ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing a Dominican Model of Leadership
Author: Otte, Suzanne
Date: 2015-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Ethics,Leadership Styles,Catholics,Moral Values,Altruism,Social Justice,Constructivism (Learning),Mixed Methods Research,Surveys,College Graduates,Doctoral Programs,Administrator Education

Leadership theories that rely on personal traits, situations, and actions were developed for an industrial world and have become less effective as the world becomes more globalized, networked, and collaborative (Komives et al. 2005). Values-centered models of leadership highlighting collaboration, inclusiveness, empowerment, and ethics have influenced new models of leadership (Komives et al. 2005; Kouses and Posner 2003; Rost 1993). There also exists an increasing interest in leadership identity development (Komives et al. 2005; Guthrie et al. 2013). Therefore, continued, rigorous study and application of ethical leadership models and the development of ethical leadership identity are vital because ethical leadership and effective leadership are interconnected and interrelated (Brown and Trevino 2006). Effective and ethical leadership, as practiced by scientists, statisticians, business people, doctors, and politicians, is necessary to solving today's vexing and knotty crises. Individuals who continually answer the following questions, whether or not they consider themselves social justice leaders, persist in unravelling some of the thorniest issues of today: (1) Who am I and who can I become? (2) What are the needs and opportunities of the world? and (3) What is my role in building a more just and compassionate world? These questions are part of a Roman Catholic, Dominican ethos that provides one way to conceptualize leadership for social justice. This study described herein examines the implementation of a Dominican model of leadership--rooted in the values and ethos of the Dominican order--on leadership identity for students in a higher education leadership program.
The World Indigenous Research Alliance (WIRA): Mediating and Mobilizing Indigenous Peoples' Educational Knowledge and Aspirations
Author: Whitinui, Paul
Date: 2015-12-07
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Educational Research,International Organizations,Cooperation,Academic Aspiration,Consortia,Older Adults,Financial Support,Elementary Secondary Education,Higher Education,Foreign Countries

There is an Indigenous resurgence in education occurring globally. For more than a century Euro-western approaches have controlled the provision and quality of education to, and for Indigenous peoples. The World Indigenous Research Alliance (WIRA) established in 2012, is a grass-roots movement of Indigenous scholars passionate about making a difference for Indigenous peoples and their education. WIRA is a service-oriented endeavor designed by Indigenous scholars working in mainstream institutions to support each other and to provide culturally safe spaces to share ideas. This paper highlights how WIRA came to be, and outlines the nature and scope of these shared endeavours. Strategically, WIRA operates under the mandate of the World Indigenous Nations Higher Educational Consortium (WINHEC) who regularly report to the General Assembly of the United Nations Indigenous Peoples Permanent Forum on Indigenous Issues (UNPFII) pertaining to Indigenous Peoples and their education (United Nations Permanent Forum on Indigenous Issues, 2007). Indeed, this collaboration provides the opportunity to share best practices across respective countries, and to co-design interdisciplinary, dynamic and innovative educational research. Since the inception of WIRA, a number of research priorities have emerged alongside potential funding models we believe can assist our shared work moving forward. The launching of WIRA is timely, and sure to accelerate the goals envisaged by WINHEC, and Indigenous peoples aspirations in education more generally.
Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers
Author: Kokka, Kari
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Social Justice,Cooperative Learning,Teacher Student Relationship,Empowerment,Consciousness Raising,Equal Education,Access to Education,Educational Opportunities,Mathematics Achievement,Mathematics Curriculum,Critical Theory,Race

Social justice mathematics educators explicitly aim to develop students' sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire's (1970) concept of &quot;conscientização,&quot; or learning to perceive social, political, and economic contradictions (35). In this article, Kari Kokka provides a definition of Social Justice Mathematics (SJM) and explores three dilemmas that arise with SJM instruction. She also suggests ways in which collaboration among students, educators, and researchers may address these dilemmas.
Lessons from a Federal Grant for School Diversity: Tracing a Theory of Change and Implementation of Local Policies
Author: DeBray, Elizabeth
Date: 2015-09-07
Type: Journal Articles
Subjects: Federal Aid,Grants,Technical Assistance,School District Spending,Diversity (Institutional),Educational Change,Educational Policy,Program Implementation,Qualitative Research,Case Studies,Interviews,Student Placement

