ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Data to Affect School Change: A Critical Leadership Skill Serving as the Keystone of the School Improvement Process
Author: Del Favero, Frank
Date: 2009-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Educational Improvement,Information Utilization,Educational Change,Leadership Training,Graduate Students,Task Analysis,Data Analysis,Needs Assessment,Student Surveys,Test Construction,Academic Standards,Competency Based Education,Educational Resources,Data Collection,Educational Administration,Capacity Building,Data,Educational Practices

This article is a synopsis of three performance tasks designed for students enrolled in an educational leadership graduate level course Using Data to Affect Change. These performance tasks address the requisite knowledge and skills that an effective school leader should possess in order to improve the quality of instruction and at the same time increase student academic performance. The three performance tasks involve an analysis of a school's data resources, a performance gap analysis, and the creation of survey instruments in order to gather perception data from students, parents, teachers, and any other relevant stakeholders. Each of the performance tasks addresses the Educational Leadership Constituent Council (ELCC) standards for Advanced Programs in Educational Leadership (1.2.b, 1.3.b, 1.4.b, 2.2.a, 2.2.c, 2.3.a, 2.3.c, and 2.4.b).
Changing Teacher Attitudes toward Instruction of Academic Language through Sustained School-University Partnership
Author: Lys, Diana
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attitude Change,College School Cooperation,Partnerships in Education,Student Diversity,English Language Learners,Teacher Role,Teaching Methods,Professional Development,Principals,Elementary School Teachers,Program Effectiveness,Rural Schools,Language Usage,Hispanic American Students,Workshops,Knowledge Level,Statistical Analysis,Qualitative Research,Pretests Posttests,Surveys,Interviews,Observation,Experimental Groups,Control Groups,Comparative Analysis,Skill Development,Self Evaluation (Individuals)

Educating students from linguistically diverse backgrounds has historically been the domain of the ESL teacher. However, new migration patterns and changing student demographics force the mainstream teacher into a new role: the language and content teacher. In order to embrace this new role, educators must implement instructional strategies effective for ELLs as they continue teach the content of their grade level. The researchers identified this change as an opportunity to collaborate in providing professional development for principals and elementary teachers of English language learners (ELLs) and to evaluate the effectiveness of this professional development in developing instructional leaders within this new context of diverse demographics.
Consultant Perceptions of Skills That School Boards Value in Superintendent Applicants
Author: Glenn, Jeremy
Date: 2009-00-00
Type: Journal Articles
Subjects: Consultants,Attitudes,Skills,Boards of Education,Superintendents,Job Applicants,Personnel Selection,Administrator Characteristics,Leadership,Administrator Behavior,Institutional Characteristics,Values,Beliefs,Elementary Secondary Education

The purpose of this study is to describe the perceptions of superintendent search consultants as they relate to the selection of superintendent candidates. The synergistic leadership theory (SLT) developed by Irby, Brown, Duffy and Trautman (2002) provided the theoretical framework needed to analyze the characteristics search consultants perceive school boards desire in superintendent candidates. The SLT includes the measurement of leadership and management behavior, external forces that impact leadership, organizational characteristics, and attitudes, values and beliefs. The results of this study analyzed superintendent search consultant perspectives of traits that school boards valued in superintendent applicants and also analyzed various behaviors to determine those that were considered important for an applicant to possess.
The Stress Process among School Superintendents
Author: Litchka, Peter
Date: 2009-00-00
Type: Journal Articles
Subjects: Superintendents,Anxiety,Stress Variables,Coping,Well Being,Social Support Groups,Multiple Regression Analysis

The present study employs a moderation model to examine the relation of various sources of stress emanating from the role of the school superintendent to personal well-being and the additional effects of personal coping resources and social support. Results of multiple regression analyses using a sample of 117 school superintendents showed that utilizing personal resources of rational coping and taking time for personal care activities outside of work contribute significantly to well-being, in addition to the negative effect of occupational stressors. Rational coping also moderated the relation of stressors to well-being. Implications of the findings are discussed.
FOCUS: Sustainable Mathematics Successes
Author: Mireles, Selina V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Mathematics,Algebra,Intervention,Developmental Studies Programs,Mathematics Skills,Comparative Analysis,Grades (Scholastic),Achievement Gains,Program Effectiveness,Pretests Posttests,Student Characteristics,Experimental Groups,Control Groups,Regression (Statistics)

