ethanporcaro/eric-fulltext-meta huggingface dataset:
Distributed Leadership Behaviours among Elementary School Teachers
Author: Yilmaz, Ayça Irem
Date: 2017-00-00
Type: Journal Articles
Subjects: Power Structure,Participative Decision Making,Elementary School Teachers,Teacher Surveys,Focus Groups,Foreign Countries,Audio Equipment,Coding,Teacher Leadership,Teacher Behavior,Teacher Attitudes,Teacher Collaboration,Teacher Administrator Relationship,Mixed Methods Research,Questionnaires,Semi Structured Interviews

This study aimed to determine the level of distributed leadership behaviours of the elementary school teachers in Turkey. In this study, surveying was used as the quantitative data gathering method and focus group was used as the qualitative one. To gather quantitative data, &quot;The Distributed Leadership Scale&quot;-&quot;DLS&quot; developed by Özer and Beycioglu (2013) was used. To analyze the data, mean, standard deviation, frequency, t-test and one-way ANOVA were used. An interview form including two questions transformed from inventory questions was used to get qualitative data. For qualitative analysis, audio-taped sounds were transcribed. Then, the transcribed texts were coded. The results showed that the participating elementary school teachers displayed distributed leadership behaviours and they were enthusiastic about creating and taking part in an atmosphere which power is distributed. Most of the quantitative findings were in line with the qualitative ones. The interviews also revealed that elementary school teachers had the opinion that they were considerably supportive to cooperate and collaborate with both their principals and colleagues. The results also revealed that the differences among the participants working in schools that had up to fifty teachers and the ones that had fifty-one teachers or more were statistically significant. The result suggests that teachers consider small groups as an advantage to provide an effective contribution for leadership skills. On the contrary, qualitative results showed that most of the participants had positive attitudes and took responsibility collectively regardless of the number of teachers.
Perceptions of ESL Program Management in Canadian Higher Education: A Qualitative Case Study
Author: Eaton, Sarah Elaine
Date: 2017-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Higher Education,Postsecondary Education,Qualitative Research,Case Studies,Semi Structured Interviews,Foreign Countries,Administrators,Program Administration,Marketing,Income,Program Effectiveness,Administrator Qualifications,Training,Professional Development,Barriers,Knowledge Level,Information Dissemination

ESL programs at post-secondary institutions must often generate revenue in addition to teaching students English. Institutions often impose explicit expectations on these programs to generate profit, creating unique challenges for those who administer them. This qualitative case study investigated challenges faced by ESL program directors at one university in Canada. Semistructured interviews were used to collect data from program directors (N = 3) on topics relating to administration, marketing, the mandate to generate revenue, and the complexities of ESL program legitimacy and marginalization in higher education contexts. Five key themes emerged from the data: (a) the necessity for directors to be highly qualified and multilingual, as well as have international experience; (b) a general lack of training, support, and resources for program directors; (c) institutional barriers such as working with marketers and recruiters with little knowledge of ESL contexts; (d) program fragmentation and marginalization on campus; and (e) reluctance to share information and program protectionism. Findings point to the need for increased training and support for ESL program directors, along with the need for institutions to elevate the profile of these programs so they are not viewed as having less value than other academic programs on campus.
The Pedagogy of Happiness and Death: From the Perspectives of Buddhism and Christianity
Author: Lee, Jeong-Kyu
Date: 2017-10-20
Type: Reports - Research
Subjects: Buddhism,Christianity,Psychological Patterns,Death,Correlation,Teaching Methods,Content Analysis,Cross Cultural Studies,Religion,Global Approach,Higher Education,Cultural Differences,Biblical Literature

The purpose of this paper is to review the pedagogy of happiness and death from the perspectives of Buddhism and Christianity. To discuss this study logically, three research questions are addressed. First, what are the concepts of happiness and death? Second, what is the relevance between happiness and death? Last, what are the meanings of happiness and death in the aspect of pedagogy? To defend the research questions, the author utilizes a content analysis method with a cross cultural approach. As for the limitations of the study, happiness and death are focused on the lenses of Buddhism and Christianity, particularly the Suttanipata in the Buddhist Sutras, and the Ecclesiastes in the Old Testament. The significance of this study is to provide the valuable resources and basic theories of happiness education for global education theorists and practitioners, finding meanings of happiness and death in the aspect of pedagogy. Based on the research results of this study, the author suggests that future higher education should strengthen death and happiness education. For future study, it is recommended that this study should be empirically undertaken to explore death and happiness issues in different cultures with quantitative or qualitative research methodology. Finally, the researcher wishes that this paper would provide basic theories and valuable resources regarding happiness and death education for global education practitioners and theorists.
Students&apos; Opinions about Science and Technology in Turkey and the United States: A Cross-Cultural Study
Author: Korkmaz, Hunkar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Science Education,Technology Education,Student Surveys,Relevance (Education),Questionnaires,Student Attitudes,Student Experience,Occupational Aspiration