In 2009, the U.S. Department of Education made grants to eleven school districts under the Technical Assistance for Student Assignment Plans (TASAP) program. The impetus for the program came from the Council of Great City Schools, which was concerned that school districts would respond to a recent Supreme Court decision by dismantling policies with integrative aims. We analyze the design of the TASAP program, its implementation by the USED, and how the grantee districts used the funds, and find that TASAP's effects were mixed. Five districts represented examples of &quot;successful&quot; implementation, using the grant funds in ways that prioritized diversity. Six demonstrated &quot;subverted&quot; implementation, using funds in ways that met local needs but moved away from the diversity goal.
Knowledge Brokers in Education: How Intermediary Organizations Are Bridging the Gap between Research, Policy and Practice Internationally
Author: Cooper, Amanda
Date: 2015-12-07
Type: Journal Articles
Subjects: Research and Development,Theory Practice Relationship,Organizations (Groups),Public Sector,Information Networks

Interest in how to better connect research to policy and practice is gaining momentum globally. Also gaining widespread agreement is the view that intermediary organizations have an important role to play in facilitating multi-stakeholder partnerships between researchers, practitioners and policymakers in order to increase the mobilization of research and its impact in public service sectors. Knowledge mobilization (KMb) includes efforts to strengthen linkages between research, practice and policy in public service sectors. This special issue explores a range of intermediary organizations, networks and initiatives in order to showcase how research-practice-policy gaps are being addressed in different contexts.
Research and Evidence in Education Decision-Making: A Comparison of Results from Two Pan-Canadian Studies
Author: Galway, Gerald
Date: 2015-11-02
Type: Journal Articles
Subjects: Educational Research,Research Utilization,Evidence,Decision Making,Educational Policy,State Departments of Education,School Districts,Comparative Analysis,Research Reports,Influences,Foreign Countries,Mixed Methods Research,Surveys,Interviews,Focus Groups

In this paper we compare the use of research and other evidence in the decision-making practices of two groups of education policy elites, situated in different contexts--provincial education ministries and school districts. Data are derived from two pan-Canadian studies: Galway (2006) and Sheppard, Galway, Brown and Wiens (2013). The findings show that policy decisions at the ministry level are informed primarily by political and pragmatic factors, personal and professional beliefs and local knowledge. The role of external research is shown to be relatively marginal and confined to quantitative studies and performance assessments. Decision makers at the school district level attend less to political and pragmatic influences relying more on personal beliefs, values and experiential factors supplemented by the advice of professional staff and in-house research/indicators. Results from both studies demonstrate limited reliance on external data and university-based research--the latter ranking 15th of 20 influencing factors. Consistent with Beck's (1994; 1997) risk theory, we theorize that education policy making in both contexts is influenced by both macro- and micro-level factors, where choice of policy evidence is mediated by personal considerations and political risk factors. This suggests a weak policy development paradigm that is resistant to independent research-informed evidence.
Parental Trigger Laws and the Power of Framing in Educational Politics
Author: Feuerstein, Abe
Date: 2015-08-24
Type: Journal Articles
Subjects: Parent Participation,Laws,School Choice,Educational Change,Neoliberalism,Politics of Education,Educational Policy,Discourse Analysis,Educational Legislation,Professional Associations,Policy Formation,Advocacy,Content Analysis,Public Schools,School Effectiveness,Empowerment,Qualitative Research

This paper examines the discursive strategies employed by advocates of Parent Trigger laws in the United States which allow parents of children in &quot;failing&quot; schools, in some states, to call for interventions in the operation of the schools via petition. The paper reviews the genesis of Parent Trigger laws, the network of conservative political organizations supporting Parent Trigger legislation, and the ways in which Parent Trigger advocates have promoted the concept through the deployment of both material and symbolic resources. The paper argues that Parent Trigger laws promote a &quot;thin&quot; form of democratic participation that equates democracy with consumer choice through the strategic representation of public schools as broken institutions and parent trigger laws as empowering parents to choose. Support for this position is developed through an empirical qualitative analysis of a sample of media texts produced by various organizations within the Parent Trigger policy network including the American Legislative Exchange Council (ALEC), American Enterprise Institute, Heartland Institute, Parent Revolution, and others. By identifying frequently used framing devices such as metaphors, exemplars, catch-phrases, and depictions as well as reasoning devices such as root causes, consequences, and appeals to principle, the study reveals the dominant frames employed by Parent Trigger advocates and contributes to the development of a more critical perspective concerning the media produced by various interest groups.
Preservice Teachers' Adaptations to Tensions Associated with the edTPA during Its Early Implementation in New York and Washington States
Author: Meuwissen, Kevin W.
Date: 2015-10-12
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Evaluation,Performance Based Assessment,Teacher Certification,Accountability,Program Implementation,Educational Change,Interviews,Mixed Methods Research,Formative Evaluation,Mediation Theory,Educational Practices,Locus of Control,Educational Policy,Surveys,Adoption (Ideas),Coping,Social Networks,Discourse Analysis,Student Teacher Attitudes,Educational Quality,Teacher Effectiveness,Teacher Education

