ethanporcaro/eric-fulltext-meta huggingface dataset:
Ambitious Leadership: A Case Study of Setting a Vision for Ambitious Instruction
Author: Grossman, Jill
Date: 2016-00-00
Type: Reports - Research
Subjects: Case Studies,Instructional Innovation,Teaching Methods,Instructional Improvement,Elementary Schools,Middle Schools,Principals

Leaders who exemplify ambitious instructional leadership codify and pursue a vision of teaching and learning that is rich and complex. These principals establish a vision not only for their school as a whole but also specifically for the quality and rigor of its instruction. In this case study, the authors examine two approaches to defining and bringing to life an instructional vision that emerged from their research at 10 schools. In the first approach--illustrated through the example of P.S. 125 in New York City--principals adopted an existing instructional program that they felt offered a rich learning experience aligned to their vision and made necessary adjustments to their school (e.g., reorganizing the schedule and building teacher capacity) and/or to the instructional program (e.g., integrating more grade-level texts or guided-reading time). In the second approach--illustrated through the example of Cornerstone Academy for Social Action (CASA) Middle School--principals developed their own ambitious vision for instruction and sought to create the programming and structures necessary to enact it. Regardless of the approach, the authors' findings suggest the principal is both the key instigator and the guiding force for the instructional vision, and that this vision generates a commitment to--and process for--continually raising the quality and rigor of learning opportunities for students. The case study closes with questions for reflection. [For the main report, &quot;Ambitious Leadership: How Principals Lead Schools to College and Career Readiness,&quot; see ED584804.]
Ambitious Leadership: A Case Study of Aligning English Curriculum to College- and Career-Ready Standards at Cardenas
Author: Grossman, Jill
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: English Curriculum,Career Readiness,College Readiness,Alignment (Education),Instructional Improvement,Common Core State Standards,Early Childhood Education,Partnerships in Education,Expertise,Curriculum Enrichment,Curriculum Development,Scheduling,Academic Achievement,School Effectiveness,School Turnaround,Leadership Effectiveness,Best Practices

The shift to the Common Core at the Lazaro Cardenas Elementary School, a pre-K to third grade school in a predominantly Latino area in southwest Chicago, rested on instructional improvement efforts Jeremy Feiwell initiated five years earlier in 2006, when he became Cardenas's principal. Feiwell knew from his years as a teacher at Cardenas that curriculum and instruction at the school varied widely--every teacher was doing something different in his or her classroom. Meanwhile, the school--where 52 percent of students are English language learners and 97 percent come from low-income households--was the lowest performing of the 23 schools in the community. By 2016, the school was the highest performing in math in the south side of Chicago, and one of the top schools for reading. Cardenas's staff attributes a significant portion of the school's success in recent years to their work developing a curriculum that meets the demands of higher standards. Over the course of his tenure, Feiwell has established high expectations for all students, worked with staff in adopting a coherent school-wide curriculum, and intentionally built teacher capacity and responsibility for continually improving the content and delivery of this curriculum. In this case study, the authors describe the three phases of curricular improvement undertaken by Feiwell and his staff. The study concludes with questions for reflection. [For the main report, &quot;Ambitious Leadership: How Principals Lead Schools to College and Career Readiness,&quot; see ED584804.]
Ambitious Leadership: How Principals Lead Schools to College and Career Readiness. Executive Summary
Author: New Leaders
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Principals,College Readiness,Career Readiness,Administrator Role,Academic Standards,Instructional Leadership,Leadership Qualities,Interviews,Knowledge Level,Educational Improvement

&quot;We were a high-performing school. Now we're not.&quot; These words--spoken in 2015 by the head of a respected network of &quot;no excuses&quot; charter schools--could have come from any number of school leaders across the country, as they adjusted to the &quot;skyrocketing&quot; demands of new college- and career-ready (CCR) standards. The standards--and their respective assessments--have revealed a yawning gap between what our students need to know and be able to do to succeed in college and beyond, and how we are currently preparing them. In the face of such challenges, strong school leadership is essential. As the primary culture builders, talent managers, and instructional leaders at their schools, principals are the lynchpins to successful implementation of any school-level improvement initiative. In &quot;Ambitious Leadership: How Principals Lead Schools to College and Career Readiness,&quot; the authors share findings from a study of principals at 10 schools that have made progress in helping students meet CCR standards. It was found that principals successfully making this shift were executing instructional leadership practices at exceptionally high levels of intensity, quality, and intentionality. The authors call this new generation of learning-focused leadership &quot;ambitious instructional leadership.&quot; This executive summary highlights the findings from the full report, discuss the stages of instructional improvement, and recommendations for principals. [For the full report, see ED584804.]
Ambitious Leadership: How Principals Lead Schools to College and Career Readiness
Author: Cawn, Brad
Date: 2016-00-00
Type: Reports - Research
Subjects: Career Readiness,College Readiness,Principals,Leadership Styles,Leadership Responsibility,Leadership Effectiveness,Focus Groups,Observation,Interviews,Parent Attitudes,Administrator Attitudes,Teacher Attitudes,Instructional Leadership,Educational Practices,Instructional Innovation,Educational Planning,Instructional Materials,Curriculum Enrichment,Management Information Systems,Intervention,Teacher Collaboration,Communities of Practice,Coaching (Performance),Feedback (Response),School Effectiveness,Leadership Qualities,Urban Schools,Elementary Secondary Education

