ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Preparation for the Global Stage: International Student Teaching
Author: Chacko, Jacob B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Teaching,Teacher Education,Foreign Students,Student Teachers,Global Approach,Teacher Education Programs,Teaching Experience,Case Studies,Study Abroad,Preservice Teachers,Foreign Countries,Qualitative Research,Grounded Theory,Interviews,Electronic Publishing,Web Sites,Reflection,Comparative Analysis

As globalization lessens the distance between peoples and diversifies the common classroom, teacher education programs lag behind in producing globally-minded educators. One approach used by some teacher education programs to remedy this issue is to offer international student teaching experiences. While the literature related to these programs is rather positive, information related to why students choose to participate in international student teaching experiences and the challenges they encounter while abroad is limited. This study attempts to fill this gap in the literature. Drawing on interview and documentation data from current (n = 3) and former (n = 2) participants, as well as two program administrators, this multiple-case study utilizes a cross-case analysis to draw conclusions within and between the cases. Programmatic recommendations that are applicable to both faculty members and study abroad professionals are included.
The Relationships among Heritage Language Proficiency, Ethnic Identity, and Self-Esteem
Author: Yu, Shu-Chun
Date: 2015-00-00
Type: Journal Articles
Subjects: Native Language,Language Proficiency,Ethnicity,Self Esteem,Chinese Americans,Language of Instruction,Native Language Instruction,Student Surveys,Parent Surveys,Correlation,Mandarin Chinese,Self Concept Measures,Questionnaires,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

With the trend toward globalization and the continual change of the ethnic composition of the U.S. population, there is increasing awareness in the U.S. that not every child is raised in an English-only family. The purpose of this research is to explore the relationships among heritage language proficiency, ethnic identity, and self-esteem in the American-born Chinese (ABC) children who go to Chinese language schools for Chinese language learning on weekends. A total of 63 students and their 56 parents are surveyed in the quantitative study. Results show that there are positive relationships between Chinese heritage language proficiency and ethnic identity (r = 0.316, p = 0.006), language proficiency and self-esteem (r = 0.255, p = 0.022), and ethnic identity and self-esteem (r = 0.240, p = 0.029). The study provides implications for the Chinese language schools, parents, educators, and policymakers, as well as the implications for future study.
Effect of Transnational Standards on U.S. Teacher Education
Author: Murry, Kevin G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Global Approach,Academic Standards,Teacher Education,Faculty Development,Evidence Based Practice,English Language Learners,Second Language Instruction,Measures (Individuals),Culturally Relevant Education,Statistical Significance,Teacher Improvement,Best Practices,Public School Teachers,Community Schools,Elementary School Teachers,Hierarchical Linear Modeling,Scores,Middle School Teachers,Secondary School Teachers

The Standards for Effective Pedagogy and Learning (CREDE, 2014) specify five &quot;transnational universals of teaching&quot; that are especially effective for the rapidly growing population of English language learners in North America. CLASSIC is an evidence-based, CREDE-aligned model of teacher education for classroom educators of English language learners. CLASSIC has utilized with more than 10,000 teachers in 100 school districts, located in eight states, in collaboration with eight different universities. This study examined the impact of the transnational standards of CLASSIC curricula on teachers' observed practices with English language learners as measured by the recently developed &quot;Inventory of Situationally and Culturally Responsive Teaching&quot; (ISCRT). Despite some variability, over 110 participating teachers in 37 U.S. schools demonstrated &quot;statistically significant improvements&quot; in their delivery of effective pedagogy, across a wide range (18 of 22) ISCRT indicators; teachers exhibited &quot;highest levels of growth&quot; in instructional conversations, joint productive activity, and challenging activities.
Women's Rising Share of Tertiary Enrollment: A Cross-National Analysis
Author: McDaniel, Anne
Date: 2014-00-00
Type: Journal Articles
Subjects: Females,Higher Education,Enrollment,Postsecondary Education,Case Studies,Feminism,Predictor Variables,Labor Market,Gender Differences,Regression (Statistics),Birth Rate,Foreign Countries

