ethanporcaro/eric-fulltext-meta huggingface dataset:
Is CALL Obsolete? Language Acquisition and Language Learning Revisited in a Digital Age
Author: Jarvis, Huw
Date: 2014-02-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Computer Assisted Instruction,Teaching Methods,Internet,Linguistic Theory,Handheld Devices,Linguistic Input,English (Second Language),Thai,Telecommunications,Student Attitudes,Language Usage,Semitic Languages,Native Language,Undergraduate Students,Social Networks,Electronic Mail,Metacognition

In this article, Huw Jarvis and Stephen Krashen ask &quot;Is CALL Obsolete?&quot; When the term CALL (Computer-Assisted Language Learning) was introduced in the 1960s, the language education profession knew only about language learning, not language acquisition, and assumed the computer&apos;s primary contribution to second language acquisition were programs based on traditional language learning. Things have changed dramatically--subconscious language acquisition has been shown to be more powerful than conscious learning. Studies strongly suggest that consciously learned knowledge about language has only limited functions. Its primary function is as a Monitor to edit language we produce, either before it is spoken or written, or after, and there are severe conditions that must be met for this to happen successfully. Second, computers have changed. Thanks to the Internet, computers do a lot more than they used to do, supplying an astonishing variety of visual, aural, and written input, providing a means of social interaction, as well as &quot;information.&quot; Other studies confirm that the use of English on computers and other mobile devices includes both academic and social functions. What Jarvis and Krashen conclude is that students have considerable respect for digital devices as a source of comprehensible input, which in turn, also suggests that they have at least some appreciation for subconscious language acquisition. The implications of the research presented here are clear: The term CALL is obsolete, because its focus is limited to the computer, and because of its emphasis on conscious learning. Alternative acronyms such as Technology Enhanced Language Learning (TELL) or Mobile Assisted Language Learning (MALL) account for some changes in the field, but continue to focus on conscious learning. It is time to move beyond CALL. MALU (Mobile Assisted Language Use) as defined by Jarvis and Achilleos (2013) is a significant improvement when discussing electronic devices: MALU covers more than desktop and even laptop computers, and makes it clear that more than language instruction and/or learning is involved.
How the Cultural Contexts of Urban Teaching Affect Novice Science Educators: Implications for School Leaders
Author: Duncan, Marlina
Date: 2014-03-00
Type: Journal Articles
Subjects: Cultural Context,Beginning Teachers,Correlation,Ethnography,Labor Turnover,Science Teachers,Science Education,Case Studies,Teaching Experience,Teacher Attitudes,Beginning Teacher Induction,Instructional Leadership,Leadership Role,Urban Schools,School Districts,Culture Conflict,Cultural Differences,Social Environment,Elementary School Teachers,Secondary School Teachers,Qualitative Research,Semi Structured Interviews,Grounded Theory,Urban Teaching

While the challenge to retain highly competent teachers affects all schools, the crisis is critical in urban districts, which historically suffer from high teacher turnover (Ingersoll, 2004). This high turnover is especially problematic in the content areas of science (Ingersoll &amp; Perda, 2010). Through ethnographic case studies the first year teaching experiences of three teachers, working in urban districts, are documented. Results focus on how the tri-cultural spheres of teacher socialization (personal, institutional, and societal) shape novice science teachers&apos; induction into the teaching profession and the implications for school leaders. In addition the analysis of the data suggests that novice&apos;s needs and concerns differ based on the relationship between image of self in response to school and local community culture. The purpose of this study is to examine the commonalities and differences in novice teachers&apos; experiences in order to help increase school leaders&apos; understanding of how to better support teachers to work in urban districts. A current demand for retaining the supply of quality science teachers reinforces the need for this type of research.
The Political Sense of Urgency for Educational Leadership Preparation Programs to Show Impact Data
Author: Storey, Valerie
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Education,Schools of Education,Instructional Leadership,College Faculty,Program Effectiveness,Higher Education,Program Evaluation,State Universities,Educational Benefits,Standards,Context Effect,State Legislation,Educational Legislation,Stakeholders,Data Collection,Outcome Measures

Higher education today is confronted with increasing marketization and aggressive regulation of the public sector. In an attempt to address these challenging issues, public universities are undergoing unprecedented change, particularly Colleges of Education. Redesigning educational leadership preparation programs, working in partnership with local school districts, and embedding field work are just some of the strategies that Colleges of Education have implemented to address these challenges. Now some states are requiring their public institutions to justify their educational leadership preparation programs' existence by showing the difference their program makes to their graduates and to the field. This article first discusses the reasons why educational leadership preparation programs need to show performance, value, and impact with a specific focus on Florida. Second, the article questions whether program faculty currently has the capacity to gather program impact data. Finally, the article describes strategies that program faculty can implement in order to develop robust impact statements.
Responding to Demographic Change: What Do Suburban District Leaders Need to Know?
Author: Diarrassouba, Nagnon
Date: 2014-03-00
Type: Journal Articles
Subjects: School Districts,Population Trends,Minority Groups,Educational Policy,Student Needs,Educational Administration,Suburban Schools,Student Diversity,Federal Legislation,Educational Legislation,Case Studies,Comparative Analysis,Ethnicity,Academic Achievement,Disadvantaged Youth,English Language Learners,Limited English Speaking,Administrators,Principals