The FOCUS (Fundamentals of Conceptual Understanding and Success) Co-Requisite Model Intervention (FOCUS Intervention) for College Algebra was developed as part of the Developmental Education Demonstration Projects (DEDP) in Texas. The program was designed to use multiple services, courses, and best practices to support student completion of a credit-bearing mathematics course. The curriculum design and instructional strategies of the College Algebra FOCUS band are described and examples are included to expand on the richness of the model. Using repeated measures of students' mathematics proficiency and baseline comparison group data of students' course grades, we present evidence linking the FOCUS Intervention with increased mathematics proficiency, fewer course withdrawals, and improved course grades.
Faculty Advising to Support Student Learning
Author: Williamson, Laurel V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Faculty Advisers,Teacher Student Relationship,Academic Persistence,Academic Achievement,College Students,College Faculty,Teamwork,Student Responsibility,Accountability,Program Development,Faculty Development,Training,Program Evaluation,Comparative Analysis,Student Records,Grades (Scholastic),Statistical Analysis,Developmental Studies Programs,Success,Racial Differences,Ethnic Groups

This article describes the implementation of a program undergirded by the theme of faculty and staff supports that physically brings advising to the point of instruction. Research shows that establishing a strong institutional connection with students improves retention, persistence, and success. What better way to do this than take advising into the classroom and create a strong partnership between faculty and student services to provide support, information, and career direction? Sustained through an ongoing dialogue between instruction and student development professionals, classroom activities and wrap-around support services can be uniquely focused on the individual student. The college found that advising becomes a tool delivered by a faculty-student services team that holds students accountable while providing needed assistance along the student's educational pathway.
Quantity and Quality of Computer Use and Academic Achievement: Evidence from a Large-Scale International Test Program
Author: Cheema, Jehanzeb R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,Computer Use,Educational Quality,Incidence,Student Surveys,Gender Differences,Racial Differences,Socioeconomic Status,Least Squares Statistics,Multiple Regression Analysis,Predictive Measurement,Predictive Validity,Predictor Variables,High School Students,Evidence,Questionnaires,National Competency Tests,Reading Achievement,Mathematics Achievement,Science Achievement,Literacy,Problem Solving,Correlation

This study looked at the effect of both quantity and quality of computer use on achievement. The Program for International Student Assessment (PISA) 2003 student survey comprising of 4,356 students (boys, n = 2,129; girls, n = 2,227) was used to predict academic achievement from quantity and quality of computer use while controlling for demographic differences such as gender, race, and socioeconomic status. A weighted ordinary least squares hierarchical multiple regression approach was utilized. Both the quantity and quality of computer usage were found to be significant predictors of achievement. Implications were discussed. This study differs from past research in that it investigates the simultaneous effect of both quality and quantity of computer use on academic achievement in context of a large-scale probability sample which allows projection of our analytical results to the entire population of 15-year old high school students in the U.S.
E-Sponsor Mentoring: Support for Students in Developmental Education
Author: Hodges, Russ
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,College Students,Developmental Studies Programs,Remedial Mathematics,College Mathematics,Mathematics Instruction,Technology Uses in Education,Training,Individual Characteristics,Student Surveys,Student Attitudes,Statistical Analysis,Interaction,Computer Mediated Communication,Program Effectiveness,Comparative Analysis,Qualitative Research,Control Groups,Experimental Groups

Researchers investigated the use of two mentoring programs for students who were part of a support component of Fundamentals of Conceptual Understanding and Success (FOCUS), a comprehensive intervention grant for students enrolled in developmental mathematics coursework at a large public Texas university. The technology-based mentoring program, titled e-Sponsor Program, was compared to a campus-sponsored mentoring program. The programs differed in terms of mentor-types, mentor training, and use of technology. Results of an end-of-semester survey revealed no statistically significant difference between groups in terms of participants' quality interactions or perceived helpfulness of their e-Sponsor or mentor. The quantitative data confirmed that, regardless of group, more frequent quality interactions resulted in participants perceiving the interactions with mentor or e-Sponsor as very helpful. When participants' perception of helpfulness of the e-Sponsor and mentor was examined in terms of form of communication, the only statistically significant finding was face-to-face interactions. In the qualitative portion of the study, four categories of quality interactions emerged from participants: (a) receiving study and scheduling tips, (b) practicing to interact with professors by practicing with e-Sponsors, (c) receiving helpful advice that could generalize to other courses, and (d) learning to advocate for themselves in academic and practical situations.
Sustainability Matters for Undergraduate Teaching and Learning
Author: Fry, Catherine L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainability,Undergraduate Students,Instructional Innovation,Institutional Mission,Integrated Curriculum,Alignment (Education),Learner Engagement,Student Motivation,Student Improvement,Academic Achievement,Teacher Improvement,Job Skills

