ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between per Pupil Expenditure in Maricopa County K-12 Public School Districts and Student Preparedness at the Post-Secondary Level
Author: Lamperez, Edmond Allen, Jr.
Date: 2016-00-00
Type: Journal Articles
Subjects: Expenditure per Student,Public Schools,School Districts,Counties,Elementary Secondary Education,College Readiness,Community Colleges,Disadvantaged Schools,Educational Equity (Finance),Two Year College Students,Quasiexperimental Design,Regression (Statistics)

Student under preparedness is one of the major challenges facing community colleges in the United States. A contributing factor of student under preparedness at the postsecondary level is an inequitable and inadequate distribution of resources at the K-12 level. Students residing in socio-economically disadvantaged school districts that often expend less money per pupil are disproportionally under prepared for college-level course work. This study examined the relationship between per pupil expenditure in Maricopa County (AZ) K-12 public school districts and student preparedness at the post-secondary level; specifically the Maricopa County Community College District (MCCCD). Results show that the students where the most money is being spent, are the least likely to be prepared--that appears to be because these students were socio-economically disadvantaged. There are two primary implications of this study. First, the issue of &quot;ecological equity&quot; must be addressed in Maricopa County. Second, the issue of equity and adequacy in per pupil expenditure must be addressed in Maricopa County (and perhaps the State of Arizona). Specific policies recommended include quality preschool education, extending school hours, providing health and social services in schools, and expending more money per pupil in school districts with concentrated poverty.
Islam and Muslim Life in Current Bavarian Geography Textbooks
Author: Zecha, Stefanie
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Muslims,Islamic Culture,Textbooks,Textbook Content,Textbook Evaluation,Secondary Education,Geography Instruction,Classification,Statistical Analysis,Illustrations,Photography,Maps,Religious Cultural Groups,Misconceptions,Immigrants,Religion,Qualitative Research

This paper investigates the Islam and Muslim life in German textbooks. The study is based on the analysis of current Geography textbooks in Bavarian secondary schools. As a first step, the authors developed a system for objective analysis of the textbooks that structures the content in categories. In a second step, the authors used the qualitative method. One category system was developed to analyze the didactical quality of the illustration to the theme Islam and Muslim life another category system was developed to analyze the different aspects of Islam and Muslim life in textbooks. Quantitative analysis shows that the book authors use a variety of illustrations, but especially photos followed by maps. The quality is generally good. Three aspects were selected for qualitative analysis: Spatial representations of Islam, Islam as a religion and Muslim people in Germany. The spatial representation of Islam across the different textbooks is very diverse. Islam is usually not presented as a European phenomenon. The presentation of Islam as an oriental phenomenon risks propagating the idea that there is no other religious group in this area. The information on Islam as a religion is often superficial and may cause students to falsely assume that Islam is a homogeneous religion. Overall, the reader is led to wrongly falsely assume that Muslim migrants, many of whom are living in the 3rd generation in Germany, are still not really part of German society. This is certainly not true for the majority.
Disciplinary Consequence Differences in Grade 6 Students as a Function of Race, Ethnicity, and Economic Status
Author: Khan, Myriam Quintero
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 6,Racial Differences,Ethnicity,Socioeconomic Status,African American Students,Hispanic American Students,White Students,Suspension,Discipline Problems,Nontraditional Education,Statistical Analysis,Statistical Inference,Disproportionate Representation,Economically Disadvantaged,Racial Bias,Social Bias,Student Records,Public Schools

In this investigation, we used Texas statewide data to determine the extent to which inequities were present in the assignment of school disciplinary consequences. Specifically examined were the assignment of in-school suspension, out-of-school suspension, and disciplinary alternative education program placement to grade 6 Black, Hispanic, and White students by their economic status in Texas public schools. Inferential analyses yielded statistically significant differences for each disciplinary consequence within each ethnic/racial group. Students who were economically disadvantaged received statistically significantly more instances of each disciplinary consequence than their same ethnic/racial peers who were not economically disadvantaged. Of note was the very high numbers of grade 6 students who were assigned these disciplinary consequences. A clear lack of equity was demonstrated in the assignment of disciplinary consequences to grade 6 Black, Hispanic, and White students by their economic status. As such, school administrators and educational leaders are urged to evaluate their own discipline programs to ascertain the degree to which they have equity in the assignment of disciplinary consequences in the students they serve.
Social Studies Teachers&apos; Views of ICT Integration
Author: Hong, Jung Eun
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Technology Integration,Positive Attitudes,Barriers,Semi Structured Interviews,Computer Literacy,Secondary School Teachers,Lesson Plans,Teacher Education,Teacher Effectiveness

