ethanporcaro/eric-fulltext-meta huggingface dataset:
Value-Based Leadership Approach: A Way for Principals to Revive the Value of Values in Schools
Author: van Niekerk, Molly
Date: 2017-02-10
Type: Journal Articles
Subjects: Qualitative Research,Principals,Administrator Attitudes,Decision Making,Constructivism (Learning),Semi Structured Interviews,Leadership Styles,Values,Instructional Leadership,Foreign Countries

The qualitative research discussed in this article is based on the assumption that school principals as leaders need to establish, develop and maintain a core of shared values in their schools. Our focus is on principals' current perceptions of values in their schools. This is important because values underpin their decisions and actions and thus influence the members of school organizations. The framework of our research was informed by social constructivism. Data were collected in the form of semi-structured individual interviews with nine school principals that were designed to elicit a detailed picture of the participants' perceptions of values. The interviews were audio-recorded and transcribed. Thematic analysis was employed because of its flexibility which makes it possible to analyze and report on the patterns identified, to provide a rich and dense description of the results. The results indicate firstly that principals have diverse perceptions of values. Secondly, they highlight the range of contributions and influences values have in their schools. Thirdly, they show that principals connect values in/directly to themselves as leaders, their leadership styles and employ values un/intentionally. We argue for a value-based leadership (VBL) approach because it provides ways of overcoming deficiencies in leadership. It is vital that school principals establish and maintain a core of shared value that underscore the school as an organization that strives for the well-being of all of its members.
An Evaluation of the Preferences of Individuals with Severe and Multiple Disabilities and the Teaching of Choice-Making Skills
Author: Eldeniz Çetin, Müzeyyen
Date: 2017-02-10
Type: Journal Articles
Subjects: Severe Intellectual Disability,Multiple Disabilities,Correlation,Preferences,Stimuli,Evaluation Methods,Decision Making,Photography,Pictorial Stimuli,Children,Foreign Countries,Time,Statistical Analysis,Skill Development,Food,Delay of Gratification

The general purpose of the present study is to determine the relationship between direct and indirect preference assessments of individuals with severe and multiple disabilities (SMD) and the relationship between the direct preference assessments (single-stimulus, paired-stimulus, and multiple-stimulus) as applied to individuals with SMD, and to find whether it is effective to teach the skill of choice making among photographs through the constant time-delay procedure. The study group was composed of three boys aged 9 years and a 7-year old girl residing at Bolu Province who were diagnosed with severe disability; that is, a total of four subjects and their primary caregivers. The study had two phases. During the first phase, the relation between the preference assessments was investigated. There was a highly positive relationship between both the direct and indirect preference assessments and at the same time between the directly applied preference assessments based on single-stimulus, paired-stimulus, and multiple-stimulus-without-replacement. The second phase included teaching choice-making skills. It was seen that teaching through the constant time-delay procedure was effective in teaching the choice-making skill and that the participants preserved the choice-making skill 1, 3, and 4 weeks after the completion of teaching and generalized it to their primary caregivers.
Widening Participation in Higher Education: A Play in Five Acts
Author: Pitman, Tim
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Educationally Disadvantaged,Case Studies,Enrollment,Outcomes of Education,Access to Education,Educational Policy,Equal Education

Policies and programs to address higher education disadvantage reveal four distinct approaches, each revealing certain assumptions about the nature of educational disadvantage. These are: creating mass higher education systems; redistributing or allocating certain places to disadvantaged students; changing the cultural practices of institutions; and shifting the policy focus from access towards higher education outcomes or benefits. Using the Australian higher education sector as a case study, each of these approaches is defined, identified and examined in regard to its impact on widening access and participation in higher education. An alternative approach -- a fifth act -- is proposed; one which concentrates on the need to understand the identity of the student, both in terms of how he/she understands disadvantage and what he/she wants out of higher education.
What Are Our International Students Telling Us? Further Explorations of a Formative Feedback Intervention, to Support Academic Literacy
Author: Burns, Caroline
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Students,Formative Evaluation,Summative Evaluation,Intervention,Feedback (Response),Action Research,Semi Structured Interviews,Questionnaires,Literacy,Higher Education,Academic Discourse,Foreign Countries,College Students

