ethanporcaro/eric-fulltext-meta huggingface dataset:
The First Year: Assistant Principals in Title I Schools
Author: Clayton, Grant
Date: 2018-00-00
Type: Journal Articles
Subjects: Beginning Principals,Secondary Schools,Disadvantaged Schools,School Turnaround,Resilience (Psychology),Administrator Responsibility,Discipline,Curriculum Development,Motivation,Women Administrators

In this collective case study, we explore the experiences of first year assistant principals at secondary schools near turnaround status in Colorado. In order to better understand their experiences, we employed resiliency theory. We found that assistant principals' daily experiences were characterized by overwhelming responsibilities and a consistent focus on discipline that detracted from the assistant principals' desire to focus on improving curriculum and instruction. Further, in applying the resiliency framework, two new sources of resilience emerged: motivation and diversity of perspective.
A Proposal for Building Social Capital to Increase College Access for Low-Income Students
Author: Crawley, Kayla J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Capital,Capacity Building,Low Income Students,Access to Education,College Students,College Readiness,College Preparation,High School Students,Social Networks,Social Media,Mentors,Parent Participation,Alumni

This article examines the role of social capital in college access for low-income students. Research suggests that low social capital is a barrier for achieving higher education. Furthermore, research shows that increasing social capital provides students with relevant information, strong networks, and realistic goal-setting necessary for college access. Evidence supports both strong and weak networks, specifically family, peer, and school relationships. A comparison of the individual networks reveals that isolated relationships are inadequate for increasing college access. The policy recommendation is for an integration of all three networks to provide a comprehensive framework for substantially increasing low-income students' access to higher education.
Compound Fractures: Healing the Intersectionality of Racism, Classism and Trauma in Schools with a Trauma-Informed Approach as Part of a Social Justice Framework
Author: McIntosh, Michael Lorenzo
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Class,Social Bias,Trauma,Social Justice,Minority Group Students,African American Students,Hispanic American Students,Academic Achievement,Inclusion,Culturally Relevant Education,Desegregation Litigation,School Desegregation

Our most vulnerable students experience multiple and repetitive exposure to overlapping negative experiences that impact them emotionally, psychologically, and physically as a result of their intersecting identities and factors. Race and/or socio-economic class are highlighted as the most significant indicators for the achievement of Blacks and Latinos. Add the negative effect of trauma, and these students face nearly insurmountable odds in their struggle to escape marginalization. In this article, I argue that Social Justice Leadership is the most effective strategy to help marginalized students create opportunities to move beyond the intersection of these identities and factors and increase their chance to prosper while maintaining their humanity. A Social Justice Framework that includes the foundational concepts of Cultural Responsiveness, Diversity &amp; Inclusion, Educational Justice and Trauma-informed Care is the most effective strategy to combat and dismantle institutional racism and advance social justice. This approach increases the probability that the negative effects of the intersectionality of racism, classism, and trauma can be diminished.
Voices for Change: Social Justice Leadership Practices
Author: Kowalchuk, Donna
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Leadership Responsibility,Principals,Administrator Role,At Risk Students,Social Bias,Power Structure,Elementary Secondary Education,Administrator Attitudes,Change Strategies,Instructional Leadership,Foreign Countries,Interpersonal Competence

The purpose of this article is to contribute to the scant Canadian research regarding concrete social justice leadership practices. The critical, qualitative case study discussed examined the following question: &quot;What strategies or practices do principals develop and engage in to do their social justice work in schools?&quot; A description of the five practices that principals engage in against the injustice created by historical and social notions of privilege and power that marginalize students is provided in detail. A significant aspect of this article is that it gives voice to principals. Implications are made at the close of the article.
Leadership Practices to Increase Equity through Closing Intraschool Achievement Gaps
Author: Braun, Donna
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Equal Education,Achievement Gap,School Effectiveness,Teacher Attitudes,Educational Strategies,Achievement Gains,Transformational Leadership,Public Schools,Grade 1,Elementary School Students,Secondary School Students,Grade 7,Grade 8,Principals,Kindergarten