A growing body of evidence shows that infusing sustainability into undergraduate courses and programs can simultaneously benefit institutional goals, student learning outcomes, and society at large. In addition to being a globally relevant and urgent topic, sustainability can enhance learning of disciplinary concepts and development of broad 21st-century competencies. The authors examine the rationale for infusing sustainability into undergraduate teaching and learning and conclude by offering examples and resources for doing so.
Facing Fear, Releasing Resistance, Enabling Education
Author: Stengel, Barbara
Date: 2008-00-00
Type: Journal Articles
Subjects: Advantaged,College Students,Classroom Communication,Power Structure,Student Attitudes,Misconceptions,Stereotypes,Gender Bias,Social Bias,Racial Bias,Group Dynamics,Fear,Psychological Patterns,Educational Philosophy,Politics,Teaching Methods

This essay is a response to Barbara Applebaum's essay, &quot;Engaging Student Disengagement: Resistance or Disagreement?&quot; in which Applebaum explores privileged university students' &quot;disengagement&quot; when asked to confront institutionalized oppression. Applebaum analyzes and recommends Lynn Weber Cannon's rules for classroom discourse that ask students--for the purposes of the course only--to acknowledge that racism, classism, sexism, heterosexism, and other institutionalized forms of oppression exist, and to agree to actively combat the myths and stereotypes about groups so that walls that prohibit group cooperation and group gain can be removed. This essay considers the admonition in Mordechai Gordon's essay, &quot;Engaging Student Disengagement&quot;--a response to Applebaum's essay that argues that Weber Cannon's &quot;rules for classroom discourse&quot; should be thought of as goals rather than rules, and that insisting on engagement may not be possible; and if it is possible, it can backfire and exacerbate resistance. The author, Barbara Stengel, claims that insisting on engagement ignores the root of student resistance--a resistance that begins in doubt and blossoms into fear--and supports these claims by: (1) exploring the meaning of pedagogical resistance under the circumstances Applebaum describes with the help of Lawrence Blum's analysis of racism; (2) determining why privileged white students resist using Charles Peirce's analysis of response to doubt; (3) fleshing out what is going on when students' fear is expressed in resistance following Sara Ahmed's characterization of fear in &quot;The Cultural Politics of Emotion&quot;; and (4) taking a conceptual detour to clarify that blame and responsibility are linked to our analyses of fear. The author argues that instructors who hope to release resistance to antiracist pedagogy would do well to face the fear that fuels resistance by deconstructing classroom power relations.
Enacting a Social Justice Leadership Framework: The 3 C's of Urban Teacher Quality
Author: Khalil, Deena
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Urban Schools,Urban Education,Educational Practices,Leadership Qualities,Teacher Leadership,Semi Structured Interviews,Praxis,Cultural Awareness,Interpersonal Competence,Cultural Literacy,Communication Skills,Work Ethic,Teacher Student Relationship,Teacher Characteristics,Teacher Recruitment,Case Studies,Qualitative Research,Administrator Attitudes,Teacher Effectiveness,School Community Relationship

The purpose of this study was to conceptualize a social justice leadership framework that identifies essential urban teacher qualities. This framework serves to benefit education leaders seeking teachers best suited for urban schools and urban educators seeking to improve their praxis. The study used a critical approach to analyze data collected from semi-structured interviews with 15 district and school leaders from one large, northeastern, urban district. While administrators all searched for teachers with strong content knowledge, they also sought teachers who possessed qualities for what the authors interpret as the 3 C's: (a) cultural competency, including cultural awareness, experience, and understanding; (b) communication skills bridging urban teaching and learning; and (c) commitment to serve students and the community. The implications from the 3 C's framework can serve to remind policymakers and practitioners of the teacher qualities needed to provide children in urban communities with a just and equitable education.
&quot;What Happened to Our Sense of Justice?&quot; Tracing Agency and Critical Engagement in a Youth Participatory Action Research Project
Author: Giraldo-García, Regina J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Research Projects,Grade 9,High School Students,Educational Experience,Participant Observation,Ethnography,Transcripts (Written Records),Student Participation,Barriers,Feedback (Response),Educational Practices,Urban Schools

Tracing the nature of critical engagement and agency among youth in a participatory action research (PAR) collective, the study attends to the manner in which critical engagement and agency developed over time for the youth researchers. The focus of the project was to conduct a survey among ninth grade students concerning their early high school experience, using participatory methods in data collection, analysis, and reporting back. Data collection included participant observation and review of footage of project activities, field notes, and the youth researchers' auto-ethnographic texts and creative products. Access to the ninth grade students was clearly achieved, and they were informed first among many stakeholders about the results of the survey; however, the classroom setting proved challenging in terms of facilitating critical engagement, compromising youth researchers' sense of agency. The university setting served as a site conducive to inquiry and agency for the youth.
Action Research in Literacy: Teacher Inquiry Projects That Answer Questions about Practice
Author: Levin, Mary Ellen
Date: 2006-00-00
Type: Journal Articles
Subjects: Action Research,Student Teachers,Graduate Students,Certification,Teacher Education Programs,Educational Practices,Attitude Change,Teacher Attitudes,Literacy Education

