ethanporcaro/eric-fulltext-meta huggingface dataset:
Competencies for e-Instructors: How to Qualify and Guarantee Sustainability
Author: Gulbahar, Yasemin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Web Based Instruction,Sustainability,Electronic Learning,Teacher Effectiveness,Teaching Skills,Literature Reviews,Professional Development,Technological Literacy,Teacher Certification,Models,Distance Education,Curriculum

e-Learning is becoming more popular than ever with the advent of new technologies and new inventions for teaching and learning. Hence, competent e-Instructors are key to successful e-Learning implementations and they should have the appropriate skills and experience for the effective implementation of e-Learning and blended learning. e-Instructors are instructors who might well be very experienced in teaching-learning contexts and even possess a high level of technology literacy. However, being an experienced instructor and possessing advanced skills of using technology does not necessarily lead to an instructor becoming an effective e-instructor. The purpose of this article is to understand which competencies are needed to be an effective e-Instructor and how can we help individuals to acquire these skills? In order to answer these questions, a broad literature review will help understand what the accepted competencies are for e-Instructors, any existing strategies for professional development, possible challenges to this process and any known solutions. On-going professional development is essential for being a role model for learners and for effective usage of technological environments. Based on the facts and research results in parallel with the advancement in the technological world as instructors, they should keep themselves up-to-date according to e-competencies defined for instructors and continue searching to make this process easier for both instructors and learners to become more effective. Consequently, future research studies can focus on the strategies and methods for self-determined, self-paced and personalised instruction to cope with the e-instructor competencies.
Value of Coaching in Building Leadership Capacity of Principals in Urban Schools
Author: Farver, Anita R.
Date: 2015-10-00
Type: Journal Articles
Subjects: Principals,Urban Schools,Capacity Building,Coaching (Performance),Qualitative Research,Case Studies,Intervention,Supervisor Supervisee Relationship,Supervisory Methods,Leadership Training,Interviews,Administrator Attitudes,Teacher Attitudes,School Support,Educational Practices,Trust (Psychology),Confidentiality

The purpose of this qualitative case study was to understand how coaching support structures enabled and sustained leadership practices of urban principals. The study investigated how the intervention of coaching for academic leaders can serve as evidence-based professional development for building leadership capacity. The central focus was on principals' perceptions of coaching engagements over time to identify recurring themes and essential elements of the coach-to-client relationship. With a goal of meeting 21st century school accountability requirements of standards and assessments, the urban district in this study implemented coaching for academic leaders who were selected to participate in the coaching intervention as job-embedded professional development. The district assigned a cadre of trained coach leaders to building principals with the primary goal of coaching academic leaders to attain desired goals. The district's director of professional development was a certified coach leader and had the responsibility of screening applications from principals and assigning coaches. The data collection process included in-depth interviews, direct observations, and review of archival documents. Holistic analysis captured recurring themes and assertions. Essentials of participants' perceptions of coaching were collected through semi-structured interviews, analysis of textual content, coding, and categorizing by themes. The significant themes revealed the perceptions of coaching as: (1) Supportive Environment, (2) Relationship Built on Trust, (3) Confidential Conversations, (4) Leadership Support, (5) Significance of Reflection, (6) Benefits of Coaching Language in Communication, (7) Co-Constructor, (8) Thinking Partner, and (9) Trust.
Teacher Quality Variables and Efficacy for Teaching Minority Students
Author: West, Porcia E.
Date: 2014-03-00
Type: Journal Articles
Subjects: Minority Group Students,Teacher Qualifications,Teacher Competencies,Knowledge Base for Teaching,Self Efficacy,Predictor Variables,Literature Reviews,Urban Teaching,Teacher Role,Definitions,Teacher Certification,Teaching Experience,Verbal Ability,Teaching Skills

In this analysis of the extant literature, we examined teacher quality variables that have shown a relationship with teacher efficacy for instructing urban minority students. We focused on the following areas: (a) importance of teachers, (b) teacher quality defined, (c) components of teacher quality, (d) self-efficacy, and (e) teacher efficacy.
The Cultural Ecology of Scholar-Practitioner Leaders: An Ethnographic Study of Leadership
Author: Jenlink, Patrick M.
Date: 2014-03-00
Type: Journal Articles
Subjects: Ethnography,Ethics,Leadership Training,Social Justice,Democratic Values,Doctoral Programs,Scholarship,Caring,College Faculty,Personal Narratives,Educational Administration,Graduate Students

