ethanporcaro/eric-fulltext-meta huggingface dataset:
University-Based Enabling Program Outcomes: Comparing Distance Education and Internal Study
Author: Bookallil, Cheryl
Date: 2016-04-00
Type: Journal Articles
Subjects: Grade Point Average,Enrollment,Distance Education,Comparative Analysis,Foreign Countries,Higher Education,College Students,Undergraduate Study,Academic Achievement,Statistical Analysis,Online Courses,Electronic Learning,Educational Technology,Technology Uses in Education,Articulation (Education),Case Studies,Predictor Variables,Student Attrition

Enrolment in university enabling programs has expanded dramatically in the last decade as universities strive to increase enrolments, particularly of students from low socioeconomic backgrounds. Offering enabling study by distance education has been part of this expansion with the benefit of providing access to a wider enrolment base. The purpose of this study was to compare enabling program completions and articulations to undergraduate study as well as student academic performance between those students who undertook enabling by internal mode and those who opted for distance education. Archival data from the host university student records system was extracted covering the time period from 2001 to 2011. Statistical analysis found significant differences existed in both course completion and articulation for students enrolled in online learning versus face-to-face teaching. Analysis also revealed academic achievement in the enabling programs, as measured by Grade point Average (GPA), to be higher among internal students compared to distance students.
Empathy, Ethics, and Writing Instruction
Author: Pelttari, Carole
Date: 2007-00-00
Type: Journal Articles
Subjects: Empathy,Ethics,Writing Instruction,English for Academic Purposes,Second Language Instruction,Higher Education,Teacher Attitudes,Teaching Methods

Empathy and ethics can and must co-exist in regard to writing instruction in order to respect the differences among us. Empathetic ethics in the writing classroom necessitate acceptance of each individual along with the recognition and acknowledgment of conflicting viewpoints such as the underlying beliefs L. M. Toner labels &quot;deontological,&quot; &quot;virtue,&quot; and &quot;consequentialist.&quot; This paper discusses L. M. Toner's three ethical views, and describes how L. M. Toner's dissertation has been a helpful resource for the author while teaching academic English in college classrooms.
Comparison of Race-Gender, Urban-Suburban Criminal Justice College Students Satisfaction of the Police Department
Author: Verga, Christopher
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Police Community Relationship,Comparative Analysis,Racial Differences,Gender Differences,Rural Urban Differences,Statistical Analysis,Student Attitudes,Satisfaction,Student Surveys,Likert Scales,Law Enforcement,Legal Education (Professions)

This quantitative study explored criminal justice college students' satisfaction with the police. 176 college students in Suffolk County, Long Island and New York City participated in a survey. The study examined the extent to which satisfaction with the local police department differs by location (urban and suburban), gender (female and male), and race (Black, Latino, and White). The results suggested that students who were from suburban settings had higher levels of satisfaction with the police than students who were from urban settings. In terms of race, White students were significantly more satisfied than Black students. Regarding gender, females tended to have slightly lower satisfaction levels than males. The present findings can be used by urban and suburban police departments to gauge the levels of satisfaction and attitudes towards their institution by upcoming police officers and reflect on their own relations with their communities.
Importance of an Effective Principal-Counselor Relationship
Author: Edwards, LaWanda
Date: 2014-00-00
Type: Journal Articles
Subjects: Principals,Administrator Effectiveness,School Counselors,Interpersonal Relationship,Counselor Role,Intervention,Program Implementation,Barriers,Change Strategies,Instructional Leadership,Student Development,Counseling Services

An effective relationship between the principal and school counselor is essential when improving student achievement. To have an effective relationship, there must be communication, trust and respect, leadership, and collaborative planning between the principal and school counselor (College Board, 2011). Principals and school counselors are both instrumental leaders in the schools and they are most effective when they are able to carry-out their appropriate roles. It is important that principals assign appropriate counseling duties and responsibilities and not administrative and coordination responsibilities. Allowing the school counselor to implement counseling programs will help principals to identify and address issues that contribute to academic failure.
Does Participation in Extracurricular Activities Impact Student Achievement?
Author: Abruzzo, Kristen J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Student Participation,Academic Achievement,Grade 11,Structural Equation Models,Correlation,Self Concept,Sport Psychology,Student Surveys,Grade Point Average,Predictor Variables,Achievement Need,Path Analysis