In recent decades, a dramatic shift occurred in higher education throughout the world. Women now enroll in and complete more education than men in the majority of countries. Using a lagged cross-sectional design on a dataset of 75 countries from 1990 to 2008, this study examines the predictors of the current gender gap in tertiary enrollment. I find that prior arguments developed by neo-institutionalist theorists do predict the gender gap in tertiary enrollment to some degree. Countries that have historically supported women's rights and experienced more rapid educational expansion are linked to a larger share of women enrolled in tertiary education than men. However, countries with greater memberships in IGOs and INGOs do not influence women's share of higher education enrollment. Additionally, fertility rates are important predictors of women's share of tertiary enrollment. Countries with lower fertility rates are associated with a larger female share of higher education. The results support the hypotheses that both neo-institutionalists arguments and fertility norms shape the female-favorable gender gap in tertiary enrollment throughout the world.
Chinese Doctoral Student Socialization in the United States: A Qualitative Study
Author: Li, Wendan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Degrees,Socialization,Qualitative Research,Student Experience,Student Adjustment,Foreign Students,Learning Experience,Interviews,Interpersonal Communication,Peer Relationship,Teacher Student Relationship,Professional Development,Student Attitudes

Although international students annually contribute billions of dollars to the US economy, meaningful intercultural interaction between international students, peers, and faculty is often missing at US host campuses. Feelings of isolation, loneliness, and alienation are pervasive among international students at US campuses; these feelings can negatively impact students' ability to engage in academic and social activities. This study is designed to explore how Chinese doctoral students socialize into a US doctoral program and how they perceive their socialization experiences. Using qualitative methods, we highlight student experiences and isolate areas of misalignment in the educational process.
Higher Education as an Instrument of Economic Growth in Kenya
Author: Nyangau, Josiah Z.
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Economic Progress,Foreign Countries,Knowledge Economy,Educational Policy,Meta Analysis,Educational Quality,Leadership Qualities,Leaders,Research and Development

The purpose of the present paper is to identify the main challenges facing Kenya's public higher education system and to propose plausible and, concrete steps policy makers and educational leaders can take to address those challenges to ensure the country's higher education system prepares the human capital, which is necessary for the construction of a knowledge economy. To that end, I use the conceptual frameworks of quality and education policy borrowing to argue that Kenya can and should draw useful policy lessons from the success stories of newly industrialized economies (Brazil, China, India, Korea, Singapore, and Taiwan) where higher education continues to play a fundamental catalytic role in the process of social and economic transformation. Even so, I am cognizant of the fact that there are important political, cultural, historical, economic, and even geographic differences between Kenya and these newly industrialized countries and that these differences impact education policy borrowing/transfer in varied ways. The documentary review method was used to collect data. The recommendations discussed in this paper provide important insight into how Kenya's policy planners and higher education leaders might reform the public higher education system to ensure that it creates the skilled domestic workforce necessary drive economic transformation.
Transformational Leadership and School Outcomes in Kenya: Does Emotional Intelligence Matter?
Author: Ayiro, Laban P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Transformational Leadership,Outcomes of Education,Emotional Intelligence,Instructional Leadership,Principals,School Culture,Hypothesis Testing,Correlation,Intelligence Tests,Scores,Leadership Styles,Questionnaires,Regression (Statistics),Mixed Methods Research

Increased interest in leadership preparation and development is based on the fact that school leaders can make a difference in both the effectiveness and efficiency of schooling. Symptomatic of weak management systems, more than 300 secondary schools experienced turbulence in Kenya between the months of May and August in 2011 due to mismanagement resulting in the destruction of property worth millions of shillings. Various theories and models have been constructed to explain the leadership functions and suggest different approaches to leadership. A growing body of studies has shown that emotional intelligence is inherently associated with transformational leadership whose theory has highlighted the importance of leaders' influence on followers' emotional states. This study has a specific purpose of advancing and expanding research on emotional intelligence and transformational leadership in schools in Kenya.
The Impact of Performance Ratings on Job Satisfaction for Public School Teachers
Author: Koedel, Cory
Date: 2017-04-00
Type: Journal Articles
Subjects: Teacher Evaluation,Public School Teachers,Job Satisfaction,State Programs,Scores,Evaluation Methods,Evaluation Criteria,Regression (Statistics),Teacher Attitudes,Teacher Surveys,Likert Scales,Validity,Robustness (Statistics),Program Implementation,Educational Legislation,Federal Legislation

Spurred by the federal Race to the Top competition, the state of Tennessee implemented a comprehensive statewide educator evaluation system in 2011. The new system is designed to increase the rigor of evaluations and better differentiate teachers based on performance. The use of more differentiated ratings represents a significant shift in education policy. We merge teacher performance evaluations from the new system with data from post-evaluation teacher surveys to examine the effects of the differentiated ratings on job satisfaction for teachers. Using a regression-discontinuity design, we show that higher ratings under the new system causally improve teachers' perceptions of work relative to lower ratings. Our findings offer the first causal evidence of which we are aware on the relationship between performance ratings and job satisfaction for individual teachers.
Evaluation of the Pilot Mentoring Program at the Research Foundation for SUNY
Author: Henderson-Harr, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Pilot Projects,Mentors,Research Administration,Administrator Education,Leadership Training,Program Effectiveness,Program Evaluation,Developmental Programs,Program Content,Best Practices,Delivery Systems,Training Methods,Professional Development,Questionnaires,Needs Assessment,Participant Satisfaction,Change Strategies,College Programs

