ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploratory Examination of What Types of Administrative Support Matter for Rural Teacher Talent Management: The Rural Educator Perspective
Author: Tran, Henry
Date: 2019-11-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Administrator Relationship,Rural Schools,Teacher Employment,Teacher Attitudes,Teacher Persistence,Beginning Teachers,Experienced Teachers,Trust (Psychology),Mentors,Incentives,Teaching Conditions,Teacher Salaries,Community Characteristics,Geographic Regions,Disadvantaged Environment

Administrative support has been frequently identified as the most important factor influencing teachers' employment decisions (Burkhauser, 2017; Ladd, 2011). While many rural schools operate in hard-to-staff contexts that suffer from severe teacher shortages, it is unknown if rural teachers require rural context specific administrative support. This study was designed to shed light on this issue by first confirming with a sample of South Carolina rural educators (n=28) through an open-ended survey that administrative support is the most important factor to advertise for teacher recruitment. The study then obtains the perspectives of a subsample of the educators (n=12), via in-depth interviews, to provide more details concerning the types of administrative supports that matter for rural teacher retention and whether the supports should differ for new vs. more seasoned teachers. Several important themes emerged from the interview findings including verification of the necessity of rural specific administrative support due to adequate rural teaching preparation, building relational trust (from open communication), providing mentorship, offering financial incentives, advertising the community, maintaining administrative consistency/stability, and providing teachers with a positive, collaborative and open work culture. Results and implications for leadership development are discussed.
Exemplary Superintendents&apos; Experiences with Trust
Author: Davidson, Frank D.
Date: 2019-11-00
Type: Journal Articles
Subjects: Superintendents,Trust (Psychology),Credibility,Board Administrator Relationship,Principals,Interprofessional Relationship,Social Networks,Dissent,Administrator Attitudes

Trust is essential to success at both the school and district levels. While its presence provides no guarantee of organizational success, its absence reliably predicts failure. Trust in institutions including the government, the church, and the media has declined in recent years. This is certainly true of public schools as well. The purpose of this qualitative study was to better understand the lived experiences of exemplary superintendents in developing trust and credibility. Participants included 12 current or former school superintendents who had received statewide recognition from their peers for ethical and capable leadership. The findings suggest that board-superintendent relationships and superintendent-principal relationships can have a substantial effect on trust in the organization. The findings also point to the importance of networking, supporting employees, and valuing dissent. Furthermore, insights are provided regarding the restoration of trust once it has been broken.
Planning to Create a Culture of Continuous Improvement with the Department of Defense Education Activity
Author: Kaufman, Eric K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Improvement,Program Implementation,Fidelity,Planning,Capacity Building,Evidence Based Practice,Cooperation,Public Agencies,Elementary Secondary Education,Best Practices,Agency Cooperation,Academic Achievement,Educational Quality,Educational Change,Instructional Leadership

While continuous improvement is not new to education, implementing it with fidelity in various educational contexts remains difficult. This article provides a framework of the necessary components in planning for and implementing continuous improvement, based on current literature in the field of education. Key characteristics for consideration include: (a) purpose-driven; (b) change as a complex process; (c) data-based practices, structures, and systems; (d) relationships for professional collaboration; and, (e) capacity building. Utilizing a qualitative case-study design and aspects of action research, the framework is used to outline efforts of the Department of Defense Education Activity (DoDEA) in becoming a continuous improvement organization. Although implementation of continuous improvement is still in early stages, many lessons have been learned. As education researchers and policy makers continue to wrestle with best practices and strategies for continuous improvement, we encourage further investigation of successful case studies, including the potential of research-practice partnerships.
Community of Inquiry in Web Conferencing: Relationships between Cognitive Presence and Academic Achievements
Author: Çakiroglu, Ünal
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Videoconferencing,Computer Mediated Communication,Synchronous Communication,Online Courses,Academic Achievement,Preservice Teachers,College Students,Cognitive Processes,Discussion Groups,Student Participation,Foreign Countries,Teacher Role,Affordances