As school leaders adjust to the demands of new college-and-career-ready (CCR) standards, research is showing a yawning gap between what students need to know and be able to do to succeed in college and beyond and how schools are currently preparing them. These higher expectations demand a more challenging curriculum, more sophisticated instruction, and more intensive instructional supports. The transition to CCR standards has been a challenge even for the most talented principals, as this work calls for a deep understanding of what the standards are and what they are asking of students and teachers, along with a much more intensive and intentional approach to instructional leadership. To address the issues of what principals need to know and do to effectively lead to higher standards, researchers identified 10 urban schools that were outpacing their district or state peers. Data from interviews, observations, and focus groups with teachers, administrators, and parents found six key instructional leadership practices: (1) Setting a vision for ambitious instruction; (2) upgrading curriculum and instructional materials; (3) Creating systems to support data-driven instruction; (4) Creating opportunities for individualization and intervention; (5) Creating systems for group professional learning and collaboration; and (6) Providing consistent coaching and feedback to individual teachers. [This report was written with Georgia West.]
Ambitious Leadership: A Case Study of Data-Driven Instruction at KIPP Comienza
Author: Grossman, Jill
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Case Studies,Decision Making,Data,Elementary Schools,School Effectiveness,School Turnaround,Evidence Based Practice,Disadvantaged Schools,Best Practices,Instructional Improvement,Strategic Planning,Progress Monitoring,Accountability,School Support,Meetings,Administrative Principles

At KIPP Comienza Community Prep--an elementary school in Huntington Park, California, where 94 percent of students qualify for free lunch, and more than 60 percent are English language learners--most kindergarteners start out well below pre-reading levels. In 2015, however, just a few years after these students walked in the school doors unable to identify the letters of the alphabet, 81 percent met or exceeded standards in English on the Common Core--aligned Smarter Balanced Assessment Consortium (SBAC) assessment; 82 percent did so in math. Principal Shirley Appleman attributes her school's success in shifting to college- and career-ready standards to the robust use of data. Using data at this level of consistency and rigor--so that it informs instruction every day, in every classroom--requires substantial planning and organization. This case study describes several practices that Appleman and her team maintain to ensure that student data drives every decision about instruction and curriculum at KIPP Comienza. Questions for reflection conclude the study. [For the main report, &quot;Ambitious Leadership: How Principals Lead Schools to College and Career Readiness,&quot; see ED584804.]
Ambitious Leadership: How Principals Lead Schools to College and Career Readiness. Policy Brief
Author: New Leaders
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Career Readiness,College Readiness,Educational Policy,Principals,Leaders Guides,Change Strategies,Instructional Leadership,Academic Standards,Educational Resources,Administrator Education,Professional Autonomy,Educational Quality,School Effectiveness,Elementary Secondary Education

This policy brief details three recommendations for how principals can lead schools to college and career readiness. They include: (1) Revising school leadership standards to focus on those most critical for ambitious instructional leadership and providing technical assistance and resources; (2) Strengthening and investing in high-quality principal preparation and support by raising the bar for principal preparation and licensure; providing technical assistance to school districts on high-quality, evidence-based principal support; and investing in evidence-based principal preparation and support; and (3) Providing principals with balanced autonomy by removing barriers to balanced autonomy, investing in programs that provide principals with balanced autonomy, and directing federal funds toward projects that provide principals with balanced autonomy. [For the main report, &quot;Ambitious Leadership: How Principals Lead Schools to College and Career Readiness,&quot; see ED584804.]
Turkish Adaptation of Study-Leisure Conflict Scale, Its Validity and Reliability
Author: Isik, Utku
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Reliability,Test Validity,Conflict of Interest,Adoption (Ideas),Measurement Techniques,Family Work Relationship,Leisure Time,College Students,Factor Analysis,Student Surveys,Statistical Analysis

