ethanporcaro/eric-fulltext-meta huggingface dataset:
Sports Involvement and Academic Achievement: A Study of Malaysian University Athletes
Author: Chuan, Chun Cheng
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Athletics,Athletes,Academic Achievement,Correlation,Team Sports,Teamwork,Peer Influence,Parent Influence,Educational Environment,Student Financial Aid,Training,Academic Support Services,Student Personnel Services,Socialization,Stress Variables,Questionnaires,Likert Scales,Interviews,Student Characteristics,Regression (Statistics)

Factors that influence the academic achievement of Malaysian university athletes were investigated using 156 field hockey players from several universities. The relationship between team subculture, parental influence, the learning environment, support systems, financial aid, training factors, academic assistance, socialization, and stress level and academic achievements of student athletes were examined using the Team Socialization Scale (Allen, 1997). There was a significant positive relationship between the learning environment and academic achievements of university athletes but a negative relationship was found between support system and academic achievements. Implications and suggestions on how to improve the academic achievement of athletes in Malaysian universities were discussed in the study.
A Mentoring Mindset: Preparing Future Principals to Be Effective Protégés
Author: Searby, Linda
Date: 2008-00-00
Type: Journal Articles
Subjects: Mentors,Principals,Administrator Education,Student Journals

Aspiring school leaders do not emerge from their principal preparation programs fully ready for the challenges that await them as new administrators. They will need mentoring. A professor in an educational leadership course developed content which taught students the knowledge, skills and dispositions of protégéship. The Framework for Protégéship is included and described. The professor then required students to approach someone to formally mentor them. This article sheds light on the fears that the protégés experienced as they approached a mentor and includes excerpts from their reflective journals, where they report the benefits they received for having entered into mentoring relationships.
International Empirical Findings about the Success of Education and School Policy
Author: Nguyen, Tristan
Date: 2013-00-00
Type: Journal Articles
Subjects: School Policy,Comparative Education,Foreign Countries,Human Capital,Expenditure per Student,Outcomes of Education,Academic Achievement,Institutional Characteristics,Competition,Educational Responsibility,Educational Policy,Resources,Educational Quality,Teacher Effectiveness,Institutional Autonomy,Administrative Organization,Class Size,Educational Improvement,Achievement Tests

The PISA studies in recent years have disclosed fundamental problems in the educational and training systems of many countries. According to the studies, it seems that simply increasing the education expenditures per pupil regularly does not sufficiently achieve better pupil performances. This &quot;input-oriented&quot; policy does not have any direct effect on the &quot;output&quot; in the form of better results by the pupils. Therefore, it is the objective of this essay to analyze the framework conditions in which an education system can develop optimally so that the pupils achieve better grades and/or performance at schools. We focus our analysis on the &quot;institutional factors&quot; such as &quot;competition in the school system,&quot; &quot;school autonomy,&quot; &quot;responsibility,&quot; as well as a suitable combination of these factors. The research results of international empirical studies discussed in this paper provide a range of approaches and proposals that governments could use as a guide or as a &quot;cornerstone&quot; for the design of their schools and education systems.
Is a Principal Certificate a Passport to Salary Enhancement or to Administrative Positions in Schools?
Author: Gahungu, Athanase
Date: 2008-00-00
Type: Journal Articles
Subjects: Principals,Certification,Educational Certificates,Suburban Schools,School Districts,Social Networks,Interprofessional Relationship,Competition,Leadership,Outcomes of Education,Supply and Demand,Elementary Secondary Education

The purpose of this study was to examine the effectiveness of an Illinois metropolitan program that prepares teachers for administrative and supervisory positions in schools by analyzing, over a 10-year period, its employment outcomes. Overall, from 1995 to 2005, 503 students graduated from the program, 451 of whom with Illinois principal certificates. By Fiscal Year 2007, 168 of the certified candidates had held administrative positions in public schools in Illinois; 38 had served as principals. This rate falls short of the Illinois State Board of Education's (ISBE) 2.0 ratio of new certificates issued to new positions filled upon which educator supply and demand projections are made each year. It was recommended that the program continue strengthening practical experiences for its candidates, and expand networking relationships, not just within the city's public school system, but also with suburban school districts. Candidates will then have exposure to more prospective employers. Because of the competitive nature of the administrative sector, it was also recommended that the program work with the schools to develop mechanisms for valorizing and utilizing the leadership skills and technical competencies of the ever-increasing numbers of teachers with administrative certificates, but employed in non-administrative positions.
Moral Values Education in Terms of Graduate University Students' Perspectives: A Jordanian Sample
Author: Jarrar, Amani
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Moral Values,Ethical Instruction,Graduate Students,Student Attitudes,Questionnaires,Justice,Moral Issues,Cultural Influences,Islam,Muslims,Information Systems,Civil Rights,Arabs,Statistical Analysis,Validity,Reliability

