ethanporcaro/eric-fulltext-meta huggingface dataset:
Resiliency and the Individual Demographics of School Leaders: Making a Difference in the Quality of Educational Leadership
Author: Isaacs, Albert J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Competition,Instructional Leadership,High Schools,Principals,Statistical Analysis,Administrator Attitudes,Administrator Surveys,School Districts,Hypothesis Testing,Leadership Effectiveness,Educational Change,Administrator Characteristics,Questionnaires,Likert Scales,Statistical Significance

The purpose of this quantitative study was to investigate the relationships among the dimensions of resilience and the individual demographics of high school principals toward strengthening the leadership abilities of school principals. The study employs the survey method in its research design. Those surveyed included 68 high school principals, from 6 school districts in the State of Florida. The investigation used an on-line questionnaire to collect data on the dimensions of resilience and demographics of these principals. The data were analyzed by using the Independent Sample T-test. Hypothesis testing was introduced to determine statistical significance. The statistical significance level was set at p (probability) &lt; 0.05. The investigation found significant relationships among the resilience dimensions of Positive, Flexible, Organized, Focused and Organized, and the individual demographics of these school principals. The application of the dimensions of resilience can be utilized as a powerful competitive advantage for any educational institution facing major changes. Principals who accept the resilience model reflect greater change adaptability. Resilient principals who manage change successfully not only improve their school's performance but also become more effective leaders. To achieve lasting change, though, they must stay sensitive to the external realities, in this global environment, and encourage faculty, staff and students to be open-minded to the world outside and the boundaries of the school. Therefore, school principals should be ahead of change and not behind it trying to catch up (Kouzes and Posner, 2002).
Elementary and Special Education Pre-Service Teachers' Understandings of Collaboration and Co-Teaching
Author: Parker, Audra
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Special Education Teachers,Team Teaching,Theory Practice Relationship,Preservice Teachers,Classroom Techniques,Inclusion,Special Needs Students,Program Descriptions,Student Attitudes

In the current education context (IDEIA, 2004; NCLB, 2003), many K-12 schools are using collaborative models such as co-teaching to address the needs of all learners, but preservice teachers are often inadequately prepared for collaborative teaching in inclusive classrooms. This study explored 46 elementary and special education pre-service teachers' constructions of collaboration and co-teaching as they partnered for a combined classroom management course and a field experience. Analyses of student reflections suggest two overarching themes: developing understanding of the complexities of co-teaching and the role of field experiences in connecting theory to practice.
Student Response to Faculty Instruction (SRFI): An Empirically Derived Instrument to Measure Student Evaluations of Teaching
Author: Beitzel, Brian D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Reaction,Student Evaluation of Teacher Performance,Teacher Effectiveness,Psychometrics,Pilot Projects,Course Evaluation,College Students,Program Validation,Item Analysis,Test Reliability,Test Validity,Test Construction,Predictor Variables,Class Size,Student Motivation,Grade Point Average,Achievement Gains,Behavioral Objectives,Regression (Statistics),Factor Analysis

The Student Response to Faculty Instruction (SRFI) is an instrument designed to measure the student perspective on courses in higher education. The SRFI was derived from decades of empirical studies of student evaluations of teaching. This article describes the development of the SRFI and its psychometric attributes demonstrated in two pilot study field tests. Students in all levels of courses (freshman through graduate) and from many different class sizes participated in these two pilot studies. Response rates were high and the ratings students assigned to the SRFI items corresponded with course characteristics in ways consistent with the empirical literature. Through these two pilot studies the SRFI has shown itself to be a reliable and valid instrument for ascertaining the student perspective on instruction in higher education. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]
Self-Regulated Strategies Chinese Graduate Students Employ to Learn English at Three American Universities
Author: Ma, Wen
Date: 2012-00-00
Type: Journal Articles
Subjects: Metacognition,English (Second Language),Second Language Learning,Learning Strategies,Foreign Countries,Language Proficiency,Asians,Graduate Students,Foreign Students,Mixed Methods Research,Second Language Instruction,Gender Differences,Doctoral Programs,Masters Programs,Student Attitudes,Surveys,Content Analysis

