ethanporcaro/eric-fulltext-meta huggingface dataset:
Corruption and Educational Outcomes: Two Steps Forward, One Step Back
Author: Huang, Francis Lim
Date: 2008-00-00
Type: Journal Articles
Subjects: Public Officials,Cheating,Deception,Antisocial Behavior,Ethics,Global Approach,Educational Administration,Outcomes of Education,Context Effect,Human Capital,Economic Development

Corruption is a problem that continues to plague developed and developing countries worldwide. Previous studies have explored the negative implications of corruption on several aspects of human development, but, despite its serious and long-lasting consequences, the impact of corruption on educational outcomes has started to receive attention only in recent years. This study empirically investigates the relationship between corruption and educational outcomes, using a sample of 50 countries. Study findings show that corruption is negatively associated with educational outcomes, after controlling for other variables, and suggest that continued efforts be made to control corruption. (Contains 3 tables and 7 endnotes.)
Exploring the Impact of Applicants' Gender and Religion on Principals' Screening Decisions for Assistant Principal Applicants
Author: Bon, Susan C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Principals,High Schools,Sampling,Personnel Evaluation,Job Applicants,Assistant Principals,Gender Differences,Gender Discrimination,Religious Factors,Jews,Catholics,Protestants,Employment,Religion,Leadership

In this experimental study, a national random sample of high school principals (stratified by gender) were asked to evaluate hypothetical applicants whose resumes varied by religion (Jewish, Catholic, nondenominational) and gender (male, female) for employment as assistant principals. Results reveal that male principals rate all applicants higher than female principals and that the gender and religion of applicants failed to negatively or positively affect principals' evaluations. These results suggest that discrimination based on an applicant's gender and religion failed to be manifested during the pre-interview stage of the selection process. The paper concludes with a theoretical discussion of the distinction between explicit and implicit prejudice, and encourages future researchers to investigate the potential impact of prejudice on employment selection decisions and to consider whether schools should promote diversity in leadership positions. (Contains 3 tables.)
Using a DEA Management Tool through a Nonparametric Approach: An Examination of Urban-Rural Effects on Thai School Efficiency
Author: Kantabutra, Sangchan
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Schools,Rural Schools,Secondary Schools,Public Schools,Efficiency,Nonparametric Statistics,Rural Urban Differences,Robustness (Statistics)

This paper examines urban-rural effects on public upper-secondary school efficiency in northern Thailand. In the study, efficiency was measured by a nonparametric technique, data envelopment analysis (DEA). Urban-rural effects were examined through a Mann-Whitney nonparametric statistical test. Results indicate that urban schools appear to have access to and practice different production technologies than rural schools, and rural institutions appear to operate less efficiently than their urban counterparts. In addition, a sensitivity analysis, conducted to ascertain the robustness of the analytical framework, revealed the stability of urban-rural effects on school efficiency. Policy to improve school efficiency should thus take varying geographical area differences into account, viewing rural and urban schools as different from one another. Moreover, policymakers might consider shifting existing resources from urban schools to rural schools, provided that the increase in overall rural efficiency would be greater than the decrease, if any, in the city. Future research directions are discussed. (Contains 3 figures and 7 tables.)
A Quantitative Analysis of Countries' Research Strengths
Author: Saxena, Anurag
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Research,Statistical Analysis,Comparative Analysis,Multivariate Analysis,Productivity,Definitions,Writing for Publication,Private Financial Support,Journal Articles,Peer Evaluation

This study employed a multidimensional analysis to evaluate transnational patterns of scientific research to determine relative research strengths among widely varying nations. Findings from this study may inform national policy with regard to the most efficient use of scarce national research resources, including government and private funding. Research output from 34 countries is examined using a conceptual framework that emphasizes the ratio of research resources devoted to a particular field to research output measured by publications in peer-reviewed journals. Using cluster analysis and k-means analysis, we conclude that countries' research output (as measured by the number of published peer-reviewed articles) and their efficiency (as measured by a ratio of research output to dollars allocated to research) together indicate a comparative advantage within any given country's own menu of research choices and an absolute advantage relative to other countries. This study implies that the more countries engage in publication in areas of relative strength and consume research in areas of relative weakness, the stronger their entire research agenda will become.
Evaluating Higher Education Policy in Turkey: Assessment of the Admission Procedure to Architecture, Planning, and Engineering Schools
Author: Cubukcu, Kemal Mert
Date: 2009-00-00
Type: Journal Articles
Subjects: Engineering Education,Higher Education,Civil Engineering,Foreign Countries,High Schools,Grades (Scholastic),College Admission,College Entrance Examinations,Test Validity,Graduation Rate,Architecture,Planning,Urban Areas,Scores,Grade Point Average,College Students