The role of teachers is significant for information and communication technology (ICT) integration, because the use of ICT in the classroom depends on teachers' attitudes towards the concept. In other words, for successful ICT integration, teachers are required to have a positive attitude. Providing well-organized ICT teacher training is essential in encouraging teachers to view ICT positively. However, to develop such training, teachers' opinions, concerns, and needs regarding ICT integration should first be identified. In order to provide better support for social studies teachers using ICT, this article reports social studies teachers' views, experiences, and attitudes towards ICT integration via individual face-to-face interviews with 23 social studies teachers in Colorado, USA. The results of this study found that the majority of the participating teachers had positive attitudes towards ICT as an instructional tool and wanted to learn more about ICT for effective use in their classrooms. However, they identified the low availability of ICT as a major barrier that limited their use of ICT in the classroom.
Goal Setting to Increase Student Academic Performance
Author: Dotson, Ronnie
Date: 2016-00-00
Type: Journal Articles
Subjects: Goal Orientation,Reading Achievement,Rural Schools,Elementary School Students,Grade 4,Grade 5,Instructional Effectiveness,Achievement Gains,Program Implementation

Over the past two years, the teachers and students in Carter County, Kentucky have been utilizing goal setting. As a result, the district has shown tremendous growth on not only state assessments, but also on local assessments. Additionally, the number of students meeting benchmarks for college and career readiness has increased significantly. The strategy has provided students and teachers a focus that has enhanced student performance. To measure the impact of goal setting on reading achievement, student performance on the reading section of the state assessment were analyzed when students were in fourth and fifth grades. Data from the 2014 state reading assessment, when the selected students were in fourth grade and did not participate in goal setting, were compared with data from the 2015 state reading assessment, when these same students were in fifth grade and participated in goal setting. McNemar's Change Test analysis was used to determine if a significant difference existed between the reading growth achieved in fourth grade compared to reading growth achieved in fifth grade. Of the 328 students participating in the study, 69% made adequate growth after goal setting utilization as compared to only 60% prior to the implementation of goal setting. Specifically, McNemar's Test results indicated that a significant difference existed in the reading growth performance when comparing the reading growth for the two year period (x[superscript 2]=9.986, df = 1, p = 0.0016). In 2014, 60.4% of the students were classified as making adequate growth, whereas 68.6% received the designation in 2015 (Dotson, 2015). This article discusses goal setting in Carter County and offers four steps to successful academic goal implementation.
Interpreting the Right to an Education as a Norm Referenced Adequacy Standard
Author: Pijanowski, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Equal Education,Student Rights,Civil Rights,Norm Referenced Tests,Court Litigation,Educational Finance,Educational Equity (Finance),Legal Problems,Educational History,Freedom of Speech,Educational Legislation,Federal Legislation,Access to Information,Governance,Educational Change,Educational Policy

Our current conceptions of educational adequacy emerged out of an era dominated by equity-based school resource litigation. During that time of transitioning between successful litigation strategies, legal opinions provided clues as to how future courts might view a norm-referenced approach to establishing an adequacy standard--an approach that appreciates that for certain social goods, equity and adequacy are inextricably connected. This article explores three decades of school finance litigation and attempts to define the limits of the right to an education, to glean how a norm referenced right to education argument grows out of the historical legal framework.
The &quot;Othering&quot; of Men in Early Childhood Education: Applying Covey&apos;s Seven Habits
Author: McGowan, Kevin
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Early Childhood Education,Young Children,Teachers,Gender Issues,Teacher Characteristics,Gender Bias,Stereotypes,Males,Equal Opportunities (Jobs),Consciousness Raising,Career Choice

How do early childhood educators, parents, and administrators really feel about men working with young children? Should men work as teachers of young children from birth through 8 years of age? Is this women's work? Does explicitly and implicitly excluding men from the early childhood education workforce benefit the early childhood community's commitment to diversity? Young children should have a diverse range of experiences including learning from men in their early childhood education settings (Bullough, 2015). In order to effectively recruit and retain more men into the early childhood education profession, early childhood education staff, parents, and administrators have to address their overt and covert &quot;othering&quot; biases toward men working in early childhood education environments. This article discusses overt &quot;othering&quot; biases, covert &quot;othering&quot; biases, and the application of Stephen Covey's &quot;Seven Habits of Highly Effective People&quot; in addressing overt and covert &quot;othering&quot; biases. The seven habits are: (1) be proactive; (2) begin with the end in mind; (3) put first things first; (4) think win-win; (5) seek first to understand, then to be understood; (6) synergize; and (7) sharpen the saw (Covey, 2013).
The Relation between easyCBM and Smarter Balanced Reading and Mathematics Assessments
Author: Alonzo, Julie
Date: 2016-00-00
Type: Journal Articles
Subjects: Benchmarking,Student Evaluation,Mathematics Tests,Reading Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Predictor Variables,Scores,Correlation,Regression (Statistics),Language Arts,Instructional Program Divisions,Curriculum Based Assessment,Evaluation Methods,School Districts

