ethanporcaro/eric-fulltext-meta huggingface dataset:
Conceptualizations of Teacher-Leadership in Colombia: Evidence from Policies
Author: Pineda-Báez, Clelia
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Role,Educational Policy,Educational Improvement,Teacher Selection,Teacher Recruitment,Teacher Evaluation,Public School Teachers,Elementary Secondary Education,School Effectiveness,School Administration,Teacher Education,Student Diversity,Cultural Awareness,Conflict Resolution,Foreign Countries

This study sought to examine the conceptualization of teacher leadership in official education policies in Colombia with the aim of expanding the notion of this concept and providing information on the qualification of teachers in similar contexts. Content analysis was used to analyze documents focused on the recruitment, selection, and evaluation of teachers. The findings show that the concept of teacher leadership is nonexistent in Colombia and that the documents conceptualize leadership in terms of hierarchical figures, leaving aside the role of teachers in school improvement. However, traces of teacher leadership are found in connection to pedagogical leadership, promotion of a culture of evaluation, peacebuilding, and awareness of diversity. The study highlights the need to promote the image of the teacher as a leader and to improve the quality of initial and in-service preparation programs.
Exploring Cross-Cultural Perspectives of Teacher Leadership among the Members of an International Research Team: A Phenomenographic Study
Author: Arden, Catherine
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Leadership,Cross Cultural Studies,Phenomenology,College Faculty,International Cooperation,Teacher Attitudes,Professional Identity,Educational Environment,Foreign Countries,Epistemology,Social Change,Educational Change,Teacher Collaboration,Classification,Leadership Role,Politics of Education,Cultural Context

This paper reports a phenomenographic study exploring diverse understandings and experiences of teacher leadership among 12 members of the International Study of Teacher Leadership research team comprised of 20 academics located in 10 countries. Mind mapping and semi-structured, online interviews were used to explore the ways that the participants related with the phenomenon of interest: 'teacher leadership'. Phenomenographic analysis of interview artefacts revealed nine qualitatively different conceptions of teacher leadership in the study's outcome space across three broad domains: A: The school, school community and formal education system; B: The teacher leader's professional self; C: The broader historical, socio-political and global contexts of teacher leadership. In addition to providing a 'touchstone' for the team's ongoing research, these findings serve as an experiential framework for thinking about teacher leadership, potentially encouraging more inclusive, more complete and richer understandings of the phenomenon.
Exploring Teacher Leadership across Cultures: Introduction to Teacher Leadership Themed Special Issue
Author: Webber, Charles F.
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Leadership,Cultural Differences,Educational Research,Foreign Countries,Research Methodology,Documentation,Leadership Styles,Institutional Characteristics

This editorial situates the special issue in the context of some of the dominant understandings of teacher leadership that appear in literature that spans several decades and includes comprehensive literature reviews. Then the origins of the International Study of Teacher Leadership are outlined and the process of forming a large international research team, developing research questions, and creating a study design is explained. This is followed by an overview of the articles in the special issue that present the findings from the first two stages of the International Study of Teacher Leadership, plus a report about teacher leadership in southeastern Mexico. The editorial concludes with a caution about the potential inappropriate use of the concept of teacher leadership across different contexts.
A Study of Teacher Leadership Concept in Institutional Documents in Spain
Author: Gratacós, Gloria
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Teamwork,Accountability,Educational Change,Reflection,Advocacy,Inclusion,Risk,Teacher Competencies,Content Analysis,Teacher Attitudes,Professionalism,Educational Objectives,Alignment (Education),Sustainability

Although there is interest on educational leadership in Spain, research has focused on principal leadership and little has been investigated about teacher leadership. In the context of the International Study on Teacher Leadership (ISTL), this study aims to develop understanding of the concept of teacher leadership in institutional documents in Spain and to explore and analyze the dominant values and assumptions that can be identified. The review of the documents revealed a limited understanding of the critical importance of teacher leadership. Findings identified some aspects in the teacher leadership literature reviewed such as teamwork, accountability, openness to change, reflection, and advocacy, whereas inclusiveness, risk-taking, shared vision, and stability are scarcely identified. The increasing emphasis on teacher leadership dimensions in recent institutional documents note the need to go further with support for teachers' secondary roles as a consequence of the required modernization of the teaching profession.
Re-Imagining Campus Climate Assessment at HBCUs
Author: Jones, Sosanya M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Black Colleges,Evaluation Methods,School Culture,Educational Theories,College Environment,Educational Assessment,Racial Bias