This study was conducted in two high schools located in suburban, Long Island, New York, with a predominantly white population. The respondents in this study consisted of 234, 11th grade students. The data was analyzed using the structural equation model. Findings show that there is a positive correlation between percent of participation in organizations and academic self-concept. There is a positive correlation between self-concept and academic self-concept, as well as a correlation between self-concept and percent of participation in sports. An inverse correlation was found between the percent of participation in an organization and self-concept.
The Relationship between Middle Grade Student Belonging and Middle Grade Student Performance
Author: Faust, Phyllis B.
Date: 2014-09-00
Type: Journal Articles
Subjects: Middle School Students,Sense of Community,Group Membership,Interpersonal Relationship,Student Empowerment,Outcomes of Education,Grade 6,Suburban Schools,Student Attitudes,Attitude Change,Teacher Student Relationship,Social Support Groups,Satisfaction,Academic Achievement,Competence,Quasiexperimental Design,Factor Analysis,Likert Scales,Correlation,Hypothesis Testing

This study examined the relationship between a middle school initiative to develop student voice, interpersonal relationships, and intrapersonal relationships and students' sense of belonging. The literature indicated a strong connection between students' sense of belonging in school and positive outcomes in and out of the classroom (Deci &amp; Knowles, 2008). The design compared changes in students' perceptions across time. The subjects were 187 male and 156 female sixth-grade students in a suburban school system during the 2011-2012 academic school year. Results indicated a decline in students' perceptions related to teacher and peer support, overall satisfaction, and academic competence.
Online Education: Panacea or Plateau
Author: Seirup, Holly J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,Intermode Differences,Student Surveys,Teacher Surveys,College Faculty,College Students,Likert Scales,Educational Quality,Academic Achievement,Teacher Attitudes,Student Attitudes,Conventional Instruction,Preferences

As online education continues to grow, understanding faculty and student perceptions seems to be an imperative piece of the decision to continue to expand online offerings. The purpose of this study was to review faculty and students perceptions of online learning and to gain an understanding of the current status of distance education. This study was conducted in two parts at a mid-sized private, four-year college in the northeast United States. In 2012, 60 graduate and undergraduate students enrolled in both traditional face-to-face and online courses participated. In 2013, surveys were sent to both faculty and students. the past (n = 29) and faculty that only taught face-to-face (n = 91). Seventy-one percent of the student participants had taken an online class in the past (n = 34) while 29% had only taken face-to-face courses (n = 14). The student survey, created by Dobbs, Waid, &amp; del Carmen (2009), was comprised of 59 items presented in a Likert scale (31 questions) and multiple choice/fill in (28 questions) format. Items focused on experience with online and traditional courses, perceptions about quality, challenge, and level of difficulty of online courses and traditional courses. The faculty survey was very similar to the student survey concentrating on faculty perceptions of teaching. The results of this study support prior research and confirm that faculty that have online teaching experience perceive online education more positively than those without online teaching experience. Alternatively, those that have only taught face-to-face, perceive that traditional classroom pedagogy as superior over online courses. Interestingly, the perceptions of both students and faculty was that students learn less (or the same) in an online environment while faculty perceive a higher quality of the courses taught online than students. Probably the most significant finding of the study is that both students and faculty prefer the traditional classroom over online education.
The Process in Completing a Nontraditional Group Dissertation in Practice for the Carnegie Project on the Education Doctorate, the Ed.D. Educational Leadership Program at Lynn University
Author: Vickers, Jerome
Date: 2016-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Nontraditional Education,Postsecondary Education as a Field of Study,Cohort Analysis,Educational Change,Qualitative Research,Group Dynamics,Trust (Psychology),Teamwork,Administrator Education,Educational Administration

This study focused on how a cohort of scholarly practitioners extended the traditional Doctorate in Education (Ed.D.) model at Lynn University by undertaking a nontraditional group Dissertation in Practice (DiP). The participants were a cohort of 11 scholarly practitioners known as Cohort 5 who became the first Lynn University doctoral students to extend the traditional cohort model beyond the relationship building and coursework archetype, and undertake a nontraditional group DiP that involved all group members working collaboratively. In 2007, the Carnegie Foundation decided to re-envision the Ed.D. as a way to help address the needs of 21st century educational settings. The Foundation created the Carnegie Project for the Education Doctorate (CPED) and brought together a number of Research 1 (R1) universities designated from the Carnegie Foundation during Phase I of analysis, with Lynn University included. The purpose of this initiative was to redesign the Ed.D. so that it could be recognized and distinguished as a purposeful degree specifically for scholarly practitioners.
Personal, Professional, and Sociocultural Experiences of African American Female School Leaders
Author: Robinson, Armentress D.
Date: 2014-00-00
Type: Journal Articles
Subjects: African Americans,Females,African American Leadership,Instructional Leadership,Principals,Assistant Principals,Administrators,Suburban Schools,School Districts,Experience,Professional Development,Leadership Training,Recruitment,Phenomenology,Family Work Relationship,Interviews,Data Analysis,Racial Bias,Gender Bias,Faculty Promotion,Resilience (Psychology),Hermeneutics

