ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusive Education as an Approach to Reduce Inequitable Access to Education: Exploring the Practices of Jegnoch Metasebiya Primary School in Harar Town, Ethiopia
Author: Hankebo, Teketel Agafari
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Access to Education,Disabilities,Elementary School Students,Equal Education,Foreign Countries,Attitudes toward Disabilities,Educational Environment,Academic Accommodations (Disabilities),Student Personnel Services,Program Implementation,Enrollment

High-quality inclusive education program is indispensable to ensure access to education for children with disabilities. This study examined accessibility of instructional provision for children with disabilities. Qualitative, case study method was carried out, using purposive sampling followed by observation, interview and focus-group discussion to collect data. It begins with introducing how Inclusive education (IE) enhances learning accessible. Jegnoch Metasebiya Primary School is one of the schools awarded in the country for its best performance. The study revealed that the number students with disabilities enrolled in the school were not significant. It also found that the schooling and instructional activities were not accessible for the children. The study concluded that the school was implementing an integrated approach. Recommendations were made for the regional education office and the school to allocate adequate budget, promote inclusive education and to strengthen collaboration with all stakeholders.
Resource Leveraging to Achieve Large-Scale Implementation of Effective Educational Practices
Author: Horner, Robert H.
Date: 2019-04-00
Type: Journal Articles
Subjects: Evidence Based Practice,Educational Practices,Program Implementation,Investment,Positive Behavior Supports,Resource Allocation

We propose in this article that a central element in the large-scale implementation of evidence-based practices is the process by which initial investment in local demonstrations is leveraged into larger implementation efforts. We offer a definition of this &quot;resource leveraging&quot; and propose a process for both measuring and reporting the effects of leveraging. We suggest that resource leveraging become a valid focus of future research and that the intentional measurement, planning, and management of resource leveraging be used to improve the scaling-up of effective practices.
A Systematic Review of Function-Modified Check-In/Check-Out
Author: Klingbeil, David A.
Date: 2019-04-00
Type: Journal Articles
Subjects: Intervention,Student Behavior,Behavior Modification,Positive Behavior Supports,Functional Behavioral Assessment,Behavior Problems,Program Effectiveness,Elementary School Students,Middle School Students,High School Students

Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address behaviors maintained by other consequences. The purpose of this review was to examine the evidence-base for function-modified versions of CICO to identify (a) the procedures used to assess students' behavior function and (b) the types of modifications and additions to CICO that have been empirically evaluated. We systematically reviewed 11 studies that examined the effects of function-based CICO. Researchers determined behavior function using a combination of direct observations and indirect assessments. These methods were more involved than a brief behavior screening. The modifications and additions to traditional CICO included changes that were functionally relevant and functionally independent. Based on the results of this review, more research is needed before function-based CICO can be considered an evidence-based practice. Moreover, the extent to which educators can implement function-based CICO without researcher support is also unknown. The implications of this review are discussed in terms of future research and practice. [For the corresponding grantee submission, see ED588342.]
Predicting Latency of Reaching Adequate Implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports
Author: Nese, Rhonda N. T.
Date: 2019-04-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Intervention,Institutional Characteristics,Suburban Schools,Urban Schools,Rural Schools,Disadvantaged Schools,Low Income Students,Elementary Schools,Middle Schools,High Schools,Racial Differences,Ethnicity,Student Characteristics,Program Implementation,Fidelity,Program Effectiveness,Predictor Variables

In this study, longitudinal data from 708 schools across five states in the continental United States were analyzed to measure the time between initial training and adequate implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports over 5 years and the extent to which it varied by school characteristics. Results indicated that, all else constant: elementary schools were more likely to reach adequate implementation before middle and high schools, non-Title I schools were more likely to reach adequate implementation before Title I schools, and suburban schools were more likely to reach adequate implementation before city schools. The findings provide empirical documentation of the average length of time required for adequate implementation of a systems-level intervention, as well as how that length differs across nonmalleable school characteristics.
Can the Japanese Educational System Design the Future? The Historical Experience of Universalization in Upper Secondary Education
Author: Kagawa, Mei
Date: 2017-12-00
Type: Journal Articles
Subjects: Futures (of Society),High School Students,Institutional Cooperation,Private Schools,Public Schools,Foreign Countries,Educational History,Educational Policy,Administrative Organization,Standards,Educational Facilities,Educational Legislation,Teacher Certification,Cooperation,Human Resources,Labor Force Development,Strategic Planning,Educational Trends