The purpose of this critical ethnographic study was to examine the nature and meaning of cultural ecology in relation to preparing scholar-practitioner leaders. The ethnography focused on how the discourses and practices within the disciplinary setting of leadership preparation shape the identity of social scholar-practitioner leaders. The ethnographic study drew from Steward's (2005) writings on cultural ecology and Foucault's (1979, 1980) writings on &quot;regimes of truth&quot; and power/knowledge relationships, to frame a lens for examining the cultural forces at work in and through an ecology of the leadership preparation program. The author examined the cultural ecology of leadership preparation that is defined, in part, by developing scholar-practitioners as democratic, socially just leaders. Also examined is the evolution of a cultural ecology within the Department and the doctoral program.
Understanding Alternative Education: A Mixed Methods Examination of Student Experiences
Author: Farrelly, Susan Glassett
Date: 2014-03-00
Type: Journal Articles
Subjects: Nontraditional Education,Student Experience,Mixed Methods Research,Self Determination,Student Attitudes,Multivariate Analysis,Educational Experience,Student Surveys,Narration,Student Characteristics,Predictor Variables,Teacher Student Relationship,Individualized Instruction

Alternative education plays a critical role in the opportunity gap that persists in the US public education system. However, there has been little research on alternative schools. Scaffolded by a theoretical framework constructed from critical theory, self-determination theory (SDT) and student voice, this research examined how well students in alternative schools were being served. The purpose of this mixed methods study was to document, describe, and analyze the student experience at alternative school. The first phase used self-determination theory and extant data to describe students attending an alternative school. Distinct groups of students were established using cluster analysis. These groups provide a vehicle for maximal variation sampling of participants in the second phase, a narrative inquiry. This study found that SDT predicts which students are on track to meet their educational goals, and that these students experience personalized education and develop strong student-teacher relationships. The student stories establish the importance of alternative schools but also reveal the need to change the ways our educational system employs alternative programs. This study suggests a path that can ultimately lead to effective alternative education.
Alternative Education Completers: A Phenomenological Study
Author: Murray, Becky L.
Date: 2014-03-00
Type: Journal Articles
Subjects: Phenomenology,Nontraditional Education,Educational Experience,Qualitative Research,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Parent Attitudes,Employee Attitudes,Semi Structured Interviews,Student Journals,Classroom Observation Techniques,Teacher Student Ratio,Caring,Family Involvement,Self Efficacy,Graduation,Academic Persistence,Social Support Groups,Affective Objectives,Individualized Education Programs,Influences,Teacher Role,Staff Role,Leadership Role,Achievement Need

The purpose of this study was to explore the elements of the alternative education experience significant to successful completion of the program. This phenomenological paradigm provided the framework for all aspects of the qualitative study. Students, parents, administrators, and staff members of two alternative programs in the southeast Kansas area were the pool used to draw the participants. Criterion involved in selecting the student participants were those who were or had been enrolled in the middle level or high school alternative education program in two southeast Kansas districts, currently 18 years of age or older, and who had successfully completed one or both programs. Qualitative methods used to accomplish the research design were: (a) formal, semi-standardized, open-ended interviews with 12 current or former alternative education students, eight parents of program completers, and 10 alternative education staff members; (b) evaluation of student journals from the middle school alternative school; and (c) obtrusive and unobtrusive classroom observations.
Negotiating the Double Mandate: Mapping Ethical Conflict Experienced by Practicing Educational Leaders
Author: McGee, Jeffrey W.
Date: 2014-03-00
Type: Journal Articles
Subjects: Ethics,Conflict,Educational Administration,Instructional Leadership,Leadership Training,Decision Making,Role,Online Surveys,Administrator Surveys,Administrator Attitudes

The purpose of this study was to capture and describe ethical conflict experienced by seasoned educational administrators. Narrative inquiry via electronic survey was conducted with 42 participants with follow-up interviews conducted with a smaller sample of purposefully-selected participants. Findings suggest that ethical conflict is inherent in the practice of educational leadership and is most often experienced in relation to colleagues when the ethics of justice and care collide. Moreover, leaders' ability to mitigate conflict, which is exacerbated by institutional and external factors, is improved when coupled by longevity and diversity of leadership experiences. Finally, the role leadership preparation programs and in-service professional development play in building theoretical foundations and competence in applied ethical decision-making cannot be overestimated.
Teacher Perceptions of Teacher Evaluations in the Fort Zumwalt School District
Author: Tripamer, Alex J.
Date: 2014-03-00
Type: Journal Articles
Subjects: School Districts,Teacher Attitudes,Teacher Evaluation,Mixed Methods Research,Statistical Analysis,Qualitative Research,Focus Groups,Interviews,Teacher Surveys,State Standards,Models,Online Surveys,Evaluation Problems

