ethanporcaro/eric-fulltext-meta huggingface dataset:
New York College of Osteopathic Medicine Learning Outcomes Assessment 2009-2010
Author: McCarthy, John R.
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Educational Objectives,Position Papers,Medicine,Institutional Mission,College Curriculum,Faculty Evaluation,Institutional Evaluation,College Outcomes Assessment,Tests,Medical Education,Program Evaluation,Educational Policy,Student Evaluation,Course Evaluation,Clinical Teaching (Health Professions),Records (Forms),Surveys,Benchmarking,Evaluation Criteria

This is a document that lays out the Mission of the NY College of Osteopathic Medicine's Mission Statement, It's 13 Goals and subsequent Objectives of Learning Outcomes. Benchmarks were established for each Educational Goal and defined further in Objectives. This document represents an historic attempt by NYCOM to address it's need for complete assessment of all programs, courses, administrative structure, admissions, and other policies that affect the educational learning outcome of the students. Appendices include: (1) Chart 1 Proposed Curriculum and Faculty Assessment Timeline; (2) Institute for Clinical Competence:  (3) Neurological Exam--Student Version Parts I &amp; II; and (4) Taskforce Members. (Contains 6 footnotes, 1 table, and 3 figures.) [This document was developed by the New York College of Osteopathic Medicine Task Force on Learning Outcomes.]
Russian Language Analysis Project
Author: Serianni, Barbara
Date: 2011-04-29
Type: Information Analyses
Subjects: Phonology,Second Language Learning,Russian,Language Research,Interviews,Native Speakers,History,Language Usage,Written Language,Cultural Differences,English (Second Language),Difficulty Level,Phonetics,Grammar,Pronunciation

This paper is the result of a language analysis research project focused on the Russian Language.   The study included a diverse literature review that included published materials as well as online sources in addition to an interview with a native Russian speaker residing in the United States.  Areas of study include the origin and history of the language use, phonology, and orthography.  Also included is a brief discussion of potential cultural difficulties and a sort list of challenges for Russian English language learners, in addition to a diverse listing of Russian language resources.  While this paper is not exhaustive, it touches on many areas of import. (Contains a list of resources.)
Adolescent's Perceptions of Deviance When Using Technology: The Approaching Post-Typographic Culture
Author: Daniel, Annie J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Attitudes,Internet,High School Students,Antisocial Behavior,Bullying,Middle School Students,Computer Use,Student Behavior,Self Concept,Comparative Analysis,Measures (Individuals),Crime

Background: Deviant behavior on the computer and the Internet is rising as technology use increases (Hollinger, 1996b ; Power, 2000; Vatis, 2000).  Recently, there has been an increase in the number of high tech crimes by adolescents. According to the U.S. Department of Justice (2005), teens have gone high tech with old fashion bullying, stalking and spreading rumors. With the use of technology, students have advanced to cyberbullying and cyberstalking. Students are using e-mail, Websites, instant messaging, chat-rooms and text messaging to antagonize and intimidate others. Purpose: The primary purpose of this study was to explore middle and high school students' perceptions of deviant behavior when using  computers and the Internet. Setting: South Louisiana school district with middle and high schools that had computers with Internet access.  Study Sample: The accessible population included all students who attended a middle or high school in the East Baton Rouge Parish School System (EBRPSS) with computers that are capable of accessing the Internet. A convenience sample of 1,150 students (575 middle and 575 high school students) was selected. The research design is descriptive. Findings: When comparing the means of the Peers' Behavior Score and the Students' Behavior Score, students' perceptions of themselves  and their classmates are very different. Students perceive that their peers are displaying deviant behavior &quot;often&quot; and &quot;very often&quot; on computers and the Internet. However, students perceive that they are not engaging in &quot;deviance&quot; or &quot;some deviant&quot; behavior. Conclusion: Students may feel more comfortable disclosing what others are doing. Students may not want to admit displaying deviance, but it is easier to be more open when discussing  someone else's behavior. Therefore, the two scores might be used to gauge the amount  of actual deviance being displayed.
Using Internships in the Preparation of School Leaders. Implications from UCEA
Author: Barnett, Bruce
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Evidence,Leadership Training,Instructional Leadership,Administrator Education,Internship Programs,Literature Reviews,Performance Factors,Educational Administration,Teaching Methods,Research Needs