The edTPA is a teaching performance assessment (TPA) that the states of New York and Washington implemented as a licensure requirement in 2013. While TPAs are not new modes of assessment, New York and Washington are the first states to use the edTPA specifically as a compulsory, high-stakes policy lever in an effort to strengthen the quality and accountability of teachers and teacher educators. This study examines 24 New York and Washington teaching candidates' experiences with the edTPA during its first year of consequential use for state certification. The data, drawn from qualitative interviews that were part of a larger mixed-methods study, reveal that preservice teachers had to mediate several tensions associated with the edTPA's dual role as a formative assessment tool and a licensure mechanism. In this paper, we identify those tensions, describe candidates' efforts to mediate them, and discuss the extent to which that mediation process may or may not contribute to the improvement of teachers' practices. Given the edTPA's positioning in a policy context--specifically, the potential for the assessment's locus of control, high stakes, and opaque rating process to distort the procedures it is intended to measure--the paper concludes with recommendations for teacher education programs aimed at capitalizing on the edTPA's benefits and mitigating its unproductive tensions.
The Covert Mechanisms of Education Policy Discourse: Unmasking Policy Insiders' Discourses and Discursive Strategies in Upholding or Challenging Racism and Classism in Education
Author: Bertrand, Melanie
Date: 2015-09-28
Type: Journal Articles
Subjects: Social Class,Social Bias,Racial Bias,Educational Policy,Equal Education,Correlation,Language Usage,Interviews,Discourse Analysis,Disadvantaged Environment,Unions,Teachers,State Policy,Self Concept,Policy Analysis,Educational Resources,Educational Equity (Finance),Educational Attitudes,Educational Finance,Social Differences,Racial Differences,Teacher Effectiveness,Elementary Secondary Education

Policy insiders across party lines increasingly acknowledge educational &quot;gaps,&quot; yet they talk about this inequity in very different ways. Though some critique disparities through a structural lens, others use deficit discourse, blaming families of color and working-class families for educational outcomes. This study examines how state policy insiders explain educational inequity, shedding light on the complex relationship between language and the maintenance of systemic racism and classism in education. Drawing upon a unique data set of interviews with 50 policy insiders in one state in the United States, we found three main discourses used to explain inequity in education, each of which cited a different cause: 1) structural inequity, 2) perceived deficits of families and communities, and 3) teachers unions and teacher seniority. Policy insiders used often-veiled discursive strategies to advance their discourses. For instance, those that used deficit discourse: 1) asserted that those most negatively impacted by inequity &quot;cause&quot; inequity; 2) strengthened deficit discourse by blending it with one or both of the other two discourses; and 3) made inequity appear natural through the use of several substrategies, including obscuring the identity of those harmed by inequity. These strategies allowed some policy insiders to strengthen deficit discourse, divert attention from structural issues, and characterize themselves positively while advancing racist and classist ideas. These findings have compelling implications in terms of possibilities for policy changes supportive of educational equity.
Educator Evaluation Policy That Incorporates EVAAS Value-Added Measures: Undermined Intentions and Exacerbated Inequities
Author: Hewitt, Kimberly Kappler
Date: 2015-08-10
Type: Journal Articles
Subjects: Value Added Models,Teacher Evaluation,Educational Policy,Teacher Effectiveness,Mixed Methods Research,Teacher Attitudes,Negative Attitudes,Accountability,Faculty Mobility,Stress Variables,Anxiety,Teacher Collaboration,Competition,Trend Analysis,Teaching Conditions,Teacher Surveys,Psychometrics,Statistical Analysis

