ethanporcaro/eric-fulltext-meta huggingface dataset:
A Relevant Model for Preparing Aspiring Superintendents
Author: Robicheau, Jerry
Date: 2008-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Education,Management Development,Relevance (Education),Educational Change,Educational Practices,Models,Seminars,Internship Programs,Evaluation Methods,Portfolio Assessment,Supervisory Methods,Participant Characteristics,Outcomes of Education,Educational Experience,Program Descriptions,Program Development,College Programs

The relevance of administrative preparation programs has been questioned. The questions center around how well programs are preparing school leaders to deal with the myriad of requirements placed in front of them (i.e. demands relate to issues of accountability, changing demographics, aging professionals, demanding publics, and school board/superintendent relations) while inspiring people to focus on a shared vision. Given the concerns, one administrative preparation program developed a new model for superintendent preparation. Key components included (a) extensive practitioner involvement, (b) the use of standards as the foundation, (c) a relevant and varied year-long field internship, and (d) the use of university and K-12 partnerships. The model addresses the criticism of current preparation programs and addresses the necessary entry level skills needed by 21st century superintendents.
School Administrators' Perceptions of a Principal Preparation Program after Participating in Portfolio Defenses
Author: Armenta, Tony
Date: 2008-00-00
Type: Journal Articles
Subjects: Principals,Educational Administration,Administrator Education,Administrator Attitudes,Portfolio Assessment,Public Administration Education,Focus Groups,College Programs,Program Improvement,Graduation Requirements,Learning Experience,Attitude Change,Mentors,Change Strategies,Capacity Building,Leadership Role,Leadership Training,Program Effectiveness,Program Evaluation,Training Methods

A major recommendation, or mandate in some cases, handed down to principal preparation programs from accrediting agencies, state certication departments, or other bodies, is to prominently include school districts in the program. This might include Advisory Councils that include public school administrators, involving districts in the selection of mentors for fieldwork experiences, or other such efforts. The authors' university has also included public school administrators in another, unique, way. After replacing the traditional, program-ending comprehensive exam with an oral portfolio defense, public school administrators were invited to participate on the defense panel. A focus group of administrators who participated as panel members was facilitated to determine their opinions on a number of questions related to program quality, the defense format itself, and the overall quality of candidates. The focus group provided meaningful information resulting in recommendations for making the program and the oral defense process even stronger.
Designing a Blended School Law Course
Author: Fankhauser, Robin
Date: 2008-00-00
Type: Journal Articles
Subjects: Delivery Systems,Blended Learning,Curriculum Design,Curriculum Development,Educational Change,Educational Practices,School Law,Legal Education (Professions),Learning Modules,Course Descriptions,Course Objectives,Assignments,Learning Experience,Interpersonal Communication,Scheduling,Grading,Teaching Methods

Beginning in August 2006, the author modified a school law course by moving from fifteen (15) weekly class meetings to eight (8) weekly class meetings and seven (7) online sessions. The blended or hybrid delivery system was adopted as part of a pilot project sponsored by the university's Institute for Teaching and Learning Excellence. The course has been delivered in the blended format five (5) times. This module describes the processes used to design the course, examples of materials developed, and the modifications made related to the following three instructional considerations: (1) the redesign of assignments and learning experiences; (2) the structure of opportunities for communication including the use of the university's online course management system; and (3) the organization of the course in relation to the schedule, the posting of materials, and the collection and grading of assignments including assessments.
Reflective Teacher Supervision through Videos of Classroom Teaching (Supervisión colaborativa docente a través de clases grabadas en video)
Author: Kaneko-Marques, Sandra Mari
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reflective Teaching,Preservice Teacher Education,Student Teachers,Video Technology,Observation,Self Evaluation (Individuals),English (Second Language),Second Language Instruction,English Teachers,Teacher Supervision,Qualitative Research,Cooperation,Questionnaires

The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.
When Students Say Far Too Much: Examining Gushing in the ELT Classroom (Cuando los alumnos dicen demasiado: análisis del uso excesivo de palabras en clases de inglés como lengua extranjera)
Author: Mugford, Gerrard
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Verbal Communication,Advanced Students,College Students,Communicative Competence (Languages),Foreign Countries,Statistical Analysis,Qualitative Research