This paper illustrates the historical process of the prevalence of upper secondary education in Japan focusing on the public and private relationships. After reviewing high school policy at the central administration, actual high school supply at local government levels is examined and the harmonious relationship between public and private sectors is introduced. Japanese private schools must fulfill the same standards of school facilities, teachers' licenses, and curriculum as those of public schools, under the control of school education laws with a few exceptions. The universal upper secondary education in Japan has been managed with diversities between local prefectures. Japanese education succeeded in the wave of industrialization and constructed a cooperation between public and private high schools. This educational system has supported Japanese development to achieve competent human resources. However, Japan is now facing a new difficulty of determining what further steps to take in the pursuit of top school education in a post-industrialized global world.
Staff Management in Privatized Education Systems and the Professionalism of Teachers: The Case of Macao
Author: Wong, Yi-Lee
Date: 2017-12-00
Type: Journal Articles
Subjects: Professionalism,Foreign Countries,Efficiency,School Administration,Privatization,School Choice,Educational Quality,School Personnel,Educational History,Ethnic Groups,Asians,Foreign Policy,Teacher Attitudes,Secondary School Teachers,Institutional Characteristics,Teaching Conditions,Teacher Administrator Relationship,Ethics,Guidelines

It is believed that the effectiveness and efficiency of school administration can be enhanced in a privatized system of education. However, such belief is narrowly based on studies on school choice and such impact on the quality of teaching and learning. The issue of staff management in understanding school administration is essentially overlooked. Using Macao as a case study for illustration and drawing on data from a qualitative study, this paper seeks to argue that school administration against a specific context of privatization can actually contribute to the unprofessionalism of teachers. The study illustrates that staff management should not be merely taken at an individual level as an interpersonal issue about trust or a matter of conflict management, but should be understood against a wider context, and also shows that schools in a privatized system of education are not necessarily effective or efficient in managing their staff.
School-Family Cooperation, Social Closure, Educational Equality and Excellence: Evidences from China
Author: Wenwen, Zhang
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Educational Quality,Educational Equity (Finance),Resource Allocation,Social Capital,Family School Relationship,Compulsory Education,Correlation,Social Influences,Family Characteristics,Socioeconomic Status

Excellence and equality is an essential goal of compulsory education in China. This goal, however, is difficult to achieve in practice because of the difficulties in balancing between excellence and equality and in sustaining equality as a result of resource redistribution. This article uses the data of the nationally representative China Education Panel Survey (CEPS) and discusses the possibility of advancing educational excellence and equality in compulsory education based on Coleman's theory of social closure. To be more specific, social capital can be increased by means of school-family cooperation so as to achieve excellence and equality in compulsory education. Our main findings include: first, school-family cooperation system is conducive to the growth of social capital for families; second, it adjusts the direct influence of family background on the social closure production; third, it helps achieve excellent development of compulsory education by increasing family social capital; finally, the school-family cooperation system facilitates even distribution of social capital among different classes and equal development of compulsory education. On such a basis, this paper further discusses the policy implications of these findings.
How Can Student Learning Data at Institutional Level Support Decision-Making for Educational Improvement for Academic Programme? A Case Study in a Hong Kong University
Author: Chow, Joseph
Date: 2017-12-00
Type: Journal Articles
Subjects: Academic Achievement,Decision Making,Educational Improvement,Case Studies,Foreign Countries,Outcomes of Education,Student Surveys,Undergraduate Students,Data,Alumni,Student Attitudes

Student surveys have been commonly used by university administrators for assessment of student learning outcomes in higher education. The information collected from such stakeholders' surveys has only been to use as supporting documents for the effectiveness of university education. More recently, there have been calls for utilizing student feedback information to improve quality of education at the programme level and guide educational leaders and teachers about implementing data-based decision-making. This study aimed to explore the learning gains in the undergraduate education perceived by its alumni in one of Hong Kong universities. The study reported the procedures in examining the assessment scores and discussed the interpretation of assessment results at the programme level. The findings showed that interpretation of the student ratings of perceived learning gains could not be appropriately aggregated at the programme level. Implications for theory and practice of educational data use and for educational administration are discussed.
Teacher Leadership in Singapore: The Next Wave of Effective Leadership
Author: Hairon, Salleh
Date: 2017-12-00
Type: Journal Articles
Subjects: Teacher Leadership,Foreign Countries,Leadership Effectiveness,Instructional Leadership,Leaders

