ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading through Following: Understanding the Intersection of Followership, Leadership and Collaboration
Author: Taylor, Jonte' C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Leadership,Cooperation,Teacher Characteristics,Teacher Administrator Relationship,Teacher Behavior,School Administration

The dynamic between leadership and followership is important, yet historically in education, only leadership has seen emphasis and examination. Followership in itself is not a new concept because virtually every individual spends more time in the role of follower than leader and there have been both leaders and followers throughout the course of history. Even within the described structures (i.e., military, business, culture), there is still scant research on followership which unsurprisingly results in virtually no research on followership in K-12 educational settings. As schools are comprised of teachers and administrators in the roles of followers and leaders, understanding nuances in the leadership-followership dynamic provides opportunities for improving collaboration and thus school climate. In her book &quot;Followership: How Followers Are Creating Change and Changing Leaders,&quot; Barbara Kellerman (2008) defines followership, what it means to be a follower, and identifies types of followers in four different contexts/industries. While Kellerman's work does not specifically focus on K-12 educational settings, the article's authors feel that the theories and ideas she posits can apply to the teacher/administrator dynamic found in schools. Further, they feel that Kellerman's work can support effective collaboration between teachers and administration. As such, the authors will apply Kellerman's ideas regarding followership to K-12 school settings to answer the following questions: (1) What is followership and how does it influence leadership? (2) What are the characteristics, types, and behavior of followers? and (3) How does the followership/leadership dynamic intersect with improved collaboration?
Preparing Educational Leaders for Social Justice: Reimagining One Educational Leadership Program from the Ground Up
Author: Manaseri, Holly M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Justice,Instructional Leadership,Administrator Education,Advocacy,College Curriculum,Alignment (Education)

In New York State, certification requirements for Educational leaders lay out the knowledge and skills deemed essential for emerging leaders to be successful in supporting high achievement by and for all students and in alignment with the National Policy Board for Educational Administration (NPBEA), which published the Professional Standards for Educational Leaders 2015. These standards were formerly known as the The Interstate School Leaders Licensure Consortium (ISLLC) standards. In 2016 the authors began their work as new faculty in an educational leadership program that had been recently reorganized from a stand-alone two-full-time equivalent (FTE) department to a program housed within the Department of Foundations and Social Advocacy, one of three departments within a School of Education at the SUNY college that produces the largest number of teacher candidates of any comprehensive college within the 64-campus SUNY system. As part of a self-study of the program upon their entry they sought to address the following research questions: (1) Does the existing curriculum ( formal and informal, described and as taught) prepare future administrators for foundational advocacy and social justice work? and (2) How can a social advocacy/social justice framework serve as a guide for developing a program preparing leaders to excel in administration of socially just schools? The primary purpose of this paper is to share their efforts in educational leadership preparation change in terms of a foundations and social advocacy framework and its importance for both research and practice. In particular, they focus on the leadership preparation program of one upstate New York college that has recently reorganized from a stand-alone department into the Foundations and Social Advocacy department and work to thus reimagine the curriculum, pedagogy, and assessment practices to align with a social justice framework to ensure that graduates of the program see themselves as agents of change and disruption in the fundamental social replication structure of public schools. The lessons learned from this case study can provide insight to other educational leader preparation programs in New York, and across the nation, who seek to deeply examine their programs to ensure emphasis on the knowledge, skills and dispositions necessary to prepare the next generation of leaders as advocates for all students and families.
Supporting Gifted Education in Rural Schools
Author: Azano, Amy Price
Date: 2020-00-00
Type: Journal Articles
Subjects: Gifted Education,Rural Schools,Ability Identification,Place Based Education,Educational Attitudes,Teaching Load,Knowledge Base for Teaching,Teacher Expectations of Students,Fidelity

In this &quot;promising practices&quot; piece, we draw from lessons learned from a larger research study exploring how alternative identification processes and curricular interventions might influence gifted education programming for students in rural school districts. In the larger study we sought to (a) increase the number of rural students identified for gifted education services and (b) provide support for those programs in the form of a place-based language arts curriculum. As we implemented an innovative identification and curricular option for historically underrepresented students from low-income rural areas, we encountered hurdles stemming from four sources: conceptions of giftedness, teacher time and expertise, expectations for students, and fidelity of implementation. This article illuminates those challenges and discusses efforts to mitigate them and negotiate a path through to success--seeing the possible rather than limitations set forth by imposed systems affecting rural schools and communities.
Academic-Family Integration: How Do Men and Women in Distance Education and Residential Doctoral Programs Integrate Their Degree and Family?
Author: Rockinson-Szapkiw, Amanda
Date: 2020-12-00
Type: Journal Articles
Subjects: Distance Education,Doctoral Programs,Doctoral Students,Student Satisfaction,Student Responsibility,Family Life,Residential Programs,Role Conflict,Academic Persistence,Public Colleges,Private Colleges,Gender Differences