International students in the United States often employ culture-specific learning strategies to help them improve their proficiency in English. This study explored the use of self-regulated strategies by 49 Chinese graduate students from 24 fields of study at three universities in the Northeast. The research used the mixed survey method to generate both quantitative and qualitative data. The findings reveal what strategies are commonly used by the participants, whether there is any difference in strategy choice between male and female students, whether there is any difference in strategy choice between doctoral and Master's students, as well as how these advanced students perceive and articulate their experiences to learn English in a U.S. context. The results may have both theoretical and practical implications, especially for their American professors, other Chinese graduate students, and English language education in China.
Exemplary Teachers of English Language Learners: A Knowledge Base
Author: Clayton, Courtney
Date: 2013-00-00
Type: Journal Articles
Subjects: English Language Learners,Knowledge Base for Teaching,Teacher Qualifications,Bilingual Education,Second Language Learning,English (Second Language),Native Language,Language Usage,Teaching Methods,Pedagogical Content Knowledge,Writing Instruction,Interviews,Teacher Attitudes,Teaching Experience,Positive Attitudes,Stress Variables,Identification,Learning Disabilities,Grounded Theory,Questionnaires,Observation

The number of English language learners (ELL) in schools continues to rise. However, statistics reveal that the majority of classroom teachers have no training in working with ELLs (NCES, 2011). Because of this, it is critical to understand how teachers can be successfully prepared to teach ELLs. Through in-depth inquiry, this study explored what kinds of knowledge four exemplary teachers of ELLs had, how they gained that knowledge, and how the knowledge was influenced by the context in which they taught--bilingual or monolingual. A knowledge base for what it takes to be a successful teacher of ELLs is presented. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]
Preservice Teacher Beliefs about Retention: How Do They Know What They Don't Know?
Author: Range, Bret G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Beliefs,Grade Repetition,Performance Factors,Intervention,Specialization,Likert Scales,Academic Achievement,Educational Policy,Surveys,Statistical Analysis,Regression (Statistics)

This study attempts to measure the perceptions of preservice teachers concerning the use of grade retention. Findings suggested preservice teachers had an overall positive view of grade retention because they believed it prevented future failure, helped maintain standards, and assisted students who struggled with language arts. This was especially true for preservice teachers acquiring early childhood certification. Respondents perceived grade retention as necessary for students who are struggling academically, had low ability, and were immature. Preservice teachers viewed parental involvement as the most effective intervention in deterring the use of grade retention.
Against Conventional Wisdom: Factors Influencing Hispanic Students' Reading Achievement
Author: Percell, Jay C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Reading Achievement,Performance Factors,Influences,Longitudinal Studies,Standardized Tests,Family Influence,Comparative Analysis,Urban Environment,Predictor Variables,Racial Differences,Data Analysis,Regression (Statistics),National Surveys,Grade 10

The researchers performed a variable analysis of the 2002 Educational Longitudinal Study data investigating factors that influence students' reading scores on standardized tests. Hispanic and non-Hispanic Scores were analyzed and controlling variables were compared to determine the effect of each on both populations. Certain variables commonly thought to positively influence students' reading scores, such as family background, proved less statistically significant among the Hispanic population. Additionally, other variables usually associated with lower reading scores, such as urbanicity, were not. Implications of these findings are discussed and educators are encouraged to rethink variables that impact reading achievement among Hispanic students. [Note: The citation provided on the full text (v2 Fall 2013) is incorrect. This article was published in v23 n2 Fall 2013.]
Evaluating the Effectiveness of Reading Strategies for College Students: An Action Research Approach
Author: Pelech, James
Date: 2011-00-00
Type: Journal Articles
Subjects: Action Research,Reading Strategies,College Students,Program Effectiveness,Program Evaluation,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Reading Assignments,Reading Tests,Student Surveys,Mixed Methods Research

This study was an action research project evaluating the effectiveness of selected reading strategies on student learning. The action research was conducted in an undergraduate measurement course in a teacher preparation program. Students used a pre-selected reading strategy to read assigned readings then completed a quiz on the readings and a survey on their perception of the effectiveness of each reading strategy. A mixed-method approach was employed. Results indicated the active processing strategies were effective, with the &quot;I&quot; graphical organizer perceived by most students as an efficient tool for quizzes and also perceived as being more efficient than reflections.
Students' Preferences for Cooperative Learning Instructional Approaches: Considerations for College Teachers
Author: Arra, Christopher T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Student Attitudes,Preferences,College Students,Intermode Differences,Learning Activities,Questionnaires,Transfer of Training,Educational Practices,Mixed Methods Research,Community Colleges,Likert Scales

