ethanporcaro/eric-fulltext-meta huggingface dataset:
Navigating the Rural Terrain: Educators' Visions to Promote Change
Author: Vaughn, Margaret
Date: 2013-00-00
Type: Journal Articles
Subjects: Rural Education,Public School Teachers,Rural Schools,Teacher Attitudes,Interviews,Grounded Theory,Self Concept,Barriers,Educational Change,Change Agents,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Teacher Responsibility,Teacher Leadership,Teacher Effectiveness,Reflection,Phenomenology,Focus Groups

Advocates of rural education emphasize the need to examine supports which may promote rural educators given the challenging contexts of which they face. Teacher visioning has been conceptualized as a navigational tool to help sustain and promote teachers given high-challenging contexts. The current study explored 10 public school teachers from rural areas in the Pacific Northwest, and their visions and challenges to practicing their visions in their respective school environments. Findings suggest that visions were described in three domains: visions of students, visions of self as teacher, and visions of school. Teachers expressed visions of self as &quot;change agents,&quot; and often expressed a sense of responsibility and vulnerability as they worked to weave knowledge of effective pedagogy, teacher leadership principles, and self-reflection to implement change in their individual schools. (Contains 1 table.)
If We Get You, How Can We Keep You? Problems with Recruiting and Retaining Rural Administrators
Author: Wood, Jo Nell
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Rural Areas,Principals,Recruitment,Labor Turnover,Salaries,Fringe Benefits,Work Environment,Educational Environment,School Culture,Professional Development,Mentors,Technology Uses in Education,Academic Achievement,Superintendents,Online Surveys,Measures (Individuals),Statistical Analysis,Tables (Data)

The focus on instructional leadership has reached a crescendo with the waivers for No Child Left Behind (2002). The leadership of the principal is known to be a key factor in supporting student achievement; however, recruitment and retention of administrators in rural areas of the Midwest is very difficult. This survey research study explored the recruitment and retention strategies, as well as factors influencing the loss or retention of quality administrators reported by Midwest superintendents. The themes that emerged as successful recruitment strategies included &quot;growing your own&quot; as the number one method of recruiting and retaining rural school administrators, salaries/benefits depending on location, emphasizing positive working conditions and climate/culture, and providing quality professional development. Retention strategies that worked well for rural schools were an emphasis on a positive school culture and climate, investment in professional development, and use of technology for mentoring along with increased benefits. (Contains 6 tables and 1 footnote.)
Increasing Knowledge Related to the Experiences of Undocumented Immigrants in Public Schools
Author: Lad, Kaetlyn
Date: 2013-01-00
Type: Journal Articles
Subjects: Public Schools,Undocumented Immigrants,School Personnel,Employee Attitudes,Student Experience,Barriers,Change Strategies,Questionnaires,Interviews,Phenomenology,Educational Environment,Pupil Personnel Services,Social Capital,Immigrants,Hispanic Americans,Adults,Qualitative Research,Civil Rights

This article describes the experiences of school personnel working with undocumented immigrants in public schools and the opinions and attitudes of school personnel. The resulting propositions are: (1) Undocumented 
students and their parents live with a great deal of psychological stress on a daily basis; (2) Undocumented students face multiple academic challenges and their families have difficulty maneuvering through the US education and social system to access services; and (3) The lack of adequate attention to the needs of undocumented students and their families is both a civil rights and human rights issue. (Contains 7 tables.)
University Preparation of K-12 Social Justice Leaders: Examination of Intended, Implemented, and Assessed Curriculum
Author: Woods, R. Sandie
Date: 2013-01-00
Type: Journal Articles
Subjects: Social Justice,Instructional Leadership,Administrator Education,Principals,College Curriculum,College Faculty,Teacher Characteristics,Educational Practices,Educational Assessment,Student Evaluation,Curriculum Implementation,Mixed Methods Research,Online Surveys,Semi Structured Interviews,Academic Freedom,Hidden Curriculum

School leaders must design and lead equitable learning environments for all children, and administration preparation programs must build entry-level administrator capacity to do so. This article describes a study examining social justice/critical consciousness curriculum (intended, implemented, assessed) and instructor demographic characteristics of programs leading to California Preliminary Administrative Services Credentials. (Contains 9 tables.)
Principals Learning from Veteran Teachers Serving Impoverished Students: Social Justice Implications for Professors of Educational Administration
Author: Rosine, Dale
Date: 2013-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Experienced Teachers,Teacher Attitudes,Social Justice,Leadership,Beginning Principals,Disadvantaged Schools,Poverty,Educational Change,Learning,Semi Structured Interviews,Administrator Education,Qualitative Research,Cultural Awareness