This study reports on a further iteration of an action research cycle, discussed in Burns and Foo (2012, 2013). It explores how formative feedback on academic literacy was used and acted upon, and if a Formative Feedback Intervention (FFI) increased the students' confidence in future assignments. It also considers whether the assignment of a grade was beneficial. Students were asked to give written reflections using Gibbs reflective model (1988) and later via a semi-structured questionnaire. In-depth interviews were also carried out to provide rich data. Findings suggest students are taking appropriate actions to close the gap (Sadler, 1989) in particular sharing with their peers. Feedback is reported to be an emotional experience; the grade assigned is highly valued and appears to be used for self-motivation. In addition, students raised the issue of the cultural adjustment they are making to bridge the gap between the teaching and learning of their home and new environment.
Black Teachers Matter: Qualitative Study of Factors Influencing African American Candidates Success in a Teacher Preparation Program
Author: Dinkins, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: African American Students,African American Teachers,Whites,Racial Differences,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Elementary Secondary Education,Teacher Role,Career Choice,Social Justice,Student Motivation,Teaching (Occupation),Barriers,Standardized Tests,Graduation,Qualitative Research,Undergraduate Students,Semi Structured Interviews,Academic Persistence

This qualitative study examined the perspectives and experiences of ten African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates' decision to complete or leave the program: the role K-16 teachers play in inspiring African American candidates to become educators, a desire for social justice that motivates African American undergraduate students to embrace or reject teaching as a career, and the role of standardized exams and financial barriers in preventing African Americans from completing education programs.
Choosing a Methodology: Philosophical Underpinning
Author: Jackson, Elizabeth
Date: 2013-10-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Research Methodology,Doctoral Dissertations,Decision Making,Research Projects,Epistemology,Theory Practice Relationship,Student Research,Data Interpretation,Data Collection,Research Design

As a university lecturer, I find that a frequent question raised by Masters students concerns the methodology chosen for research and the rationale required in dissertations. This paper unpicks some of the philosophical coherence that can inform choices to be made regarding methodology and a well-thought out rationale that can add to the rigour of a research project. It considers the conceptual framework for research including the ontological and epistemological perspectives that are pertinent in choosing a methodology and subsequently the methods to be used. The discussion is exemplified using a concrete example of a research project in order to contextualise theory within practice.
Student Activism: An Exploration of Pre-Service Teacher Engagement
Author: van Tol, Jason
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Activism,Student Participation,Barriers,Self Efficacy,Group Activities,Questionnaires,Interviews,Action Research,Time Management,Foreign Countries,Elementary School Teachers

This study investigated university student activism from both a theoretical and applied perspective. The aims were to explore some of the elements that might enable or constrain student activism and to facilitate the students' opportunity to act on an issue of their choice. The three elements of self-efficacy, group work, and time were reviewed in the literature and used as a framework to gather data, the collection of which was completed in three sequential phases: a questionnaire, interviews, and an action research project. Sixty questionnaires were returned and, from these, eight students were interviewed and engaged in the action research project. Results from the questionnaire indicated that students were quite time poor with the median student spending more hours per week working than studying. Further results from the questionnaire as well as the interviews and action research project suggested that the element of self-efficacy had less of an effect on students' activism than did group work or time, both of which were enabling when present and constraining when absent.
Early Field Experience Innovations to Increase Positive Impact on K-12 Students
Author: Case, Anny Fritzen
Date: 2016-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Partnerships in Education,College School Cooperation,Middle School Students,Teacher Collaboration,Student Teaching,Learning Experience,Preservice Teachers,Cluster Grouping,Educational Innovation,Teacher Role,Teacher Educators,School Community Relationship,Middle School Teachers

This paper describes several innovations to an early field experience emerging from a community, school, and university partnership focused on a middle school serving diverse students from low-income neighborhoods. With the primary goal of utilizing teaching candidates to provide direct academic, social, and instructional support to the middle school students, university faculty and middle school educators worked in collaboration to simultaneously provide rich professional learning experiences for the preservice teachers. Preliminary assessment of the model suggests promising practices of clustering, hybrid roles of university and school-based educators, and expanding contexts for field experiences beyond the traditional classroom.
Let's Go to Camp: A Model for Clinical Practice
Author: Bardsley, Mary Ellen
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Preservice Teacher Education,Clinical Supervision (of Teachers),Specialists,Literacy,Field Experience Programs,Coaching (Performance),Student Teaching,Summer Programs,Elementary School Students,Urban Schools,Elementary Schools,Primary Education,Preservice Teachers,Graduate Students,Teacher Educators,Interpersonal Relationship,Personality,Professional Development,Teacher Collaboration