In the United States, policies in forty states and D.C. incorporate student growth measures--estimates of student progress attributed to educators--into educator evaluation. The federal government positions such policies as levers for ensuring that more students are taught by effective teachers and that effective educators are more equitably distributed amongst schools. Because these policies are new, little is known about how educators respond to them. Mixed methods survey data from a large, diverse district in North Carolina, a state that incorporates value-added data into teacher evaluations, indicate that substantive, unintended effects may undermine the purposes for which these policies were developed. Results indicate that educators evaluated by value-added are generally opposed to its use. Those who have previously been evaluated by value-added have significantly more negative perceptions about the fairness and accuracy of value-added, are more opposed to its use in educator evaluation, and are more likely to perceive that it will not result in more equitable distribution of good educators across schools and that educators will avoid working with certain students because of value-added. Respondents perceived effects of the use of value-added for teacher accountability that fall within five themes: 1) Educators increasingly game the system and teach to the test, 2) Teachers increasingly leave the field, 3) Some educators seek to avoid working with certain students and at certain schools, 4) Educators feel an increase in stress, pressure, and anxiety, 5) Educator collaboration is decreasing, and competition is increasing. Based on findings, the author recommends five mid-course policy corrections.
Performance Measures for Teachers and Teacher Education: Corporate Education Reform Opens the Door to New Legal Issues
Author: Pullin, Diana
Date: 2015-08-31
Type: Journal Articles
Subjects: Legal Problems,Teacher Evaluation,Preservice Teacher Education,Educational Change,Commercialization,Constitutional Law,Civil Rights,Criminal Law,Teacher Effectiveness,Value Added Models,Federal Legislation,Disabilities,Privacy,Educational Legislation,Parent Rights,Student Records,State Legislation,Public Education,Intellectual Property,Copyrights,Contracts,Deception,Court Litigation,Elementary Secondary Education,Portfolio Assessment,Accountability

Recent efforts to change the teaching profession and teacher preparation include a number of innovations to use portfolio assessment, value added measures (VAM), accountability metrics and other corporate education reform ideas. These approaches may provoke considerable potential legal consequences. Traditional constitutional and civil rights issues will continue to be important considerations. In addition, because education is increasingly seen as a consumer product, new types of legal issues are arising from the way evidence about performance is gathered and used and about the privacy of data. Legal claims more familiar to a business context are being asserted and can be expected to increase. Whistle-blower claims concerning fraud in government-funded programs have been filed, as well as claims of breach of contract and defective products. Finally, criminal prosecutions are being utilized to address systemic cheating in evaluation systems.
The Link of Teacher Career Paths on the Distribution of High Qualified Teachers: A Chilean Case Study
Author: Rivero, María del Rosario
Date: 2015-08-03
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Career Development,Teacher Effectiveness,Teacher Supply and Demand,Teacher Distribution,Teacher Placement,Equal Education,Academic Achievement,Achievement Gap,Correlation,Teacher Qualifications,Measures (Individuals),Statistical Analysis,Institutional Characteristics,School Location

This paper uses rich data of 79,418 elementary teachers from 5,521 schools in Chile to study the extent of teacher sorting and its association with teacher career paths. A complete analysis of ten measures of teacher quality shows that highly qualified teachers are unequally distributed across schools. Some schools present a large concentration of highly qualified teachers while others do not even have a single one. Schools with a low concentration of highly qualified teachers are more likely to be public and rural, and have a bigger enrollment of low-income and low-performance students. Thus, it is precisely those schools that are most in need. This paper combines the analysis of teacher sorting with teacher career decisions and finds that teacher career paths are associated with the unequal distribution of teachers. At the start of their careers, less qualified teachers are more likely to teach in rural, public, low-income and low-performance schools. These teachers are then more likely to stay in those schools, while less qualified teachers who start working in high-income and high-performing schools are less likely to stay there compared with highly qualified teachers. Education reforms have recognized the key role of teachers. However, efforts have focused on increasing the quality of the teaching workforce and do not target any specific types of schools. This study discusses the lack of targeted policies and educational inequality, and proposes the need for an educational reform.
Understanding the Changing Faculty Workforce in Higher Education: A Comparison of Full-Time Non-Tenure Track and Tenure Line Experiences
Author: Ott, Molly
Date: 2015-09-21
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teacher Motivation,Teacher Responsibility,Models,Job Analysis,Nontenured Faculty,Tenure,Work Attitudes,Teaching Conditions,Questionnaires,Teacher Surveys,Likert Scales,Predictor Variables,Regression (Statistics)

Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham's (1980) Job Characteristics Model (JCM) and prior research on faculty workplace experiences, this study considers the extent to which full-time non-tenure track and tenure line faculty share a professionalized approach to their jobs, working conditions, and how this is associated with their organizational commitment. Findings demonstrate important consistencies in full-time faculty views of their workplaces and jobs across appointment type. Satisfaction with resources, rewards, autonomy and feedback had a significant positive relationship with odds of organizational commitment for all faculty groups. Overall, the results suggest being removed from the tenure track is not associated with faculty viewing their jobs in a substantially different way than those in tenure line positions, which underscores the importance of conceptualizing full-time faculty work as an integrated whole.