The purpose of this phenomenological study was to explore and gain an in-depth understanding of the personal, professional, and sociocultural experiences of ten African American female school leaders serving as assistant principals, principals, and central office administrators in four suburban school districts in the southeast region of the United States. By exploring the lives of these school leaders, greater insights may be gained to open the door to this underrepresented population. This research may be valuable for professional development planning and educational leadership programs with the objective of recruiting and retaining more African American female suburban school leaders.
What Type of Leadership in Higher Education Promotes Job Satisfaction and Increases Retention?
Author: Harris, Kenya
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Leadership Styles,Job Satisfaction,Questionnaires,Structural Equation Models,Correlation,Persistence,Intention,Employee Attitudes,Organizational Effectiveness,Statistical Analysis,Church Related Colleges

Satisfaction (Happiness at Work) and Employee Intention to stay with an organization, utilizing dimensions of servant leadership practices. The six dimensions of servant leadership practice were Values People, Develops People, Builds Community, Provides Leaderships, Displaying Authenticity, and Shared Leadership. The participants consisted of 59 respondents, from faith-based higher education institutions. Participants were given an 84-item questionnaire survey. A correlation and a structural equation model (SEM) were used. We found that all the variables significantly correlated with job satisfaction. Intention to Stay played a moderator role between the servant leadership variables and job satisfaction. Intention to Stay predicted 33% of the variance of job satisfaction; 54% of the variance of Intention to Stay is predicted by dimensions of servant leadership practices.
Transforming School Leadership and Stakeholders' Perceptions Regarding Cyberbullying, Its Effects, and Suggestions for Intervention
Author: Hester, Wesley
Date: 2014-09-00
Type: Journal Articles
Subjects: Instructional Leadership,Bullying,Computer Mediated Communication,Trust (Psychology),Transformational Leadership,Focus Groups,Interviews,Content Analysis,Administrator Attitudes,Counselor Attitudes,Parent Attitudes,Discipline,Interpersonal Relationship,Intervention,Parent Child Relationship

Cyberbullying is a growing phenomenon influencing schools, which must be addressed. Transformational school leaders, as the literature suggests, employ strategies for addressing cyberbullying including forming partnerships, implementing education and awareness programs, and applying disciplinary action. The purpose of this study is to understand how cyberbullying affects stakeholders and how transformational school leaders can better address the issue. Perceptions regarding cyberbullying were collected and analyzed using focus group interviews from school administrators, school counselors, parents, and external authorities. Content analysis identified five significant themes. Discussion of results, stakeholder implications, and recommendations include ideas regarding stakeholder partnerships, education and awareness programs, school disciplinary action, parental supervision and control, and ideas concerning relationships and trust.
An Authentically Simulated Approach to Disciplinary Literacy Instruction in a Study Strategies Course
Author: Armstrong, Sonya L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Literacy,Content Area Reading,Content Area Writing,Learning Strategies,Course Content,Learning Modules,Teaching Methods,Educational Practices,Simulation,Biology,Psychology,History Instruction,College English,College Students

This manuscript describes a first-year college study strategies course designed to introduce students to literacy practices typical in academic settings. Given constraints imposed by institutional requirements on students' schedules during their first year, an authentic course pairing with a content area course is rarely possible; therefore, the study strategies course described in this manuscript is intended as a possible alternative by providing authentically simulated instruction in three disciplines (biology, psychology, and history).
New Jersey School Principals' Perceptions on the Application and Importance of the ISLLC 2008 Standards' &quot;Functions&quot;: A Preferred Hierarchy
Author: Babo, Gerard
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Program Implementation,Administrator Education,Minimum Competencies,Online Surveys,Leadership Qualities,Administrator Qualifications,State Standards,Administrator Attitudes