Internships, practica, and field experiences have been touted as essential to prepare effective school leaders. Borrowed from the field of medicine, educational leadership internships are intended to help practitioners gain experience near the completion of their formal preparation (Milstein, Bobroff, & Restine, 1991). Over the years, a variety of internship formats have evolved, but research has not kept pace. This research gap suggests an urgent need to address whether and how field experiences provide the time, rigor, or relevance needed to influence aspirant leaders' actions and attitudes. This paper describes the types of internships, its criticisms, and evidence of internship effects. The authors' analysis of internship research suggests a more comprehensive research and policy agenda is needed to address: (1) program effects on interns' attitudes and skills, (2) long-term effects once school administrators are on the job, (3) how internship tasks, program  activities, and designs vary across educational leadership preparation programs, (4) mentor selection, preparation, and influence on interns' development, and (5) developing financial support for full-time internship.
The Revolving Door of the Principalship. Implications from UCEA
Author: Fuller, Ed
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Principals,Educational Administration,Personnel Selection,Labor Turnover,Administrative Change

Selecting and retaining quality principals is critical to improving and sustaining school success. With better understanding of the prevalence and consequences of principal turnover rates and disparities across contexts, districts and states can implement policies and programs that will increase principal retention and success. Data drawn from Texas educational employment files provides a basis for inquiry into this problem. (Contains 3 tables.)
Accessing and Using Public Educational Data Sources for School and Leadership Research. Implications from UCEA
Author: Baker, Bruce
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Research Opportunities,Educational Policy,Access to Information,Educational Research,Data,Educational Resources,Information Sources,Information Utilization,Educational Administration

Much educational policy research can be conducted with existing data sources, either created for research purposes or for managing and maintaining information on public schooling systems. These often under-used resources offer rich research opportunities on the relationship between teacher and principal careers, school and district differences and student outcome changes over time. This paper describes how policy research involving rich data on actual schooling contexts remain critical to advancing individuals' understanding of contexts into which such reforms are to be implemented. Large scale, longitudinal universe data on state education systems provide invaluable insights into the "way" real public schooling systems work.
Successful Leadership in High Poverty, Urban Schools. Implications from UCEA
Author: Jacobson, Stephen
Date: 2008-07-00
Type: Reports - Descriptive
Subjects: Urban Schools,Leadership Effectiveness,Poverty Areas,Disadvantaged,Educational Quality,Leadership Qualities,Educational Administration,Best Practices,Performance Factors

Research shows that leadership matters in improving student achievement. In fact, among school-related factors over which policy makers have some control, effective leadership practices rank second only to the quality of teaching in influencing student learning (Leithwood, Louis, Anderson & Wahlstrom, 2004). Quality leadership is particularly important in schools serving youngsters living in high poverty urban schools (Scheerens & Bosker, 1997). Coupled with the fact that high quality leaders are perceived to be in relatively short supply in urban school systems (Jacobson, 2005), individuals need to incorporate what they know about the passion, commitments and practices of successful leaders into principal preparation and district support. Through joint effort and informed action, preparation programs and districts can improve the quality and effectiveness of school leaders for the schools (and students) who need effective leadership most.
District-Driven Success: Research and Implications for Large-Scale Reform. Implications from UCEA
Author: O'Doherty, Ann
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Change,School Districts,Change Strategies,Educational Improvement,Achievement Gap,Evidence,Best Practices,Research Needs,Educational Administration

Research on how to improve the quality of education for all students and reduce academic achievement gaps has primarily focused on individual schools (Fullan, Bertani, & Quinn, 2004). In contrast, the research published on successful district-driven strategies and processes has been comparatively sparse (Honig & Copland, 2008). To sustain long-term innovation, systems must change (Simmons, 2006) and researchers have begun to focus on district-driven reform efforts which have led to increases in student achievement (Cuban & Usdan, 2003). Key elements found to have contributed to district-driven success initiatives have been identified through several studies (Cawelti, 2001; Green & Etheridge, 2001; Kim & Crasco, 2006; Snipes & Casserly, 2004; Skrla, Scheurich, & Johnson, 2000; Togneri & Anderson, 2003). This paper discusses: (1) why district-driven success should be studied; (2) what research revealed about district-driven reform efforts that have contributed to improved student achievement results; and (3) the implications of a successful district-driven reform.
Advancing from Preparation to Leadership Positions: The Influence of Time, Institution & Demographics. Implications from UCEA
Author: Terry Orr, Margaret
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: Leadership,Leadership Training,Promotion (Occupational),Occupational Aspiration,Graduate Surveys,Influences,Incidence,Career Development,Educational Administration