The admission procedure to higher education institutions in Turkey is based on the student's high school grades and Central University Entrance Examination (CUEE) score, with a much greater weight on the latter. However, whether the CUEE is an appropriate measure in the admission process to universities is still a much-debated question. This study assesses the validity of the CUEE as a selection tool for design-based departments by examining the relationship between CUEE scores and success in university education in two design-based departments, architecture and city planning. The analysis is then extended to test the relationship in three engineering departments, computer engineering, civil engineering, and mechanical engineering. Based on the bivariate correlation and one sample t-test result, we report that CUEE scores and graduation grades have no relationship at all. We conclude that the current admission procedure to design-based schools based on solely a central examination score is not preferable. (Contains 4 figures, 4 tables and 2 notes.)
The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good?
Author: Berryhill, Joseph
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Burnout,Role Conflict,Standardized Tests,Academic Standards,Accountability,Elementary School Teachers,Stress Variables,Interviews,Scores,Teacher Attitudes,Educational Policy,Models,Job Satisfaction,Teacher Participation,Questionnaires

Education policies in the United States and other nations have established academic standards and made teachers accountable for improved standardized test scores. Because policies can have unintended effects, in this study we investigated U.S. elementary school teachers' perceptions of their state's accountability policy, particularly its effect on their job engagement. We found support for a path model relating lack of policy support to teacher burnout via two mediators: role conflict and reduced self-efficacy. Results of interviews with a subset of teachers were consistent with the model. We conclude with recommendations to reduce teacher stress in manners consistent with the goals of accountability policies. (Contains 1 figure and 2 tables.)
The Unintended, Pernicious Consequences of &quot;Staying the Course&quot; on the United States' No Child Left Behind Policy
Author: Amrein-Beardsley, Audrey
Date: 2009-00-00
Type: Journal Articles
Subjects: Federal Legislation,Academic Achievement,High Stakes Tests,Attendance,Educational Policy,Cheating,Politics of Education,Educational Administration,Accountability,Ethics,Test Validity,Outcome Based Education,Test Coaching,Rote Learning,Drills (Practice),Adjustment (to Environment)

The phrase &quot;no child left behind&quot; has become a familiar expression in American education circles and in popular culture. The sentiment implied by these four words is noble. However, the effects of the top-down implementation of the high-stakes testing provisions of the law have been anything but salutary for public school children, teachers, and administrators. This claim is supported by data describing many of the ways in which well-intentioned but desperate educators, from the statehouse to the schoolhouse, have been driven to game the system in ironic defense of the children, teachers, and administrators least equipped to defend themselves. It is argued herein that, instead of reauthorizing the stronger accountability tenet of NCLB, it might do very well to let it fade away. (Contains 1 figure.)
Salary and Ranking and Teacher Turnover: A Statewide Study
Author: Garcia, Cynthia Martinez
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Salaries,Teacher Persistence,School Districts,Faculty Mobility,Academic Achievement,State Surveys,Academic Rank (Professional),Correlation,Salary Wage Differentials

This study examined three years of data obtained from the Academic Excellence Indicator System of the State of Texas regarding teacher turnover rate and teacher salary. Across all public school districts, teacher salary was consistently negatively related to teacher turnover; that is, where salary was lower, turnover rate was higher When data were regrouped by highest- and poorest-paying school districts, teacher turnover rate was found to be twice as high in the poorest-paying school districts. Implications of these findings and suggestions for further research are discussed. (Contains 1 table.)
Recruiting New Teachers to Urban School Districts: What Incentives Will Work?
Author: Milanowski, Anthony Thomas
Date: 2009-00-00
Type: Journal Articles
Subjects: Urban Schools,Incentives,Focus Groups,School Districts,Teacher Recruitment,Teacher Shortage,Teacher Education,College Students,Student Attitudes,Disadvantaged Schools,Teacher Salaries,Loan Repayment,Teaching Conditions,Teacher Administrator Relationship,Administrator Education