In 1996 the Council of Chief State School Officers proposed and adopted via the Interstate School Leaders Licensure Consortium (ISLLC), six overarching leadership standards for both building and district level administrators, which were then revised in 2008 (CCSSO, 2008). These standards have influenced the licensing and certification process in a majority of states' administrative codes since their inception (Derrington &amp; Sharratt, 2008). Consequently most, if not all university principals preparation programs in the U.S. focus their curriculum on these six standards (Davis &amp; Hensley, 1999; Waters &amp; Kingston, 2005; Crow, 2006) even though there is a lack of experiential evidence to support this practice (English, 2005; English, 2006; Lindle, Stalion &amp; Young 2004). The purpose of this study was to explore the ISLLC Standards' &quot;functions&quot; from the perspective of New Jersey school building principals to determine what they consider to be the most and least important skills and knowledge a principal must possess in order to promote school efficacy and be a successful building leader. A 66-question online survey based on The Educational Leadership Policy Standards: ISLLC 2008 (CCSSO, 2008) was emailed to all the NJ school principals. A Friedman's test for related samples was used to investigate the rankings of the 66 items that represented the ISLLC 2008 Standards' &quot;functions&quot; (Huizingh, 2007). This yielded a significant result which indicated that a preferred hierarchy does exist among these &quot;functions&quot; as perceived by this sample of NJ principals. The highest ranked item was &quot;promote and protect the welfare and safety of the students&quot; (Standard III) followed by &quot;be an advocate for children&quot; (Standard VI) and &quot;collaboratively implement a shared vision and/or mission&quot; (Standard I). Six of the 15 highest ranked items were from Standard II-Instruction. The second highest number of items (4) was from Standard I and the items related to creating and implementing a school's vision/mission. The lowest ranked function was &quot;act to influence State and/or national decisions affecting student learning&quot; (Standard VI). The next five lowest ranked items all came from Standard IV, ranks 2-6. These items represented promoting understanding, appreciation and use of community's intellectual, cultural and social resources along with building and sustaining relationships with community partners.
A Competency-Based Approach to Hiring School Counselors, Psychologists and Social Workers
Author: O'Hara, Dennis P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Personnel Selection,School Counselors,School Psychologists,Caseworkers,Barriers,Minimum Competencies,Personnel Evaluation,Best Practices,Decision Making,Evaluation Criteria,School Administration

Hiring decisions offer an immense opportunity for school leaders to influence the trajectory of their organizations in the immediate and long-term. However, very few school administrators have appropriate training, if any at all, in how to select the best candidates. Effective hiring for school counselors, psychologists, and social workers presents further unique challenges including the fact that these positions do not open as frequently as classroom teaching positions, administrators are less likely to have worked in one of these roles, and the required competencies are often less tangible than knowledge of content and pedagogy. In this article the authors discuss the most pervasive and influential barriers to making great hiring decisions and recommend a competency-based approach to hiring in order to clear these barriers. The authors define a competency-based approach to hiring as one that requires an understanding of the knowledge, skills, abilities, and personality traits needed for success in a given role. The authors go on to identify four overarching competencies required of school counselors, psychologists, and social workers and recommend a number of practices as a means of making the best possible hiring decisions.
The Ambiguous Nature of Bilingualism and Its Ramifications for Writing Instruction
Author: Behrens, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Bilingualism,Writing Instruction,Language Proficiency,Student Placement,Developmental Programs,Freshman Composition,Generational Differences,English Language Learners,Teaching Methods,Educational Practices,Educational Change,Student Diversity,Case Studies

This hypothetical case of a freshman wrestling with her identity as an English user demonstrates that the old categories of native and non-native speaker do not adequately describe today's college population. The lack of informed strategies in college writing courses to deal with students possessing different degrees of proficiency in English leads to both personal and educational consequences. Recommendations for college instructors are discussed. [Adapted from Behrens, S.J. and Mercer, C. 2008. &quot;What is Native Fluency? A Case Study of the Ambiguous Nature of Bilingualism and Its Consequences for Writing Instruction.&quot;]
Peer Mentoring Roles
Author: Ashman, Marinda
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Mentors,Peer Teaching,College Freshmen,Student Role,Interpersonal Relationship,Student Attitudes,Participant Observation,Grounded Theory,Advocacy,Friendship,Coaching (Performance),Student Leadership,Structured Interviews

Because students starting college are not always prepared to succeed, colleges and universities frequently offer courses designed to help students who need remediation in mathematics, reading, and writing. At Utah Valley University (UVU), peer mentors are integrated into the University Student Success course to help first-year students learn the skills needed to be successful in college. This research suggests that the more peer mentors, students, and instructors each understand the peer mentor's role, the more successful the peer mentoring relationship with students will be.
Ethics, Interpretation, and Pedagogy: Martin Buber and the Undergraduate Literature Classroom
Author: Dew, Spencer
Date: 2007-00-00
Type: Journal Articles
Subjects: Ethics,Undergraduate Students,Higher Education,Literature,Literary Criticism,Empathy,Instruction,Reflection

Martin Buber, widely recognized as a philosopher and theologian, frequently lauded as a prophet, said at a celebration of his 80th birthday, &quot;I am no philosopher, prophet, or theologian. I am simply a man who has seen something and who goes to a window and points to what he has seen.&quot; In this article, Spencer Dew calls that statement a rhetorical masterstroke, providing at once a humbly aggrandizing self-conception of identity, a metaphoric analogue for the work itself in both content and form, and, ultimately, an image of pedagogy. Dew writes his reflections on some of the pedagogical function to be drawn from Martin Buber's work, a way to think about texts and their workings, the abilities and limits of language, and a way to relate this thinking to the issue of ethics, and of human relations.