ethanporcaro/eric-fulltext-meta huggingface dataset:
Cool Tools, Tough Times: Maintaining a Focus on Technology Infusion
Author: Britten, Jody S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Economic Climate,Technology Uses in Education,Learner Engagement,Social Networks,Video Technology,Visual Aids,Computer Software,Teaching Methods,Innovation,Technology Integration,Web Sites,Information Technology,Instructional Effectiveness,Budgeting

Nationwide the effects of the current economic situation are trickling down to impact our schools. School transportation options are narrowing, the housing market is impacting property taxes, and efforts in technology are at a stand still (Bobkoff, 2009; Hopkinson, 2009; Mummolo, 2008). Simultaneously there is a need for schools to meet society's twenty-first century needs (Christensen, 2008). One such need is the ability of schools to facilitate the education of our students within a globally networked society (Palfrey & Gasser, 2008). In this article we present thoughts on how no-cost technology can keep schools moving towards a vision of engaging and purposeful technology infusion during tough economic times. (Contains 1 figure.)
Planning and Delivering Instruction with Increasing Class Sizes in Educational Administration Program Coursework: Modeling Leadership Skills for New Professors Transitioning from K-12 Administration
Author: Stebbins, Gary
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Administration,Adult Learning,Leadership Effectiveness,Grading,Educational Environment,Teaching Methods,Instructional Leadership,Skill Development,Teaching Skills,Class Size,Instructional Development,Educational Strategies,Best Practices,Transitional Programs,Change Strategies,Teacher Orientation,Vocational Adjustment,Professional Development,College Faculty,Administrator Education

Increased class sizes and advising responsibilities are the new realities in California's graduate programs of Educational Administration. In order to effectively meet new challenges, professors must make adjustments in venue, plan meticulously, utilize technology, distribute leadership, and implement alternative grading systems. This is a particular challenge to new professors, many who are former K-12 public school administrators. Adult instructional practices such as peer reviews, working meals, continuous movement and breaks, guest presenters, and alternative assignments must be implemented. Finally, alternative grading and assessment practices such as student/professor performance agreements can leverage a large class human resource component. By modeling effective leadership with large classes while utilizing sound principles of adult learning, professors can effectively impart the skills and dispositions vital for new school leaders in the current educational environment.
Educational Administration Candidates' Diversity Dispositions: The Effect of Cultural Proficiency and Service Learning
Author: Keiser, Kay A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Administration,Service Learning,Community Relations,Community Resources,Cultural Literacy,Ethnic Diversity,Administrator Attitudes,Cultural Pluralism,Cultural Relevance,School Community Relationship,Skill Development,Beliefs,Administrator Education,Multicultural Education,Pretests Posttests,Self Evaluation (Individuals),Graduate Students,Alignment (Education),Social Cognition

To creatively and competently utilize community resources and to work successfully for the benefit of all students requires that educational leaders develop positive diversity dispositions. This study explores the effect of school community relations instruction in enhancing educational administration candidates' skills, beliefs, and connections to the community. As a pretest and posttest, candidates completed the Diversity Dispositions Index to self-assess their perceptions. While these dispositions were generally reported to be positive, cultural proficiency instruction and activities, along with reflection upon a school community service project, resulted in significant gain in community connection dispositions regardless of the service learning setting. (Contains 2 tables.)
Benchmarking Exponential Growth of Educational Reform: The Sustainability Index
Author: Garcia, Ray
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Change,Public Schools,Sustainability,Benchmarking,Urban Schools,School Districts

After decades of reform efforts in public school systems in the United States, there is minimal student achievement progress to measure. This article addresses the ongoing challenges and complexities of the sustainability of educational reform through a review of the literature and the proposal of a Sustainability Index as a metric to benchmark the sustainability status of a reform. Highlighting a 2-year study in an urban school system in California, this work analyzes the navigation of an educational reform initiative using a Sustainability Index as a tool for reform planning. The results of the study identify a number of potent implications for reformers, school leaders and university preparation programs. (Contains 1 table and 2 figures.)
Signature Pedagogy in California State University Educational Doctorates
Author: Slater, Charles
Date: 2009-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Education,Instructional Leadership,State Universities,Case Studies,Education Courses,College Curriculum,Educational Change,Seminars,Field Experience Programs,Student Research,Writing (Composition),Student Evaluation,Elementary Secondary Education,Community Colleges

The purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have started new Ed.D. programs examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support sequence can set a new direction for development of educational leaders. (Contains 1 figure.)
Leading for Innovative Practice: Melding Theories of Organizational Change, Adult Learning, and Conditions of Learning
Author: Mirci, Philip S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Learning Theories,Adult Learning,Organizational Change,Administrative Organization,Innovation,Administrators,Instructional Leadership,Models,Sustainability,Educational Environment,Systems Approach,Reflection,Transformative Learning

We live in an era of unique challenges requiring us to face a new reality mired in information overload for the 21st Century. This new reality emphasizes the critical need for educational leaders who can think and act systemically rather than bureaucratically. The bureaucratic model inherited from the Industrial Era still prevails in many educational organizations, and consequently the leader's role is defined by the structure and function of this model. Deviation from the bureaucratic model requires leaders who are systems thinkers and who can effectuate necessary sustainable change and innovative practice within this model. In this article we discuss (a) the concept of systems thinking to promote organizational change within a bureaucratic model, (b) the role of adult learning theory in the process of change, and (c) the use of Cambourne's Conditions of Learning (1988) as one model for developing the personal reflection that may lead to achieving sustainable change within the system.
Developing Adult Learners in a Preservice Teacher Learning Community
Author: Ahn, Ruth
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Adult Learning,Adult Students,English (Second Language),English Instruction,Second Language Instruction,Peer Teaching,Communities of Practice,Transcripts (Written Records),Student Surveys,Student Teaching,Teacher Workshops,Summer Programs,Learning Experience,Student Experience,Student Development,Teacher Education Programs,Student Teacher Attitudes,Participant Satisfaction

A preservice teacher learning community at California Polytechnic University was created to guide adult learners in being able to effectively teach diverse learners. From the spring quarter of 2008 to 2009, these preservice teachers engaged in working with each other to write their own lesson plans and teach mathematics and literacy to English Language Learners. The findings from this study revealed that the learning community assumed an essential role in the development of these adult learners in the following areas: gaining multiple perspectives from their peers in exploring possible solutions, building strong relationships with their peers and students as the bases of their learning, and challenging their own assumptions about teaching English Language Learners. (Contains 1 figure.)
Identifying and Assessing Dispositions of Educational Leadership Candidates
Author: Melton, Teri
Date: 2010-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Personality,Transformational Leadership,Definitions,Administrator Education,Personality Assessment,Identification,Surveys

The purpose of this study was to identify educational leadership programs' procedures for the identification and assessment of leadership dispositions. The findings of this cross sectional survey indicated that there is little consistency in practice in defining and assessing dispositions of leadership candidates. While findings indicated that the vast majority (72.2%) of participants rely on either NCATE or ISLLC for the definition of dispositions, there is scant agreement on which leadership dispositions are associated with effective leadership.
Endnote: Leading, Learning, and Supporting Adult Development for All Educators
Author: Erickson, Deborah E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Adult Learning,Learning Theories,Adult Development,Instructional Leadership,Elementary Secondary Education,Transformative Learning,Faculty Development

The subject of adult learning has seen increased recognition during the past decade. Over 20 years ago, California established the New Teacher Project (NTP), a forerunner of the current Beginning Teacher Support and Assessment System (BTSA) which was developed to support new teachers in their journey in becoming an expert educator. Recently, organizations such as the Association for California School Administrators (ACSA) and the New Teacher Center have been offering training for those willing to coach and mentor school administrators. With this renewed interest in supporting adult learning, educational leadership programs are uniquely poised to provide opportunities for candidates to gain insight and knowledge into how adults learn and how to support adult learning in the K-12 community. The theme for this year's journal focused on strategies and practices that can be used by administrators to promote powerful adult learning that translates to powerful learning for all students. Leading for learning focuses on ensuring that school leaders possess the knowledge, skills, and dispositions necessary to support adult learning; that school leaders can apply the principles of adult learning to promote better teaching and learning for all students; and that school leaders establish a culture of collaboration, innovation, and inquiry while promoting learning for all.
Reforming the California Public School Administrator Licensure System through the Alignment of Research, Policy, and Practice: Policy Perspectives and Recommendations from the California Association of Professors of Educational Administration (CAPEA)
Author: Davis, Steve
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Schools,Administrators,School Administration,Superintendents,Certification,Public Policy,Administrator Qualifications,Change