This qualitative study of ten elementary veteran teachers used Hargrove&apos;s single, double, and triple-loop thinking to understand their perceptions regarding knowledge new principals need to be social justice leaders working in impoverished schools. Findings in three categories revealed the importance of principals learning to identify their self-perceptions so as to work for equitable schools. Implications from the study are outlined to support professors of educational administration with the learning needed to transform the entire education system.
Practical School Community Partnerships Leading to Successful Educational Leaders
Author: Kladifko, Robert E.
Date: 2013-01-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Relationship,Community Involvement,Principals,Community Leaders,Instructional Leadership

School leaders must have knowledge and understanding of the various external and internal entities in their school community. Partnerships, with a focus on communication and interaction with diverse community leaders 
and professionals, are essential for school success. In this article, the author discusses successful practical experiences and provides suggestions to enhance partnerships.
Why Leadership Matters: One School's Journey to Success
Author: Ward, Cheryl James
Date: 2013-01-00
Type: Journal Articles
Subjects: Principals,School Administration,Instructional Leadership,Achievement Gains,Interviews,Observation,Teacher Surveys,Educational Strategies,Elementary Schools,School Demography,School Organization,Administrator Role,Response to Intervention,Case Studies,Qualitative Research

In the following study, the researcher, an experienced leadership coach and former principal, observed the leadership practices of a first-year principal over the course of one year as student achievement at his school increased dramatically. Employing participant observation, document analysis, interviewing, and administration of a teacher survey, the researcher gathered and analyzed data in an effort to identify those leadership strategies that could be replicated at other school sites. Findings are summarized in a timeline of leadership activities that may have contributed to the successful efforts at this particular elementary school site. (Contains 6 tables.)
New Principals' Perspectives of Their Multifaceted Roles
Author: Gentilucci, James L.
Date: 2013-01-00
Type: Journal Articles
Subjects: Beginning Principals,Administrator Attitudes,Administrator Role,Administrator Education,Listening Skills,Trust (Psychology),Qualitative Research,Interviews,Time Management

This study utilizes Symbolic Interactionism to explore perspectives of neophyte principals. Findings explain how these perspectives are modified through complex interactions throughout the school year, and they also suggest 
preparation programs can help new principals most effectively by teaching &quot;soft&quot; skills such as active listening and trust-building in addition to traditional &quot;hard&quot; skills of finance, law, and program evaluation. (Contains 2 tables and 2 footnotes.)
Growing an Emerging Research University
Author: Birx, Donald L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Universities,Educational Development,Developing Institutions,College Administration,Cluster Grouping,Regional Planning,Change Strategies,Case Studies,Performance Factors,Research Administration,Research and Development,Knowledge Management,Intercollegiate Cooperation,College Planning,Educational Finance

The emerging research college or university is one of the most formidable resources a region has to reinvent and grow its economy. This paper is the first of two that outlines a process of building research universities that enhance regional technology development and facilitate flexible networks of collaboration and resource sharing. Although the strategies described were undertaken at larger public research universities, the paper's analysis of the factors influencing innovation, alongside key research management interventions, provides a framework for adapting this process to fit the needs of a full range of educational institutions. (Contains 1 table and 8 figures.)
Strategies for Increasing the Efficacy of Collaborative Grant Writing Groups in Preparing Federal Proposals
Author: Dopke, Lisa
Date: 2013-00-00
Type: Journal Articles
Subjects: Proposal Writing,Grantsmanship,Grants,Federal Programs,Group Dynamics,Teamwork,Technical Writing,Educational Strategies,Agency Cooperation,Cooperative Planning,Information Needs,Social Cognition,Task Analysis,Collaborative Writing,Interviews,Participant Satisfaction,Leadership Qualities

This study explored approaches to collaborative grant proposal writing to gain a comprehensive understanding of the details and range of variation in the processes that are currently employed by professionals in pursuit of Federal grant funding. Findings were used to identify and suggest practical strategies for organizing and managing group dynamics and tasks during the phases of the collaborative writing process. It is anticipated that such strategies, when deployed at specific points in the collaborative process, may increase the efficacy of the group and the probability of a successfully funded proposal. (Contains 3 tables and 1 figure.)
Rebuilding a Research Ethics Committee
Author: Biggs, John S. G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Administration,Review (Reexamination),Organizational Change,Change Strategies,Research Committees,Ethics,Foreign Countries,Technology Integration,Group Membership,Delivery Systems,Performance Technology,Organizational Theories