This article describes an alternative venue clinical experience that provides advanced literacy specialist candidates and preservice teacher candidates at a small liberal arts university context for advancing their roles and understanding of effective teaching. The article situates our conceptual and pedagogical understandings of teaching and learning in a body of theoretical work, upon which we have relied to craft the clinical experience. This article also describes the multi-layered field experience, and shares lessons learned from the course instructors, literacy coaches, and preservice candidates. Finally, we discuss next steps in our quest to improve clinically rich practice.
Teacher Education Reform: Listening to Voices from the Inside
Author: Roose, Deborah
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Educational Change,Qualitative Research,Administrator Attitudes,Deans,Interviews,Faculty Development,Teacher Role,Program Development,Educational Principles,Models,Context Effect,Educational Environment,Liberal Arts,Elementary Secondary Education,Barriers,School Community Relationship

For decades, teacher educators and others have looked critically at the way teachers are initially prepared and during the last ten years the calls for reform in teacher education have become even more frequent. Some programs have responded to those demands and made substantial and long lasting changes. This qualitative study reports on data gathered during interviews with deans and other senior teacher education program heads who have been leaders of major long term programmatic changes in their institutions. Interviewees described the major reforms that occurred under their leadership and described the origins of each initiative and the positive and negative influences on these reform efforts. Conclusions focus on the importance of faculty development and a coherent program foundation, the centrality of context, and the re-visioning of relationships between states and teacher education programs.
When Rating Systems Do Not Rate: Evaluating ERA's Performance
Author: Henman, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Rating Scales,Foreign Countries,Universities,Achievement Rating,Evaluation Methods,Research,Public Agencies,Statistical Analysis,Bayesian Statistics,Probability

In 2015, the Australian Government's Excellence in Research for Australia (ERA) assessment of research quality declined to rate 1.5 per cent of submissions from universities. The public debate focused on practices of gaming or &quot;coding errors&quot; within university submissions as the reason for this outcome. The issue was about the in/appropriate allocation of research activities to Fields of Research. This paper argues that such practices are only part of the explanation. With the support of statistical modelling, unrated outcomes are shown to have also arisen from particular evaluation practices within the discipline of Psychology and the associated Medical and Health Sciences Research Evaluation Committee. Given the high stakes nature of unrated outcomes and that the evaluation process breaches public administration principles by being not appealable nor appropriately transparent, the paper concludes with recommendations for the strengthening ERA policy and procedures to enhance trust in future ERA processes.
Walker &amp; Davis: Learning at Work and University: Midwifery Students and Sexual Health Advice
Author: Walker, Susan
Date: 2013-10-00
Type: Journal Articles
Subjects: Allied Health Personnel,Higher Education,Undergraduate Study,Sexuality,Health Promotion,Health Behavior,Focus Groups,Questionnaires,Females,Program Effectiveness,Contraception,Teaching Methods,Experiential Learning,Obstetrics,Theory Practice Relationship,Foreign Countries,Competence,Attitude Measures

Concerns about the theory-practice gap and discussion regarding the role of the preregistration programme in preparing registered health care practitioners, are two recurring themes in the literature. This study was carried out in a higher education institution in England and was conducted over a twelve month period. It examined how well the undergraduate programme in midwifery prepares student midwives to provide sexual health advice to women. Using focus groups and questionnaires the study sought the views of three consecutive cohorts of final year midwifery students. The research focused on the students' experiences of giving advice on contraception and sexual health to women in their care and on how they responded to proposed changes in the programme. Findings indicated that students wanted more practice-based educational methods. The study suggests that a model in which theoretical knowledge is reinforced practically, with practice based scenarios and mentor emulation as staging points, would help to develop confident practice.
Teachers' Views on Integrating Faith into Their Professional Lives: A Cross-Cultural Glimpse
Author: Ahn, Joonkil
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Spiritual Development,Professionalism,Cross Cultural Studies,Preservice Teachers,Integrated Activities,Graduate Surveys,Student Surveys,Moral Values,Online Surveys,Role Conflict,Teacher Response,Foreign Countries,College Graduates,Teachers,Student Attitudes,Moral Issues

AILACTE institutions are often linked to faith-based traditions, and teacher education candidates may attend these institutions as a result of their sense of calling to the profession. However, most graduates of teacher education programs teach in religiously neutral environments. With the high expectations of professional standards for the profession, and increasing cultural diversity of the school population, attention to issues of integration of faith and work may be limited. The present study provides insight into how preservice teachers, graduates of a teacher education program, and teachers in Korea view the integration of their faith with their professional lives. Teachers report various ways in which they draw upon their own faith, and they suggest that the examination of moral dilemmas from a faith-based perspective has been largely ignored in an effort to prepare candidates to function in religiously neutral environments. They also indicate that the examination of case studies and scenarios for moral and ethical implications may be of value to them as they seek to live out their faith in culturally sensitive and appropriate ways.
The Partnership Pact: Fulfilling School Districts' Research Needs with University-District Partnerships
Author: Ralston, Nicole
Date: 2016-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Districts,Research Needs,College School Cooperation,Qualitative Research,Research Projects,Scholarship,Theory Practice Relationship,Information Utilization,Administrator Attitudes,Research and Development,Educational Research