This convergent parallel exploratory mixed methods study examined the degree to which purposefully selected schools closed intraschool achievement gaps while exploring educator beliefs and practices regarding the implementation of gap-closing strategies. Student achievement data revealed achievement rising and gaps closing between the intervention subgroups and their peers in different ways at the school sites. Interviews with school principals and focus groups with teachers suggested that the process of attempting to close the gaps resulted in the transformation of practices and beliefs of teachers and principals. Merged quantitative and qualitative results revealed new perspectives to inform subsequent study phases.
Organizational Structure and Design
Author: Lunenburg, Fred C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Administrative Organization,Design,Transformational Leadership,Organizational Theories,Models,Organizational Effectiveness,Organizational Objectives

In this paper, the author examines several structural frameworks: Weber's model of bureaucracy, Likert's system 4 organization, Bolman and Deal's four-frame model, Mintzberg's strategy-structure typology, Scott's open-systems perspective, Senge's learning organization, and Bass's transformational leadership. In the broadest sense, the usefulness of organizational structure in the field is an attempt to create organizations with best administrative styles or practices; increased capacity for organizational learning; greater opportunities for the individual growth and fulfillment of its members; and ultimately organization success.
Principals&apos; Perceptions and Enactment of Tasks Related to Changes to Teacher Evaluation
Author: Wright, Tiffany
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Evaluation,Evaluation Methods,Educational Policy,Barriers,Time,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Standards,College Readiness,Career Readiness,Accountability,Leadership Responsibility,Teacher Competencies

This study provides a description of how Race to the Top (RTTT) policy is connected to daily work activity for educational leaders using interviews and surveys. Specifically, the survey questions targeted how school leaders are implementing and prioritizing practices that have an impact on teaching and learning. Results of this study found that school leaders' time is constrained by policy requirements and procedures. Key barriers to effectively enacting leadership tasks were reported to include paperwork, and lack of personnel and time. It was found that some of school leaders' beliefs did not match or demonstrated weak correlation with current actions.
Students&apos; Perceptions and Attitudes of Self-Efficacy Oriented by Research-Inquiry
Author: Ebren Ozan, Cansu
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Self Efficacy,Student Research,Inquiry,Comparative Analysis,Instructional Program Divisions,Gender Differences

The purpose of this research is to determine whether there is a meaningful relationship between secondary school students' attitude and perception levels of self-efficacy oriented by research-inquiry and as well whether students' attitude and self-efficacy levels differ according to grade and gender. The working group of the study consist of 234 secondary school students. The descriptive model of one of the quantitative research methods was used in this research. The data of the study was collected with Perception Scale of Self-Efficacy Oriented by Research-Inquiry and Attitude Scale Oriented by Research-Inquiry. Percentages, mean, Anova, Schieffe and t tests have been benefited in this study. According to data obtained from the study, it has been concluded that students' attitude and self-efficacy levels oriented by research-inquiry were in a high level, it hasn't differed according to gender, there was a significant difference against the 8th Grade students between Grade 8 and Grade 5 and 7 regarding to the attitude level, there was a significant difference against the 8th Grade students between Grade 8 and Grade 6 and 7 regarding to self efficacy level, there was a positive and meaningful relationship between the levels of attitude and self-efficacy at a high level.
The Process and Forms of Labelling Learners in Zimbabwean Schools: A Challenge
Author: Rwodzi, Manuel
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Labeling (of Persons),Secondary School Students,Social Influences,Parent Influence,Screening Tests,Educational Environment,Institutional Characteristics,Intellectual Disciplines,Barriers,Student Placement,Ability Grouping

This article gives a bird's eye view of a doctoral thesis which investigated the labelling of non-disabled secondary school learners, with particular reference to the social and psychological spheres, and their influence on learning. It reports on the process and forms of labelling as one part of the findings. The study had 54 participants: three school headmasters, 9 form three teachers, 8 lower sixth form teachers, 18 form three learners and 16 lower sixth form learners who were purposively sampled. A qualitative research approach was adopted, in which phenomenological interviewing was done with learners, their teachers and school headmasters; focus group discussions were held with learners and document analysis was done on teachers' work schemes and records of work. It was found that the process of labelling was predominantly shaped by agents from the home (parents, guardians) and the school (learners' class and subjects, as allocated by teachers and school headmasters), rather than the learners themselves. Several forms of labelling emerged as further challenges relating to school type, and the screening and streaming of learners. The study presents recommendations for addressing challenges emanating from such labelling, which includes crafting a policy framework to that effect.
Critical Visual Reading Skills of Students
Author: Batur, Zekerya
Date: 2019-07-00
Type: Journal Articles
Subjects: Critical Reading,Reading Skills,Visual Learning,Elementary School Students,Grade 5,Grade 6,Visual Aids,Visualization,Gender Differences,Information Literacy