Differences in career advancement rates among aspiring leaders and their programs provide useful frameworks for understanding both program influence and advancement challenges. These differences suggest program, district and state interventions and follow up support to improve the fit and advancement of graduates into the leadership field. This paper describes how the leadership preparation has changed in recent years. It also discusses the rates of graduates' advancement into leadership positions. (Contains 1 table.)
Realizing the Goal of College Readiness in South Texas: The Role of School &amp; Community Leaders. Implications from UCEA
Author: Saenz, Victor B.
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: Community Leaders,College Preparation,Focus Groups,Educational Attainment,Democratic Values,Educational Objectives,Higher Education,College Bound Students,Barriers

Going to college is a familiar first step towards fulfilling the American dream for graduating high school students and their families. Yet for many in this country, the reality of their everyday lives is increasingly riddled with obstacles and tough choices about their future educational and career pathways. In light of these challenges, many school, community, and state education leaders, as well as various public and private agencies have pressed on with aggressive campaigns to build a more robust college-going and college-readiness culture within their local schools and communities. College readiness is an especially salient goal in South Texas, where educational attainment rates hover among the lowest in the country (Texas State Data Center, 2007). But what does college readiness mean within this educational context, especially from the perspective of school and community leaders charged with promoting and realizing this goal? This brief highlights some key findings from a study that examined the role leaders assume in promoting the goal of college readiness in the Rio Grande Valley of South Texas. Using focus group data gathered as part of a larger initiative focused on college readiness efforts within this region, the study investigated how school and community leaders decode the goal of college readiness and self-examine their respective roles in promoting a college-going culture. To further understand the educational context of this region, it is first necessary, however, to review the higher education infrastructure and opportunities that currently exist.
Student Assessment in Leadership Programs: Hopeful Signs and Cautions. Implications from UCEA
Author: Kochan, Frances K.
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Expertise,Student Evaluation,Program Effectiveness,Instructional Leadership,Leadership Training,Educational Administration,Performance Factors,Research Needs,Administrator Education,Evaluation Research

Research indicates that leadership is an important element in student and school success (Darling-Hammond, et al.2007). This has been a factor in calls to implement extensive changes in how principals are recruited and prepared (Murphy, 2006). An essential element in this redesign is assessing the students that enter and graduate from it. Assessment is a comprehensive process by which members of an academic community analyze data and use that information to revise programs to assure student success. (Kochan and Locke,2009). Most student assessment efforts in educational leadership programs have been program specific, dependent upon faculty interest and expertise, and have not been not a part of the research agenda of the field as a whole. During the last decade there have been calls from groups within and external to these programs to urge them to create comprehensive student assessment programs which will help determine who is admitted to the program; measure progress throughout matriculation; evaluate student abilities at program completion; and assess leadership skills and practice after graduation. This paper describes: (1) the factors that hinder and facilitate assessment; (2) the hopeful signs and cautions concerning assessment; and (3) the implications of student assessment in leadership programs for future research.
Strengthening the Superintendent Pipeline and Professional Development Options. Implications from UCEA
Author: McCord, Bob
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Mentors,Educational Improvement,Accountability,Superintendents,Instructional Leadership,Professional Development,Incentives,Academic Achievement,Educational Opportunities

The dramatic change over the past 20 years of the demographics, education and career trajectory of superintendents has significant implications for the nation's schools. Since 1923, the State of the American School Superintendency has documented the evolution of superintendents' careers and school district leadership more broadly. The most recent study found both an aging population of superintendents and a trend toward entering the position later in one's career (Glass & Franceschini, 2006). A follow-up study by the Center for Systems Leadership of the American Association of School Administrators (McCord, Jordan, & Jordan, 2008) explored the confluence of the career pipeline, incentives and disincentives to assuming the superintendency, and the availability and quality of mentoring and coaching for new and sitting superintendents. Despite the above trends and their implications for increasing support, superintendent mentoring and leadership development seem to be rare, leaving many, particularly new, superintendents ill-equipped for increasing accountability demands and fiscal pressures in leading districts. In recent years, particularly given increased accountability expectations, superintendents' work increasingly has shifted toward leading district educational improvement. A growing body of evidence (Waters & Marzano, 2006) demonstrates the important impact that superintendents' directions and actions can have on student achievement and the achievement gap. This paper describes several key policy strategies for strengthening the superintendent pipeline.
Candidates in Educational Leadership Graduate Programs. Implications from UCEA
Author: University Council for Educational Administration
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Leadership Training,Instructional Leadership,Educational Research,Graduate Students,Graduate Study,Career Choice,Administrator Education,Professional Development,Principals,Educational Administration