This study examined the demographic shifts in a medium-sized school district in West Michigan and the responses developed as a result of these changes during the last two decades. Findings indicated that the district's school demographics changed from being European American to minority dominant. As a result of these changes in student population composition, the district status shifted to Titles I and III and had to comply with federal policy mandates. The researchers identified and analyzed specific responses the district developed for meeting not only federal policy requirements, but also for responding to students' academic and social needs. Recommendations for central office, school principals, and classroom practitioners are included.
A Developmental Model for Educational Planning: Democratic Rationalities and Dispositions
Author: Hess, Michael
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Planning,Organizational Change,Instructional Leadership,Democratic Values,Educational Improvement,Perception,Metacognition,Attention Control,Participation,Attitudes,Educational Environment,International Relations,Professional Autonomy

The Developmental Democratic Planning (DDP) model frames educational planning as a process that extends beyond the immediate focus of a particular planning effort to acknowledge and cultivate the potential of all members of the organization to fulfill their roles as active participants in the democratic life of the organization. The DDP model construes educational planning efforts as a vehicle for enacting organizational change. To create a democratic planning culture, educational leaders cultivate and promote approaches to organizational leadership and planning that include (1) the leadership dispositions of hospitality, participation, mindfulness, humility; and (2) the organizational dispositions of mutuality, appreciation, and autonomy.
The Leadership Lens: Perspectives on Leadership from School District Personnel and University Faculty
Author: Clayton, Jennifer K.
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Administration,College Faculty,Teacher Leadership,Skill Analysis,Educational Needs,Administrator Attitudes,Leadership Qualities,Leadership Training,Academic Standards,College School Cooperation,Leadership Role,Semi Structured Interviews,Congruence (Psychology),Models,Best Practices,Teacher Attitudes,Administrator Education,Qualitative Research

This study examined the skills, knowledge, and attitudes necessary for aspiring school leaders from the perspective of university faculty in educational administration programs and acting school administrators and teacher leaders. Additionally, I sought to understand the congruence and/or dissonance between university faculty in educational administration programs and acting school administrators and teacher leaders in their view of necessary skills, knowledge, and attitudes for aspiring school leaders. Using a qualitative research design, I interviewed both university professors in education administration programs and current administrators who serve as principal, assistant principal, curriculum supervisors, superintendents, department chairs, and other school leaders.
Management and Leadership Issues for School Building Leaders
Author: Tobin, James
Date: 2014-03-00
Type: Journal Articles
Subjects: School Buildings,Construction Management,Program Administration,Leadership Training,Administrator Education,Learning Modules,Principals,Administrator Behavior,Leadership Role,Leadership Responsibility,Performance Factors,Class Activities,Instructional Design

School principals are confronted with a variety of issues as they provide leadership and organization to their schools. Evidence is growing that successful school leaders influence achievement through the support and development of effective teachers and the implementation of effective organizational practice (Davis, Darling-Hammond, LaPointe, &amp; Meyerson, 2005). On occasion it takes specific leadership behaviors from the principal to begin to resolve the issues; at other times it takes organizational and management skills. The classroom activity in this instructional module is designed to provide options for an instructor in developing the background knowledge and information to provide leadership and/or the organizational and management skills necessary for educational administration candidates to begin developing personal approaches to organizational behavior. Discussions and/or reactions after each presentation provide opportunities to focus attention on establishing a systems perspective for guiding administrative behavior as issues are clarified and solutions are identified, including anticipated and unanticipated consequences.
Hiring at Risk: Time to Ensure Hiring Really Is the Most Important Thing We Do
Author: Hughes, Thomas Ross
Date: 2014-03-00
Type: Journal Articles
Subjects: Teacher Selection,Administrator Education,Educational Administration,Administrators,Federal Legislation,Educational Legislation,Teacher Effectiveness,Standards