The current era of school reform has illuminated and amplified the importance of school leaders in providing the conditions and support necessary to engender powerful teaching and learning for all children. Commensurate with this phenomenon is an increased focus on holding school leaders accountable for essential school outcomes. As a consequence, renewed attention has been directed by policy makers, scholars, and school district leaders on the methods used to assess leadership competence and the programs used to prepare effective administrators. Comparatively less attention has been given to the design and quality of state administrator licensure systems and especially those that are explicitly crafted around an empirically sound conceptual framework, a thoughtful rationale that addresses both formative and summative functions, or the sensitivity to certify the competence of administrative professionals in increasingly complex educational environments. This report outlines the rationale, policies, and practices commonly used to license school administrators, and it concludes with a set of recommendations to help guide the reform of California's administrator licensure system. (Contains 1 table.)
Moving to the Dark Side or into the Light? Internal or External Motivation to become a School Leader
Author: Barton, Leigh
Date: 2011-09-00
Type: Journal Articles
Subjects: Motivation,Incentives,Leadership,Teachers,Graduate Students,Student Journals,School Administration,Administrator Education,Content Analysis

With all of the pressures placed on public schools today including competition from school choice, charter schools, and vouchers, as well as achievement gaps, state testing, sanctions, growing negative press, changing demographics, social demands placed on schools, etc., one might wonder why anyone would choose school leadership as a career. Interesting questions are raised. The purpose of this study was to determine what motivates teachers to aspire to school leadership. A review of over 80 written responses to the prompt &quot;Why Me?&quot; provided insight into their reasons. Knowing what motivates teachers to consider leaving their classrooms to pursue administrative credentialing has practical implications and significance. Understanding their motivation provides insight for administrative preparation programs as they prepare aspiring school leaders. In order to maximize the appeal of the administrative credential program to current classroom teachers who may be considering a future leadership role, studying the motivations of former and current students has the potential to contribute to program improvement. (Contains 2 tables and 3 footnotes.)
University Partnerships with Teachers and Students to Enhance the Teaching/Learning Experience
Author: Cunniff, Dan
Date: 2011-09-00
Type: Journal Articles
Subjects: Educational Practices,School Districts,Educational Change,Partnerships in Education,College School Cooperation,Contracts,Group Dynamics,Theory Practice Relationship,Instructional Leadership,Leadership Training,Change Strategies,Performance Factors,Educational Improvement,Improvement Programs,Learning Experience,Teaching Experience

As schools and school districts find their funds being cut or eliminated, they are turning to various organizations for assistance to help in the teaching/learning process. One such organization is the university. Quite often these schools or districts not only lack the funds, but also lack the technical and resource capacities to implement the kinds of educational practices outlined in their mission statements. The No Child Left Behind Act has exacerbated this crisis and many schools are now embracing the help of universities in their decision-making. Additionally, colleges of education work to establish partnerships with PreK-12 school systems in order to fulfill their mission and contribute to school reforms that improve the lives of teachers and students alike. PreK-12 school partnerships can be either formal or informal. Relationships can have memoranda of agreements signed off by the local school board to one of informal individual and group meetings to address local concerns. As a result, school districts seek partnerships with key stakeholders such as universities. This paper describes several ways this process can be undertaken. Many of these partnerships are an outgrowth of teacher education programs. Often, student teachers identify areas where their university can make a contribution to school site councils and leadership teams in coaching team and administrative leaders, as well as addressing curricular and other educational issues. (Contains 4 footnotes.)
Leadership for English Learners: Challenges and Questions
Author: Gallegos, Carol
Date: 2011-09-00
Type: Journal Articles
Subjects: Achievement Gap,Second Language Learning,English (Second Language),Language Acquisition,Classification,Language Fluency,Language Proficiency,Accountability,Performance Factors,Barriers,Educational Assessment,Educational Indicators,Vocabulary Development,Achievement Rating,Instructional Leadership,Change Strategies,Educational Policy,Student Characteristics,Measurement Techniques

