ethanporcaro/eric-fulltext-meta huggingface dataset:
No Child Left Behind and Administrative Costs: A Resource Dependence Study of Local School Districts
Author: Neely, Stephen R.
Date: 2015-03-09
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Expenditures,School Districts,Educational Policy,Accountability,Federal Aid,Educational Finance,Effect Size,Costs,Educational Administration,Longitudinal Studies,Census Figures,Statistical Analysis,Elementary Secondary Education,Regression (Statistics)

This study considers the impact of federal funding on the administrative expenditures of local school districts since the passage of the No-Child-Left-Behind (NCLB) Act of 2001. Under NCLB, federal education funds were made contingent upon a variety of accountability and reporting standards, creating new administrative costs and challenges for local school districts. According to the premises of resource dependence theory, these increases in administrative costs will likely be most pronounced among those local districts with the greatest reliance on federal revenue. Repeated measures models are constructed for a multi-state sample of public school districts to test the extent to which these policy changes may be influencing administrative expenditures at the local level. While effect sizes are small, the results do demonstrate a significant resource dependence effect, suggesting that districts with greater reliance on federal revenue are experiencing larger increases in administrative expenditures over time.
Expanding Downward: Innovation, Diffusion, and State Policy Adoptions of Universal Preschool
Author: Curran, F. Chris
Date: 2015-03-23
Type: Journal Articles
Subjects: Educational Policy,State Policy,Preschool Education,Access to Education,Predictor Variables,State Government,Geographic Location,Proximity,State Legislation,Educational History,Politics,Hypothesis Testing,Expenditures,Family Income,Regression (Statistics),Databases

Framed within the theoretical framework of policy innovation and diffusion, this study explores both interstate (diffusion) and intrastate predictors of adoption of state universal preschool policies. Event history analysis methodology is applied to a state level dataset drawn from the Census, the NCES Common Core, the Book of the States, and other sources. Significant predictors of policy adoption include greater Democratic control of the state legislature and the prolonged presence of a targeted preschool program. Regional proximity is not found to be a significant predictor of policy adoption. Implications for policy and practice are discussed.
A Value-Added Study of Teacher Spillover Effects across Four Core Subjects in Middle Schools
Author: Yuan, Kun
Date: 2015-03-30
Type: Journal Articles
Subjects: Teacher Effectiveness,Middle School Teachers,Middle School Students,Academic Achievement,Mathematics Achievement,Language Arts,Science Achievement,Social Studies,Achievement Tests,Scores,Grade 7,Grade 8,Urban Schools,School Districts,Teacher Influence

This study examined the existence, magnitude, and impact of teacher spillover effects (TSEs) across teachers of four subject areas (i.e., mathematics, English language arts [ELA], science, and social studies) on student achievement in each of the four subjects at the middle school level. The author conducted a series of value-added (VA) analyses, using multiple years of state achievement test scores in the four tested subjects for students at grades 7 and 8 from an urban school district in the Southern US. Results showed evidence that mathematics and ELA teachers jointly contributed to student achievement in mathematics and ELA. ELA teachers also showed TSEs on student achievement in science (at grade 8 only) and social studies (at both grade levels), with ELA teachers' effect sizes close to or even greater than those of the own-subject teachers at grade 8. Results also showed that controlling for TSEs slightly decreased the variation and precision of teachers' VA scores and changed the quartile rankings of individual teachers' VA scores for a non-negligible group of teachers (11%-25%). On average, the percentage of teachers whose VA rankings were affected due to controlling for TSEs was greater for test subjects with TSEs than subjects without TSEs. Results challenge the current practice of ignoring teachers' TSEs when estimating teachers' VA scores. Results also support the use of group-based incentive plan when rewarding secondary mathematics and ELA teachers based on student achievement growth in these two subjects.
On Doing an Analysis of Equity and Closing the Opportunity Gap
Author: Verstegen, Deborah A.
Date: 2015-04-06
Type: Journal Articles
Subjects: Equal Education,Public Schools,Educational Finance,Resource Allocation,Funding Formulas,Statistical Analysis,Student Costs,Population Distribution,Educational Opportunities,Educational Policy,Elementary Secondary Education,Educational Development,Educational Principles,Financial Policy,Fiscal Capacity,School District Wealth,Statistical Data,Educational Equity (Finance),Academic Achievement