Using a critical paradigm, in this paper we highlight how current theoretical perspectives may serve to minimize and undermine historically Black colleges and universities (HBCUs) within the discourse on racial climate assessment in higher education. In particular, we closely examine a widely used campus climate theory to highlight how it centers predominantly White institutions and fails to consider the unique history, structure, and issues related to diversity, equity, and inclusion for HBCUs. In addition to identifying limitations on the current discourse on campus climate assessment at HBCUs, we provide important considerations and recommendations for future scholarship on this topic.
Student Voice in STEM Classroom Assessment Practice: A Pilot Intervention
Author: Chase, Manisha Kaur
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Pilot Projects,Intervention,Pretests Posttests,Student Attitudes,Power Structure,Feedback (Response),Undergraduate Students,Evaluation Methods,Student Evaluation,Personal Autonomy,Well Being,Disadvantaged,Evaluation Criteria,Research Methodology,Comparative Analysis,Measures (Individuals),Teaching Assistants

Traditional classroom assessment practice often leaves students out of the conversation, exacerbating the unequal power distribution in the classroom. Viewing classrooms as autonomy-inhibiting is known to influence students' psychosocial wellbeing as well as their academic achievement. This is especially relevant in STEM fields where marginalized populations experience disproportionate rates of attrition and success. The current paper describes the use of a simple, piloted classroom intervention with the intention of incorporating student voice in the co-creation of assessment criteria, relative to participation evaluation. Undergraduate students in a STEM research methods design course took part in the intervention. Pre- and post-tests were administered to understand what effects, if any, the intervention had on student perceptions of power and attitudes towards assessment. Perceptions of power significantly increased from pre- to post-test, and qualitative feedback from the intervention were overwhelmingly positive. Limitations and suggestions for future research are also discussed.
Coaching Initiative for Beginning Teachers (BT): Lessons Learned from One District&apos;s BT Support Program
Author: Brown, Kathleen
Date: 2020-12-00
Type: Journal Articles
Subjects: Coaching (Performance),Beginning Teachers,Beginning Teacher Induction,Instructional Effectiveness,Teacher Persistence,Teacher Morale,Teaching (Occupation),Positive Attitudes,Skill Development,School Districts,Elementary Secondary Education,Alignment (Education)

Instructional coaching is a way to support classroom teachers in their efforts to provide high quality instruction across academic content areas. Because of beginner teachers' needs for extra support, many districts are now embracing instructional coaches to provide specific pedagogical feedback to their beginning teachers via job-embedded, individualized, and sustained professional guidance. This initial, exploratory study employed mixed methods to gain both qualitative and quantitative insights into one district's Beginning Teacher Support Program in general and Coaching Program in particular. Results indicate that, without a laser-like focus on instruction, the impact of coaching on student achievement and teacher retention is limited. Sharing resources, providing emotional support and helping new teachers manage stress is important but discussing instructional strategies, observing and discussing lessons, and modeling instruction is critically more important.
Systemic Bias in Public Education: The Exception of African American Males Enrolled in Gifted and Advanced Placement Courses
Author: Johnson, Luther
Date: 2020-12-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Advanced Placement Programs,African American Students,Males,Racial Bias,Gender Bias,Public Schools,Equal Education,Desegregation Litigation,School Desegregation,Teacher Attitudes,Disproportionate Representation,Student Attitudes,Racial Discrimination,Academic Achievement,Student Placement,Eligibility,Elementary School Students,Middle School Students,High School Students,Minority Group Students

This study aims to examine the representation of African American males in AP, honors, and gifted courses in secondary education. The current investigation represents a causal-comparative investigation of 2017-2020 school district data from a large metropolitan school district regarding the number of African American males selected for inclusion in gifted and/or AP studies. This study's significance is to bring to the forefront a systemic practice within public schools, which has served to permanently deny African American males their ability to achieve academically at their level. Findings support that there is a lack of African American students currently enrolled in advanced coursework. The furtherance of current practices prolongs the systemic denial of this population of students' access to opportunities to excel in their educational opportunities.
The Correlation between Mushroom Management Approach and School Leadership Behavior of School Administrators Based on Teacher Perceptions
Author: Sener, Gonul
Date: 2020-12-00
Type: Journal Articles
Subjects: Correlation,School Administration,Administrator Behavior,Principals,Leadership Styles,Leadership Effectiveness,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Organizational Communication,Access to Information,School Culture,Participative Decision Making,Figurative Language,Foreign Countries