English foreign-language users often overuse words when faced with difficult situations. Called gushing, such excessive use of words is often legitimately employed by native speakers to express, for instance, gratitude and apologies when a simple &quot;thank you&quot; or &quot;sorry&quot; does not sufficiently convey an interlocutor's feelings. This paper examines the appropriateness and effectiveness of gushing when employed by advanced students facing difficult situations. Answering discourse completion tasks, students from a private university in Guadalajara, Mexico were asked to employ acquiescing, persisting, and aggressing strategies to resolve two particular situations. The results indicate that gushing was widely used, but in communicatively ineffective ways, reflecting an area where teachers can help develop students' communicative competencies.
Global Professional Identity in Deterretorialized Spaces: A Case Study of a Critical Dialogue between Expert and Novice Nonnative English Speaker Teachers (Identidad profesional global en espacios desterritorializados: un estudio de caso de los diálogos críticos entre profesores de inglés no nativos)
Author: Guerrero Nieto, Carmen Helena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Case Studies,Experienced Teachers,Beginning Teachers,Graduate Students,English (Second Language),Critical Theory,Qualitative Research,Dialogs (Language),Teacher Education,Second Language Instruction

This study analyzes the online, peer-peer dialogue between two groups of nonnative English-speaking teachers who are attending graduate programs in Colombia and the United States. Framed by the theoretical concepts of critical pedagogy and global professional identity, a qualitative analysis of the data shows that their expert vs. novice roles played a significant part in shaping their positions on the four themes that they discussed: the role of English language teaching in the global world, institutional constraints on teachers, whose culture to teach, and linguistic diversity in the classroom. This study highlights the responsibility of teacher education programs to cultivate healthy nonnative English speaker teachers' professional identities given the global complexities that continue to unfold around these teachers.
The Role of Superintendents in Supporting Teacher Leadership
Author: Maxfield, C. Robert
Date: 2008-00-00
Type: Journal Articles
Subjects: Superintendents,Teacher Leadership,Administrator Role,Teacher Administrator Relationship,Administrator Education,Educational Administration,Qualitative Research,Statistical Analysis,Definitions,Program Attitudes,Stakeholders,College Programs,Mail Surveys

This paper documents a study of the role of superintendents in fostering and enabling the growth of teacher leadership. It is presented in two parts. The First part was designed to study teacher leadership programs in select universities in Michigan in which professors of educational administration described the extent to which the concept of teacher leadership is included in administrative training programs at their universities. The second part of the study reviewed the perceptions of a select group of educators who had either been trained as teacher leaders (Galileo Academy) or were administrators in buildings with trained teacher leaders (Galileo Consortium) as to the role of superintendents in fostering this concept. The study used qualitative and quantitative measures, in survey form. This paper presents the preliminary data, which suggest that universities are beginning to include teacher leadership as a unit of study, and superintendents are seen as key figures in the transformation to utilizing teacher leadership.
Superintendents' Views on Financial and Non-Financial Incentives on Teacher Recruitment and Retention
Author: Kelly, Paul
Date: 2008-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Attitudes,Teacher Recruitment,Incentive Grants,Incentives,Teacher Persistence,Public School Teachers,Public Schools,School Districts,Teacher Salaries,Teacher Employment Benefits,Questionnaires,School Surveys,Educational Administration

In this study, the researchers investigated the perceived relationships of financial and non-financial incentives on teacher recruitment and retention among public school teachers in the State of Texas from the perspective of 98 public school superintendents. Findings revealed that school districts tended to offer teachers' salaries over the state base pay, although signing bonuses were relatively infrequent. Other than contributing to teacher health care plans, financial incentives were generally not provided to teachers. Non-financial incentives were positively responded to by these superintendents. Implications of these findings are discussed.
Leadership Behaviors of School Administrators: Do Men and Women Differ?
Author: Johnson, Shirley
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Behavior,Gender Differences,Leadership Styles,Principals,Surveys,Sex Stereotypes,Administrator Characteristics,Item Response Theory,Psychometrics,Statistical Analysis,Questionnaires,Multivariate Analysis,Statistical Significance

In this study, the reasons why men and women behave differently in leadership roles in schools were investigated because of recent research on the indirect nature of the school principal's impact on learning and on gender differences in leadership behaviors. Practicing principals (109 males, 172 females) from two Southwestern states were surveyed regarding their relational leadership behaviors. Findings in this study were not congruent with the typical stereotypes that surround gender issues in leadership behavior. Implications of these findings and suggestions for future research are discussed.
Exploring Authorship Development among Mexican EFL Teacher-Researchers (Exploración sobre el desarrollo de la autoría en los profesores-investigadores de inglés como lengua extranjera)
Author: Trujeque Moreno, Eva Estefania
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Researchers,English (Second Language),English Teachers,Authors,Experienced Teachers,Mixed Methods Research,Content Analysis,Personal Narratives,Career Development,Scholarship,Teacher Education,Case Studies,Gender Differences