Is public education equitable and does it provide an equal opportunity to all children and youths? Equity in public school funding is a critical issue facing all communities and has been addressed by the courts in all but five states. A key focus is on funding gaps between rich and poor school districts. Recently, attention has turned to the relationship between funding gaps and the opportunity gaps that have real and important impacts on student outcomes. This research provides a comprehensive analysis of equity in a western state of the U.S.A. Fifteen quantitative statistics, weighted for high-cost students, sparsity, district population, and the cost of education, are calculated and discussed. It was found that there are large opportunity gaps among school districts and they are linked to local wealth. This makes the quality of education a function of local wealth that abridges equal opportunities to learn and to be successful, for children and youth in schools and classrooms. Implications for closing the opportunity gap are discussed in the final section.
No Stone Left Unturned: Exploring the Convergence of New Capitalism in Inclusive Education in the U.S.
Author: Waitoller, Federico R.
Date: 2015-03-23
Type: Journal Articles
Subjects: Inclusion,Mainstreaming,Educational Change,Educational Improvement,Urban Schools,Discourse Analysis,Documentation,Content Analysis,Interviews,Observation,Video Technology,School Personnel,Neoliberalism,Disabilities,Special Education,Communities of Practice,Educational Technology,Educational Quality,Elementary Schools,Verbal Communication,Language Usage,Student Characteristics,Teacher Characteristics,Teacher Attitudes

This paper examines how inclusive education reform is appropriated when New Capitalism work practices dominate the discourse of school improvement in an urban school. We asked how New Capitalism mediates the formation of a professional vision for inclusive education. Using analytical tools from Critical Discourse Analysis (CDA), we analyzed school, district, and university documents and artifacts, interviews, field observations gathered by site professors, videos of teachers' classroom practices, and video-stimulated interviews. The findings demonstrate how New Capitalism shaped a professional vision (Goodwin, 1994) for inclusive education through the deployment of certain technologies such as performativity and its graphic displays of quality and auditing practices. Performativity shaped relationships among school personnel and their understanding of their work, inclusive education, and students from ethnic minorities struggling to learn. Our discussion of the findings and our recommendations are guided by an inclusive education agenda that addresses issues of misdistribution, misrecognition, and misrepresentation.
Identification of Elementary Teachers' Risk for Stress and Vocational Concerns Using the National Schools and Staffing Survey
Author: Lambert, Richard G.
Date: 2015-04-13
Type: Journal Articles
Subjects: Elementary School Teachers,Stress Variables,At Risk Persons,National Surveys,Job Satisfaction,Teacher Persistence,Teaching Conditions,Labor Turnover,Classroom Environment,Student Behavior,Professional Autonomy,Teacher Characteristics,Institutional Characteristics,Classification,Job Security,Teaching (Occupation),Class Size,Student Characteristics,Behavior Problems,Limited English Speaking,Disabilities

Transactional models of stress suggest that elementary teachers who appraise classroom demands as higher than classroom resources are more vulnerable to stress and likely to experience vocational concerns. Previous research using the Classroom Appraisal of Resources and Demands (CARD), a measure designed to assess teacher perceptions of classroom demands and resources, has supported transactional models with local samples. The current study replicated this previous research with two waves of large nationally representative data from the Schools and Staffing Survey (1999-2000 and 2007-2008). Theoretically-predicted differences were found, suggesting that an understanding of individual elementary teachers' perceptions of demands and resources in the classroom could have important implications for policy and research aimed at addressing teachers' vocational concerns.
Faculty Observables and Self-Reported Responsiveness to Academic Dishonesty
Author: Burrus, Robert T., Jr.
Date: 2015-00-00
Type: Journal Articles
Subjects: Cheating,Surveys,Teacher Attitudes,College Faculty,Ethics,Punishment,Teaching Experience,Academic Rank (Professional),School Policy,College Students,Models,Regression (Statistics)

Prior to 2009, a mid-sized public institution in the southeast had a faculty-driven honor policy characterized by little education about the policy and no tracking of repeat offenders. An updated code, implemented in August of 2009, required that students sign an honor pledge, created a formal student honor board, and developed a process to track and hold accountable, repeat offenders. Self-reported data on faculty vigilance to detect and punish cheating is collected both prior to and after a change in the honor code at a mid-sized public institution in the southeast. We find that, at the time of the first survey, full professors and faculty with a longer duration of employment were more likely to claim vigilance in cheating detection and harshness in punishing cheaters than newer, untenured faculty. The relationship between these factors and detection and harshness diminished when the honor code was enhanced.
The Use of Twitter in the Creation of Educational Professional Learning Opportunities
Author: Ross, Carrie R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Networks,Computer Mediated Communication,Electronic Publishing,Web Sites,Telecommunications,Professional Development,Technology Integration,Teachers,Use Studies,Teacher Surveys,User Satisfaction (Information),Electronic Learning,Asynchronous Communication,Teacher Collaboration,Mixed Methods Research,Interviews