In this study, starting from the studies in the literature, it was found worthy of the research to determine the level of school leaders 'adoption of the mushroom management approach according to the teachers' perceptions. For this purpose, teachers employed in preschool, primary, secondary and high schools in Eastern and Southeastern Anatolia Region during 2018-2019 academic year were selected as the study sample with random and disproportionate cluster sampling methods. Relational screening model was used in the study. To determine the extent that the mushroom management approach adopted by school administrators predicted their school leadership levels, a literature-assisted model was developed, and the accuracy of the model was tested. The study findings demonstrated that there was a negative and significant correlation between the mushroom management approach and school leadership sub-dimensions of cooperation, support and openness. Furthermore, based on the structural equation model, it was determined that the mushroom management approach had a negative impact on school leadership.
Evolving Roles for Health Care in Supporting Healthy Child Development
Author: Schickedanz, Adam
Date: 2020-00-00
Type: Journal Articles
Subjects: Child Development,Child Health,Allied Health Personnel,Health Services,Barriers,Costs,Access to Health Care,Pediatrics,Agency Cooperation,Community Programs,Intervention,Health Insurance,Epidemiology,At Risk Persons,Screening Tests,Allied Health Occupations Education,Training,Preventive Medicine,Models

Health care reaches more children under age three in the United States than any other family-facing system and represents the most common entry point for developmental assessment of and services for children. In this article, Adam Schickedanz and Neal Halfon examine how well the child health care system promotes healthy child development early in life. They also review children's access to health care through insurance coverage, the health care system's evolution in response to scientific and technical advances, and the shifting epidemiology of health and developmental risk. The authors find that the health care system is significantly underperforming because it is constrained by antiquated conventions, insufficient resources, and outmoded incentive structures inherent in the traditional medical model that still dominates pediatric care. These structural barriers, organization challenges, and financial constraints limit the system's ability to adequately recognize, respond to, and, most importantly, prevent adverse developmental outcomes at the population level. To achieve population-level progress in healthy child development, Schickedanz and Halfon argue that pediatric care will need to transform itself and go beyond simply instituting incremental clinical process improvement. This will require taking advantage of opportunities to deliver coordinated services that bridge sectors and focusing not only on reducing developmental risk and responding to established developmental disability but also on optimizing healthy child development before developmental vulnerabilities arise. New imperatives for improved population health, along with the growing recognition among policy makers and practitioners of the social and developmental determinants of health, have driven recent innovations in care models, service coordination, and coverage designs. Yet the available resources and infrastructure are static or shrinking, crowded out by rising overall health care costs and other policy priorities. The authors conclude that child health systems are at a crossroads of conflicting priorities and incentives, and they explore how the health system might successfully respond to this impasse.
A Developmental Framework for Mentorship in SoTL Illustrated by Three Examples of Unseen Opportunities for Mentoring
Author: Friberg, Jennifer C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Educational Researchers,College Instruction,Learning,College Faculty,Opportunities,Peer Evaluation,Periodicals,Collaborative Writing,International Cooperation,Resource Centers

Mentoring relationships that form between scholars of teaching and learning occur formally and informally, across varied pathways and programs. In order to better understand such relationships, this paper proposes an adapted version of a three-stage model of mentoring, using three examples of &quot;unseen opportunities for mentoring in the Scholarship of Teaching and Learning (SoTL)&quot; to illustrate how this framework might be operationalized. We discuss how the adapted framework might be useful to SoTL scholars in the future to examine mentorship and how unseen opportunities for mentoring might shape how we consider this subset of mentorship going forward
Inclusive Education in Portugal: Teachers&apos; Professional Development, Working Conditions, and Instructional Efficacy
Author: Lopes, João Lamego
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Regular and Special Education Relationship,Professional Development,Teaching Conditions,Teacher Attitudes,Instructional Effectiveness,Self Efficacy,Students with Disabilities,Barriers,Educational Needs,Stress Variables,Teacher Collaboration,Job Satisfaction,Grade 7,Grade 8,Grade 9,Administrator Surveys,Teacher Surveys,Foreign Countries