Mother tongue education is accomplished with four basic language skills. These skills are listening, speaking, reading and writing skills. One of the basic skills that increase the vocabulary of the individual is the reading skill. Understanding and comprehension are important in this skill. Understanding of reading is a complicated process. There are many factors that affect the meaning of this process. The content of the text, such as the type and the punctuation, also affect the meaning. Visual reading has understanding qualities like text reading. Therefore, visual reading and visual comprehension also carry a textual characteristic. Accordingly, readers are expected to interpret the visuals with a critical approach in order to capture the details of the visuals. The purpose of this research is to determine whether the students are critical readers about the visuals. The study was qualitative based on a document review. The study was conducted with 20 students. Participants consisted of 10 fifth grade students and 10 sixth grade students. The data of the study were collected by taking the opinions of the students about visuals. The collected data were evaluated by content analysis. As a result of the study, it was seen that the students evaluated the images with a critical eye and the female students were more critical than the male students. As a result, it has been determined that the students differ in terms of mental development stages.
New Technology Adoption by Business Faculty in Teaching: Analyzing Faculty Technology Adoption Patterns
Author: Karsch, Sharif Abu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Advancement,Adoption (Ideas),College Faculty,Behavior Patterns,Business Administration Education,Educational Technology,Technology Integration,Teacher Characteristics,Barriers,Anxiety,Self Efficacy,Computer Use,Institutional Characteristics,Teacher Attitudes,Technological Literacy

It is worth mentioning that the use of instructional technology in particular affects positively the students? content acquisition. As well, it plays a great role in enhancing the class performance (Baylor and Ritchie, 2002). For instance, Beggs (2000), states that the use of technology itself in education is not the big point or the main issue. Instead of that he focuses on using it in an effective way that leads to the advancement of learning and meets the students? interests and abilities. However, if we compare today's' modern life with the past, we will find out that in the past people didn't use to be familiar with the use of technologies especially in the field of teachers training at the Palestinian traditional universities. In other words, the traditional universities in Palestine suffer from a lack of enough awareness and suitable infrastructure in employing the technology in education. The study comes out to highlight and clarify in what manner business teachers employed instructional technologies at these universities. As well, it provides a clear distinction between teachers who employed the modern technology and between the traditional ones who were described as reluctant and worked against adopting the IT in education. Moreover, it determines whether the characteristics of business teachers participates in the prediction of teachers adopter groupings.
Learners&apos; Perceptions of Monolingual Dictionaries in Learning English as a Foreign Language
Author: Abbasi, Wajahat Taj
Date: 2019-07-00
Type: Journal Articles
Subjects: Student Attitudes,English Language Learners,English (Second Language),Dictionaries,Vocabulary Development,Monolingualism,Teacher Attitudes,Foreign Countries,Bilingual Instructional Materials,Translation,Secondary School Students,Preferences,Males,Public Schools,Usability,Language Proficiency

Dictionary is an acknowledged learning tool which has a tremendous role in acquiring a language. It has proved to be helpful in learning vocabulary and developing language proficiency. The use of monolingual dictionaries is thought to be very fruitful for learning vocabulary. The present study used survey method to gain the perception of the students about the use of monolingual dictionaries for learning EFL. The study also used interviews of EFL teachers to support the findings of the study by eliciting their perceptions about the use of dictionaries by students. A questionnaire was administered in two governmental secondary schools of Zulfi, Saudi Arabia. It was sent to 99 students but a number 92 students responded. Internal reliability of the questionnaire was.81. Descriptive statistical methods were used for analyzing the quantitative data. Additional interviews with 9 teachers were also conducted to support the findings of the questionnaire. Collective thematic analysis of all interviews was conducted to analyze the qualitative data. The results showed that students have positive views about the use of dictionaries for learning EFL; they prefer to use monolingual dictionaries, but they cannot truly use them because bilingual dictionaries are easier and more helpful for them in translation as well as their process of learning English language due to their low proficiency levels. The paper puts forth some recommendations and suggestions that will be helpful for using monolingual dictionaries. It concludes by focussing on the problems in handling monolingual dictionaries.
Views of Summer TEFL Postgraduate Students and Their Supervisors on the Practice of Thesis Supervision in the Ethiopian Context
Author: Teklesellassie, Yinager
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,English Literature,Masters Programs,Graduate Students,Language Teachers,Teacher Education Programs,Masters Theses,Student Attitudes,Supervisors,Feedback (Response),Supervisor Supervisee Relationship,Guidelines