This study aimed to adapt to Turkish the measurement of work-leisure conflict developed by Tsaur et al. (2012) to measure work-leisure conflict and to present the causes and dimensions of the conflict and to develop a new study-leisure conflict scale for university students based on the items of this scale and to undertake reliability and validity studies for the new measure. A total of 306 students took part in the study. First of all, &quot;Measurement of Work-Leisure,&quot; the foundation for this study, was translated into Turkish in order to ensure linguistic equivalence. Validity was investigated by using explanatory and confirmatory factor analyses. Reliability was calculated by utilizing Cronbach Alpha internal consistency coefficient, split halves method and Guttman reliability coefficient. Statistical results obtained from the study show that the adapted Turkish version of the scale was a valid and reliable measurement instrument.
Theme Development Methods/Techniques Employed by EFL Majoring Students in Their Expository Writing
Author: Shawish, Jaber I. Abu
Date: 2018-06-00
Type: Journal Articles
Subjects: Expository Writing,Majors (Students),English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Statistical Analysis,Foreign Countries,College Students,Universities,Writing Tests,Writing Instruction,Student Attitudes,Preferences,Essays,Grade Point Average,Gender Differences,Writing Processes

Recent research in English language is descriptive, evaluative and analytical. It is quantitative and qualitative in nature, which aims at investigating theme development methods/techniques employed by Palestinian tertiary level EFL learners in performing written discourse. The study is an attempt to analyze the written product of 120 Palestinian EFL tertiary level learners majoring in English language and selected purposively from three different national universities in Gaza Strip; namely, Al-Quds Open University, Al-Azhar University-Gaza and the Islamic University of Gaza. The instrument used to collect the data for the present study is a writing test in which the students were asked to write a three- paragraph topic on a current issue, which is familiar to all members of the sample of study. And frequencies, percentages, T-test and Pearson correlation were the major statistical tests used in the present study. The results were also presented in graphic forms. The major results this study reached were; Palestinian English foreign language tertiary level majors are not competent in using different theme development methods in their expository writing. They almost used one or two of those methods. The results also show that the most frequently used two methods are cause/ effect and comparison/ contrast whereas the least frequent methods are question/ answer and definition. Regarding the demographic variables, it was found that gender has a partial impact on using these methods. Similarly, university variable has an impact on this area in terms of preferring using some methods by a particular group than others.
Turkish and Ethiopian Teachers&apos; Views about Students&apos; Undesirable Behaviours in the Classroom and the Techniques They Use to Cope up With: A Case Study
Author: Berhanu, Kelemu Zelalem
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Classroom Environment,Classroom Techniques,Coping,Student Behavior,Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Questionnaires,Behavior Problems,Attribution Theory,Change Strategies,Participant Characteristics,Etiology,Elementary Secondary Education,Comparative Education

The overall purpose of this study was to identify teachers' views about types and causes of students' undesirable behaviours and the techniques they use to cope up with. This study is qualitative in nature, and in the pattern of a holistic multiple case study. To identify the schools, the researchers used convenience sampling technique. The work group was determined using maximum variable sampling. As a result, the working group consisted of four participants from Turkish school and four from Ethiopian school. The data were collected be a semi-structured questionnaire interviewing the participants face to face. The data were analysed by the help of computer program called Nvivo using content analysis technique. The observed behaviours common to both schools were being late, cheating, not doing the given tasks, talking without permission during the lesson, hyperactivity and lack of attention, complaining about their teacher to family, not paying attention to personal hygiene and being rude. On the other hand, In Ethiopia, attaching nickname to friends, picking up and leaving the class in the middle of lesson, eating and drinking at the wrong time, insulting and not sitting properly; in Turkey producing a variety of excuses and complaints, silence, selfishness, naughtiness, swearing, lack of interest in cultural activities and theatre play, smoking cigarettes secretly were undesirable behaviours determined peculiar to each culture. A close, positive and supportive relationship between all school stakeholders is essential for developing a mutual relationship of respect and for managing undesirable behaviours successfully.
Validity and Reliability Study of Quality of School Work Life (QSWL) Scale
Author: Ilgan, Abdurrahman
Date: 2014-00-00
Type: Journal Articles
Subjects: Education Work Relationship,Test Reliability,Test Validity,Job Satisfaction,Test Construction,Factor Analysis,Quality of Life,Teacher Surveys,Elementary Secondary Education,Correlation,Item Analysis,Foreign Countries,Statistical Analysis