This study examines the perceptions of teachers in one Midwest school district relative to the current teacher evaluation system used in the district as well as a new model of teacher evaluation connected to Missouri's educator standards. To fully understand the perspective of the teachers, this study incorporates a mixed-methods approach which provides a variety of quantitative and qualitative data for analysis. Using survey data and focus group interview data, this study revealed that teachers perceive limitations associated with the current, more traditional evaluation process. Teachers understand benefits to the new Missouri model, but have reservations about its impending implementation. This study provides implications for the district as it moves forward with changing its teacher evaluation process.
A Comparative Case Study of Factors Distinguishing between High and Low-Performance on Reading Achievement in Elementary Rural Appalachian Schools
Author: Chambers, Jennifer
Date: 2014-03-00
Type: Journal Articles
Subjects: Elementary School Students,Rural Schools,Reading Achievement,High Achievement,Low Achievement,Comparative Analysis,Case Studies,Qualitative Research,Reading Strategies,Instructional Effectiveness,Teaching Methods,Reading Instruction,Observation,Teacher Morale,Teacher Effectiveness,Professional Development,Small Group Instruction,Time,Time on Task,Interviews,Principals,Teacher Administrator Relationship,Content Analysis,Data Analysis

This qualitative comparative case study identified factors that distinguish between high and low-performance on reading achievement in elementary rural Appalachian schools. This study determined the most effective instructional reading strategies, as well as other influential factors, implemented by school districts in the rural Appalachia area with similar student demographics and economic disadvantages. Data were collected through interview questions to assess the staffs' perceptions of their school's instructional program, leadership strategies, and teaching methods. Observations of classrooms during reading instruction also were conducted to identify instructional strategies being used. Results indicate high teacher morale, teacher efficacy, supportive leadership, meaningful professional development, and instructional strategies such as: explicit small group instruction, uninterrupted time spent on reading instruction, and inclusion of literacy centers are all variables that discriminate between these high and low performing schools.
Leading Change for the Implementation of Common Core State Standards in Rural School Districts
Author: Lopez, Paul
Date: 2015-03-00
Type: Journal Articles
Subjects: Common Core State Standards,Educational Change,Rural Schools,School Districts,Program Implementation,Questionnaires,Administrator Attitudes,Teacher Attitudes,Qualitative Research,Performance Factors,Leadership,Correlation,Barriers

Rural school districts across the nation, with their limited resources, face daunting challenges posed by the implementation of the Common Core State Standards. This article presents a recent study of 13 rural school districts in the Central Valley of California and how these districts are responding to those challenges. A total of 352 teachers and 36 administrators responded to the Stages of Concern Questionnaire (SoCQ), which measured the concerns of respondents associated with CCSS implementation. Qualitative responses by administrators to questions relating to concerns and leadership approaches associated with CCSS implementation were also analyzed. Major findings were that teachers were mostly concerned about their own personal efforts of CCSS implementation while administrators were more concerned about collaborative processes involved with implementation. Also teachers in their first years of service generally had greater perceived levels of concern at all levels. Recommendations included continuous data collection and assessment of the implementation with greater efforts at communicating findings and next steps for all stakeholders utilizing a blend of instructional and distributed leadership.
Academic Performance Gaps and Family Income in a Rural Elementary School: Perceptions of Low-Income Parents
Author: Renth, Beth A.
Date: 2015-03-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Gap,Low Income,Parent Attitudes,Mixed Methods Research,Elementary School Students,Attendance,Parent Participation,Rural Schools,Cultural Differences,Cultural Capital,Culturally Relevant Education,Standards,Barriers,Phenomenology,Semi Structured Interviews

A wide range of research has been conducted regarding reasons for the achievement gap between low income students and higher income students, but there is limited research regarding parental perspectives, and particularly fewer studies of parental perceptions of low-income, rural elementary school parents. This study examined the extent to which an income-related achievement gap existed at a particular rural school and explored low-income parent perceptions of the achievement gap and factors contributing to it. This was a mixed-method, primarily qualitative study. Quantitative data was collected from a group of sixty-two free and reduced lunch students and a comparison sample of higher income students which included academic, attendance, and discipline reports. Findings indicated a gap does exist at the school. Qualitative data included interviews of six parents of low-income students and delved into topics regarding how participants perceive various factors affect the performance of their children. Four themes emerged: parental involvement and capacity, access to resources, the role of the schools and limits, and American societal and governmental systems. Implications suggest that this particular rural school and others with similar demographics would benefit from specific strategies to assist in understanding cultural differences to improve instruction and, ultimately, avenues to include parents by exploring current practices that may be unintentionally discriminating.
Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program (KIPP) Schools in the Delta Region According to Adult Perceptions
Author: Brown, Kimberly J.
Date: 2014-10-00
Type: Journal Articles
Subjects: Charter Schools,Low Income Students,Poverty Areas,Academic Achievement,Qualitative Research,Case Studies,Public Schools,College Preparation,High Schools,High School Students,At Risk Students,Educational Improvement,Program Effectiveness,School Effectiveness,Success,Expectation,Relevance (Education),Accountability,Literacy Education,Mastery Learning,State Standards,Achievement Gap,Geographic Regions,Student Improvement,Minority Group Students,Semi Structured Interviews,Data Analysis,Observation