In 2009, an essential new Handbook was published by UCEA, the "Handbook of Research on the Education of School Leaders." The handbook provides a rich resource for researchers, policy makers and those who prepare educational leaders. The chapter discussed in this issue of "Implications" addresses the leadership candidates enrolled in educational leadership preparation programs. This "Implications" research brief also underlines existing knowledge gaps, initiatives and work that address these gaps, as well as points of departure for future research.
A Brief History of Leadership Preparation. Implications from UCEA
Author: McCarthy, Martha M.
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Evidence,Administrator Education,Research and Development,Educational Administration,Instructional Leadership,Educational History,Intellectual History,Fundamental Concepts,Best Practices,Influences,Educational Needs,Research Needs,Leadership Training

In 2009, the "Handbook of Research on the Education of School Leaders" was published by the University Council for Educational Administration (UCEA). The chapter discussed in this issue of "Implications," introduces a conceptual model for describing the different kinds of knowledge and the interactions among technical knowledge, artistry, and individual and collective valuation. Specifically, "An Historical Review of Research and Development Activities Pertaining to the Preparation of School Leaders," examines the primary building blocks of professional preparation, the history of their use in educational leadership, and evidence regarding the relative importance and utility of these building blocks in the development of competent practitioners.
Quality Leadership Matters. Policy Brief Series. Volume 1, Issue 1, Fall 2007
Author: Young, M.D.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Leadership Training,Leadership Effectiveness,Instructional Leadership,Leadership Qualities,Educational Improvement,Teacher Improvement,Change Strategies,Educational Change,Teacher Education,Educational Policy,Educational Needs,Educational Administration

The educational challenge of the 21st century is to achieve higher levels of learning for all children. This theme has become the overarching issue on the nation's domestic policy agenda as evidenced by the bi-partisan passage of the No Child Left Behind Act (NCLB). The policy levers engaged to address this challenge include increased accountability through state developed testing systems, increased competition through parental choice, and increased investment in improving teacher quality. There remains, however, another important policy lever that has been overlooked: investment in school leadership quality and stability. The purpose of this policy brief is to inform policymakers at all levels about how leadership quality can help individuals rise to meet the educational challenges of the 21st century. As policy makers work to support the improvement of student learning, they should be cognizant of how quality leadership impacts learning in schools and the possibilities for further strengthening school leadership and the preparation of school leaders. This policy brief provides information about three important questions: (1) What do individuals know about the relationship between effective leadership, teacher quality, and student learning?; (2) What do they know about how to prepare quality leaders?; and (3) What do they need to do to ensure further improvements in leadership preparation? The answers to these questions will help individuals leverage the impact of quality leadership to improve schools for all children. The authors conclude this brief with some policy recommendations in the aforementioned three areas.
Essential Understandings of Montana Hutterites: A Resource Guide for Educators and Students
Author: Morton, Claudette, Ed.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Rural Schools,Misconceptions,Resource Materials,Rural Areas,Beliefs,Religion,Role of Religion,Religious Factors,Educational Attitudes,Land Use,Protestants,History

In Montana there are many misconceptions and some prejudice with regard to the Hutterites who live here. This document was written following the structure of the state's Essential Understandings of Montana American Indians. It is intended as an introductory resource guide for Montana educators and students. The Five Essential Understandings of Montana Hutterites seek to dispel the misconceptions by providing information about these citizens and taxpayers of Montana. The document was a year long project of Hutterite educators and elders, as well as education staff from county and state on levels. Guidance, additional research and editing was provided by a researcher who has worked with the Hutterites and other rural schools for a number of years.
World Citizenship Education: From Concept to Realization
Author: Hirsch, Rene
Date: 2010-05-03
Type: Reports - Descriptive
Subjects: Foreign Countries,Citizenship Education,Global Approach,Curriculum Development,Secondary Schools,Public Schools,Immigrants,Citizenship,English,Program Implementation,Cooperative Learning,Holistic Approach,Cultural Pluralism,Active Learning,Teacher Role,Culturally Relevant Education,Teaching Methods,Teacher Characteristics

This paper highlights my experiences as World Citizenship teacher at a public school in the Netherlands, comprising a student population of second generation immigrants with a Turkish background. It shows how the concept and course of world citizenship has evolved since its inception three years ago. The paper also reflects what we, as teachers and students, have learned. While world citizenship is in one form or another included in many schools throughout the Netherlands, the way we have approached it at our school has been a process of much reflection and learning. In its conceptualization, our approach may be a unique contribution to the Dutch curriculum. (Contains 2 tables and 4 footnotes.)