Inclusive education policies thin the boundaries of special and regular education as well as teachers' roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.
Case Study of International Education at a Hispanic Serving Institution
Author: Raj, Rishi
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Students,Hispanic American Students,Minority Serving Institutions,Enrollment Trends,International Education,Student Attitudes,Teacher Attitudes

The United States (U.S.) is the top destination for foreign individuals who wish to pursue higher education. Because of this trend, the U.S. has seen healthy international student enrollment in its post-secondary education system. The year 2018 however saw a decline in international education enrollment across all degree levels throughout the U.S. (Redden, 2018). This decline continued further into 2019. While the U.S. suffered a continuous decline, other developed countries saw a moderate-high increase in international student enrollment. To glean perceptions of the decline among higher education stakeholders, a qualitative study utilizing phenomenology was conducted (Patton, 2015). This study contributes to the much-needed analysis of international education stakeholder perceptions including students, faculty and staff. A single case representing each of these stakeholders was purposively selected from a population all of whom currently work and learn at an urban Hispanic-serving institution in South Texas. This study shares the lived experiences of all three stakeholder groups, and their unique perceptions surrounding the challenges of maintaining student engagement and enrollment in international education.
Educational Rationality: Measurement, Correlates, and Consequences
Author: Karwowski, Maciej
Date: 2021-00-00
Type: Journal Articles
Subjects: Questionnaires,Elementary School Students,Middle School Students,Factor Structure,Correlation,Educational Theories,Foreign Countries,Educational Objectives,Socioeconomic Status,Gender Differences,Academic Achievement,Self Concept,Well Being,Personality,Creativity,Longitudinal Studies

This paper introduces and empirically tests the model of tetragonal educational rationality that consists of four interrelated categories: hermeneutic, emancipatory, praxeological, and negational rationalities. Based on a large longitudinal study on primary and middle school students (total N = 1990), we investigated the psychometric properties of the Educational Rationalities Questionnaire (ERQ) and examined relevant correlates, antecedents and longitudinal consequences of the four rationalities. Confirmatory factor analysis corroborated the four-factor structure of the ERQ. Praxeological rationality was more prevalent than hermeneutic rationality, which was accepted more often than emancipatory and negational rationality. Structural equation modeling demonstrated that hermeneutic rationality was primarily driven by participants' academic self-concept in their native language, as well as extraversion, neuroticism, and valuing creativity. Emancipatory rationality was linked to academic self-concept, valuing creativity, and agreeableness, while praxeological rationality was predicted by extraversion, school achievement, and valuing creativity. Finally, negational rationality was inversely linked with several individual characteristics: academic self-concept, agreeableness, and school achievement. Longitudinal analyses demonstrated that negational rationality was associated with lower grades and more negative emotions during lessons, while hermeneutic rationality was associated with school grades improvement. Emancipatory rationality was related to positive emotions felt during classes, yet negatively with grades. We discuss potential reasons and consequences of these findings.
Leadership Preparation in China: Providers&apos; Perspectives
Author: Xue, Shan
Date: 2020-12-00
Type: Journal Articles
Subjects: Leadership Training,Principals,Administrator Education,Educational Policy,Educational Practices,Foreign Countries,Accreditation (Institutions),School Districts,Elementary Secondary Education,Systems Approach,Case Studies,Profiles,Program Descriptions

In China, accreditation training programme has been a compulsory programme for all the aspiring and new principals, which is also a part of National Training Plan. Under such hierarchical system, leadership preparation in China is supported, implemented, evaluated, and also, constrained by different levels of administrative organisations and various professional providers. The purpose of the study was to understand the role definition and task allocation of different levels of administrations and providers, as well as how they work as a whole for leadership preparation. The study features a qualitative design that combined data from policy document analysis and semistructured interviews of people who directly involved in this procedure. Data collected in qualitative strand were coded and analysed thematically through discourse analysis. We identified a completed, but disintegrated system for leadership preparation. The results provided important practice and policy implications. We suggest the collaboration and appropriate supervision among different providers and develop a systematic mechanism for principal preparation and development.