Many urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often the most in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract and retain high-quality teachers in high-need, low-achieving, or hard-to-staff urban schools. However, relatively little is known about how effective financial incentives are to recruit new teachers to high-need urban schools. This research explores factors that are important to the job choices of teachers in training. Focus groups were held with students at three universities, and a policy-capturing study was done using 64 job scenarios representing various levels of pay and working conditions. Focus group results suggested that: a) many pre-service teachers, even relatively late in their preparation, are not committed to a particular district and are willing to consider many possibilities, including high need schools; b) although pay and benefits were attractive to the students, loan forgiveness and subsidies for further education were also attractive; and c) small increments of additional salary did not appear as important or attractive as other job characteristics. The policy-capturing study showed that working conditions factors, especially principal support, had more influence on simulated job choice than pay level, implying that money might be better spent to attract, retain, or train better principals than to provide higher beginning salaries to teachers in schools with high-poverty or a high proportion of students of color. (Contains 3 tables.)
Impacts of School Organizational Restructuring into a Collaborative Setting on the Nature of Emerging Forms of Collegiality
Author: Fallon, Gerald
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Organization,School Culture,Professional Isolation,Teacher Collaboration,Collegiality,Privacy,Organizational Change,Barriers,Criticism,Reflective Teaching

This case study tells the story of an elementary school staff on the west coast of Canada that decided to address their perceived problem of teacher isolation by transforming the internal organization of their school into a collaborative environment designed to foster collegial practices among themselves. The main guiding question of this study was: can a collaborative organizational structure facilitate and sustain a level of collegiality in which people feel safe from attack, where difficult questions are addressed, and where the status quo can be safely challenged? In this study, the transformation of organizational structure of the school elicited and molded, to an extent, the professional behaviours of members of the staff into professional collegial patterns of interactions. However, we have found that educators seemed to have made individual choices to maintain a certain degree of isolation, of privacy, shielding themselves from reflective inquiry and criticism. (Contains 3 figures and 3 tables.)
The Kinds of Knowledge Principals Use: Implications for Training
Author: Lazaridou, Angeliki
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Supply and Demand,Job Skills,Cognitive Processes,Problem Solving,Knowledge Level,Classification,Protocol Analysis,Incentives,Interpersonal Competence,Politics of Education,Leadership Training,Difficulty Level

Information about how school principals operate pertains mainly to the actions of principals. However, the kinds of knowledge that the principalship demands have not been isolated as clearly, more often than not being conflated with actions. As principals' duties become more complex, it becomes more important to ground specific practices in robust knowledge of relevant theoretical principles. One aspect of the principal's job where this is particularly germane is the resolution of unfamiliar, complex, unstructured challenges. This paper presents findings from research into how principals think when dealing with problematic situations, in particular the types of knowledge they use. Four broad categories of knowledge were identified and, within those, twelve specific types. The research lends credence to the oral report or think-aloud method for making thinking processes available for analysis, and the findings indicate how the content of preparation programs may be adjusted to better qualify principals for the contemporary demands of their work. A prime recommendation is the inclusion of opportunities for the development of tacit knowledge. (Contains 1 figure and 5 tables.)
Melting Pot Influences on Secondary English Curriculum Policy
Author: Skerrett, Allison
Date: 2009-00-00
Type: Journal Articles
Subjects: English Curriculum,Educational Policy,Ethnic Diversity,Sociology,Misconceptions,English (Second Language),Cultural Influences,Ethnocentrism,Secondary School Curriculum,State Standards,Race,Immigrants

This article explores how racial, cultural, and linguistic diversity are addressed in secondary English curriculum policy in Massachusetts, U.S.A. Data are analyzed through theories of the sociology of knowledge and the myth of the United States melting pot. Analysis revealed that curriculum policy privileged Eurocentric literature and the English language and adhered to a melting pot ideology. The article considers how the international educational policy movement toward post-standardization may afford greater responsiveness to diversity. (Contains 1 table and 1 note.)
The Importance of Change: Changes at a Teacher Education College in Israel--Declared and Perceived Aspects
Author: Mevorach, Miriam
Date: 2010-00-00
Type: Journal Articles
Subjects: College Instruction,Research Tools,Foreign Countries,Teacher Educators,Teaching Conditions,Educational Environment,Public Officials,Teacher Attitudes,Educational Change,Questionnaires,Higher Education,College Faculty,Qualitative Research,Statistical Analysis,Schools of Education,Interviews,Personal Narratives,Education Courses,Well Being,Stress Variables,Theory Practice Relationship

