ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of School Superintendents and Board Presidents on Improved Pupil Performance and Superintendent Evaluation
Author: Moffett, Josephine
Date: 2011-00-00
Type: Journal Articles
Subjects: Superintendents,Presidents,Accountability,Academic Achievement,Administrator Evaluation,Surveys,Boards of Education,Educational Improvement,Student Improvement,Administrator Attitudes,High Stakes Tests

It is well documented that the demands on school superintendents have not only become more taxing but have also changed in recent years. The superintendent needs to possess a high degree of knowledge and skills in a diverse number of areas, including psychology, finances, personnel, and general education while functioning at a very high level in managing school boards, parenting, transportation, counseling, workmen compensation, school law, special education, facilities, maintenance, taxes, politics, athletics, extracurricular activities, energy conservation, risk management (Clark 2010) and, most importantly, teaching and learning. (Contains 2 tables and 4 footnotes.)
Deliberative Democracy: A Promise and a Challenge for Preparing Educational Administrators
Author: Mutchler, Sue
Date: 2011-00-00
Type: Journal Articles
Subjects: Administrator Education,Outcomes of Education,Simulation,Interpersonal Communication,Local Issues,School Community Relationship,Perspective Taking,Problem Solving,Teacher Administrator Relationship,Conferences (Gatherings),Democracy,Educational Administration,Educational Change,Administrators,Reflection,Graduate Students

This paper describes how administrator preparation programs can help future education leaders to value, understand, and use the democratic strategy of deliberative dialogue and action. The purpose of the strategy is to engage in a new way with teachers, parents, and other stakeholders about problems in their local public schools. Follow-up reflective writings of graduate students who participated in simulated democratic, deliberative dialogues with non-educators predicted immediate and long-term benefits in implementing dialogue events. In addition, their reflections on the simulations revealed challenges likely to confront many educational administration students if they are to shift their perspectives on leadership and jointly participate in defining and acting upon local education problems with parents and other non-educators. Genuine, public interactions that lead to productive action toward school improvement may require administrators to relinquish traditional ways of partnering with their publics. (Contains 1 figure and 3 footnotes.)
Standards-Based Assessment for Principal Interns
Author: Koonce, Glenn
Date: 2011-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Principals,Internship Programs,Administrator Education,Mentors,Scores,Student Evaluation,Standardized Tests,Certification,Evaluation Methods

The Framework for School Leaders, an architecture derived from the Interstate School Leaders Licensure Consortium (ISLLC) Standards, is utilized in the design of the Principal Internship Mentor's Assessment (PIMA). PIMA outcomes are reported for average scores for each standard and investigated as a measure of ISLLC Standards achievement and for predictive scores on the School Leaders Licensure Assessment (SLLA). Findings include consistency of variance within the PIMA and its constituent items. No positive relationships were found between SLLA scores and individual PIMA items. In addition, findings indicate reliability for the instrument. (Contains 3 figures, 2 tables, and 6 footnotes.)
The Effect of a New Teacher Induction Program on New Teachers Reported Teacher Goals for Excellence, Mobility, and Retention Rates
Author: Perry, Bonnie
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Participation,Teacher Shortage,Teacher Orientation,Minority Group Teachers,Beginning Teacher Induction,Beginning Teachers,Teacher Competencies,Faculty Mobility,Teacher Persistence,Program Effectiveness,Elementary School Teachers,Teaching Skills,Faculty Development,Teacher Improvement

Over the past twenty years there has been a decline in the number of minority teachers entering and remaining in the teaching profession. While the overall teacher shortage is worrisome for educators and administrators, the shortage of minority teachers is one of grave concern. A lack of minority educators inside our buildings is just one consequence of minority teacher shortage. There is also the critical issue of few minority teachers as role models for minority students. Consequently, even fewer minority students are looking at teaching as a potential career (Shure, 2001). The purpose of this study was to analyze teacher participation in the Building an Excellent Start to Teaching teacher induction program and to add to the current research that exists regarding the induction experiences of beginning first year compared to ending third year experiences. (Contains 2 footnotes.)
Scaling the Pyramid of Self Reflection: A Model and an Assignment for the Preparation of Inclusive Leaders
Author: Webster-Smith, Angela
Date: 2011-00-00
Type: Journal Articles
Subjects: Reflection,Leadership Training,Leadership Styles,Inclusion,Models,Individual Development,Self Evaluation (Individuals),Leadership,Self Concept,Psychological Patterns,Attitudes