Multivariate statistical analyses were used to determine if differences existed between how men and women enrolled in distance education and residential doctorate of education programs in the United States managed and negotiated their family and academic lives. Results provided evidence that distance education students (n = 106) reported having lower academic-family satisfaction and functioning, more interference between the academic and family domains, and more impermeable boundaries between the domains than their residential peers (n = 71). Moreover, women (n = 126) in comparison to men (n = 51) reported poorer academic-family balance and the desire to set more rigid boundaries between their academic and family domains.
Teaching Science in Rural Elementary Schools: Affordances and Constraints in the Age of NGSS
Author: Zinger, Doron
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Elementary School Science,Rural Schools,National Standards,Elementary School Teachers,Barriers,Teacher Attitudes,Outdoor Education,Environmental Influences,Faculty Development,Teacher Collaboration,Professional Isolation,Educational Needs,Instructional Materials,Teacher Competencies

Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers' science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools. Data sources included semi-structured interviews and survey responses from 49 teachers from 30 different rural schools. Through a primarily qualitative analysis, we identified four teacher reported categories of affordances and four categories of constraints to teaching science. One category of affordances, access to a variety of outdoor science resources, and one category of constraints, high levels of isolation, were closely tied to the nature of rural schools. The other affordances and constraints are broadly recognized factors influencing science instruction. Implications for supporting rural teachers' science instruction are discussed.
Trends of Modern Education Development in the European Educational Space
Author: Romanyuk, Sv?tlana Z.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Educational Development,Intercultural Communication,Communication Skills,Second Language Learning,English (Second Language),College Students

The article summarizes that the establishment and development of common language educational space of the EU were caused by an aggregated impact of external factors in the form of social, economic, and political processes within European integration as well as by intra-system factors. Both the institutional and legal base and the open method of coordination in the sphere of language education at the EU level create difficult intra-system and external ties, providing the integrity of the educational space. The creation of a common language educational space is based on conceptual frameworks determining the content of educational policy at European and national levels. Modern trends of higher education have been analysed through the multicultural aspect of society. The assumption about the appropriateness of continuous language training of students as the basis to form skills for intercultural communication has also been made. To check the credibility of results achieved during research and development works methods of mathematical statistics have been used. They included non-parametric methods of results comparison, which according to Kyveryalg are the most appropriate while professional analysis of pedagogical phenomena. It is explained by the fact that there is a limited number of quantity indicators obtained as a result of pedagogical studies (four levels of intercultural communication skills) in the science of pedagogy. The results proved the effectiveness of the developed methodology, which is based on the implementation of context-based learning techniques while learning a foreign language (English) by students.
Use of Cloud Technologies in the Process of Professional and Linguistic Training of Law Students for the Development of Academic Performance
Author: Shemshuchenko, Yurii S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Law Students,Legal Education (Professions),Computer Software,Critical Thinking,Lawyers,Information Technology,English for Special Purposes,Business English,Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Effectiveness,Computer Assisted Instruction,Thinking Skills,Feedback (Response),Student Motivation,Personality Traits,Comparative Analysis,Academic Achievement,Foreign Countries

The objective of this study was to find out how effective the use of cloud technologies is in the formation and development of critical thinking in future lawyers. An experimental model using cloud technologies was tested in training courses in the special (Civil Law, Fundamentals of Administrative Law) and general (English for Specific Purposes, Business English) subjects of the educational professional programme for training specialists of Specialty 081 &quot;Law&quot;. The method of test control and the method of component analysis were used to diagnose the level of academic performance of students selected for the pedagogical experiment in the training courses. To accomplish the research objectives, the results of the author's tests (seven control points) performed by students of both groups. IBM SPSS Statistics 25.0.0.1 software was used to analyse the quantitative data. Two-tailed P-value and Student's t test were calculated for statistical processing of experimental data. The study showed the effectiveness of the use of cloud technologies for the formation and development of critical thinking in future lawyers. The authors conclude that the use of cloud technologies in the professional and linguistic training of lawyers also facilitates feedback, which increases students' educational motivation and allows for monitoring changes in students' personality development.
Modern Technologies and Applications of ICT in the Training Process of Teachers-Philologists
Author: Berkeshchuk, Inna S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Uses in Education,Computer Assisted Testing,Distance Education,Language Teachers,Linguistics,Speech Skills,Competition,Games,Educational Technology,Teacher Education