In an increasingly digital society, educators are encouraged to use synchronous online technologies. This study attempts to explore the community of inquiry in a web conferencing system through synchronous interactions and focuses on the relationships between cognitive presence and academic achievements. Participants were teacher candidates enrolled in a one-semester synchronous course at an online program of a public university. Community of Inquiry Questionnaire, final exam scores and student discussion messages were used to gather data. Results indicated that while moderate positive relationships were found between cognitive and social presences, no significant correlation was addressed between teaching and social presences and also between teaching and cognitive presences. In addition, cognitive presence was found moderately positive correlated with academic achievements. The role of the instructor and the affordances of web conferencing system positively influenced the students' cognitive presences. Further research directions and practical implications about the synchronous instructions were also included.
Principal as Servant-Leader: An Embedded-Descriptive Single-Case Study of One Prekindergarten School&apos;s Efforts to Build Teacher Capacity in Foundational Skills
Author: Fuller, Molly J.
Date: 2019-11-00
Type: Journal Articles
Subjects: Principals,Preschools,Capacity Building,Preschool Teachers,Instructional Leadership,Basic Skills,Montessori Schools,Leadership Styles,Administrator Attitudes,School Readiness,Aptitude Tests,Test Use

The purpose of this embedded-descriptive single-case study was to provide insight into one prekindergarten school's efforts to build teacher capacity in foundational skills. An embedded-descriptive single-case study was a suitable design for the study because the researcher could not manipulate the school's efforts; the setting was contemporary and involved real-world events. Servant Leadership Theory (SLT) was the theoretical underpinning of the study and the lens used to view the transition from the school's human capital resources to the implementation of methods, strategies, and activities to build teacher capacity. Montessori instruction served as the platform for teaching foundational skills.
Balancing the Role of the Principalship: Creating and Sustaining Equity and Excellence
Author: Clayton, Jennifer K.
Date: 2019-11-00
Type: Journal Articles
Subjects: Principals,Elementary Schools,Administrator Attitudes,Beliefs,Decision Making,Leadership Styles,Equal Education,Ethics,Educational Quality,Expectation,Administrator Role

This study examined the interrelationships between principal beliefs and expectations on the principal's capacity to create the conditions for equity and excellence that result in increased student achievement. The study population consisted of three elementary school principals with demonstrated success in increasing student achievement for all students in the selected schools. Data included semi-structured interviews, participant shadowing, and artifacts observed or collected during the study period. Using the portraiture methodology, collected data informed the development of portraits of the participants to answer the research question &quot;How do personal beliefs, organizational structures, and decision-making processes influence principal practice in leading for equity?&quot; The study found that these three principals demonstrated democratic ethical leadership practices influenced by their personal and professional experiences. The research concluded with the construction of parallels between principal beliefs and the organizational structures and processes they employ to support equity and excellence for all students.
Correlation between Familial Roles and Persistence of Female Students on Distance Education Programmes in Ghana: Through the Lens of an Administrator
Author: Somuah, Beatrice Asante
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family Role,Academic Persistence,Females,Distance Education,Sex Role,Resilience (Psychology),College Students

The contributions of individuals towards a nation's development cannot be underestimated. Nevertheless, research has proven that gender roles could create some setbacks to the extent that some individuals may not be able to reach the optimum in higher education. This correlational study explored whether the interplay of some female gender roles affected persistence as female students juggled with studies. A total of 21 study centres with female enrolment of a 100 and above were purposively selected. Using simple random sampling, a sample of 441 female students were drawn from two distance education institutions in Ghana. The study employed the correlational research design. A questionnaire was used to collect data and analysed using descriptive statistics and Pearson Product Moment Correlation Coefficient. It was revealed that female students had family roles they performed. The study found that there was a positive correlation between persistence and familial roles among the participants. This implied that as the level of familial roles of the respondents increased, their persistence increased as well, thus revealing some level of resilience towards the progression of their education. It was therefore recommended that administrators of distance education institutions equipped female students with the needed knowledge and support to ensure the effective management of their familial roles.
Student Perceptions of Open Pedagogy: An Exploratory Study
Author: Hilton, John, III
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Open Educational Resources,Cooperative Learning,Critical Thinking,Problem Solving,Communication Skills,Open Education,Student Centered Learning,College Faculty,Conventional Instruction,Value Judgment,College Students,Instructional Effectiveness