This article presents a multi-theoretical model to address processes of &quot;authorship development&quot; in the English as a foreign language teaching profession. Working within a sociocultural perspective of second-language teacher education, the authors examined six experienced nonnative English-speaking teacher-researchers. Perceptions of their key moments in the profession were analyzed using a mixed-method approach that combined document analysis with personal narratives. The findings indicated that both &quot;authoring&quot; (products and activities in their profession) and &quot;self-authorship&quot; (transformational processes throughout their careers) contributed to constructing these English as a foreign language professionals as scholars.
A Study of Social and Political Acumen in Dynamic Educational Leadership and the Implications for Leadership Development Programs
Author: McGinn, Andra
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Leadership Training,Political Issues,Social Influences,Principals,School Districts,Surveys,Focus Groups,Interviews,Observation,Qualitative Research,Leadership Qualities,Elementary Secondary Education

Two questions are posed in this study: What is the role of social and political acumen in dynamic educational leadership, and what are the implications for leadership development programs? The philosophical, psychological, and the sociological characteristics of leadership were investigated to understand the role of social and political acumen in dynamic educational leadership, and the implications for planning and implementing leadership programs. Information from sociology, philosophy, and psychology provided the theoretical framework. Literature on leadership supported this framework. The research component included school principals from two large Albertan school districts. Artifacts from these school districts regarding leadership were reviewed. Research methods included a survey, focus group, school visits, and face-to-face interviews. Qualitative methodology was used in the research design, and it was supported by quantitative analysis. Conclusions to the study provided suggestions for the planning and implementation of leadership development programs that could support individuals achieving dynamic leadership.
What Administrators Should Know about a Research-Based Oral Language Development Intervention for English Language Learners: A Description of Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition--STELLA
Author: Irby, Beverly
Date: 2008-00-00
Type: Journal Articles
Subjects: Oral Language,Language Acquisition,Intervention,English Language Learners,Thinking Skills,Longitudinal Studies,Story Telling,Integrated Activities,Educational Strategies,Vocabulary Skills,Program Descriptions,Questioning Techniques,Educational Practices,Educational Research,Evidence,Administrator Guides

Campus administrators need to have a good understanding of strategies that work with diverse populations they serve. In this paper, the authors share a research-based intervention from a longitudinal randomized trial study funded by the Institute for Education Sciences, U.S. Department of Education. The intervention is Story Retelling and Higher Order Thinking for English Language and Literacy Acquisition (STELLA) which combines the following components: (a) integrated ESL strategies, (b) higher order leveled questions, (c) academic vocabulary in the content area of science which was explicitly and implicitly taught, (d) opportunities for students to practice language through retelling, and (e) training for the teachers on a biweekly basis.
Authentic Problem-Based Collaborative Learning Practices for Professional Development in Teacher Education
Author: Schultz, Carol
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Problem Based Learning,Faculty Development,Educational Technology,Educational Administration,Administrator Education,Program Descriptions,Educational Strategies,Educational Environment,Interdisciplinary Approach,Cooperative Learning,Performance Factors,Program Effectiveness,Graduate Students,Curriculum Development,Standard Setting,Student Developed Materials,Student Projects,Student Surveys,Preferences,Teaching Methods,Educational Practices

Higher learning organizations frequently offer courses isolated from other disciplines or areas of concentration. The intent of this study was to explore collaboration practices on authentic based projects involving two distinct courses from differing programs: Instructional Technology and Educational Leadership. This paper describes the strategies of designing effective learning environments for multidisciplinary collaboration and problem-based learning and reports the effectiveness of those strategies. The result of the collaboration was the production of various multimedia interactive professional development training materials developed by the technology students on various topics proposed by the school administrators. The collaborative learning practices provided the opportunity to not only give and receive knowledge among the participants but also view this exchange as a responsibility to create a collaborative culture within the university.
The Effectiveness of Off Campus Multi-Institutional Teaching Centers as Perceived by Students
Author: Flores-Mejorado, Dina
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Career Academies,College Students,Student Attitudes,Program Effectiveness,Institutional Cooperation,Colleges,Student Personnel Services,Comparative Analysis,Student Surveys,Reliability,Validity,Feedback (Response),Case Studies,Statistical Significance