This article discusses the decisions that school leaders must make to reclassify students as fluent and proficient in English and the implications that reclassification decisions could have for the future achievement of those students. The study examined the achievement gap between English learners and the overall student population and the reclassification of English learners as proficient in English in schools across three California counties. Both a discussion of the achievement gap and a description of English learners and accountability factors are included. The theoretical underpinnings of language acquisition and assessment of language and achievement are presented. Finally, the results of the study are presented along with implications for school leaders to consider during the reclassification process. (Contains 11 footnotes and 7 tables.)
Social Justice, Self-Systems, and Engagement in Learning: What Students Labeled as "At-Risk" Can Teach Us
Author: Mirci, Philip
Date: 2011-09-00
Type: Journal Articles
Subjects: Social Justice,At Risk Students,Student Attitudes,Learner Engagement,Administrator Education,Elementary Secondary Education,Educational History,Ability Grouping,Teacher Expectations of Students,Achievement Gap,Semi Structured Interviews,Self Concept,Group Membership,World Views,Self Efficacy

When students are marginalized, excluded, negatively labeled, and do not fit what is considered to be normative, they may experience social injustice because of the ways in which oppression have been institutionalized within the education system. In schools, students face social injustice when they are oppressed based on racism, sexism, heterosexism, classism, ableism, audism, sizeism, ageism, and religious intolerance. It is incumbent upon professors who guide and prepare individuals aspiring to leadership positions to recognize and understand the need to ensure equity and support for all students. The goal of this article was to examine student perceptions in order to identify ways in which educational leaders, teachers, and those aspiring to leadership positions might become more effective student advocates who promote social justice. Insights arising from understanding how beliefs influence learning may help educators work with K-12 students in supportive ways given the current highstakes driven and curriculum-centered model of schooling in which they currently find themselves immersed. (Contains 11 footnotes.)
Superintendent-Board Relations: Understanding the Past to Promote the Future
Author: Moody, Michael
Date: 2011-09-00
Type: Journal Articles
Subjects: Superintendents,Board Administrator Relationship,Boards of Education,Educational History

As a professor of educational leadership, and a former superintendent of schools, the author understands and appreciates the value and benefit of a positive working relationship between a board of education and its superintendent of schools. Within this context it is important to note that for much of the 20th Century, education was incorrectly viewed as being "apolitical" (Lutz & Merz, 1992). More recently, a number of theories have been formalized in an attempt to better understand the tentative political nature of superintendent-board relations. While these theories help clarify the political nuances of school board-superintendent relations, there is simply not much in the professional literature dedicated to the examination of the historical development of both institutions. Assuming that an historical examination of the complex and problematic nature of superintendent-board relations would improve the level of understanding of both entities, a discussion of their historical development is offered in an attempt to more effectively understand the demands and nuances of each. This paper offers historical perspectives in an attempt to more effectively understand the current status of the institution.
Advising Doctoral Candidates to Degree Completion
Author: Storms, Barbara A.
Date: 2011-09-00
Type: Journal Articles
Subjects: Graduation Rate,Doctoral Programs,Doctoral Degrees,Organizational Change,Educational Change,Student Attrition,Academic Advising,Inquiry,Postsecondary Education as a Field of Study,Doctoral Dissertations,Educational Improvement,Supervisory Methods,Counseling Objectives,Counseling Techniques,Counseling Theories,Academic Persistence,Dropout Prevention

While politicians and other pundits may not agree on how to improve schools, there is agreement that many areas require attention from improving student achievement, to ensuring effective instruction. As school districts struggle with these and other complex issues, there is a growing demand for executive level leaders who have knowledge and understanding of assessment, effective pedagogy, and organizational change. Many universities have weighed in on the school improvement debate by starting new doctoral programs. However, the last few years, a discussion about the need for doctoral programs to meet the demands of working educators has been occurring nationally. There are critics who question the need for the doctorate in education (Ed.D.) or the design of such programs. The demand for Ed.D. programs has been steady and is expected to continue in order to meet the call for leaders who have both the knowledge and skills gained from intense study in a doctoral program and extensive administrative experience. However, program demand does not directly relate to completion of degrees. Rates of doctoral student attrition in the U.S. are not easily calculated. As more educators begin doctoral studies, and more faculty (both full time and part-time) take on advising students through a dissertation, learning from the experience of successful doctoral graduates and advisors could be especially helpful to programs seeking to improve the graduation rate of Ed.D. programs. This article reflects the lessons learned through an appreciative inquiry conducted by the co-authors--a dissertation chairperson and two successful graduates of Ed.D. programs. (Contains 8 footnotes.)