With the increasing development and adoption of Open Educational Resources, many researchers and practitioners are interested in more carefully examining pedagogies connected with their use. This study describes the perceptions of 173 students of implementations of various approaches to open pedagogy by nineteen instructors in post-secondary institutions in New Hampshire. Students were asked about their perceptions of several aspects of open pedagogy, including its influence on the mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, and learning how to learn. Students found value in open pedagogy and believed that open pedagogy had greater overall educational value than traditional educational activities. When students were asked if they would prefer to take a course with open pedagogy or traditional pedagogy, a majority preferred open pedagogy. Further research is necessary to determine the efficacy of open pedagogy beyond student perceptions, and also to determine which types of open pedagogy are most efficacious.
A Summary of the Current Landscape of Superintendent Evaluation Practices and Preferences
Author: Henrikson, Robin
Date: 2019-11-00
Type: Journal Articles
Subjects: Superintendents,Administrator Evaluation,Educational Practices,Accountability,Governance,Feedback (Response),Preferences

Increasing emphasis on evidence-based evaluation processes in districts across the United States challenges school board directors to call into question their current evaluation practices of superintendents. Existing methods tend to be inconsistent and not aligned to specific criteria (Hendricks, 2013). This study investigates the current landscape of superintendent evaluation across a variety of districts in Washington State and to determine any differences between current practices and superintendent preference. Survey data were collected from 57 superintendents. Descriptive statistics and paired samples t-tests were used to analyze results. The findings from this research confirmed that current practices for evaluation of superintendents are inconsistent across the state and often subjective. Typically, feedback is moderately helpful and not supported with measurable data. In many cases, there was a statistically significant difference between evaluation practice and superintendent preference.
Leadership Competencies for Global Education Leaders: A Delphi Study of UNESCO Delegates and Administrators
Author: Saltsman, George
Date: 2019-11-00
Type: Journal Articles
Subjects: Leadership Qualities,Competence,Global Education,Instructional Leadership,Teacher Leadership,21st Century Skills,Integrity,Institutional Mission,Knowledge Level,Comparative Education

The rise of globalization has increased the need for globally prepared leaders in all sectors, including education. Despite clear calls within the literature for empirical research to support the development of globally prepared education leaders, little research has occurred and no prior peer-reviewed study regarding essential global leadership competencies in education was located. Due to this absence, a Delphi study, conducted in English, French, and Spanish, was conducted with an expert panel of official UNESCO delegates, national delegates of the UNESCO Associated Schools Project Network, and senior-level UNESCO Education Sector executives to identify essential leadership competencies for global education leaders. After completing three successive survey rounds, the panel reached consensus on 70 essential competencies required for future global education leaders including an ordinal ranking of essentiality of global education leadership competencies. The findings of the expert panel conclude that when preparing leaders in global education, general leadership competencies still apply and that global leadership competencies overall were valued more highly than domestic leadership competencies or even managerial-focused education competencies. Additional analysis revealed alignment with broad twenty-first century skills and a balance between personality-based and situational leadership competencies.
Pre-Service Teachers&apos; Willingness to Engage in Inclusive Teaching: An Explanatory Model
Author: Gilor, Orit
Date: 2019-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Inclusion,Students with Disabilities,Foreign Countries,Behavior Theories,Student Attitudes,Behavior Standards,Social Behavior,Self Efficacy,Teacher Education Programs,Differences

In this article, we report on a study that sought to examine the willingness of pre-service teachers to apply the inclusion policy for students with disability. The study considered the Theory of Planned Behavior (Ajzen, 1985, 1991) as a means to explain the willingness of pre-service teachers in general and of the subgroups to engage in inclusive teaching. Participants were 580 pre-service teachers enrolled in various types of programs in three different teacher education colleges in Israel. They completed a paper copy questionnaire with 55 items. It was constructed according to Theory of Planned Behavior (TBP) guidelines. It was found that the model, based on the TPB, explains the degree of willingness of pre-service teachers to engage in inclusive teaching. It emerges that attitudes toward inclusion, perceptions of social norms regarding inclusion, and a sense of the competence of pre-service teachers to teach inclusive classes explain most of the variance in the willingness to engage in inclusive teaching and serves as leading factors manifesting this willingness. The discussion is focused on the need to increase pre-service teachers' willingness by using this model.
The Usefulness of the ICF Framework in Goal Setting for Students with Autism Spectrum Disorder
Author: Rama, Irene
Date: 2019-12-00
Type: Journal Articles
Subjects: Students with Disabilities,Autism,Pervasive Developmental Disorders,Goal Orientation,Classification,Individualized Education Programs,Foreign Countries,Student Educational Objectives,Usability