This study focuses on how moral values differ and vary according to variants such as education, culture, thoughts, religion, gender and family relations. It handles the issue of moral education in Jordan, from the perspective of graduate students in Petra University. Since we are facing new challenges in this era and region of the world, we are more affected by cultural and environmental effects that change our moral system. This ethical issue is highly important in a world where materialistic values are more pressing on our behavior. This study directly tackles Jordanian culture and mainly youth in universities, so that a specially tailored questionnaire was built to study the moral value educational system that Jordanian youth in private universities believe in, taking Petra University as a sample. This questionnaire covers all areas of morality and all issues dealing with ethical dilemmas, and their answers were analyzed according to certain dimensions that have to do with moral education, moral dilemmas, moral choice, moral crises, moral sensation, moral awareness, the awareness of right, and justice from the perspective of Jordanian graduate students. Many factors were being taken into consideration, especially the eastern, Muslim, Jordanian culture, the youth mentality affected by education, the Arab culture, information systems, and human rights issues. The study ends with a description of the moral value education system of graduates in Petra University as a special model of private universities.
Utopian Education and Anti-Utopian Anthropology
Author: Papastephanou, Marianna
Date: 2013-00-00
Type: Journal Articles
Subjects: Anthropology,Citizenship,Imagination,Social Environment,Philosophy,Humanism,Educational Philosophy,Progressive Education,Transformative Learning

This article explores the connection of education, utopia and anthropology, aiming to tease out some educational implications of anti-utopian anthropological essentialism and to show why these should be staved off. It will be shown how an anthropology that tarnishes human nature operates and how it affects educational intervention in the shaping of human reality. After a brief reference to the current theoretical status of utopia and its relation to education, some anti-utopian determinations that raise anthropological obstacles to utopia´s imaginative reach will be examined. Two main anti-utopian arguments are then investigated: the one of human frailty and that of utopian unattainability. Critical counter-arguments will be produced in order to prove that anti-utopianism poses more questions than it answers and is in no position to effectively undermine radical pedagogical vision. The article concludes with some indications of how educational utopianism may relate to anthropology otherwise.
The Teaching Methodology of Arabic Speaking Skills: Learners' Perspectives
Author: Haron, Sueraya Che
Date: 2013-00-00
Type: Journal Articles
Subjects: Semitic Languages,Teaching Methods,Speech Skills,Speech Communication,Teacher Effectiveness,Instructional Effectiveness,Focus Groups,Interviews,Memorization,Second Language Learning,Second Language Instruction,Language Acquisition,Instructional Improvement,Instructional Innovation,College Students,Student Attitudes,Participant Satisfaction,Foreign Countries

Teaching methodology plays an important role in transmitting knowledge and skills to learners. The effectiveness of both knowledge and skills depends greatly on the methodology used. This paper describes a study to investigate the learners' perspectives on the teaching methodology used by the teachers at the Centre for Foundation Studies, International Islamic University Malaysia, to teach Arabic speaking skills. The data were collected using a focus group interview with 6 Arabic language learners at the centre. The findings show that the learners were dissatisfied with the teaching methodology as it emphasizes memorization. Instead they prefer a communicative approach where they can apply orally what they have learned, be corrected and improve.
Mentors' Views of Factors Essential for the Success of Beginning Teachers
Author: Barrera, Arnold
Date: 2008-00-00
Type: Journal Articles
Subjects: Mentors,Attitude Measures,Beginning Teachers,Teacher Attitudes,Beginning Teacher Induction,Teacher Collaboration,Faculty Development,Administrator Role,Educational Resources,Program Effectiveness,Teacher Persistence,Secondary School Teachers,Public Schools,Surveys,Questionnaires,Likert Scales

The views of 46 mentors of first-year teachers were obtained regarding practices that they viewed as essential for their success in mentoring teachers. Specifically, they were queried about teacher involvement/support, staff development, administrative support, and resource materials. Almost all of the mentor teachers believed a teacher-mentoring program that had well-defined goals was absolutely essential to the retention of beginning teachers. Slightly over half, 56.6%, of the mentor teachers considered that staff development that provided strategies to serve students in special populations better was absolutely essential to the retention of beginning teachers. Mentors commented that the most difficult part of their duty were scheduling conflicts with the mentee, little support from administration, and no guidelines or training in what they were expected to do. Additional comments made by mentors consisted of the need for more time for the new teacher to grow professionally with less emphasis on TAKS scores. They also stated that standardized state testing was hurting schools because too much time was being spent on student test scores.
Jadidism as an Educational System and a Political Movement in Turkestan (Central Asia)
Author: Kaldybekovich, Bazarbayev Kanat
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Muslims,Educational Change,Political Influences,Social Change