This article provides the practical and theoretical justifications for the growth of teacher leadership, in the Singapore education context. It argues that since 2001, the importance of teacher leadership has been growing, and more significantly in the last five years, which is due to several factors. First, the race towards attaining 21st century competencies in students, yet maintaining academic rigour in terms of outcomes. Second, the growing complexity of education contexts. These conditions had caused schools to invest their resources in strengthening classroom instruction through building teacher capacity and competency, and the leadership that support it. However, for the latter, what is becoming evident in schools and education systems is the distribution of instructional leadership. This article provides the practical and theoretical discussions on the growing importance of teacher leadership using the Singapore education context as an illustrative case, and discusses implications for school leaders.
Becoming an Educational Leader for Social Justice: A Micro/Meso/Macro Examination of a Southern U.S. Principal
Author: Ogden, Stephanie B.
Date: 2017-07-00
Type: Journal Articles
Subjects: Social Justice,Instructional Leadership,Principals,Urban Schools,Elementary Schools,Administrator Attitudes,Student Diversity,Ethnic Diversity,Social Class,Cultural Awareness,Systems Approach,Social Systems,Administrator Role,Role Perception,Multicultural Education

This descriptive case study examined how a principal in an urban elementary school in the southern United States became a leader working for social justice in education. The principal cited her parents' values as contributing to her own seemingly countercultural beliefs and behaviors relating to racial and ethnic diversity, and described schools as essentially middle class phenomena, requiring students and teachers on either side of the class divide to become bicultural. The principal enacted a vision for empowering her students with the same support and freedom of choice available to members of more privileged segments of society. Evidence of interdependent micro, meso, and macro contexts, nonlinearity, and self-organization in the complex system relate the framework of the study to theories of complex systems, offering opportunities to apply understandings of complex systems to the problems of social justice leaders.
Leading Authentically: A New Principal in Challenging Circumstances
Author: Angelle, Pamela S.
Date: 2017-07-00
Type: Journal Articles
Subjects: Leaders,Principals,Beginning Principals,Administrator Attitudes,Leadership Training,Models,Administrator Behavior,Social Justice,Leadership Styles,Elementary School Students,Self Concept

This qualitative study was undertaken as part of the ISLDN global study of social justice leaders, focused on the leadership stories of the respondent. This study is framed in authentic leadership and examined the leader's self-awareness, authentic behaviors, and relationships, which both communicated and solidified the authenticity of the leader. Data were collected, then analyzed through the lens of the leader's story which formed her way of leading. Findings showed that leaders who possess self-understanding grounded in core values, make decisions and behave in ways that demonstrate their self-understandings, and form relationships with followers that build trust through their authenticity promote positive cultures in their organizations and lead with greater conviction.
On Becoming a Social Justice Leader: A Fictionalized Narrative Approach
Author: Flood, Lee D.
Date: 2017-07-00
Type: Journal Articles
Subjects: Social Justice,Instructional Leadership,Principals,Equal Education,Transformational Leadership,High Schools,Parent Influence,Administrator Attitudes,Educational Experience,Athletics,Mentors,Personality Traits

The purpose of the study was to examine the experiences and influences that aided, prompted, and informed a principal in the south-western United States to act as a social justice leader with a keen focus on creating equitable conditions and outcomes for marginalized students within his school (Bruner, 2008). By employing a fictionalized narrative approach to findings, the aim of this study was to illuminate the shadows around the formal position to more fully understand what experiences caused an educational leader to act with and focus on social justice in his formal capacity as a high school principal. Findings highlighted that parental upbringing, experiences while in college, a competitive nature reinforced through athletics, and a meaningful relationship with a mentor all had a profound influence on the participant's orientation to and belief in reducing inequities in his school and providing opportunities for all of his students.
Making Sense of It All: Values, Relationships and a Way Forward
Author: King, Fiona
Date: 2017-07-00
Type: Journal Articles
Subjects: Comprehension,Values,Correlation,Social Justice,Administrator Effectiveness,Instructional Leadership,Leadership Training,Principals,Leaders,Leadership Role