There has been a recent shift in university-district partnership models from traditional transactional partnerships, which lack a shared purpose, to transformational partnerships that are mutually beneficial to both universities and school districts. These transformational research-practice partnerships have gained popularity in the United States as a means of extending university research resources. To date, limited research has investigated the impact of district-driven research on the community. This qualitative study helps fill that gap by examining the impacts of one newly formed research-practice partnership on district stakeholders. Our findings suggest that authentic district-driven research projects have the potential to provide rigorous and timely research deliverables for school district partners in the community through the production of public scholarship. The themes that emerged suggest that these projects can both meet the district needs in an era of dwindling budgets and can result in a change of practice.
Assessment for Learning Practices and Competency among Malaysian University Lecturers: A National Study
Author: Ahmad, Tunku Badariah Tunku
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Educational Practices,Educational Assessment,Student Evaluation,Teacher Competencies,Academic Standards,Evaluation Criteria,Likert Scales,Measures (Individuals),Componential Analysis,Feedback (Response),Evaluation Methods,Grading,Ethics,Correlation,Scores

This paper reports the findings of a national study involving 534 lecturers from 33 higher learning institutions in Malaysia to find out their self-reported practices and perceived competencies in assessment for learning. Data were collected using a 24-item assessment practice inventory drawn from five of the six standards stipulated in an established US developed assessment competency framework for teachers. Principal Component Analysis (PCA) and descriptive statistics were used to analyse lecturers' reported practices and competencies. The PCA procedures extracted four underlying dimensions of AfL practice among the lecturers that corresponded to four of the five standards used. Further descriptive analysis produced a rank order of the four AfL dimensions in terms of practice and competency. Lecturers reported to quite frequently practise &quot;communicating results and feedback to students&quot; and &quot;using diverse AfL methods.&quot; They also perceived to be more competent in these two aspects than in AfL compliant grading practices and recognising unethical uses of assessment information. The findings produced adequate empirical support for instructional interventions and training to be provided at the national level to upgrade lecturers' current competencies in assessment and support their adoption of AfL.
Reflecting on Masters Dissertations
Author: Duke, Christopher
Date: 2013-10-00
Type: Journal Articles
Subjects: Masters Theses,Reflection,Teaching Experience,Educational Practices,Supervisory Methods,Student Research,Interviews,Student Attitudes,Critical Incidents Method,Supervisors,Student Evaluation of Teacher Performance,Graduate Study

In this paper I reflect on my own practice as a supervisor of taught postgraduate students. By outlining my own process of reflection I demonstrate that, despite some minor issues, Brew &amp; Peseta's (2004) ten criteria for good supervisory practice of research postgraduates can be used as tool with which to reflect upon and improve one's practice as a supervisor of taught postgraduate students. In addition, I demonstrate that Chell's (2004) version of the Critical Incident Technique can be used to obtain a student's view of their supervisor's practice. The results of an interview with one of my own supervisees provide support for the future application of Brew &amp; Peseta's criteria to taught postgraduate supervision.
Getting Cited: A Reconsideration of Purpose
Author: Davies, Martin
Date: 2017-00-00
Type: Journal Articles
Subjects: Citations (References),Citation Analysis,Network Analysis,Higher Education,Periodicals,Scholarship,Intellectual Disciplines,Researchers,Influences

Michael Calver's recent exhortation &quot;Please Don't Aim for a Highly Cited Paper&quot; (AUR, 57(1): pp. 45-49) is welcome and a timely reminder of the problems associated with seeking citations at any cost. While not disagreeing with the concerns he raises we offer another way of looking at citation-seeking; thereby outlining a reconsideration of its purpose. We suggest that citations indirectly help to shape the terrain of a discipline. By providing an analysis of citation data from two key higher education journals, we show how citations are a measure of the &quot;geography&quot; of a discipline, i.e., the networks of influence of key thinkers and the keywords that reveal scholarly interests and practices. This, in turn, provides us with information that is revealing about the nature of disciplines themselves. This paper provides a summary of data from an ongoing research program we are conducting that analyses the citation metrics of key journals in the field. [See: &quot;Please Don't Aim for a Highly Cited Paper&quot;, at EJ1053513.]