This manuscript provides a model and an assignment based on the model that allows emerging leaders to examine the purity of their heart, the accuracy of their thoughts, whether they operate from reasoned emotions, effective dispositions, words seasoned with grace, appropriate actions, and habits that engender honorable leadership character relative to inclusive leadership. (Contains 1 figure and 18 footnotes.)
Are Performance-Based Leadership Preparation Programs Effective? The Student Perspective
Author: Nixon, Andy
Date: 2011-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Training,Administrator Education,Competency Based Education,Program Effectiveness,Program Evaluation,Educational Change,Curriculum Development,College Administration,Needs Assessment,Declining Enrollment,Degree Requirements,Academic Standards

Perhaps for valid reasons, the nation's educational leadership preparation programs are under scrutiny. The Wallace Foundation has written several reports, as has the Southern Regional Education Board, which make specific recommendations to reinvent traditional educational leadership programs. In response, the state of Georgia discontinued all traditional educational leadership certification programs and required universities to redesign a course of study which included a job-embedded, performance-based residency component as core. This case study details the student perspective during the first 18 months of implementation of a new performance-based Educational Specialist Degree in educational leadership at the University of West Georgia (UWG). The study employs a methodology that is mainly qualitative and includes a primary research question as to whether a performance-based leadership program that is 67% residency-based is appropriate and effective. The study includes a literature review, specific (UWG) program details, two former students' perspectives, findings, conclusions and recommendations. (Contains 14 footnotes.)
Charter Schools: The 65% Instructional Expenditure Ratio and College-Readiness
Author: Schulte, Don P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Expenditures,Charter Schools,Educational Finance,School Districts,College Readiness,Reading Achievement,Mathematics Achievement,High School Students,African American Students,Hispanic American Students,White Students,Correlation,Statistical Significance,Cost Effectiveness

We investigated for all of the charter school districts (n = 192) in the State of Texas for the 2008-2009 school year the relationship between the 65% instructional expenditures ratio mandate and college-readiness rates in reading, math, and in both subjects for all high school students and then separately for African American, Hispanic, and White students. After determining that statistically significant relationships were present between instructional expenditures and college-readiness rates in reading, math, and in both subjects for all students, three groups of charter schools were created, based upon their instructional expenditures (i.e., less than 60% instructional expenditures, 60 to 64.99% instructional expenditures, and 65% instructional expenditures and higher). Statistically significant differences were yielded among these groups in students' college-ready rates in reading, math, and in both subject areas. School districts in the lowest group of instructional expenditures had the lowest percentages of students whose scores were college-ready in reading, math, and in both subject areas. As instructional expenditures increased, the student college-ready rates increased as well. Findings were consistent across the four groups of students whose scores were analyzed. Implications of these findings and suggestions for further research are discussed. (Contains 2 tables and 1 footnote.)
The Development of an Infrastructure for a Model of Coaching Principals
Author: James-Ward, Cheryl
Date: 2011-00-00
Type: Journal Articles
Subjects: School Districts,Leadership Training,Leadership Effectiveness,Predictor Variables,Coaching (Performance),Leadership,Conferences (Gatherings),Participant Observation,Elementary Schools,School Effectiveness,Content Validity,Program Development,Professional Development,Learning Activities,Interprofessional Relationship,Communities of Practice,Central Office Administrators,Principals,Communication Skills,Feedback (Response)

This descriptive study investigates the development of a district leadership coaching program. Specifically, the study examines the creation of a coaching program for elementary principals, the first six months of monthly meetings between the coaches and district leaders, and the perceived utility of the meetings by the district coaches. Qualitative methods were used to examine: (a) the development of a leadership coaching program for principals, (b) the communication and interaction between coaches and district leadership, and (c) the perceived effectiveness of the infrastructure. The findings indicate that when there is a cluster of leadership coaches, as well as regularly scheduled meetings between district leadership and coaches, there may be advantages to the district, the coached principals, and the coaches. (Contains 2 footnotes.)
Micro-Level Allocation of ARRA Funds
Author: Hayward, Jacob
Date: 2011-00-00
Type: Journal Articles
Subjects: Federal Legislation,Federal Aid,Resource Allocation,Educational Technology,Computers,Expenditures,Investment,School Districts,Case Studies,Elementary Schools,Middle Schools,High Schools

The federal government, through the Department of Education, distributed millions of dollars to state education departments as part of the American Recovery and Restoration Act (ARRA). Many districts applied for and received thousands of dollars in order to make improvements to schools and impact student achievement. Several districts purchased technology equipment, along with the necessary supporting infrastructure, as a resource in the classroom with the ARRA funds. This paper examines the micro-level resource allocation of funds as it pertains to instructional technology. It identified 103 districts that requested funds for instructional technology and selected one district to track the expenditures of the money. It outlines the disposition of the monies at the district level and school levels in three categories: instructional technology, technology infrastructure/support, and non-computer technology. The district has not spent its entire allocation of ARRA funds, but has currently used 46% of its expended funds on instructional technology. (Contains 1 figure, 6 tables, and 4 footnotes.)
Accountability and Alignment under No Child Left Behind: Multi-Level Perspectives for Educational Leaders
Author: Choi, Daniel
Date: 2011-00-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Change,Accountability,Educational Legislation,Alignment (Education),State Standards,Curriculum Development,Leaders,Educational Improvement,Leadership,Program Implementation,Educational Administration