The use of online technology of an experimental, gaming, competitive nature helps unite the virtual context and the acquisition of analytical skills in an environment, where personal communication is impossible, and the learning process requires high-quality preparation and understanding of the level of acquisition of speech skills. Studies show that within the conditions of distance learning of language and literature teachers (philologists), special difficulties are caused by the study of new technologies related to speech practice, stylistics, text creation; the reason for this is the insufficient number of group and heuristic activities, work in pairs, lack of sufficient speech practice of high communicative and intellectual level. Online quizzes as a technology of competition, games aims to increase the register, level and intensity of communication; they can potentially overcome the lack of authentic communication and academic traditions in the training of philologists. The purpose of this study is to show the prospects for the use of modern information and computer technologies. Intensive informatization of the educational process has its own organizational specifics: the willingness and availability of technical capabilities not only for students - philologists, but also for the teaching staff of universities and administrations. The condition for successful informatization is the ability of teachers to effectively use all available potential. The study focuses on the use and scope, difficulties in implementing information and communication technologies, and separate competitive interactive forms in higher education of language and literature teachers in terms of distance education.
Pedagogical Conditions of Developing Professional Culture in Law Students
Author: Kononenko, Tetiana V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Legal Education (Professions),Law Students,Professionalism,Legal Aid,Clinics,Educational Environment,Higher Education,Experimental Groups,Control Groups

The article substantiates the pedagogical conditions of developing professional culture in law students. To this end, the authors reviewed scientific (pedagogical, psychological, legal) literature, taking into account particularities of professional activity of future lawyers, as well as educational standards of training law students in higher educational institutions (HEIs) of Ukraine, and the component structure of professional culture of future lawyers. The above steps suggested that ensuring efficient development of the phenomenon under study is possible through the realization of a set of pedagogical factors, namely: formation of professional-subject constructs of professional culture of law students in the process of solving simulated professional situations; involvement of law students in professional activity through legal clinics; creation of a professional and cultural educational environment in HEIs. We selected the pedagogical conditions with emphasis on the components of professional culture of law students. Thus, each specific pedagogical condition was directed to the formation of a specific component of the phenomenon under study. We applied A number of methods of scientific knowledge and special techniques in the course of the experimental research to study the level of the development of professional culture in law students. To check the effectiveness of the implementation of certain pedagogical conditions, we conducted a pedagogical experiment, which consisted of a series of successive stages. The students of the control groups studied with the use of the traditional system of training law students. In the experimental groups, pedagogical conditions of developing professional culture in law students were realized by implementation of competent, contextual, systematic approaches and innovative methods were used during classes in a number of professional subjects. The analysis of the indicators of the level of professional culture development in law students shows that there are students with low levels in both categories of groups. Therefore, the improvement of the professional training of lawyers in the direction of further development of their professional culture according to our method becomes topical, since significant positive results were obtained in the experimental groups.
Practice and Innovations of Inclusive Education at School
Author: Kozibroda, Larysa V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Practices,Educational Innovation,Inclusion,Meta Analysis,Instructional Effectiveness,Foreign Countries,Equal Education,Educational History,Enrollment,Elementary Secondary Education,Individualized Instruction

The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals' beliefs, teachers' self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers' beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with the integrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.
Professional Competences of Jurisprudence Educators
Author: Husenko, Anzhela A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Legal Education (Professions),Teacher Competencies,College Faculty,Pedagogical Content Knowledge,Teacher Student Relationship,Critical Thinking,Professionalism,Teaching Methods,Instructional Innovation,Faculty Development

Nowadays, the profession of Jurisprudence educator is one of the most relevant and top requested among all specializations; however, in order to become a high-skilled Jurisprudence educator, one should possess significant professional qualities, including being professionally competent in the context of teaching. Taking into consideration the above mentioned, as well as based on the subject matter of the scientific article, the purpose of the study is to reveal the theoretical and practical features of the professional competences' formation and development of the Jurisprudence educators. Methods of analysis, synthesis, observation, description, comparison and generalization have been applied to reveal the purpose of the scientific research. It has been established that modern Jurisprudence teachers should possess the following professional competences: to be fluent in modern legislation and other legal norms; to rely on the features and qualities of leading scientists, working in this field; to be able to interconnect private and public interests and allocate responsibility to individual cases; to be well-versed in legislative practice and to act by law in unexpected situations; to encourage students to actively participate in the learning process, while avoiding delays in classes or even truancies; to expect knowledge from their students in a positive light; to enlist the respect and trust of students; to treat students positively and with respect, regardless of their religious, cultural, social or linguistic background; to cooperate with parents and other students' custodial persons; to think critically and professionally; to prepare for classes to a full extent, using modern innovative teaching methods to teach material in the classroom; to take an active part in activities organized by the tertiary educational institution, local community, etc.; to be engaged in professional development, constantly improve one's own competences. Based on the results of the conducted study of the theoretical and practical features of the professional competences' formation and development of Jurisprudence educators it has been established that these competences begin to form and develop even at the stage, when students (future Jurisprudence educators) study at the tertiary legal educational institutions.