This study examines changes at a large teacher education college in Israel and considers how teacher educators perceive these changes. The research tools included protocols documenting formal meetings of college decision makers, questionnaires distributed among the college teaching faculty, analyzed quantitatively, and in-depth narrative interviews with twenty faculty members, analyzed for qualitative content. Results point to two aspects of change: the declared aspect of the college decision makers and the perceived aspect of the teacher educators who must implement decision makers' policy. Findings indicate that the two aspects do not entirely coincide, though they overlap on some parameters, especially those related to the teaching environment and to the well-being of teacher educators.
Teachers as Partners in the Prevention of Childhood Obesity
Author: Bruss, Mozhdeh B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Higher Education,Community Needs,Obesity,Prevention,Children,School Personnel,Teaching Methods,Child Caregivers,Intervention,Partnerships in Education,School Community Relationship,Child Health,Public Officials,Action Research,Participatory Research,Curriculum Development,Cultural Awareness,Culturally Relevant Education,Parents,Teachers

This paper presents a community-school-higher education partnership approach to the prevention of childhood obesity. Public elementary school personnel, primarily teachers, participated in the design and delivery of a curriculum targeting primary caregivers of 8-9-year-old children. Theoretical framework and methodological approaches guided the development of a cognitive behavioral lifestyle intervention targeting childhood obesity prevention in the Commonwealth of the Northern Mariana Islands (CNMI), a U.S. commonwealth. This project demonstrated that in populations with health disparity, teachers can be a valuable and accessible resource for identifying key health issues of concern to communities and a vital partner in the development of parent and child interventions. Teachers also benefited by gaining knowledge and skills to facilitate student and parent learning and impact on personal and familial health. Successful community-school-higher education partnerships require consideration of local culture and community needs and resources. Moreover, within any community-school-higher education partnership it is essential that a time sensitive and culturally appropriate feedback loop be designed to ensure that programs are responsive to the needs and resources of all stakeholders, and that leaders and policymakers are highly engaged so they can make informed policy decisions. (Contains 3 figures and 1 note.)
Improving Student Achievement: Can 9th Grade Academies Make a Difference?
Author: Styron, Ronald Anthony
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Students,High Schools,Ethnicity,Standardized Tests,Academic Achievement,Biology,Grade 9,Algebra,White Students,High School Students,Comparative Analysis,Scores,Mathematics Achievement,Science Achievement,Racial Differences,Career Academies,Gender Differences,Hispanic American Students,Asian American Students

This study focused on student achievement in ninth grade schools or academies compared to ninth grade students enrolled in traditional high schools. Student achievement was measured by standardized test scores. Other variables tested were gender and ethnicity. All students used in this study were enrolled in the ninth grade during the 2005-2006 school year at one of six schools selected for this research. Participants were enrolled in Algebra I and/or Biology I course(s) and therefore took the standardized Subject Area Test in these disciplines. Data indicated students enrolled in ninth grade academies scored significantly higher then ninth graders enrolled in traditional high schools on both the Algebra I and Biology test. Further analysis of data revealed significant differences based on ethnicity in achievement of Biology I students in the ninth grade academies when compared to the Biology I students in the traditional high schools. The African American students in the ninth grade academies had a higher mean score on the Biology I SAPT than Caucasian and African American students enrolled in the traditional high schools. Additionally, the Caucasian students in the ninth grade academies scored only 0.03 higher than the mean score of African American students in the ninth grade academies. (Contains 5 tables.)
An Analysis of How the Gender and Race of School Principals Influences Their Perceptions of Multicultural Education
Author: McCray, Carlos R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Pluralism,Principals,Attitude Measures,Racial Differences,Gender Differences,Rural Schools,Administrator Attitudes,Social Attitudes,Secondary Schools,African Americans,Asian Americans,Hispanic Americans,American Indians,Whites,School Size,Institutional Characteristics

The purpose of this study was to investigate secondary school principals' perceptions of multicultural education in a rural southeastern state. The researchers wanted to ascertain whether or not the race or gender of school principals have a role in how those principals view multicultural education in theory (its theoretical value). For the purpose of this study, multicultural education in theory was defined as the belief that multicultural education is for all students, elevates students' self-esteem, is embedded in cultural pluralism, and recognizes the social, political, and economic community and societal constructs on students of color (Fernandez, 1996). Three hundred and two secondary school principals were surveyed in a designated southeastern state. A significant difference was discovered with regard to the gender of the school principals and their perceptions of the theoretical value of multicultural education. (Contains 3 tables.)