An Individualized Education Plan (IEP) is a multi-disciplinary, team-developed plan that is required for a child receiving special education services. IEPs are tools for setting objectives that are responsive to students with special needs. The International Classification of Functioning, Disability and Health (ICF) is a hierarchical classification for human functioning and disability developed by the World Health Organization (WHO). The ICF classification can be used as a structural and conceptual instrument in goal setting. In this study the educational IEP objectives of five Finnish students with autism spectrum disorder (ASD) are examined within the ICF framework. The focus is in the goals concerning the development of communication and social behavior because the main criteria for ASD comprise disabilities and challenges in communication and social behavior. The aim of the study was to assess the usefulness of the ICF coding system with regard to educational goals and objectives of students with ASD. The core content of the goals was extracted to linking units, which were coded into categories of the ICF classification. The results revealed that only few of possible ICF categories were used, the goals linked to communication technologies were heavily stressed, and the relation between the goals and general curriculum was vague. As a conclusion it is suggested that teachers and multi-disciplinary teams might benefit from standardizing their mutual conceptual framework with the help of the ICF when setting goals or objectives for students with disabilities.
How School Principals Enable Instructional Coaches: Evidence from New Jersey
Author: Reid, David B.
Date: 2019-11-00
Type: Journal Articles
Subjects: Principals,Coaching (Performance),Administrator Role,Public Schools,Faculty Development,High School Teachers,Teacher Effectiveness,State Programs,Administrator Effectiveness,Teacher Role,Scheduling,Trust (Psychology)

In recent years, schools across the United States (U.S.) have allocated large amounts of state and federal level money towards instructional coaching with the hope that instructional coaching will lead to teacher improvement and ultimately increased student learning. This qualitative case study examined how the principal at one New Jersey public high school supported and enabled the work of the school's instructional coaches. An analysis of interview, observation, and document data reveal the principal enabled instructional coaches in three ways. First, the principal at this school enabled the instructional coaches by clearly defining the roles, purposes, and responsibilities of everyone involved in the instructional coaching program. Second, the principal enabled the school's instructional coaches by providing teachers and coaches adequate time to meet, typically, although not exclusively, during school hours. Finally, the principal enabled the instructional coaches by working with the coaches to develop trust between the administration, coaches, and the teachers with whom the coaches worked. Implications for policy and practice are discussed.
Increasing Equity, Access, and Inclusion through Organizational Change: A Study of Implementation and Experiences Surrounding a School District&apos;s Journey towards Culturally Proficient Educational Practice
Author: Welborn, Jaime E.
Date: 2019-11-00
Type: Journal Articles
Subjects: Equal Education,Access to Education,Inclusion,Organizational Change,School Districts,Suburban Schools,Public Schools,Elementary Secondary Education,Board of Education Policy,Program Implementation,Communities of Practice,Family Involvement,Community Involvement,Academic Achievement,Cultural Awareness,Race,Social Class,Student Diversity,Leadership Role,Educational Practices,Stakeholders

This qualitative case study investigated the implementation and experiences of access and equity work in a suburban, public K-12 school district in the Midwest United States. While the literature regarding educational leadership, student educational gaps, and school change is prolific, inequities in policy and practice perpetuate predictable failure for some of our nation's youth. Using the lens of the Cultural Proficiency Framework, this study aimed to address the research questions by examining (1) the educational leader's role in school change; (2) policies and practices used in the school district; (3) the ways in which implementation of the Cultural Proficiency Framework influenced change; and (4) challenges educational leaders face during the work of Cultural Proficiency. The findings of the study revealed consistency among three emergent themes for successful culturally proficient practice and policy implementation including outcomes from professional learning communities, diverse family and community involvement, and continuous school improvement towards student achievement. Implications of this study suggest application of the Four Tools of Cultural Proficiency with contextual usage of the emergent themes for leading organizational change towards increased equity, access, and inclusion.
Online Learning for School Administrators Regarding Physical Education: A Systematic Review
Author: McNamara, Scott
Date: 2019-11-00
Type: Journal Articles
Subjects: Electronic Learning,Administrators,Physical Education,Management Development,Educational Benefits,Special Education,Students with Disabilities

Online learning may be an effective mode to deliver information about specially designed physical education (PE) to school administrators. The purpose of this study was to conduct a systematic review of the literature to evaluate the use of online learning to increase knowledge on PE for school administrators. The investigators identified two articles that met the full inclusion criteria. From the findings of this systematic review, it appears that more rigorous research is needed to better understand the benefits and challenges of online learning for school administrators.