This article provides a description of an 18-month pilot program focused on the leadership development of the next generation of research administrators (RAs) in the State University of New York system (SUNY). The key questions for the evaluators were: 1) can we create a developmental program that effectively prepares the next generation of RAs; 2) what content generates the highest impact for RA leadership development; and 3) is the combination of an assigned mentor with a professional development curriculum series comprised of twelve elements an effective method of delivering the program? A pre-, mid-point and post-questionnaire, plus reflective essays were used in the evaluation of the program. The RA leadership attributes developed were: confidence, risk-taking, growth in multicultural values, and embracing multiple perspectives. Such characteristics are important traits for RAs to have in order to excel in a complex, changing, and interconnected professional work environment. Participants defined attainable career goals, acquired valuable feedback from mentors, established collaborative networks for problem-solving and advanced perceptions of self in acquiring leadership traits. Participants also practiced new leadership behaviors, volunteered more for workplace assignments, and heightened their mastery and sense of purpose at work. Overall, job satisfaction improved. The article incorporates recommendations for future mentoring programming in the SUNY system.
Longitudinal Assessment of International Investment in U.S. University Research &amp; Development
Author: Doran, Gai L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Research and Development,International Studies,Cohort Analysis,Expenditures,Research Universities,Online Surveys,Donors,Financial Support,Institutional Research

The global economic crisis exacerbated by U.S. sequestration has resulted in funding for research and development either remaining flat or declining slightly. By comparison, collectively, countries in Europe and Asia have expanded R&amp;D investments. The purpose of this study was to understand the characteristics of and extent to which international sponsors are funding R&amp;D at U.S. research institutions. This retrospective, longitudinal cohort study included R&amp;D expenditures data from 2006 to 2012 for a convenience sample of 24 U.S. research universities selected from the 2012 report of &quot;Higher education research and development&quot; (National Science Foundation, National Center for Science and Engineering Statistics, 2013), broken down by total R&amp;D expenditures, international support of R&amp;D expenditures, countries, and sponsors of that support. A steady increase in R&amp;D expenditures from international sources for successful universities suggests that international investment in R&amp;D may become a significant driver of research innovation for all U.S. universities. The results of this study support the importance for having U.S. research institutions invest in research administration infrastructure to facilitate international collaborations and employ deliberate strategic directions in securing international support for R&amp;D expenditures.
STEM Faculty and Indirect Costs: What Administrators Need to Know
Author: Gossman, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Qualitative Research,Case Studies,Public Colleges,College Faculty,Teacher Attitudes,Costs,Teacher Researchers,Financial Support,Educational Research,Federal Aid,Teacher Characteristics,Organizational Culture,Socialization,Political Issues,Records (Forms),Interviews

The focus of this single site, qualitative case study was on public research university STEM (science, technology, engineering and mathematics) faculty and their perspectives on, and behavior towards, indirect cost recovery. The explanatory scheme was derived from anthropological theory and incorporated organizational culture, resource dependency theory, faculty socialization studies, and political bargaining models in the conceptual framework. The informants were tenured and tenure-track research university faculty in STEM fields who were highly successful at obtaining federal-sponsored research funds, with individual sponsored research portfolios of at least one million dollars. The data consisted of 11 informant interviews, bolstered by documentary evidence. The findings indicated that faculty socialization and organizational culture were the most dominant themes, while political bargaining emerged as significantly less prominent. Public research university STEM faculty are most concerned about the survival of their research program and the discovery facilitated by their research program. They resort to conjecture when confronted by the issue of indirect cost recovery. The findings suggest institutional administrators rebalance the emphasis on compliance and hierarchy when working with expert professionals such as science faculty. Instead, a more productive focus might be on communication and clarity in budget processes and organizational decision-making, and a concentration on critical administrative support that can relieve faculty administrative burdens.
Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness
Author: Goldhaber, Dan
Date: 2017-04-00
Type: Journal Articles
Subjects: Teacher Education Programs,Correlation,Student Teachers,Student Teaching,Teacher Effectiveness,Individual Characteristics,Institutional Characteristics,Elementary Secondary Education,Public Schools,Databases,Academic Achievement,Student Records,Internship Programs,Statistical Analysis