This article presents ways that the author has been involved in action research, beginning with student teachers for whom action research was a focus during the student teaching semester. With brief descriptions of action research as a part of a professional practice school partnership, the article concludes by presenting action research experiences of graduate students in a literacy certification program.
Writing Ideas That Work
Author: Fisher, Douglas
Date: 2006-00-00
Type: Journal Articles
Subjects: Writing Improvement,Writing Achievement,Writing Assignments,Urban Schools,Case Studies,Observation,Teaching Methods,Writing Strategies,Interaction,Poetry,Audience Awareness,Prompting

Student writing performance has not appreciably improved in the past decade. While there is evidence that teachers assign more writing than in the past, performance has not kept pace. Three urban schools that experienced significant improvements in students' writing achievement were studied. To glean ideas and examples, the authors observed classroom teachers as they taught writing. In this article, the authors focus on specific instructional strategies used across grade levels by teachers to improve writing performance.
Overcoming Reading Difficulty in Clinical Remediation through Effective Partnership
Author: Ikpeze, Chinwe
Date: 2006-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Remedial Reading,Parent Role,Intervention,Tutoring,Attitude Change,Reading Skills,Parent Participation,Reading Teachers,Specialists,Learning Activities,Workshops,Clinics,Reading Instruction,Observation,Interviews,Attendance Patterns,Homework,Student Behavior,Qualitative Research,Case Studies,Clinical Diagnosis,Interpersonal Communication,Cooperation,Elementary School Students,Grade 4,Grade 6,Special Education

This study examined the nature of the partnership between clinicians and parents of two struggling readers at a university reading clinic. Research questions sought to examine the roles of the clinicians and parents in the reading clinic and the ways, if any, their partnership facilitated reading improvement of the children involved. Data were collected through multiple sources and analyzed inductively. The results indicated that after semester-long tutoring, the two students improved in their attitude toward reading and actual reading levels. The improvement was attributed to both intensive tutoring and effective partnership with parents.
Purposeful Collections: Exploiting the Potential of Children's Literature in the Classroom
Author: Boyd, Maureen
Date: 2006-00-00
Type: Journal Articles
Subjects: Childrens Literature,Reading Material Selection,Instructional Material Evaluation,Guidelines,Criteria,Reading Instruction

Purposefully selected collections of literature can extend, contrast or illuminate an experience or perspective to effectively exploit the potential of children's literature to shape curriculum and engage student learning. This paper offers a practical framework for creating purposeful collections of literature. As an illustration of this process, we have formulated two guideline acronyms, SIMPLE (guidelines for identifying a theme) and CRITERIA (guidelines for selecting books), explained within the context of one particular theme: Children and the Great Depression.
&quot;Theoretical Inclinations&quot;: How One Teacher's Beliefs Influenced Reading Comprehension Instruction
Author: Kaback, Susanne
Date: 2006-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Reading Comprehension,Teacher Student Relationship,Feedback (Response),Elementary School Teachers,Decision Making,Reading Strategies,Teaching Methods,Communities of Practice,Peer Relationship,Elementary School Students

This article examines the year-long experience of one fourth grade teacher, Anne, as she learned about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher's instructional decision making. The project explored how Anne's academic preparation, beliefs about reading comprehension instruction, and attitudes toward teacher-student interaction influenced her efforts to employ comprehension strategy instruction. The results of the study suggest that three factors were pivotal in Anne's successful implementation of reading strategy instruction: pedagogical beliefs, classroom relationships, and professional community. Research on instructional change generally focuses on issues of time, resources, feedback, and follow-through. The research reported here recognizes the importance of these components, but expands contemporary thinking by showing how, in Anne's case, a teacher's existing theories, her relationship with her students, and her professional interaction with peers impact instructional decisions.
Improving Sentences via Sentence Combining Instruction
Author: Saddler, Bruce
Date: 2006-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Writing Ability,Writing Improvement,Sentences,Sentence Structure,Writing Exercises,Oral Reading,Class Activities,Transformational Generative Grammar,Grading

In this article a method to improve sentence writing ability called sentence combining is explained. The potential effects of sentence combining are related and relevant research summarized. In addition, how to introduce sentence combining practice to a class, key instructional components including oral practice and peer assistance, sources of material and creation of exercises, and grading criteria are discussed.