Educational leaders have faced the challenges of trying to align schoolwide reforms priorities with accountability demands under the No Child Left Behind law. This article examines the barriers that complicate meaningful alignment among federal, state and local levels. This article also offers the following recommendations: Schools and districts should assess the fit between reforms and state priorities; States should actively support planning and implementation of school-level reform; States should develop a coherent organizational approach to school improvement; States should sustain leadership continuity; States should expand its database to monitor school-wide reform programs and include data on school resources/school inputs. (Contains 5 footnotes.)
Impact of School Based Leadership Teams for Implementing a Successful Professional Development Initiative
Author: Yager, Stuart
Date: 2011-00-00
Type: Journal Articles
Subjects: Faculty Development,Professional Development,Leadership,Instructional Leadership,Educational Administration,Teachers,Principals,Academic Achievement,Pretests Posttests,Grade 4,Grade 5,Elementary School Students,Elementary Schools

This study focuses on the depth of implementation of a professional development initiative. In one group, the school based leadership team was provided specialized coaching to support and monitor the implementation of the initiative. In the other group, no assistance was provided. Results indicate that the coaching of a school-based leadership team to support and monitor a professional development initiative has significant impact on the depth and rate of implementation. Such mentoring also influences the alignment of the perceptions of the depth of implementation between teachers and the leadership team. (Contains 1 table, 4 figures, and 1 footnote.)
Qualitative Inquiry into Church-Based Assets for HIV/AIDS Prevention and Control: A Forum Focus Group Discussion Approach
Author: Aja, Godwin N.
Date: 2012-01-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Qualitative Research,Group Discussion,Health Promotion,Prevention,Focus Groups,Foreign Countries,Churches,Planning,Cost Effectiveness,Church Role,Community Programs,Public Health

Assets church members believed they needed to engage in effective HIV/AIDS prevention and control activities. We used the three-step forum focus group discussion (FFGD) methodology to elicit responses from 32 church leaders and lay members, representing five denominations in Aba, Nigeria. Concrete resources, health expertise, finances, institutional support, capacity building, and spiritual support connected to the collective interest of members were indicated as useful for church members to engage in HIV/AIDS prevention and control activities. Adequate planning and delivery of cost-effective, appropriate and sustainable health promotion programs require an understanding of perceived church-based assets. (Contains 2 figures.)
An Exemplar for Teaching and Learning Qualitative Research
Author: Onwuegbuzie, Anthony J.
Date: 2012-01-00
Type: Journal Articles
Subjects: Qualitative Research,Researchers,Computer Software,Data Analysis,Research Design,Teachers,Epistemology,Cooperative Learning,Discourse Analysis,Comparative Analysis,Interviews

In this article, we outline a course wherein the instructors teach students how to conduct rigorous qualitative research. We discuss the four major distinct, but overlapping, phases of the course: conceptual/theoretical, technical, applied, and emergent scholar. Students write several qualitative reports, called qualitative notebooks, which involve data that they collect (via three different types of interviews), analyze (using nine qualitative analysis techniques via qualitative software), and interpret. Each notebook is edited by the instructors to help them improve the quality of subsequent notebook reports. Finally, we advocate asking students who have previously taken this course to team-teach future courses. We hope that our exemplar for teaching and learning qualitative research will be useful for teachers and students alike. (Contains 2 figures and 13 tables.)
Residential Grief Camps: An Initial Phenomenological Study of Staff Perspectives
Author: Brown, Tiffany B.
Date: 2012-01-00
Type: Journal Articles
Subjects: Grief,Resident Camp Programs,Coping,Staff Role,Attitude Measures,Death,Phenomenology,Children,Adolescents,Adults,Interviews,Interpersonal Relationship,Emotional Response,Psychological Patterns,Counseling Techniques

Research has focused primarily on the impact of death on family functioning and the stages and tasks of grief, though little attention has been given to grief camps or the experiences of those who work there. This study explored the experiences of staff at a four-day overnight children's grief camp. Eight participants reported their experience of camp in two major categories: connection to others and independence in grief and five themes. Camp provides the opportunity for campers to connect to others while finding their own path to healing. Clinical implications and future research directions are also discussed. (Contains 1 figure.)
Conversing Life: An Autoethnographic Construction
Author: Hoelson, Christopher N.
Date: 2012-01-00
Type: Journal Articles
Subjects: Speech Communication,Theory Practice Relationship,Models,Beliefs,Constructivism (Learning),Learner Engagement,Evaluation