The aim of this study is to determine the thoughts of Turkish and American middle school students on science and technology. One intact school was assigned randomly for this study from both countries. The sampling of the study contains 479 students (363 Turkish students, 116 American students) from two countries aged between 11 and 13. The data for the study were obtained by using ROSE Survey. The results of the study revealed similarities and dissimilarities on science and technology between the students of the two countries. The findings of the study are thought to improve the education of universal science and technology and to contribute to the researchers doing research on comparative education and cultural diversity and to the literature of international science education.
Supporting Early Warning Systems: Using Data to Keep Students on Track to Success. Data for Action 2014
Author: Data Quality Campaign
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Information Management,Information Systems,At Risk Students,Student Records,Intervention,Educational Improvement,Graduation Rate,Government Role,State Departments of Education,Educational Research,Dropouts,Student Needs,Reports,Data Collection

Early warning systems combine multiple data points, translate them into predictive indicators that are based on research, and proactively communicate them to stakeholders, so they can examine which students are or are not on track for postsecondary success and intervene accordingly. Early warning reports provide the student-level information necessary to develop interventions that will help guide students back on track. States can use early warning data to work toward broader policy goals, such as school improvement efforts and increased graduation rates. This brief report highlights statistics about state production and use of early warning reports.
Value Added Teacher Preparation Assessment: Overview of 2007-08 Study
Author: Noell, George
Date: 2008-00-00
Type: Reports - Research
Subjects: Value Added Models,Teacher Education Programs,Program Effectiveness,Program Evaluation,Statistical Analysis,Performance Based Assessment,Performance Factors,Qualitative Research,Educational Assessment,Educational Indicators,Preservice Teacher Education,Evaluation Methods

The Louisiana Board of Regents is the first in the nation to publicly use a performance model based upon the achievement of students in grades 4-9 as one of several measures to examine the effectiveness of teacher preparation programs. The State has supported the development and implementation of a Value Added Teacher Preparation Assessment Model that utilizes data from all school districts in the state and all 22 public and private teacher preparation programs. This has been a collaborative effort involving the Louisiana Board of Regents, Office of the Governor, Board of Elementary and Secondary Education, and Louisiana Department of Education. The Value Added Teacher Preparation Assessment developed for Louisiana 1) models typical student achievement based on prior achievement, demographics, and attendance, 2) assesses actual student achievement, and 3) calculates effect estimates that identify the degree to which students taught by new teachers met achievement of similar students taught by experienced teachers. This report provides an overview of the 2007-08 Value Added Teacher Preparation Assessment. Five major findings include: (1) Some teacher preparation programs are preparing new teachers whose teaching effectiveness is equivalent to experienced certified teachers; (2) Varying levels of effectiveness exist within teacher preparation programs and across teacher preparation programs; (3) The mean ACT scores of graduates in the programs in this assessment are very similar and as a result do not explain differences in teacher preparation program effectiveness; (4) ACT mathematics scores of individual teachers are modest predictors of teacher effectiveness in mathematics; and (5) Certified teachers are more effective than teachers who are not certified to teach the content.
Teachers Know Best: What Educators Want from Digital Instructional Tools 2.0
Author: Bill and Melinda Gates Foundation
Date: 2015-11-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Elementary Secondary Education,Technology Integration,Teaching Methods,Teacher Effectiveness,Self Esteem,Pedagogical Content Knowledge,Technological Literacy,Program Effectiveness,Attitude Change,Educational Environment,Social Influences,Barriers,Teacher Surveys,Online Surveys,National Surveys,Teacher Characteristics,Public Schools,Classroom Techniques,Grouping (Instructional Purposes)

As part of the Bill &amp; Melinda Gates Foundation's efforts to improve educational outcomes for all students, and particularly low-income students and students of color, the foundation seeks to encourage innovation in K-12 education by supporting educators to personalize learning for students. This report renews the understanding about how teachers currently use digital instructional tools, teachers' attitudes toward digital technology, and teachers' perceived effectiveness of digital tools. By sharing this information, the Bill &amp; Melinda Gates Foundation hopes to enable product developers to be responsive to the emerging needs of teachers so they can create instructional tools that support teachers in guiding all students to accelerate progress toward college readiness. This report explores the following 5 key areas: (1) What today's classrooms look like; (2) Teachers' use of digital tools; (3) Growing teacher confidence in the availability and sufficiency of resources to help master content standards; (4) Evolving teacher perceptions of the effectiveness of digital tools; and (5) School environment and teacher choice as continuing barriers to adoption.
Value Added Assessment of Teacher Preparation in Louisiana: 2005-2006 to 2007-2008. Background &amp; New Results
Author: Noell, George
Date: 2009-08-27
Type: Reports - Research
Subjects: Value Added Models,Teacher Education Programs,Preservice Teacher Education,Program Effectiveness,Program Evaluation,Evaluation Methods,Performance Based Assessment,Performance Factors,Statistical Analysis,Alternative Teacher Certification,Undergraduate Study,Qualitative Research,Outcomes of Education,Educational Assessment,Educational Indicators