This study investigated the relation between the easyCBM Benchmark Assessments in both mathematics and reading and the Smarter Balanced assessment, widely adopted across the United States. Data for the study were obtained from a convenience sample of approximately 1,000 students per grade in grades 3-8 provided by two school districts in the Pacific Northwest. Results indicate that the easyCBM CCSS math assessments are a strong predictor of the Smarter Balanced total math score, with correlations ranging from 0.69 to 0.84 across grades and seasonal benchmarks. Linear regression analyses indicate that the different easyCBM CCSS math measures account for 68% to 77% of the variance in Smarter Balanced total math score. In addition, all of the easyCBM reading assessments are significantly related to the Smarter Balanced English language arts total score, with correlations ranging from 0.50 to 0.69 across grades, measure types, and seasonal benchmarks. Linear regression analyses indicate that the different easyCBM reading measures account for 50% to 62% of the variance in Smarter Balanced English language arts score.
Teachers, Social Media, and Free Speech
Author: Vasek, Mandy
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,Freedom of Speech,Social Networks,Constitutional Law,Court Litigation,Teachers

Teachers across the United States routinely use social media to improve communication with students and parents, enrich the classroom curriculum, and engage in professional conversations with peers. However, teacher use of social media also has a dark side. Media reports are replete with stories of teachers engaging in inappropriate social networking with students. In addition, teachers have also been disciplined for controversial social media content even when students or other members of the school community are not the intended audience. The trending issue of teachers' inappropriate or controversial use of social media amplifies the need for school leaders to be cognizant of teachers' First Amendment free speech rights and the circumstances permitting school control. A framework is proposed for developing social media policies that balance the First Amendment expression rights of teachers and pedagogical benefits of social media with the need for appropriate limitations.
The Acclimation of New Assistant Principals
Author: Craft, Hykeem M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Assistant Principals,Career Development,Training,Beginning Principals,Phenomenology,Interviews,Public Schools,Professional Development,Administrator Effectiveness,Qualitative Research,Secondary Education,Administrator Qualifications,Barriers,Interpersonal Relationship,Trust (Psychology),Conflict Resolution

Although the assistant principal position has been the career path for aspiring principals, some researchers have claimed the position lacks adequacy as a training position. With limited research available, the purpose of this study was to explore the induction and acclimation experiences of newly assigned assistant principals. Following a phenomenological research approach, interviews were conducted with six public school assistant principals. New assistant principals prepared for their positions by seeking prior leadership opportunities and asking questions, but they noted a lack of confidence in making decisions. These new assistant principals, recognizing the importance of professional relationships, worked to build trust with students and teachers. Implications for school district leaders, preparation programs, and aspiring candidates are provided.
The Potential Consequence of Using Value-Added Models to Evaluate Teachers
Author: Shen, Zuchao
Date: 2016-00-00
Type: Journal Articles
Subjects: Value Added Models,Teacher Evaluation,Program Implementation,Teacher Effectiveness,Standardized Tests,High Stakes Tests,Teacher Attitudes,Scores,Teacher Improvement,Evaluation Methods,Academic Achievement

Value-added models try to separate the contribution of individual teachers or schools to students' learning growth measured by standardized test scores. There is a policy trend to use value-added modeling to evaluate teachers because of its face validity and superficial objectiveness. This article investigates the potential long term consequences of making high-stakes decisions based on value-added teacher evaluations. To investigate this question, we analyze the micro-level effects on teacher effectiveness from the view of policy implementation and the macro-level effects on teacher quality based on the dynamic change of the teacher job market. We argue that the establishment of a formal connection between value-added teacher evaluations and high-stakes decision-making may compromise teacher effectiveness and teacher quality. We conclude that this connection between value-added measures and high-stakes decisions should not be established when it compromises the perception of a teacher's position as a secure and decent job.
Beginning Teachers&apos; Experiential Learning in the Era of Common Core: A Case Study
Author: Dakwa, Loy
Date: 2016-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Experiential Learning,Case Studies,Qualitative Research,Faculty Development,Beginning Teacher Induction,Transitional Programs,Preservice Teachers,Inservice Teacher Education,Educational Environment,Common Core State Standards,Inquiry,Secondary School Teachers,Interviews,Observation