The principal ethics committee in Australia's Capital, Canberra, underwent a major revision in the last three years based on changes debated in the literature. Committee or Board structure varies widely; regulations determining minimum size and membership differ between countries. Issues such as the effectiveness of committee management, consumption of paper, timelines for review, and causes of delay were key issues for improvement. Several new practices were adopted, the first being a subcommittee to manage the review of low or minimal risk projects, successfully relieving the workload of the main committee. Adoption of electronic processes and documentation resulted in less paper, more streamlined review and sharing of applications. Effective time management for meeting schedules, electronic coordination of meeting agenda items and protocol distribution for review successfully reduced delays in reviews. Assigning lead members for all ethical reviews strengthened committee function by sharing out agenda items, allowing committee members to focus on specific protocols. Ready communication with researchers is an intrinsic and highly successful part of committee practice. There appears to be advantage in central allocation of projects for review, but the local input from boards or committees brings great value. The rebuilding of the ACT committee has improved both process efficiency and relationships with researchers.
Developing a Sustainable Research Culture in an Independent Academic Medical Center
Author: Joyce, Jeffrey N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Medical Services,Hospitals,Research,Sustainability,Colleges,Health Services,Institutional Mission,Institutional Cooperation,Medical Education,Cooperative Programs,Delivery Systems,School Community Relationship,Health Personnel,Physicians,Grants,Federal Aid,Researchers,Financial Support,Case Studies,Pediatrics,Gynecology,Obstetrics

Independent academic medical centers (IAMC) are challenged to develop and support a research enterprise and maintain primary goals of healthcare delivery and financial solvency. Strategies for promoting translational research have been shown to be effective at institutions in the top level of federal funding, but not for smaller IAMCs. The research program developed at Maricopa Integrated Health System (MIHS), an IAMC, focused on identifying research enterprise drivers which have an impact on core missions for MIHS and encompassed three domains: (1) Commercial ventures; (2) Clinical practice; and (3) Civic and Community relationships. Specific mechanisms were implemented to promote research, which had an impact on each enterprise driver. Case examples in 2 clinical arenas are described in detail, Pediatrics and Obstetrics/Gynecology, to demonstrate how the strategies were applied to increase translational research and influence the research enterprise drivers. These strategies included: reducing barriers within MIHS and with partner institutions, increasing revenue generated from grants and contracts, providing grant development support, and developing sustainable collaborations with partner institutions. The value in identifying and utilizing external resources is reciprocal as ongoing research collaborations have resulted in more contract and grant awards for both MIHS and partner institutions. (Contains 1 table and 1 figure.)
University Leaders' Use of Episodic Power to Support Faculty Community Engagement
Author: O'Meara, KerryAnn
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,Community Involvement,Power Structure,Teacher Attitudes,Theories,Strategic Planning,Tenure,Faculty Promotion,Teacher Characteristics,Profiles,Campuses,Professional Autonomy,Institutional Environment,Semi Structured Interviews,Comparative Analysis,Leadership Role

This study explores faculty perceptions of the actions taken by organizational leaders to support the faculty's community engagement. We draw upon Lawrence's (2008) theory of power and agency in organizations to name these strategic actions as episodic power and consider how and why each act taken by organizational leaders mattered to these community-engaged faculty. (Contains 1 table and 1 note.)
Stability and Change in the Development of College Students' Civic Attitudes, Knowledge, and Skills
Author: Moely, Barbara E.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Student Surveys,Student Attitudes,Graduation Requirements,Measures (Individuals),Public Service,Service Learning,Political Attitudes,Citizen Participation,Comparative Analysis,Correlation,Transformative Learning,Tables (Data),Longitudinal Studies,Weather,Natural Disasters,Skill Development

Students entering Tulane University in 2006, 2007, and 2008, the years following Hurricane Katrina, were surveyed soon after arriving on campus and again after they had been at the university for two years. Attitudes toward a new public service graduation requirement, established after the storm, remained positive after students had completed two years of study. Measures of civic attitudes, knowledge, and skills were stable over two years, as well, but, at the same time, students showed increases in their valuing of community engagement and in several self-reports of civic knowledge. Comparisons involving additional groups showed the importance of the college experience in accounting for these changes. Interests in civic engagement expressed at college entry were correlated with and appear to be important predictors of later civic attitudes. (Contains 11 tables.)
Critical Community Service Learning: Combining Critical Classroom Pedagogy with Activist Community Placements
Author: Kajner, Tania
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Theory,Foreign Countries,Service Learning,Teaching Experience,Student Experience,Ethics,School Community Relationship,Instructional Materials,Activism,College Faculty,College Students

In this paper, we share an example of how community service learning (CSL) has been taken up within the framework of critical pedagogy in order to assist educators thinking about moving toward a more critical CSL. We draw from theoretical perspectives on critical pedagogy, data from a research study, and instructor and student experiences to explore the pedagogical dimensions of our experience with critical CSL. These dimensions include: course/placement integration, critical pedagogy in practice, the intricacies of recruiting and supporting activist placements, and ethical considerations. We conclude that while critical CSL requires careful design and consideration of the risks involved, it can be an effective approach for critical educators. (Contains 11 notes.)
Points of Discomfort: Reflections on Power and Partnerships in International Service-Learning
Author: Sharpe, Erin K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Power Structure,Partnerships in Education,Service Learning,Experiential Learning,Recreational Programs,Leisure Education,Foreign Countries,Program Descriptions,Outdoor Education,Food,Transportation,Tourism,College Students