Student acceptability of various teaching formats and techniques is an important factor for teachers to consider in determining their usage and effectiveness. Cooperative learning is a technique that is utilized by teachers from elementary through higher education. The present study compared the acceptability of three cooperative learning techniques: Think-Pair-Share, Three-Step Interview, and Roundtable. Eighty-six college students were first exposed to all three distinct cooperative learning techniques and then asked to rate the acceptability of each. Students completed both quantitative and qualitative assessment measures. Quantitative results showed that students significantly preferred the Roundtable technique over the Think-Pair-Share and Three-Step Interview techniques. The qualitative analysis included highlighted themes such as frequency of use and preference of approach. Considerations for college teachers were also discussed.
Theory of Mind, Material Altruism and Family Context in Preschoolers
Author: Keskin, Burhanettin
Date: 2011-00-00
Type: Journal Articles
Subjects: Preschool Children,Theory of Mind,Altruism,Family Environment,Private Schools,Correlation,Siblings,Moral Development,Statistical Analysis,Questionnaires

The relationship between theory of mind, material altruism, and family context was examined. Forty-one preschool children (16 females and 25 males) enrolled in a private school participated in the study. Results of this study showed no relationship between theory of mind and altruism. There were no significant correlations between theory of mind and family context. However, a significant correlation was found between altruism and one of the variables of family context (number of sibling a child has). Results were discussed and suggestions for future research were made.
The Structure of Mixed Method Studies in Educational Research: A Content Analysis
Author: Bryant, Lauren H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Educational Research,Content Analysis,Journal Articles,Vocabulary

Educational researchers are beginning to use mixed methods designs to answer complex research questions. This content analysis investigates the structure and use of mixed methods in educational research in order to work toward a more standardized presentation. I used a concurrent mixed methods approach to analyze 30 studies from three prominent journals. Studies were analyzed to determine whether appropriate mixed methods terminology was used and a rationale provided for the use of mixed methods design. Six of 30 articles used mixed methods terminology and 11 studies provided no rationale. From the rationales provided, four themes emerged and are discussed. Data sets were merged to explore the use of terminology with respect to rationales provided. Suggestions are offered for the presentation of mixed methods in educational research.
Assessment of the Impact of Smart Board Technology System Use on Student Learning, Satisfaction, and Performance
Author: Warnock, Stuart H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Student Satisfaction,Student Attitudes,Bulletin Boards,Visual Aids,Interactive Video,College Students,Student Surveys,Likert Scales,Regression (Statistics),Academic Achievement,Statistical Analysis,Nonparametric Statistics

Literature on educational technology touts its potential for enhancing student outcomes such as learning, satisfaction, and performance. But are these benefits universal and do they apply to all applications and/or forms of educational technology? This study focuses on one such system, the Smart Board Technology System (SBTS) and the impact its use has on students. Responses from 111 students in a College of Agriculture and Human Sciences at a public university in the Southwest United States yields mixed but encouraging evidence. SBTS use is shown to be positively related to student learning and satisfaction, but not necessarily student performance.
Examination of the Fidelity of School-Wide Positive Behavior Support Implementation and Its Relationship to Academic and Behavioral Outcomes in Florida
Author: LaFrance, Jason A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Fidelity,Program Implementation,Program Effectiveness,Academic Achievement,Student Behavior,Elementary Schools,Middle Schools,Achievement Tests,Standardized Tests,State Standards,Statistical Analysis,School Surveys,Nonparametric Statistics

The purpose of this research was to examine the level of School-wide Positive Behavior Support (SWPBS) implementation in the State of Florida. The relationship between implementation fidelity of SWPBS to academic and behavioral outcomes for elementary and middle schools was then analyzed. The results of this study found that SWPBS is being implemented with fidelity in the majority of schools in one year and that these schools maintain or increase fidelity over time. Findings also suggest that there may be a relationship between greater implementation fidelity and lower ODR and OSS rates and to a lesser extent, academic outcomes.
The Short- and Long-Term Effectiveness of Reading Recovery in a Rural School Setting
Author: Choi, Hee-sook
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Programs,Emergent Literacy,Program Effectiveness,Rural Schools,Small Schools,Grade 1,Elementary School Students,Reading Tests,Reading Fluency,Reading Achievement,Achievement Gains,Grade 2,Grade 3,Reading Instruction,Special Education,Statistical Analysis

Five years of emergent literacy and literacy data from 2002 to 2007 were reviewed for first through third graders in a small, rural school in the Midwest. Forty first graders had received Reading Recovery services over that time span. Their scores on DIBELS were compared to 41 low average to average students. Subsequent placement in special education and Title I Reading was also tracked. Results indicate that the Reading Recovery students were just as proficient in emergent literacy skills such as phonemic awareness, but they scored significantly lower on a reading fluency measure. Most of them (78%) required subsequent reading services in second and/or third grades. Implications of the findings are discussed.
Finding the Connection: College Student Development and Dispositions Assessment in Teacher Education
Author: Britten, Jody S.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Student Characteristics,Student Development,Personality Traits,Teacher Educators,Preservice Teacher Education,Literature Reviews,Qualitative Research,Evaluation Methods,Teacher Characteristics