This qualitative, single-case study described the professional learning experiences of a group of beginning teachers who participated in a California teacher induction program. The study contributes to an understanding of factors that form the foundation of professional learning as perceived by the participants. Furthermore, the study adds to extant literature on induction, including the transition period between pre-service and in-service phases, experiential learning throughout day-to-day events and action research undertaken during inquiry-based projects. The following themes emerged from the study: transition from pre-service to induction, context for teaching and learning, collaboration with peers, subtle shift from content standards to Common Core standards, questioning and ascertaining the merits of inquiry as professional development, learning by experimentation and from life experiences, current practice as the ultimate payoff, nurturing experiential learning, obstacles to induction, and managing the 21st century classroom. While beginning teachers perceived induction as one aspect of their professional learning, they deemed other factors, such as school climate, leadership, and bureaucracy as elements that could either advance or thwart their development.
The School Climate-Student Achievement Connection: If We Want Achievement Gains, We Need to Begin by Improving the Climate
Author: Shindler, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Environment,Academic Achievement,Achievement Gains,Psychology,Achievement Gap,Locus of Control,Urban Schools,School Districts,Correlation,Scores,Predictor Variables,High Stakes Tests,Public Schools,Surveys,Student Attitudes,Teacher Attitudes,Parent Attitudes,Sample Size,Focus Groups,Educational Quality,Attribution Theory,Ethnic Groups,Socioeconomic Status,Institutional Characteristics,Student Diversity,Alienation

This study examined the relationship between school climate and student achievement ratings in urban school districts in five states (N = 230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the quality of the climate appears to be the single most predictive factor in any school's capacity to promote student achievement. The findings of the study suggest a series of general and theoretical implication for the field of education. It appears that the use of practices that promote a &quot;psychology of success&quot; lead to greater achievement and higher quality climate, and those that promote a &quot;psychology of failure&quot; lead to underperformance.
School Leader Relationships: The Need for Explicit Training on Rapport, Trust, and Communication
Author: Lasater, Kara
Date: 2016-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Trust (Psychology),Leadership Training,Stakeholders,Faculty Development,Instructional Leadership,Leadership Effectiveness,Classroom Communication,Leadership Qualities,Leadership Role

An important aspect of school leadership is relationship development, but developing meaningful relationships as a school leader is challenging. School leader relationships are challenged by diverse stakeholder groups, varied contexts, and difficult situations. The complex nature of school leader relationships necessitates explicit training for leaders on relational skills. The purpose of this paper is to provide professional development recommendations for school leaders regarding three aspects of relationships: rapport, trust, and communication. Specific ideas for school leaders regarding how to establish rapport, trust, and effective communication are discussed. Finally, the use of structured role play is discussed as the recommended approach to professional development for school leader relationships.
Social Studies in Quebec: How to Break the Chains of Oppression of Visible Minorities and of the Quebec Society
Author: Vallerand, Viviane
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Diversity,Minority Group Students,Social Studies,Multicultural Education,Citizenship Education,Educational Policy

Despite having multiculturalism as a core value, the province of Quebec has significant issues affecting the inclusion of visible minorities, such as positive discrimination, reasonable accommodation, and the fact of cultural divide. The presence of these minority groups brings out the tension between respecting differences and protecting &quot;unity&quot; in Quebec society. The social studies curriculum in Quebec schools offers a traditional multicultural education one effect of which is to reinforce a vague and neutral notion of citizenship. This helps to foster homogenization and oppresses visible minorities by pre-supposing a dominant culture. The paper makes recommendations for a social studies curriculum less content driven and more centered on participatory and critical learning processes to reduce social injustices, to reinforce a more culturally tolerant society and to help visible minorities to emancipate themselves from their oppressive status.
Sustaining Arts Programs in Public Education
Author: Dunstan, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Art Education,Public Schools,Public Education,Qualitative Research,Case Studies,Visual Arts,Theater Arts,Secondary Schools,Art Activities,Art Products

The purpose of this qualitative research case study was to investigate leadership and funding decisions that determine key factors responsible for sustaining arts programs in public schools. While the educational climate, financial constraints, and standardized testing continue to impact arts programs in public education, Eastland High School, the site of this case study, managed to sustain its visual and performing arts program. The foundation of this research study was shaped around understanding the key factors that sustained the arts program at Eastland High School. A qualitative lens utilized three research questions that investigated arts programs at the school, leadership decisions that supported the arts program, and funding decisions made at the site. Data triangulation was used to identify several emerging themes relevant to the three research questions. The implications of this case study indicated collaborative leadership and resourceful funding decisions sustain viable arts programs in public schools.