This special issue set out to explore &quot;Leadership Stories&quot; and in particular &quot;Unlocking the Path to Social Justice Leadership&quot; in various countries around the world. All stories reported by the participants involved in the social justice strand of the International School Leadership Development Network (ISLDN), which defines social justice leadership as &quot;a principal who is committed to reducing inequalities and makes this aim a high priority in leadership practice&quot; (Angelle, 2017, p. 308). This Special Issue aimed to unpack how social justice leaders learned to become social justice leaders, the foundational aspects that influenced these leaders to work for a socially just educational experience for all children. Synthesis of the various perspectives presented in the articles reveal two key themes that have emerged across all papers in this Special Issue, albeit in varying degrees; values and relationships. A central tenet emanating from all papers is the concept of values and awareness or self-awareness of one's values. This article explores the presence of self-value in each of the articles as well as a second theme: the fact that not many of the leaders aspired to become leaders, much less social justice leaders at the beginning of their careers. However, through relationships with others and resultant experiences, they felt they could make a difference if they became a social justice leader/principal. Lastly, the article considers what this says about social justice leadership, and learning to become a social justice leader.
Social Justice Leaders: Critical Moments in Headteachers&apos;/Principals&apos; Development
Author: Forde, Christine
Date: 2017-07-00
Type: Journal Articles
Subjects: Social Justice,Principals,Administrator Attitudes,Leadership Styles,Professional Continuing Education,Experience,Foreign Countries,Leadership Training,Professional Development,Career Development,Occupational Aspiration,Role

Being a social justice leader makes significant demands on the individual headteacher/principal particularly where there may be conflict, competing demands and significant resistance both within the school and the wider community. There is a question then about what motivates some headteachers to commit to pursuing social justice and equity in their role and what part their own experiences play in their stance around social justice leadership. This article draws from the case studies conducted in Scotland as part of the Social Justice Leadership research strand of the International School Leadership Development Network (ISLDN). In the ISLDN framework the headteacher is characterized at the micro level. The leadership stories illustrate that this micro level is complex and includes not only the practices of these leaders but their stance, personal and professional experiences and continuing professional learning.
Women Becoming Social Justice Leaders with an Inclusive Viewin Costa Rica, Mexico, and Spain
Author: Slater, Charles L.
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Women Administrators,Social Justice,Administrator Attitudes,Persistence,Resilience (Psychology),Leadership Styles,Cultural Differences,Principals,Barriers,Work Environment

This study looks at three female school directors in Costa Rica, Mexico, and Spain who worked under challenging conditions to establish social justice. We were particularly interest in how they learned to become social justice leaders. Qualitative interviews were used to hear directly from the school directors about their experiences. Transcripts were analyzed for common themes. The commitment of these directors to social justice came from early family experiences that gave them strength and core values. They met adversity in young adulthood which reinforced their commitment to inclusive leadership.
Preparing Perform and Impact Ready Instructional Leaders for Improving Urban School Success
Author: Yavuz, Olcay
Date: 2018-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Instructional Leadership,Leaders,Urban Schools,Success,Instructional Improvement,Leadership Training,Predictor Variables,Preservice Teachers

In an effort to develop and support high quality urban school leaders, this study examined what factors affect pre-service urban school leaders' perception of preparedness for performing instructional leadership activities. The findings revealed that participating in a leadership training program is the only significant factor that predicts urban educators' scores on instructional leadership readiness measures. By examining perception of preparedness of aspiring urban school leaders the findings contribute to our understanding about some perspectives to prepare and develop urban school leaders solve large and complex problems related to the curriculum, instruction and assessment. Implications for preparing performance ready school leaders in high need urban schools are further discussed.
Social Justice Leadership in Education: A Suggested Questionnaire
Author: Zhang, Yuanyuan
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Social Justice,Instructional Leadership,Questionnaires,Principals,Test Construction,Cultural Context,Transformational Leadership,Leadership Training,Likert Scales,School Community Relationship

This paper reports on the development of the revised Social Justice Questionnaire (SJQ2), an instrument which permits the quantitative examination of socially just school leadership. The SJQ2 is based on data drawn from an exploratory province-wide study to determine to what extent, and how, school principals on Prince Edward Island understand and enact principles of social justice in their work. Although this was a 'stand-alone' project, the research also provides a Canadian contribution to the International School Leadership Development Network (ISLDN). The researchers utilized a mixed methods approach to glean both qualitative and quantitative data for analysis. The findings indicated that there is a statistically significant correlation between socially just school leadership and the community context. This research supports and enhances current qualitative studies by adding a statistical perspective to show that effective social justice leadership cannot be segregated from the political, economic, and cultural context of the community.