Higher education in Louisiana is leading the nation in linking growth of student learning to teacher preparation programs that prepare new teachers. The Louisiana Board of Regents is currently implementing a Value Added Teacher Preparation Assessment. The model examines the degree to which the educational attainment of students taught by recent graduates of specific teacher preparation programs either met, failed to meet, or exceeded expectations based on prior achievement and demographic factors as compared to experienced teachers. This report provides background and new results from 2005-2006 to 2007-2008 of the Value Added Assessment of Teacher Preparation in Louisiana. The results provide universities and private providers in Louisiana with a unique opportunity to examine the impact of their new and redesigned programs upon the achievement of students in schools. Data rather than assumptions now guide universities as they identify strengths and areas in need of further development. The new 2008-09 study provides results for eight new/redesigned alternate certification programs and two redesigned undergraduate teacher preparation programs who started implementing their new programs on or before July 1, 2003.
Value Added Assessment of Teacher Preparation Programs in Louisiana: 2007-08 to 2009-10. Overview of 2010-11 Results
Author: Gansle, Kristin A.
Date: 2011-11-21
Type: Reports - Research
Subjects: Value Added Models,Teacher Education Programs,Preservice Teacher Education,Program Effectiveness,Program Evaluation,State Departments of Education,Governing Boards,Evaluation Methods,Intervention,Elementary Secondary Education

Louisiana was the first state in the nation to develop and implement a statewide Value-Added Teacher Preparation Assessment to identify the extent to which teacher preparation programs prepare graduates to teach effectively in grades 4-9. The model was developed by Dr. George Noell (Louisiana State University and A&amp;M College), piloted during 2003-2006, and fully implemented during 2006-2009. Results have been disseminated to the public since 2006-07 and show that some teacher preparation programs have prepared new teachers whose students' learning is comparable to the learning of students taught by average experienced teachers. The Louisiana Department of Education adapted the Value-Added Teacher Preparation Assessment to create a value-added teacher evaluation model to assess practicing teachers in grades 4-9 in tested content areas. Since, Louisiana now possesses two value-added models that can be used to examine the effectiveness of teacher preparation programs, a decision has been made by the Louisiana Board of Regents and Louisiana Department of Education to use one consistent model to examine the effectiveness of its teachers and teacher preparation programs. The model to be used is the value-added teacher evaluation model developed for the Louisiana Department of Education. This document provides a brief description of the value-added teacher evaluation model, the rationale for deciding to use one model instead of two models, issues that will need to be addressed as teacher preparation programs transition to the new model, and the 2010-11 value-added results for teacher preparation programs in Louisiana.
Truly, Is Higher Education a Necessary Good or Evil? From the Perspective of Happiness Education
Author: Lee, Jeong-Kyu
Date: 2017-10-01
Type: Reports - Research
Subjects: Higher Education,Role of Education,Psychological Patterns,Well Being,Content Analysis,Cross Cultural Studies,Foreign Countries,Classical Literature,Confucianism,Ethical Instruction,Moral Development,Philosophy,Cultural Pluralism,Educational Benefits,Barriers

The purpose of this paper is to discuss whether higher education is a necessary good or evil from the perspective of happiness education. To review the paper systematically, four research questions are addressed. First, what is the purpose of higher education? Second, is higher education a necessary good? Third, is higher education a necessary evil? Last, what is an ideal aim of future higher education? To defend the research questions, the author uses a descriptive content analysis method, with a cross cultural approach. To argue these questions clearly and limitedly, this paper is defined as follows: higher education is limited to contemporary Korean higher education; and happiness education is reviewed from the perspectives of western and eastern classical standpoints, particularly, the classical Greek philosophers and the classical Confucian thinkers. Based on the research results of this study, the author suggests that Korean higher education for future generations should strengthen healthy moral education and philanthropical cosmopolitanism education, with utilitarian education. For future study, it is recommended that this study should be empirically undertaken to explore the moral values and utility values of higher education in Korean society with quantitative or qualitative research methodology. Finally, the researcher hopes that this position paper will provide basic theories and valuable resources regarding happiness or moral education for the educational practitioners and theorists of the world.
Development and Validation of a Novice Teacher and Supervisor Survey
Author: Finster, Matthew
Date: 2017-08-00
Type: Reports - Research
Subjects: Test Construction,Test Validity,Teacher Surveys,Beginning Teachers,Test Reliability,Teacher Supervision,Teacher Evaluation,Online Surveys,Response Rates (Questionnaires),Factor Analysis,Test Items,Goodness of Fit,Construct Validity,Correlation,Multivariate Analysis,Structural Equation Models,Maximum Likelihood Statistics,Statistical Analysis