This article focuses on the necessity of providing foundational preparatory training for those who are charged with leading teacher hiring efforts at the K-12 level. The essential question proposed within the article is: Why are the very educators tasked with directly leading K-12 staff selection and retention efforts far more likely to be schooled in how to avoid liability and how to dismiss employees, than receive formal and meaningful preparatory, let alone ongoing, training on the most important act of hiring the highest quality employees in the first place? Though there was a paucity of information on the practice of hiring early on, the professional literature has long acknowledged the importance of teacher selection for both instructional and organizational success, and has recently focused more on the act of hiring itself. Increased focus on this topic reveals very little attention directed toward training, though it demonstrates a need for greater consistency that would be fostered by training administrators at the graduate level, and continuing to address this topic by means of ongoing professional development throughout their careers. Increased scholarship on this topic both domestically and internationally supports the need for training, and provides valuable knowledge and resources that would benefit all K-12 administrators who play any role in this most important area.
Sustainable School Leadership: The Teachers' Perspective
Author: Cook, John W.
Date: 2014-03-00
Type: Journal Articles
Subjects: Sustainability,School Administration,Leadership Effectiveness,Organizational Communication,Professional Development,Role Models,Transformational Leadership,School Culture,Participative Decision Making,Teacher Administrator Relationship,Problem Solving,Administrator Characteristics,Leadership Role,Teacher Role,Educational Practices,Teacher Attitudes,Teacher Surveys

Sustainable school leadership is essential to the academic growth of students and professional growth of faculty and staff. Shedding light on what constitutes sustainable leadership from the perspective of teachers will increase our understanding of how specific leadership practices and processes impact those in the learning community who are directly responsible for the academic growth of students. This study examines the importance and need for sustainable school leadership, how sustainable school leadership is perceived by teachers and what elements, according to teachers, are essential to the development of sustainable school leadership.
Interns Perceptions of Administrative Internships: Do Principals Provide Internship Activities in Areas They Deem Important?
Author: Geer, Gregory C.
Date: 2014-03-00
Type: Journal Articles
Subjects: Principals,Internship Programs,Educational Improvement,Instructional Leadership,Leaders,Student Attitudes,Interviews,Theory Practice Relationship,Organizational Change,School Culture,Student Surveys,Likert Scales,Statistical Analysis,Measures (Individuals),Curriculum Development,Decision Making

The research reported in this article follows-up on a study conducted by Anast-May, Buckner, and Geer (2010). The 47 interviewed principals identified three types of experiences school leadership interns needed in order to prepare them to lead school improvement efforts. This study explores interns' perspectives on the efficacy of their internship and whether the mentor principals helped them design internship activities that address the earlier study's three themes. The findings indicated that collaboratively designed internship activities provided useful experiences for the interns and ample, yet varied opportunities to address the three areas principals had identified in the previous study. [See previous study at EJ972878--&quot;Redesigning Principal Internships: Practicing Principals' Perspectives,&quot; &quot;International Journal of Educational Leadership Preparation,&quot; v6 n1 Jan-Mar 2011.]
The Missing Link: Teaching the Dispositions to Lead
Author: Allen, James G.
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Education,Instructional Leadership,Self Evaluation (Individuals),Feedback (Response),Administrator Effectiveness,Self Concept,Theory Practice Relationship,Individual Development,Measures (Individuals),Rating Scales,Student Attitudes,Case Studies,Administrator Characteristics,Goal Orientation

In this article the authors contend that the element that is typically missing or underdeveloped in the education and development of most leaders is the intentional integration of the research and practices for assessing and developing the deeply held core beliefs, attitudes, and values (what we will call leadership dispositions) that play a primary role in leadership effectiveness. To develop the best educational leaders, preparation programs must intentionally include the enhancement of leadership dispositions among its top priorities. For great leaders, their dispositions are the foundation upon which their leadership skills, characteristics, and abilities are expressed and magnified. In this article, the authors discuss how the Perceptual Dispositions Model (Wasicsko, 2007) has been used as a framework for developing educational leaders in an Ed.D. program. Specifically, the focus is on a 360° process and tool--Individual Leadership Self-Assessment Instrument (ILSA)--through which leaders receive authentic feedback about perceived dispositions and from which leadership growth plans are developed. Additionally, they provide insights about how the process has helped transform leaders in their program and they illustrate an example of how one doctoral student used the feedback to develop and implement a dispositional growth plan. The information presented in this article has tremendous implications for educational leadership programs as well as school and district level leaders.
Melding Leadership Lessons with Data Collection and Analysis Lessons: Two Classroom Examples
Author: Lindahl, Ronald
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Education,Data Collection,Data Analysis,Data,Decision Making,Administrators,Instructional Leadership,Standards,Black Colleges,Theory Practice Relationship,College Students,Measures (Individuals),Statistical Analysis

