a small-scale study across three infant schools in England involving 15 teachers that found that teachers use of research tends to be conceptual in nature. RITP is achieved through an approach that can help teachers engage effectively with research evidence in order to adapt existing research/research-informed interventions to achieve the desired impact. The requirements for this type of conceptual research use tends to have a functional and measurable nature linked to continuous quality improvement.
Touring Turtle Island: Fostering Leadership Capacity to Support First Nations, Métis, and Inuit Learners
Author: Wallin, Dawn C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Study,Summer Programs,Leadership Training,Cultural Awareness,Canada Natives,Indigenous Populations,Critical Theory,Race,Culturally Relevant Education,Indigenous Knowledge,Leadership Responsibility,Public Schools,Foreign Countries,Teacher Education,Racial Bias,Whites,Minority Group Students

This paper reports on findings from a research study that examined the design, delivery, and effects of a graduate level summer institute, the aim of which was to foster the capacity of educational leaders to support First Nations, Métis, and Inuit (FNMI) learners. Our study is conceptually framed using elements of critical race and Whiteness theory, and red pedagogy/culturally relevant pedagogy. We designed the institute and our methods around Kirkness's and Barnhardt's (1991) 4 R's of success in higher education environments: relevance, reciprocity, responsibility, and respect. Data for the study were gathered using a qualitative, inquiry-based methodology, and articulated using Indigenous storywork and story. The primary data sources included online surveys and sharing circles conducted with past students of the course. Findings suggest that the summer institute helped to disrupt colonial assumptions; increase respect for Aboriginal knowledges, values, and experiences; offer relevance to educators who were able to use the learnings of the course in their own professional contexts; affirm the need for reciprocity between schools and FNMI families; and develop educational leaders' sense of responsibility to ensure FNMI learners are supported in the public school system.
Liberalism, Advanced Liberalism, and the Governmental Policy Challenge in Education
Author: Brown, Douglas
Date: 2014-00-00
Type: Journal Articles
Subjects: Political Attitudes,Educational Policy,Educational Theories,Governance,Power Structure,Freedom,Public Policy,Neoliberalism,Policy Analysis,Foreign Countries,Political Influences

&quot;Governmentality,&quot; as credited to Michel Foucault, was developed later on in the theorist's life. In Foucault's understanding of government, or governmentality, our sources of regulation are anchored in the programmes, policies, strategies, methods, thoughts, and actions of our everyday conduct. Governance becomes more a methodology, a practice or rational way of doing things, affecting the way in which power is exercised over ourselves and others. Thus, as governance moves past fixed understandings concerning hierarchical power (state and civil society) subject freedom becomes participant in forms of state organization and regulation. Foucault's approach towards liberalism begs an analysis rationalizing political and educational forms of governance as such an activity. Here liberalism may be viewed as a reflective way of doing things, a method for rationalizing government practices, in that the state will profit and boost control by actually doing less over a citizenry. Under advanced liberalism (neoliberalism) the pathways of state government and self-government collide with even less frequency. Control then is more characteristically the mandate of the individual as citizens become experts of themselves, exerting rituals of personal regulation over bodies, conduct, and minds. This paper scrutinizes the influences of both liberal and advanced liberal administrative streams in Canadian educational policy, asking stakeholders to think long and hard on what is asked of our profession.
Coming Full Circle: White, Euro-Canadian Teachers&apos; Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Aboriginal Education
Author: Madden, Brooke
Date: 2014-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Teaching Methods,Educational Practices,Canada Natives,Social Justice,Teacher Education,Urban Education,Culturally Relevant Education,Indigenous Knowledge,Cultural Differences,Racial Bias,Whites,Race,Foreign Countries

This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers' narratives are organized using the Anishinaabe medicine wheel, anchoring the exploration of the following five directions and associated decolonizing processes: teachings from the centre/positioning, teachings from the east/honouring, teachings from the south/understanding, teachings from the west/doing, and teachings from the north/knowing. This paper concludes with a discussion of how White, Euro-Canadian teachers' decolonization informs the fields of Indigenous education, teacher education, and narrative inquiry.
Contextualizing Science Learning through Agricultural Free-Choice Learning Opportunities in Your Backyard
Author: Stofer, Kathryn A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Education,Informal Education,Field Trips,Agricultural Education,Active Learning,Learning Experience,Information Seeking,Curriculum Enrichment,Higher Education,Web Sites

Contextualizing science and STEM learning through agriculture can bring both science and agriculture to new audiences, and improve understanding of both fields. Such agriscience education benefits from informal education resources to support classroom work, but teachers may struggle to locate cost-effective free-choice learning resources in their area. This case study categorizes the various agriscience nonformal education resources that Gainesville, Florida, has to offer within the city limits and open to the general public. We found destinations and events through web searches, brochures, and ideas from local residents. Using constant comparative methods, we categorized 90 resources in 11 categories. While our study took place in a well-resourced part of the world, many resources we identified could exist with minimal infrastructure. This categorization will serve as a guide for teachers looking for local field trip destinations and informal agriscience education resources and for researchers interested in the spectrum of informal agricultural education or science education resources in their area.