We use data from six Washington State teacher education programs to investigate the relationship between teacher candidates' student teaching experiences and their later teaching effectiveness. Our primary finding is that teachers are more effective when the student demographics of their current school are similar to the student demographics of the school in which they did their student teaching. While descriptive, this suggests that the school context in which student teaching occurs has important implications for the later outcomes of teachers and their students and that teacher education programs and school districts should consider placing student teachers in schools that are similar to the schools in which they are likely to teach once they enter the workforce.
Disclosure, Evaluation and Management of Financial Conflict of Interest in Research
Author: Ward, Winona
Date: 2016-00-00
Type: Journal Articles
Subjects: Conflict of Interest,Money Management,Research Administration,Disclosure,Research Projects,Compliance (Legal),Federal Regulation,Administrative Policy,Administrative Principles,Public Agencies,Audits (Verification),Risk Assessment,Finance Reform

The most difficult aspect of financial conflict of interest (FCOI) and compliance with federal regulations involves the assessment and management of identified FCOIs. While some federal agencies provide examples of the structure and content of management plans, it is up to institutions to evaluate FCOI to determine whether and how research may be conducted when conflict is present. Unfortunately, there is minimal federal guidance on the evaluation and management aspect of FCOI and institutions must carefully consider and implement appropriate procedures to ensure compliance. Once a conflict has been disclosed and is known by the institution, the burden of responsibility falls squarely on the institution. Without clear direction from federal agencies, institutions may become paralyzed with indecision or refuse to allow any research to proceed where there is known conflict. Sources exist which provide some guidance on how to mitigate conflicts of interest. This paper provides information and steps to assist institutions with the evaluation and management of FCOI.
Monitoring Financial Conflict of Interest
Author: Hickson, Lorraine
Date: 2016-00-00
Type: Journal Articles
Subjects: Conflict of Interest,Disclosure,Self Disclosure (Individuals),Educational Researchers,Ethics,Compliance (Legal),Accountability,Governance

Conflict of interest is heavily intertwined with research. The purpose of this study was to examine the literature and regulations in order to describe efforts required to properly monitor and disclose conflict of interest as researchers become steadily involved in innovation and discovery. The public assumes that when a conflict is disclosed, it means negative or unlawful behavior, but conflict of interest is not always bad. The primary effort should be expended on acknowledging conflicts and being transparent about whatever the conflict entails. To handle conflict of interest in an upfront manner, it is necessary for institutions to maintain strict policies, review conflicts on at least an annual basis, and have guidelines in place to manage the conflict and follow up with ongoing monitoring of the conflicts.
Return on Investment and Grants: A Review of Present Understandings and Recommendations for Change
Author: Preuss, Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: Investment,Grants,Outcomes of Education,Change Strategies,Literature Reviews,Grantsmanship,Financial Support,Program Proposals,Research Administration,Productivity,Program Evaluation,Outcome Measures,Program Effectiveness,Higher Education,Search Strategies

The need to understand efficacy and outcomes from grant-funded activity is common to funders, the academic community, and the public. Yet, few articles in the research administration corpus offer details on and considerations of applying the concept of return on investment (ROI) to grant activity. To determine the volume of material available aside from publications specific to research administration that considers systematic assessment of ROI for grants, a review was undertaken of the periodic literature available on the ProQuest database. A Boolean search for &quot;grant&quot; AND &quot;return on investment&quot; produced over 2,700 results. Following review, 34 of these sources were found to be relevant to a discussion of the systematic application of ROI to grant activity. These articles make it clear that interest in ROI for grants is not isolated to a few disciplines or areas of professional practice and that two categories of use are common for ROI with respect to grants: &quot;econometric calculation&quot; (Frank &amp; Nason, 2009, p. 528) and &quot;impact of…activities&quot; (Weiss, 2007, p. 206). A second substantial theme in the literature is the misalignment of fiscal return on investment and assessment of grant-supported projects. Establishing assessment patterns that consider benefits derived is a preferable pattern. While government agencies in a number of countries have initiated processes of this type, their foci will not facilitate local, institution-specific benefit analysis. Two patterns for measuring and assessing impacts of grant-funded activity are recommended: Uttam and Venugopal's &quot;assessment of benefits from sponsored research&quot; (2008, p. 57) (developed for the Indian National Chemical Laboratory) and the rubric-based, balanced scorecard approach commonly employed in business settings.