This article integrates issues of college student development and dispositions assessment by encouraging teacher educators to be mindful of the developmental stages of college students as part of the assessment of professional dispositions. The study provides beginning evidence that teacher educators may have missed the mark with dispositions assessment by focusing only on those elements of professionalism and negating the necessary developmental facets of individuals. Dispositions assessments that are tailored to experiences within the teacher education curriculum and take into account the personal nature of dispositions development will be more successful in constructing longitudinal change and developing professional dispositions.
Examining Teacher's Comfort Level of Parental Involvement
Author: Jensen, Deborah Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Parent Participation,Teacher Attitudes,Parent Teacher Cooperation,Online Surveys,Teacher Surveys,Urban Schools,Educational Practices,School Policy,Elementary School Teachers,Beliefs,School Activities

The connection between home and school is of utmost importance. Therefore, an important concern for those educating teachers is to help teachers recognize the need for and importance of establishing parental involvement and to help them create avenues in which communication can occur. Knowing that parental involvement is important and putting that knowledge into practice is often difficult for teachers. This study uncovered the present practices and attitudes of 131 urban teachers about parental involvement by asking them to complete an online survey. It was found that the teachers' current practice and their schools' policy did not align with their definitional understanding of parental involvement. In practice, parents were included in school sponsored back-to-school nights, parent-teacher conferences, chaperoning trips, fundraising activities, and implementing school and classroom agendas. There were few opportunities to include parents in policy making, curriculum decisions, or activities to determine and use home literacy events in the classroom.
Academic Achievement of Secondary Students with Learning Disabilities in Co-Taught and Resource Rooms
Author: Packard, Abbot L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,Secondary School Students,Grade 9,Learning Disabilities,Team Teaching,Resource Room Programs,Regular and Special Education Relationship,Interviews,Teacher Attitudes,Teaching Skills,Teacher Collaboration,Pretests Posttests,Comparative Analysis,Statistical Analysis,Scores,Literature,Intelligence Tests,Children,Cognitive Ability,Achievement Tests

Although coteaching has become a widespread instructional option for students with disabilities, there are concerns regarding its effectiveness on student achievement especially at the secondary level. The authors examined whether ninth grade students with learning disabilities (LD) who received instruction in a resource classroom achieved at a comparable level to students with LD who received instruction in a cotaught general education classroom. The findings indicate that the students with LD in the resource classroom achieved at a better level than did those students who received their instruction in the cotaught classroom. Implications and suggestions for further research are discussed.
Social Stories™ for Children with Autism: A Review of the Literature
Author: Bucholz, Jessica L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Story Telling,Social Development,Autism,Children,Intervention,Interpersonal Competence,Literature Reviews,Program Effectiveness,Pervasive Developmental Disorders,Search Strategies

Social Stories™ were developed as an intervention to help individuals with autism better handle unfamiliar, stressful, or difficult situations. The popularity of this intervention has grown although there is still a relatively limited amount of research to support the effectiveness of this type of intervention. For this article, research published between 1993 and May 2011 was examined to determine the strengths and weaknesses of the current research that explores the use of social stories™ as the only intervention rather than as part of a treatment package.
English Learner Oral Language Production in Middle School Academic Classes
Author: Brooks, Katie
Date: 2011-00-00
Type: Journal Articles
Subjects: Oral Language,Middle School Students,English Language Learners,Language Acquisition,Content Area Reading,Content Area Writing,Grouping (Instructional Purposes),Incidence,Instructional Effectiveness,Teaching Methods,Intermode Differences,Observation

Because of current federal and state educational policies, oral language development is an often overlooked aspect of language and literacy use and development of English Learning (EL) students in K-12 schools in the United States. This article describes a study in which a researcher used an ecobehavioral approach to investigate the conditional probability that young adolescent EL students would produce language in content area classes as they engaged in four different instructional grouping configurations: whole class, small group, one-to-one, and individual instruction. Significant differences emerged between instructional grouping configurations in terms of EL student production of oral academic language. Overall, there was a significant probability that academic talk would not occur during whole class and individualized instruction and a significant probability that academic talk would occur during small group and one to one instruction. Reading aloud was not likely to occur during whole class, small group, and individualized instruction. However, it was significantly likely to occur during individualized instruction. Although further investigation is warranted across multiple contexts, these data suggest that EL students may engage in more academic language production if they are paired with other students during classroom instruction.