QSWL in a psychosocial manner is defined as &quot;the effect of the workplace on satisfaction with the job, satisfaction in non-work life domains, and satisfaction with overall life, personal happiness, and subjective well-being&quot;. This research aimed to develop a valid and reliable measurement instrument that is designed to measure QSWL based on literature, expert and practitioner teachers' knowledge. 784 teachers were participants in this research. The draft scale included 30 items of the instruments. To validate the scale exploratory factor analysis followed by confirmatory analysis. Exploratory factor analysis revealed that QSWL scale is composed of five dimensions. Confirmatory analysis revealed that X[superscript 2]/sd ratio was in the intermediate level, the value of RMSEA and RMR were in represents of acceptable fit whereas GFI and AGFI indexes were in weak level and finally NNFI and CFI were in sufficient value. Cronbach's Alpha coefficient values for QSWL subdimensions were ranged between 0.62 and 0.85 whereas this value was 0.87 for composite scale. Consequently, this newly developed scale is a valid and reliable instrument that serves to measure and describe schools' quality of work life.
Identifying Effectiveness of Online Group Study on Mathematical Problem Solving Attitude: A Comparative Study
Author: Birisci, Salih
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Mathematics Activities,Problem Solving,Online Courses,Electronic Learning,Cooperative Learning,Group Dynamics,Preservice Teachers,Preservice Teacher Education,Synchronous Communication,Statistical Analysis,Pretests Posttests,Questionnaires,Student Teacher Attitudes,Statistical Significance,Quasiexperimental Design,Calculus,Likert Scales,Foreign Countries

Designing a group study enables students to develop critical thinking, effective team work; appreciation and respect for other views, techniques and problem-solving methods by promoting active learning environment. The purpose of this quantitative study examined the effects of online collaboration on the pre-service teachers' mathematical problem solving attitude. Specifically, the study examined the effects of group working to the mathematical word problem solving tasks alone. Forty-two pre-service teachers enrolled in the study which were divided into three groups: Synchronous online (n = 12), face-to-face (n = 15) and individual (n = 15). Students in each group were required to solve four ill-structured problems under problem solving sessions over a six-week period. It is used a quantitative analysis of data. To measure the change in problem solving attitude, a pre and post-test problem solving attitude questionnaire administered to measure attitude change. The results indicate that, whether synchronous online or face-to-face group based problem solving processes resulted with more positive attitude than individual study. It is also revealed that students' problem solving attitudes were increased in all groups, however, F2F group students' showed positive higher difference than those SO and IND students.
A Dynamic Model of Language Variation Applied to Innovative Phonological Patterns in the Fijian Dialect Chain
Author: Prescott, Barbara L.
Date: 1987-08-15
Type: Speeches/Meeting Papers
Subjects: Malayo Polynesian Languages,Models,Language Variation,Phonology,Dialects,Sociolinguistics,Innovation,Goodness of Fit,Vowels,Linguistic Theory,Suprasegmentals,Foreign Countries

One concern in current sociolinguistic theories of language variation is to find dynamic models that integrate rules governing the 'lects' of a language into a unified description of that language. The dynamics of language change in the variations inherent to the Fijian dialect chain have profound implications for language literacy and educational instruction as well as for future educational policies that affect the language learning population. In this paper, four separate phonological innovations that have occurred in the Fijian dialect chain are examined in light of the developmental model of language variation proposed by Charles-James N. Bailey (1973). Testing the model for goodness of fit with non-Indo-European language data is necessary to determine its applicability to a general interpretation of language variation, as well as the historical explanation of phonological change. Each of these changes has implication for future language learning instruction.
The Relation of High School Academic Performance and Student Effort to Language Use and Recency of Migration among Asian- and Pacific-Americans
Author: Dornbusch, Sanford M.
Date: 1987-04-20
Type: Speeches/Meeting Papers
Subjects: Asian Americans,Pacific Americans,High School Students,Academic Achievement,Language Usage,Immigrants,Family Structure,Interpersonal Competence,Questionnaires,Bilingual Students,Grades (Scholastic),Parenting Styles,Self Esteem

This research report focuses on Asian- and Pacific-American adolescent high school achievement. It is part of a continuing collaborative effort between Stanford researchers and six high schools in the San Francisco Bay Area. This Study of Families and Schools, as part of the larger Study of Stanford and the Schools, is primarily concerned with studying the impact of family structures and processes on the social and academic performance of American high school students. [Additional funding for this research was provided by the Stanford Center for the Study of Youth Development and Father Flanagan's Boys Home.]