The purpose of this study was to examine and compare the perceptions of undergraduate and graduate students of a selected state university in Texas attending the Multi Institutional Teaching Center (MITC)/The University Center (TUC) or the main campus regarding the effectiveness of student services. As universities face limited resources and fierce competition, administrators are forced to respond to the changing environment by expanding their campus borders. As they expand, these institutions of higher education are expected to sustain their effectiveness in providing student services to survive the threats. This reality made this study significant and timely. The study examined five research questions which compared the perceptions of students attending the MITC/TUC to the perceptions of students on the main campus. The student services under study were admissions, advising, financial aid, and registration. The methodology, findings, and implications of this study can help to increase the knowledge of campus administrators and can assist them in making data-driven decisions where institutions of higher education look to expand their borders beyond their campuses.
Promoting Diversity in Public Education Leadership
Author: Sanchez, Jafeth
Date: 2008-00-00
Type: Journal Articles
Subjects: Public Education,Leadership,Educational Administration,Minority Group Students,Graduate Students,Student Diversity,Administrator Education,Principals,Outreach Programs,Disproportionate Representation,Enrollment Management,Student Recruitment,Enrollment Trends,Barriers,Educational Finance,Change Strategies,Leadership Role,Court Litigation,Desegregation Litigation

This manuscript discusses proactive approaches for education leadership preparation programs to recruit and retain minority graduate students. A review of related literature is provided. The paper discusses barriers that contribute to low incidents of minority principals and minority principal candidates. Recommendations for creating pathways for the under-represented minorities to enter school leadership preparation programs are presented. Practical approaches for recruitment and retention of candidates from under-represented groups are discussed.
Group Polarization and Educational Reform
Author: Tanner, David
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Change,Group Dynamics,Social Theories,Failure,Educational Administration,Leadership Effectiveness,Conflict,Group Membership,Organizational Culture,Organizational Theories,Individual Differences,Politics of Education,Case Studies,Partnerships in Education,Cooperative Programs,Likert Scales,Opinions,Questionnaires,School Districts,Central Office Administrators,Elementary Secondary Education

Although educational leaders may be optimistic about initiating change, lasting reforms are rare. The group polarization literature, although dated, provides an important explanation for a very current problem. The theory holds that when there are differences of opinion to begin with, a counter-conformity effect works among members of groups. Rather than descending upon some group consensus, individuals and factions within the larger group become more divided with time. Such &quot;group polarization&quot; works against maintaining the critical mass that any reform requires and offers at least one explanation for why educational reforms at the local level fail.
Making Selective Admissions More Meaningful
Author: Armenta, Tony
Date: 2008-00-00
Type: Journal Articles
Subjects: Selective Admission,Admission Criteria,Educational Administration,Administrator Education,Principals,Barriers,Enrollment Management,Remedial Programs,Enrollment Influences,Behavioral Objectives,Prior Learning,College Admission,Selection Criteria

Accreditation bodies, state departments of education, learned societies, and critics of educational leadership programs have emphasized the need for such programs to recruit and select the candidates who have the greatest potential of becoming effective school leaders. To meet this challenge, most university principal preparation programs have attempted to add more rigor to the selection process through a variety of ways. Unfortunately, many of the procedures have become perfunctory in nature, and have not been good predictors of future success as school leaders. This article discusses the challenges, and possible solutions, for making selection procedures more meaningful and valid.
School Culture Assessment
Author: Risen, D. Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: School Culture,Principals,Administrator Education,Testing Programs,Tests,Graduate Study,Program Descriptions,Educational Administration

This is a detailed description of an assessment that can be used in a graduate level of study in the area of the school principalship. This has been approved by NCATE as meeting all of the stipulated ELCC standards for which it is designed (ELCC/NCATE 1.1; 1.2; 1.3; 1.4; 1.5; 2.1; 2.2; 2.3; 2.4; 3.1; 3.2; 3.3; 4.1; 4.2; 4.3; 5.1; 5.2; 5.3; 6.1; 6.2; 6.3). This course of study is appropriate for use in either a school leadership class or one specifically oriented to the study of being a school principal. This assessment is both skills and knowledge focused. The assessment measures the student's ability to think critically and requires students to synthesize prior learning from readings, class discussion and research on the principalship. Finally, the assessment provides students the opportunity to apply what the students have learned about leaders that enable them to develop a positive culture and climate, while applying this learning to a real world situation the student is familiar with.