This study sought to examine how educators are using Twitter to increase their professional learning opportunities beyond the boundaries of traditional professional development offers, and whether educators feel a greater sense of fulfillment receiving professional development through networking and community learning than they do through traditional means of learning. A population of 160 educators--105 females and 55 males between the ages of 22 and 65--were surveyed using education related hashtags on Twitter. Thirty-two educators from the survey population elected to participate in an interview. The study discovered that educators are frequently using Twitter professionally to collaborate, network, and engage in professional development. Ninety percent of the educators responding said they are extremely likely to use Twitter for professional development in the next six months, and 69% of educators said their use of Twitter for professional learning will increase over the coming school year.
Experiences, Perceived Challenges, and Support Systems of Early College High School Students
Author: Sáenz, Karen P.
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Student Experience,Barriers,Qualitative Research,Prior Learning,Grade 12,Hispanic American Students,Social Capital,Phenomenology,Focus Groups,Interviews,Educational Environment,Family Influence,Teacher Influence,Values,Economically Disadvantaged,First Generation College Students,Peer Influence,Advanced Placement Programs,Student Attitudes,Questionnaires

In this qualitative study, the prior experiences, perceived challenges, and support systems of 17 Grade 12 Hispanic students at an early college high school were explored using the framework of social capital theory. Utilizing Moustakas's phenomenological design, data were collected using focus group and individuals interviews. Several themes emerged and were related to the conceptual framework of social capital, such as the school environment, support from family and teachers, and the students' identify and values. Understanding the experiences of the Grade 12 students can provide valuable information for high school and college administrators in an ECHS setting.
The Historical Role of Women in Higher Education
Author: Parker, Patsy
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Womens Studies,Women Faculty,Women Administrators,Females,Trend Analysis,Employment Patterns,Gender Differences,Leadership,Life Style,Disproportionate Representation

Historically, females, as compared to males, have represented a lower percentage of college professors and administrators in the United States. The tendency for males to outnumber females in the professoriate and college administration has existed since United States higher education institutions formed in the early 1800s and still persists today. Fluctuations in women's participation rate have been influenced by the economy's history and society's expectations of females. Observation of the employment trends for females offers an interesting look at the evolving role of women in the United States workforce, in general, and in the university setting, in particular.
Emotional Support Animals, Service Animals, and Pets on Campus
Author: Von Bergen, C. W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Animals,Depression (Psychology),Anxiety,Stress Variables,Disabilities,College Students,Academic Accommodations (Disabilities),Physical Disabilities,School Policy,Court Litigation,Disability Discrimination,Therapy,Mental Disorders,Campuses

For decades, universities have been accommodating physically disabled students who require guide dogs and other types of service animals. Within the past several years, however, mentally disabled students have increasingly petitioned colleges with no-pet policies to permit them to bring their animals on campus because they need a companion or emotional support animal to make college life easier and to reduce their stress, loneliness, depression, and/or anxiety. Institutions that unlawfully reject such requests are finding themselves in court and charged with disability discrimination. Schools are understandably confused about their obligation, if any, to waive their no-pet rules under these circumstances. This article discusses pets on campus and provides administrators guidance with respect to this increasingly contentious issue and to keep their organizations &quot;out of the legal dog house.&quot;
Using Emergence Theory-Based Curriculum to Teach Compromise Skills to Students with Autistic Spectrum Disorders
Author: Fein, Lance
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Teaching Methods,Skill Development,Private Schools,Mixed Methods Research,Case Studies,Program Effectiveness,Curriculum,Observation,Intervention,Coding,Thematic Approach,Scores,Experimental Groups,Control Groups,Pretests Posttests,Cognitive Ability,Interaction,Neurological Impairments,Behavior Modification,Middle School Students,Middle Schools,Aggression,Behavior Problems

This study addresses the compromise skills that are taught to students diagnosed with autistic spectrum disorders (ASD) and related social and communication deficits. A private school in the southeastern United States implemented an emergence theory-based curriculum to address these skills, yet no formal analysis was conducted to determine its effectiveness. Guided by cognitive development and constructivist theories, a concurrent, mixed methods, case study design was used to investigate the impact of this curriculum on teaching compromise skills to middle school students with ASD and related deficits. For the qualitative sequence, teacher observations and compromise interventions from eight participants were open coded and analyzed thematically. The frequency of each thematic occurrence was analyzed using descriptive statistics. For the quantitative sequence, an ANCOVA and descriptive statistics were used to analyze posttest scores between a treatment group that used emergence theory-based curriculum and a control group, while controlling for pretest scores. Three most frequently occurring themes emerged regarding teachers' need (a) to understand the cognitive deficits exhibited by students, (b) for further instruction in emergence theory-based curriculum, and (c) for opportunities to plan lessons together using emergence theory. Moreover, the ANCOVA revealed a significant interaction between the pretest scores and the curriculum used. This study indicated that importance for remediating cognitive deficits related to compromise within the population of students with ASD and improving educator understanding and success in working with this student population.
The Complementary Effects of Empathy and Nonverbal Communication Training on Persuasion Capabilities
Author: Peterson, Robin T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Empathy,Nonverbal Communication,Persuasive Discourse,Student Evaluation,College Faculty,Business Communication,Management Development,Business Administration Education,Instructional Effectiveness,Teaching Methods,Statistical Analysis,Graduate Students,Masters Programs