The purpose of this study was to explore the views of postgraduate students and their thesis supervisors on the practice of thesis supervision in the Department of English Language and Literature found at an Ethiopian university. The participants of the study were twenty-seven master's students studying the teaching of English as a foreign language (TEFL) and eight of their thesis supervisors. A questionnaire consisting of seven open-ended items and one closed-ended item was used to collect data from the students while a semi-structured interview was used with the supervisors. Frequency count and percentage were used to analyze the data from the closed-ended items of the questionnaire whereas the data from the open-ended item in the questionnaire and the interview were analyzed qualitatively. The findings showed that the supervisors focused on helping their supervisees with methodology and correcting typos. Consequently, most thesis supervisors neglected to support their supervisees in developing a theoretical framework. The findings also indicated that more than half of the supervisees did not frequently receive feedback from their supervisors. Some supervisees also said that they did not have good relationships with their supervisors. However, the results from the analysis of the interviews with the supervisors indicated that the supervisors believed that they had amicable relationships with their supervisees and that they provided adequate feedback. Some supervisors also admitted that the theoretical framework was overlooked by many supervisors in their supervision of TEFL master's students. Finally, conclusions are drawn and recommendations made for further research in the area.
The Relationship between Hours of Television Watching and Academic Achievement of Secondary School Students: The Case of Some Selected Secondary Schools in Harer City
Author: Tarekegn, Ambachew
Date: 2019-07-00
Type: Journal Articles
Subjects: Correlation,Television Viewing,Academic Achievement,Secondary School Students,Secondary Schools,Foreign Countries,Television,Adolescents

The purpose of this study was to examine the relationship between hours of television watching and student academic achievement. The major objectives of study were examining the status of students' television watching and the relationship between hours of television watching and academic achievement. There has been a great debate among researchers regarding this area of concern. Some support the contribution of television to academic achievement and others argue that television watching negatively influences academic achievement. Two hundred students were randomly selected for the study. Data were collected through a structured questionnaire. The data collected through questionnaire were analyzed using both descriptive and inferential statistical methods. Students' background information and their hours of television watching were analyzed using descriptive statistics. On the other hand, the relationship between hours of television watching and academic achievement was analyzed by Pearson moment correlation. The results show there is no statistically significant relationship between hours of television watching and academic achievement of students. Based on this, it can be concluded that television may not have a significant effect on students' academic achievement by itself.
Using Science Fiction Films to Advance Critical Literacies for EFL Students in China
Author: Liu, Shuyuan
Date: 2019-07-00
Type: Journal Articles
Subjects: Science Fiction,Films,Critical Literacy,English (Second Language),Second Language Learning,Foreign Countries,Multiple Literacies,Critical Thinking,Thinking Skills,High School Students,Teaching Methods,High School Teachers,Language Teachers,Technological Advancement,Popular Culture

As a unique literary genre, science fiction can serve as a motivating text to develop students' critical analytical skills and to promote critical thinking about new technology and its societal controversies under proper guidance. In the field of English as Foreign Language (EFL) learning, using science fiction films in the classroom affords EFL learners new language-learning experiences. This paper explains how films, as a multimodal resource in EFL classes, can enrich students' multiliteracies--specifically how the science fiction genre can develop students' critical literacies under careful meaning-making curriculum design. A preliminary study, taking 30 students in a foreign language high school in China, is reported in this paper. Findings reveal that carefully selected science fiction films such as &quot;I am Legend&quot; and &quot;Blade Runner&quot; can serve as pivotal sources for developing EFL learners' literacy under the multiliteracies pedagogy. Such films can also connect students with Western ideology to reinforce their identity as participants in globalization. This study further suggests that key points in successful design of the course in an EFL classroom include posing critical questions to promote critical thinking and actively analyzing multimodal texts to uncover underlying meanings in source material.