This article throws light upon the history of the national-progressive movement of the late 19th and early 20th century, which is called Jadidism. The history of Jadidism and its evolution from enlightenment to a powerful political movement can be retraced in it. Jadidism became an alternative form of the intellectual renewal of Muslim society. The beginning of the movement was connected with the introduction of the phonetics, so called &quot;usul-i jadid&quot;, method of teaching reading and writing instead of letter and syllabic one in maktabs and madrasas, that is a new method. The Jadids criticized religious fanaticism, required the substitution of obsolete religious schools for national secular ones, advocated the development of science and culture, supported the publishing of newspapers in the native language, the opening of cultural and educational establishments, which favoured the consolidation of the democratic forces of the society. From the very beginning the Jadids were aimed to the reform of the traditional system of education of Muslim religious school, establishing new-method schools, publishing, theatre, social, and political and cultural institutions, which, under their influence, were turning into a powerful ideological weapon in the struggle against economical, moral, and political backwardness of the peoples of Turkestan more and more. They were eager to study the experience and progress of the other people of the world, especially the best practices of the Muslim reformers of the Crimea, the Volga Region, the Transcaucasia, Turkey, and Iran, who had already became aware of the progressive social and political, spiritual and cultural life of Europe. The main merit of the Jadids of Turkestan consists in the fact that they were the first to ground political arguments of the national liberation movement against Russian colonialism. The national elite of Turkestan discredited the &quot;legitimacy&quot; of the colonial form of government, and later it served as the basis of a powerful political movement.
Strapping Wings on a Caterpillar and Calling It a Butterfly: When Systemic Change Is Not Systemic
Author: Duffy, Francis M.
Date: 2008-00-00
Type: Journal Articles
Subjects: School Districts,Systems Approach,Misconceptions,Definitions,Organizational Change,Performance Factors,Sustainability,Educational Change,Change Strategies,Organizational Theories,Educational Practices,Educational Administration,Elementary Secondary Education

This article challenges misperceptions about the definition of systemic change in school districts. While many contemporary change efforts are described as &quot;systemic,&quot; in fact, they are not. The author also argues that a special instance of systemic change known as systemic transformational change is required to transform entire school systems to meet the requirements of our 21st Century Information-Age society. He then shares his personal views of what systemic transformational change means to him. A significant portion of the article focuses on the nature of systemic transformational change in school districts and what is required to create and sustain that kind of change. The article concludes with a brief discussion of the kind of leadership needed to create and sustain transformational change.
Evaluating Suburban New Jersey Building Principals Using the ISLLC 2008 &quot;Functions&quot; as a Paradigm Model
Author: Babo, Gerard
Date: 2008-00-00
Type: Journal Articles
Subjects: Suburban Schools,Principals,Models,School Buildings,School Business Officials,Statistical Analysis,School Surveys,Administrator Attitudes,Superintendents,Needs Assessment,Online Surveys,Questionnaires,Multiple Choice Tests,Demography,State Standards,Family School Relationship,Legal Responsibility,School Culture,Expectation,Sustainability,Instructional Leadership,Lifelong Learning,Trust (Psychology),Participative Decision Making,Administrator Behavior,Role Models,School Safety,Child Advocacy,Strategic Planning,Minimum Competencies,Capacity Building,Administrator Education,Educational Needs

The primary objective of this project was to provide a more detailed description along with &quot;real time&quot; information to the community of educational administration preparation programs in the State of New Jersey as to what are considered to be the critical elements, skills and competencies current Chief School Administrators (CSA) in the state deem important when evaluating school building leaders. Additionally, the secondary objective was to determine the operational effectiveness of the ISLLC standards as they are understood and applied by New Jersey school superintendents. Using a quantitative survey design, the results of this descriptive study, based on a limited sample of suburban Chief School Administrators, suggest that, in general, suburban CSAs believe that student and staff safety, child advocacy, strategic planning, ethical behavior, collaboration, trust building, nurturing learning and instruction, sustaining high expectations, maintaining and sustaining family relationships and understanding the legal aspects of decision making are essential elements to be considered when developing summative evaluations for their district's principals.
Developing Decision Making Using Online Contextualized Case Studies
Author: Smith, Samuel
Date: 2008-00-00
Type: Journal Articles
Subjects: Decision Making,Decision Making Skills,Case Studies,Context Effect,Educational Administration,Courseware,Pretesting,Data Analysis,Problem Solving,Participative Decision Making,Leadership Training,Skill Development,Principals,Computer System Design,Computer Software Reviews,Decision Support Systems,College Programs,Administrator Education,Elementary Secondary Education