The purpose of this module is to illustrate examples of how courses in educational leadership programs can effectively and efficiently meld lessons on leadership with lessons on data collection and analysis. The rationale behind emphasizing this combination is very straightforward: America's schools need leaders who are adept with data-based decision making. Especially since the standardized testing mandates of the No Child Left Behind Act of 2001, educational leaders at all levels have been challenged and mandated to collect, disaggregate, analyze, and interpret data (Creighton, 2006; Holcomb, 2012; Kowalski, Lasley, &amp; Mahoney, 2008). The ISLLC Educational Leadership Standards (Council of Chief State School Officers, 2008) call for educational leaders to &quot;develop assessment and accountability systems to monitor student progress&quot; (Standard 2F), &quot;monitor and evaluate the impact of the instructional programs&quot; (Standard 2I), &quot;monitor and evaluate the management and operational systems&quot; (Standard 3A), and &quot;collect and analyze data and information pertinent to the educational environment&quot; (Standard 4A). All of these require data collection, analysis, and interpretation skills and mindsets. Educational leaders must be prepared to: (a) ask the proper questions, (b) determine what data are necessary and available to answer these questions, (c) develop valid and reliable instruments to obtain the necessary data, (d) assess the data obtained, (e) analyze the data appropriate to answer the questions posed, (f) interpret the analyses, and (g) determine the proper actions to take based on this interpretation. However, prior to their preparation programs, few aspiring educational leaders have built these skills and a comfort level in using them.
Teachers' Perceptions Based on Tenure Status and Gender about Principals' Supervision
Author: Range, Bret G.
Date: 2014-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Tenure,Gender Differences,Principals,Online Surveys,Feedback (Response),Classroom Environment,Learner Engagement,Teaching Methods,Educational Strategies,Classroom Observation Techniques,Clinical Supervision (of Teachers),Teacher Supervision,Incidence,Time on Task

This descriptive study assessed teachers' attitudes about their formative supervision and the observational ability of principals through the constructs of teacher tenure status and gender. In sum, 255 teachers responded to an online survey indicating teachers' desired feedback focused on classroom climate, student engagement, and instructional strategies. Results indicated no discernible patterns in frequency and length to principals' formal and informal classroom observations based on teachers' tenure status or gender. However, non-tenured teachers were more willing to be observed and more positive about principals' feedback than tenured teachers. Non-tenured teachers were also significantly more positive about principals' feedback about student engagement which led to these teachers feeling encouraged about principals' observations. Female teachers were also more positive about principals' observations and feedback than male teachers; however, there were no significant differences between male and female teachers on the constructs measured.
Principal Candidates Create Decision-Making Simulations to Prepare for the JOB
Author: Staub, Nancy A.
Date: 2014-03-00
Type: Journal Articles
Subjects: Graduate Students,Administrator Education,Higher Education,Computer Simulation,Decision Making,Computer Software,Computer Oriented Programs,Problem Solving,Leadership Qualities,Internship Programs,Control Groups,Experimental Groups,Principals,Technology Uses in Education,Student Attitudes,Electronic Learning,Case Studies,Correlation,Skill Development

Online simulations offer opportunities for trial and error decision-making. What better tool for a principal than to make decisions when the consequences will not have real-world ramifications. In this study, two groups of graduate students in a principal preparation program taking the same course in the same semester use online simulations differently. The control group accessed online decision-making simulations and practiced making decisions for the represented scenario. Using a peer apprenticeship model, the experimental group of students created simulations and decision trees leading to solutions of the same problem in an online tool called SimWriterSimplicity. While both groups of students indicate that online simulations helped them solve problems, students who actually developed their own simulations walked away with more leadership skills. This process offers principal preparation programs a tool for internship experiences that also accommodate the graduate student working full time.
Urban School District's Preparing New Principals Program 2008-2011: Perceptions of Program Completers, Supervising Principals, and Senior Level School District Administrators
Author: Taylor, Rosemarye T.
Date: 2014-03-00
Type: Journal Articles
Subjects: Principals,Administrator Education,School Districts,Mixed Methods Research,Instructional Leadership,Teacher Effectiveness,Academic Achievement,Higher Education,Colleges,Internship Programs,Mentors,Program Improvement,Online Surveys,Graduate Surveys,Likert Scales,Interviews,Administrator Attitudes,Administrator Behavior,Ethics

The purpose of these three parallel mixed method studies was to measure the effectiveness of an urban school district's 2011 Preparing New Principals Program (PNPP). Results supported the premise that preparing principals for school leadership in 2013 must develop them as instructional leaders who can improve teacher performance and student achievement. The recommendations are useful to any school district or institution of higher education implementing leader preparation programs. Improvements to principal preparation programs supported by the results of these studies include a longer principal internship, a strong mentor relationship with an effective principal, a structured process of initial entry into the program, differentiated principal preparation experiences, and an increased focus on teacher effectiveness.