This brief presents initial evidence about the reliability and validity of a novice teacher survey and a novice teacher supervisor survey. The novice teacher and novice teacher supervisor surveys assess how well prepared novice teachers are to meet the job requirements of teaching. The surveys are designed to provide educator preparation programs (EPPs) with information that can be used to enable program improvement, provide information for consumers, and/or ensure program accountability. The survey items are adapted from InTASC's Model Core Teaching Standards and are grouped into four domain areas: the Learner and Learning, Content, Instructional Practice, and Professional Responsibility. Online surveys were administered to novice teachers (recent graduates) statewide in Iowa and from multiple EPPs across several states in the spring of 2017. The response rate for the novice teacher survey was 19.7 percent (440 of 2,226), and for the novice teacher supervisor/principal survey the response rate was 22.4 percent (499 of 2,226). The analytic sample for the novice teacher survey is n = 433 and for the novice teacher supervisor survey n = 480. To assess the structural (or factorial) validity of the survey, confirmatory factor analyses (CFAs) were conducted. The results of the CFAs provide evidence that the 17 survey items cover the four intended domains and that each item is strongly related to the underlying domain. The results indicate that the hypothesized structure of model fits well with the data and that factor loadings for the subscales load significantly and moderately to strongly on each of their respective domains. Furthermore, the four factors, namely, The Learner and Learning, Content, Instructional Practice and Professional Responsibility, load significantly onto one second-order factor, referred to as Teacher Practice. Moreover, a multigroup analysis demonstrates that the instrument operates equivalently across the two groups. This brief presents initial evidence of the construct validity of the survey instruments. The following are appended: (1) Results of the novice teacher supervisor survey CFA (2) Results of a multigroup analysis that tests the factorial equivalence of the survey instruments across teachers and supervisors.
Managerial Approaches Adopted at Schools and Their Effects on the Professional Development of Teachers
Author: Akbasli, Sait
Date: 2016-07-00
Type: Journal Articles
Subjects: School Administration,Faculty Development,Principals,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Middle School Teachers,Teacher Surveys,Statistical Analysis,Adoption (Ideas)

One of the determinant factors contributing to the professional development of teachers is the school manager, since the school managers' administration manner determines the speed and capacity of development. With this study, the managerial approaches adopted at schools and their effects on teachers' professional development are aimed to be found out. That's to say, within the context of the study, it's aimed to have a general knowledge of management approaches adopted by the directors at educational institutions and also to clarify the contribution of the managers to the professional development of the teachers. Parallel to the research objective, various research questions were formulated. Since the research aims to explain the substantial situation as it exists,it has descriptive quality. Besides, in the study, single and relational screening models are employed. The research results show that schools often use classical and neoclassical management approaches. Additionally, according to the teachers participated in the study, the school principals adopt classical management approach mostly in comparison to neoclassical management approach. If we look at the professional development of the teachers from the viewpoint that it is a contribution for the professional development, we understand that the school principals are close to the neoclassical approach.
A Child with Down Syndrome--Challenge for Families, Kindergartens and Schools
Author: Ðuranovic, Marina
Date: 2017-00-00
Type: Reports - Research
Subjects: Down Syndrome,Barriers,Early Intervention,Childrens Rights,Child Development,Mainstreaming,Kindergarten,Elementary Schools,Inclusion,Case Studies,Foreign Countries

Every day, the number of children born with disabilities is increasing. One of the many disabilities is Down's syndrome, which occurs on average in one of 650 infants. For a child born with this disability, it is much more difficult to normally grow, develop and function in everyday life. In the past, children born with Down syndrome were neglected, and their education was not paid almost any attention. Today, there are significant changes in social awareness related to rights and needs of children with Down syndrome. Early intervention programs that are being developed in order to mitigate problems of children with disabilities are becoming much better, and the number of therapeutic methods is increasing. There are a number of institutions and organizations which provide assistance and support to the parents of children with Down syndrome. To encourage their overall development and enable easier and more efficient functioning in society, children with Down syndrome are being integrated into pre-school and school facilities. The aim of this work is to further sensitize the public to problems and needs of this very vulnerable population of children and show examples of successful integration of children with Down syndrome in kindergarten and elementary schools. [Selected paper of 5th International Conference on Education--IC-ED-2016, 26-28 May 2016, South East European University, Skopje Campus.]