Educational Theory into Practice Software (ETIPS) is an online case study program in the testbed stage of development intended for use by professors of education administration. The program is being developed by Sara Dexter and Pamela D. Tucker of the University of Virginia and is being tested by various other universities throughout Virginia. As a testbed member, the author will outline the theoretical framework, elaborating on the advantages of interactive, authentically contextualized online case studies over traditional print scenarios. Emphasis will be given to the outcomes of the program, which are to strengthen candidates' skills in data analysis, problem solving, and collaborative decision making. ETIPS enhances practical leadership skills for those who serve on the front lines. With the rapid growth of online principal preparation programs, this tool clearly represents a change in preparation.
Adequacy, Litigation, and Student Achievement
Author: Glenn, William
Date: 2008-00-00
Type: Journal Articles
Subjects: Academic Achievement,Court Litigation,Scores,National Competency Tests,Outcomes of Education,Correlation,Poverty,Minority Group Students,African American Students,Educational Finance,Achievement Gap,Educational Equity (Finance),Models,Grade 4,Grade 8,Reading Tests,Mathematics Tests

The court system has been an increasingly important forum in the attempts to remedy the persistent achievement gaps in American education. In the past twenty years, school finance adequacy litigation has replaced desegregation as the most widely used legal strategy in these efforts. Despite the widespread use of adequacy litigation, few researchers have examined the link between adequacy lawsuits and student outcomes. This study analyzed the relationship between school finance adequacy litigation and academic proficiency, as measured by scores on the 2003 National Assessment of Educational Progress (NAEP). The results showed that successful adequacy litigation had a small, significant, positive relationship with NAEP scores, but little differential benefit for students living in poverty or for children of color, with the exception of African American students. Therefore, this evidence suggests that adequacy litigation has had little impact on reducing the achievement gap, though it may have contributed to a small, across the board improvement in student outcomes.
Illinois Principals' Practices in Teacher Selection and Implications for Professors of Educational Leadership
Author: Kersten, Thomas
Date: 2008-00-00
Type: Journal Articles
Subjects: Questionnaires,Principals,Teacher Selection,Instructional Leadership,Academic Achievement,Teacher Effectiveness,Correlation,Labor Market,Elementary Secondary Education,Administrator Attitudes,Surveys,Qualitative Research

If you meet with almost any group of school administrators and ask them what the most critical factor in improving schools and increasing student achievement, they would most likely say having an outstanding faculty is the key. Common wisdom among principals is that nothing is more important to the overall success of the school than selecting excellent teachers. This perception is well supported by a growing body of research which has established a direct link between effective teaching and increased student achievement (Tucker and Stronge, 2005; Stronge, 2002; Marzano Pickering, and Pollock, 2001; Fullen, 2001; Danielson and McGreal, 2000). This manuscript will begin with an overview of the current and projected teacher employment market in the United States. After identifying this market data, the results of a research study of 142 Illinois principals' common practices in teacher selection processes will be reported. The manuscript will conclude by discussing the implications of the study results for professors of educational administration.
The Case of the Ineffective Special Educator: Instructional Challenges of a First Year Principal
Author: Jones, Leslie
Date: 2008-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Effectiveness,Beginning Principals,Rural Schools,Elementary Schools,Disabilities,Inclusion,Regular and Special Education Relationship,Board of Education Policy,School Districts,Administrator Role,Ethics,Teacher Competencies,Supervision,Case Method (Teaching Technique)

This case was developed to use in leadership courses with specific implications for school law and supervision of instruction. Varied data are presented about the school and district for students to analyze. School instructional policies of inclusion of special needs students and supervision of teachers play a role in the course of events at Washington Elementary School. Dr. Long, a first year principal faces the challenge of addressing the issue of a special education teacher who does not perform responsibilities, and there are direct implications for district personnel procedures regarding providing teachers with assistance.
A Study of ASCA National Standards in Texas Schools
Author: Nichter, Mary
Date: 2008-00-00
Type: Journal Articles
Subjects: National Standards,School Counselors,Professional Associations,Counseling Services,Student Needs,Kindergarten,Elementary Secondary Education,Public Schools,School Surveys,Counselor Attitudes,Program Implementation,Incidence,Fidelity,Counselor Client Ratio,School Location,Work Experience,Age Differences,Gender Differences,Group Membership,Likert Scales,Mail Surveys

The national standards of the American School Counselor Association (ASCA) provide for defining the role of the school counselor, evaluating the content of counseling programs, and effectively meeting the needs of students. This study surveyed 495 school counselors in all levels including Kindergarten through 12th grade in Texas public schools to determine levels of inclusion of ASCA's national standards in their school counseling programs. Results indicated that school counselors at all grade levels shared a commitment to providing experiences that support the academic and career development of student competencies. Interestingly, elementary and high school counselors also shared an expressed commitment to providing experiences that support personal and social growth of their students.