This qualitative case study explored factors that have influenced literacy success of Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of Arkansas. The study examined progress made since implementation of the KIPP Program and the influence the program had made upon student achievement in literacy at the KIPP College Preparatory and KIPP Delta Collegiate High Schools, according to administrators' and teachers' perceptions. The study explored factors influencing improvement of previously at-risk students and adopted the theoretical framework of Gene Bottoms' High Schools That Work (HSTW) Initiative that stated high expectations plus rigor, relevance, and relationships increased student achievement (2005). The factors that emerged from the study were high expectations, rigor, relevance, relationship, and accountability. These factors were identified as helping students master skills and state standards in literacy at the KIPP Delta Public Schools. It is imperative that public school leaders narrow the academic gap that exists between white students, black students, and students from poverty in the public schools (National Association for the Advancement of Colored People, 2009). Only 8.3% of students from low-income backgrounds have earned college degrees by their mid-20s (McDonald, Ross, Abney, &amp; Zoblotsky, 2008). The numbers are more dismal from students from the Delta Region. However, students at KIPP Schools are taking the same state-wide assessments and are scoring at proficient or advanced levels (McDonald, Ross, Abney, &amp; Zoblotsky, 2008). If KIPP Schools are successful in educating students who were failing in traditional public schools, the question remained: What factors have influenced the increased academic improvements in literacy of previously at-risk students in the Delta Region, according to adult perceptions?
A Study of &quot;Career Pathways&quot; Policy with Implications for School Leaders
Author: Ormsmith, Michael I.
Date: 2014-10-00
Type: Journal Articles
Subjects: Mixed Methods Research,School Counselors,Counselor Attitudes,College Planning,Career Planning,High School Students,Surveys,Likert Scales,Program Implementation,Fidelity,Decision Making,Socioeconomic Status,Demography,Semi Structured Interviews,Race,Racial Factors,At Risk Students,Educational Policy,Planning

This explanatory mixed-methods study began with a quantitative survey to investigate counselor beliefs and implementation behaviors related to providing college and career planning services to high school students. Survey results informed the development and implementation of interview protocol designed to provide deeper insight into counselors' decision-making and implementation fidelity. Findings revealed that while counselors place substantial value in state and district policies, and believe their implementation decisions connect student interests and postsecondary goals to appropriate high school programs of study, they spend more time assisting students of higher socioeconomic status with college planning, resulting in less time for supporting students more likely to need their specialized assistance. Implications for educational leaders are discussed.
University Council for Educational Administration (UCEA) Academic Department Chairs' Self-Perceived Utilization of Bolman and Deal's Four-Frame Theoretical Model
Author: Clark, Sonya L.
Date: 2014-10-00
Type: Journal Articles
Subjects: Educational Administration,Models,Leadership Training,Administrator Education,College Programs,Department Heads,Gender Differences,Age Differences,Racial Identification,Work Experience,Questionnaires,Administrator Surveys,Preferences,Use Studies

This study examined the Bolman and Deal leadership orientation preferred by academic department chairs (ADCs) of Educational Leadership or Administration programs at member colleges and universities of the University Council for Educational Administration (UCEA). A secondary purpose of the study was to examine how the preferred frame of the chairs varied according to the ADC's gender, age, racial/ethnic identification, and years of experience in their current chair position. Data were collected from 48 ADCs of 74 UCEA public and private member institutions using the Leadership Orientations Survey; a questionnaire that measures leadership behaviors, style, and the overall effectiveness of the respondent as a leader and as a manager. The data were analyzed using descriptive and inferential statistics. This study found: (a) the Human Resource Frame is the preferred leadership orientation among ADCs; (b) the second preference is the Structural Frame, the Symbolic Frame was the third preferred orientation, and the least preferred frame was the Political Frame, and (c) there were no statistically significant differences in preferred frames based on personal and professional variables. An additional finding was that all ADCs in this study saw themselves equally balanced as a faculty member and administrator or they perceived themselves as more of an administrator than a faculty member.