In the field of international service-learning (ISL) there is an increasing call for practitioners to engage in critical reflection of the experiential aspects of their ISL programs. We take up this call by turning our attention to one particular dimension of our ISL course: our relationship with our host partner. Our analysis is grounded in our experience as ISL practitioners, and we use our own &quot;points of discomfort&quot;--the moments in which our relationship with our host partner was unsettling or agitating--as our starting point. Throughout, we show how these &quot;agitated interactions&quot; suggested contradictions between the rhetoric and the reality of ISL and led us to question the distinctiveness of the ISL identity, the practicality of reciprocity as a guiding framework, and where ISL fits within the ongoing colonialist project. We have emerged from this reflective process with a more &quot;encumbered&quot; view of ISL practice, yet have found many ways to move forward from this new perspective.
No Values, No Democracy: The Essential Partisanship of a Civic Engagement Movement
Author: Hartman, Eric
Date: 2013-00-00
Type: Journal Articles
Subjects: Citizenship Education,Citizen Participation,Colleges,Democratic Values,Educational History,Trend Analysis,Educational Trends,College Role,Service Learning,Civil Rights,Political Attitudes,Political Influences

The past several decades have witnessed increasing efforts to advance universities as institutions supporting democratic civic education in the United States. Unfortunately, civic engagement initiatives frequently are framed as apolitical, which I argue is either under-theorized or disingenuous. In this article, I first review perceptions of values, partisanship, and political agendas in the contemporary university. Second, I turn to the historic role of democratic values within the American educational system. Third, I provide a conception of civil society useful for considering the ways in which democratic values must be continuously nurtured in the face of countervailing pressures from the market and the state. Fourth, I employ that lens to consider national trends in understanding of and support for education and related issues. Fifth, I move on to assert, drawing on Rorty (1998) and Schwartz (2008), that universities have surrendered their historic roles as civil society supporters of democratic values. Sixth, I consider implications for service-learning and community engagement before demonstrating how the human rights scholarly community offers a helpful model of continuously critical values commitment. And finally, I close with a vision of universities taking clear positions in support of democratic values. (Contains 4 notes.)
Why the Civic Engagement Movement Cannot Achieve Democratic and Justice Aims
Author: Kliewer, Brandon W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Neoliberalism,Citizen Participation,Grants,Grantsmanship,Higher Education,Partnerships in Education,School Community Relationship,Service Learning,Democratic Values,Justice

This article demonstrates how unknowing and/or unintentional commitments to neoliberal ideology adversely impact the advancement of the civic engagement movement. After considering the relevant literature on this topic, I outline how the grant-seeking process can be understood as one organizing technique that affirms structures produced by neoliberal ideology. The final section of the article encourages civic education scholars and practitioners to be more conscious of how ideology not only limits our movement's ability to achieve democratic and justice aims but also impacts other dimensions of civic engagement in higher education. (Contains 6 notes.)
IMAGINE: Canada as a Leader in International Education. How Can Canada Benefit from the Australian Experience?
Author: Trilokekar, Roopa Desai
Date: 2013-00-00
Type: Journal Articles
Subjects: International Education,Foreign Countries,Foreign Students,Commercialization,Institutional Advancement,Enrollment Management,Adoption (Ideas),Student Recruitment,Educational History,Performance Factors,Case Studies,Foreign Policy,Immigration,Higher Education,Best Practices,International Programs,Educational Finance,Incentives,Models,Marketing,Educational Quality,Student Diversity,Educational Policy

Hosting international students has long been admired as one of the hallmarks of internationalization. The two major formative strands of internationalization in Canadian universities are development cooperation and international students. With reduced public funding for higher education, institutions are aggressively recruiting international students to generate additional revenue. Canada is equally interested in offering incentives for international students to stay in the country as immigrants after completing their studies. In its 2011 budget, the Canadian federal government earmarked funding for an international education strategy and, in 2010, funded Edu-Canada--the marketing unit within the Department of Education and Foreign Affairs (DFAIT)--to develop an official Canadian brand to boost educational marketing, IMAGINE: Education in/au Canada. This model emulates the Australian one, which rapidly capitalized on the recruitment of international students and became an international success story. Given current Canadian higher education policy trends, this paper will address the cautionary lessons that can be drawn from the Australian case. (Contains 3 figures and 1 note.)