This paper investigates the possible complementary effects that training in empathy and nonverbal communication may have on persuasion capabilities. The narrative considers implications from the literature and describes an exploratory study in which students, in a managerial setting, were trained in empathy and nonverbal communication. Subsequent evaluations of these students by faculty evaluators and the students themselves provide preliminary evidence that training in empathy, on the one hand, and nonverbal communication on the other can be effective, but concurrent training in both of these is superior to concentration in only one. This is the first research report which deals with such concurrent training and its impact on persuasion effectiveness in business communication.
The International Curriculum: Current Trends and Emerging Needs
Author: Richter, Jesse Jones
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Trends,Educational Needs,Postsecondary Education,Research Needs,Global Education,Educational Development,Educational Change,Culturally Relevant Education,International Educational Exchange,Student Characteristics,Teacher Characteristics,Institutional Characteristics

This paper examines the current state of tertiary level international curricula and provides groundwork for future research aimed at ongoing needs. Recognized is the premise that existing international curricular programs require maintenance. Burn (1995) called for curriculum reform in international departments two decades ago with the rationale that effective programming will consider both the near and distant future contexts of the business world. Devine (1993) provided some evidence of progress in the same era, but it is uncertain whether or not this was a sustained or isolated event. Additionally, there tends to be a mix in thought about what exactly constitutes an international curriculum: should it focus on students (Ledwith &amp; Seymour, 2001; Mahon, 2007; Martin, 2009) or also involve faculty (Hung, 2000; Bryant, Karney, &amp; Vigier, 2010; Colbert, 2010)? Should it be confined to the classroom or also include extracurricular and foreign exchange programs (Eagan and Benedick, 2008)? What components are characteristic of a functional international curriculum (Devine, 1993)? Lastly, is it possible to achieve an international curriculum model that fits all schools, or is it more appropriate to craft tailored programs according to the particular institution and student/faculty populations (Devine, 1993; Hung, 2000)? This paper explores these issues in the context of relevant literature and recommends directions for future research.
Anger in Australian Indigenous and Non-Indigenous Students
Author: Boman, Peter
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Pilot Projects,Cultural Differences,Psychological Patterns,Behavior Problems,Multidimensional Scaling,Affective Measures,Affective Behavior,Cognitive Measurement,Behavioral Science Research,Cultural Context,Grade 6,Grade 7,Likert Scales,Questionnaires,White Students,Emotional Experience,Statistical Significance

This descriptive pilot study examined the cultural differences in the dimensions of self-reported anger in Indigenous and non-Indigenous (Caucasian) students aged 10-13 years in Far North Queensland, Australia. The Multidimensional School Anger Inventory-Revised (MSAI-R) (Boman, Curtis, Furlong, &amp; Smith, 2006) was used to measure affective, cognitive and behavioural components of anger. It was found that Indigenous students had significant but small differences on the &quot;anger experience&quot; (affective) and &quot;destructive expression&quot; (behavioural) subscales. Considerations for school staff, attempting to support and connect with Indigenous students and future research are discussed.
Learning to Work on a Cruise Ship: Accounts from Bali
Author: Artini, Luh Putu
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hospitality Occupations,Marine Education,Tourism,Education Work Relationship,Skill Development,Capacity Building,Entrepreneurship,Small Businesses,Job Training,Motivation,Expectation,Training Methods,Occupational Surveys,College Students,College Outcomes Assessment,Educational Benefits,Graduate Surveys,Interviews

This article looks at motivations and both formal and informal learning contexts for well-educated young Balinese from poorer areas who enrol in cruise ship training colleges. The major motivations were getting a high income and helping the family. While basic hospitality and tourism skills are acquired, trainees also named other capacities such as politeness, confidence and tricks such as juggling as advantageous. The work on board was acknowledged to be arduous and demanding. Physical and mental preparation was needed. On retirement from a cruise ship career, savings enable them to start a small business in Bali. However, many such small enterprises fail. We identify the need for further short course training and other support in post-cruise ship work business planning and management.