This autoethnography is a constructed account of a co-exploration into the nature and effects of a longitudinal dyadic conversation process from a relational constructionist perspective. The conversations, between me as participant autoethnographer and a co-participant, aimed at maximising personal learning for both. Through co-created contexts of mutual engagement and respectful presence, we were able to focus our learning on the spontaneous process and content of the conversations. The qualitative data were sampled purposively from diary entries summarizing the conversations which spanned a period of five years. The data were analysed into themes and together, with selected illustrative examples of significant conversational moments, were woven into an autoethnography that attempts to convey the embodied and systemic learning that emerged from these conversations.
Building Interdisciplinary Qualitative Research Networks: Reflections on Qualitative Research Group (QRG) at the University of Manitoba
Author: Roger, Kerstin Stieber
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Interdisciplinary Approach,Networks,Group Activities,Groups,College Faculty,Program Development,Computer Mediated Communication,Workshops,Communities of Practice,Needs Assessment,Research Methodology,Experiential Learning,Interpersonal Relationship,Interaction,Researchers,Program Descriptions

As qualitative research methodologies continue to evolve and develop, both students and experienced researchers are showing greater interest in learning about and developing new approaches. To meet this need, faculty at the University of Manitoba created the Qualitative Research Group (QRG), a community of practice that utilizes experiential learning in the context of social relationships to nurture social interaction, create opportunities to share knowledge, support knowledge creation, and build collaborations among all disciplines. While many other qualitative research networks such as the QRG may exist, little has been published on their early development or the activities that contribute to the growth and sustainability of active collaboration. To address this gap, the authors of the paper will share the steps taken in developing the QRG, including a needs assessment identifying members' strengths and support needs, regular communication through a listserv, to the successful workshop based on the community of practice concept. Lessons learned during the initial development of the QRG are shared with the intent of contributing ideas for developing and supporting qualitative research in other institutions and prompting further consideration of ways to support and enrich every generation of qualitative researchers. (Contains 2 tables.)
Using Realist Synthesis to Develop an Evidence Base from an Identified Data Set on Enablers and Barriers for Alcohol and Drug Program Implementation
Author: Hunter, Barbara
Date: 2012-01-00
Type: Journal Articles
Subjects: Evidence,Drug Use,Program Implementation,Foreign Countries,Alcohol Education,Alcoholism,Drinking,Alcohol Abuse,Drug Education,Drug Abuse,Drug Rehabilitation,Coding,Identification,Case Studies,Substance Abuse,Intervention,Statistical Analysis,Health Education,Nongovernmental Organizations,Classification

The purpose of this paper is to show how &quot;realist synthesis&quot; methodology (Pawson, 2002) was adapted to review a large sample of community based projects addressing alcohol and drug use problems. Our study drew on a highly varied sample of 127 projects receiving funding from a national non-government organisation in Australia between 2002 and 2008. Open and pattern coding led to the identification of 10 barrier and nine enabler mechanisms influencing project implementation across the sample. Eight case studies (four demonstrating successful implementation; four demonstrating less than successful implementation) were used for depth exploration of these mechanisms. High level theories were developed, from these findings, on implementation effectiveness in projects addressing alcohol and other drug use problems. (Contains 2 tables.)
A Qualitative Inquiry in the Evaluation of a Pedagogical Course from the Prospective Teachers' Points of View
Author: Toy, Banu Yucel
Date: 2012-01-00
Type: Journal Articles
Subjects: Qualitative Research,Focus Groups,Interviews,Student Teacher Attitudes,Formative Evaluation,Case Studies,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Credibility,Validity,Reliability,Relevance (Education),Educational Assessment,Attention,Student Participation,Theory Practice Relationship,Instructional Materials,Dramatics,Educational Environment,Thinking Skills,Questioning Techniques,Lecture Method,Student Projects

Qualitative inquiry has gained importance in the evaluation of educational settings because it provides in-depth information, shedding light on context, situations, or processes. In this study, a qualitative inquiry was undertaken in order to evaluate a pedagogical course from the prospective teachers' points of view. In this case study, data were collected through focus group interviews with three groups of prospective teachers. The lack of putting theories into practice, the lack of relating the topics to teaching life, the lack of attention and participation, and the lack of a variety of materials appeared to be the most essential problems. In this study, the expressed problems and suggestions were discussed in terms of their implications for the improvement of the course. (Contains 2 tables.)