ethanporcaro/eric-fulltext-meta huggingface dataset:
University Planning: A Conceptual Challenge
Author: Lindahl, Ronald A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Planning,Strategic Planning,College Planning,Universities,Needs Assessment,Institutional Characteristics,Educational Change,Organizational Change,Decision Making,Tenure,College Faculty,Politics of Education,Governance,School Culture

Most authorities on educational planning and change recognize that each situation is somewhat unique and that in complex organizations, like universities, a blend of approaches is necessary. Following the premise of the need for universities to approach planning from multiple perspectives, the purpose of this paper is to briefly explore the unique nature of universities and how this helps to define the considerations that must be taken into account when deciding which planning approaches should be used. To accomplish this purpose, two primary frameworks are blended: Birnbaum's classic text on the characteristics of universities and Bolman and Deal's four frames for analyzing organizations (structural, human resource, political, and cultural). Against this backdrop, various approaches to educational planning are examined, e.g., incremental, bounded rational, comprehensive rational, mixed scanning, and developmental, to discern the situations and conditions under which they are appropriate for university planning. The overall conclusion is that due to the complexity of university characteristics and the need to examine the university's needs and conditions through each of the four frames, university planners must be well versed in all approaches in order to select the one(s) most appropriate for a particular planning endeavor.
Advancing Knowledge Mobilization in Colleges of Education
Author: Zuiker, Steven John
Date: 2019-00-00
Type: Journal Articles
Subjects: Knowledge Management,Schools of Education,Educational Research,College Faculty,Foreign Countries,Teacher Attitudes

This study examines emerging efforts by three colleges of education to contribute to research use through public systems of knowledge exchange among researchers, practitioners, policymakers, and other education stakeholders. Often labeled &quot;knowledge mobilization&quot; (KM), such organization- and individual-level agendas seek to enhance, expand, and sustain engagement with educational research. Colleges of education with public KM agendas signal formal, local efforts at a time when KM remains weakly integrated within education. This study seeks to highlight the interdependent opportunities and challenges that accompany individual and organizational capacities for such change associated with KM. Findings from analysis of faculty survey responses (n = 66) suggest that progressive engagement with KM among colleges of education challenges their faculty to navigate the competing demands of knowledge production and mobilization.
Planning for Church and State Educational Leaders&apos; Partnerships in Ghana: An Examination of Perceptions Impacting Relationships
Author: Ayaga, Augustine Matthew
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Catholics,Churches,Educational History,Foreign Policy,Partnerships in Education,Educational Legislation,Low Achievement,School Supervision,School Administration,Administrator Attitudes,Administrator Effectiveness,Predictor Variables,Strategic Planning,Educational Improvement,Interpersonal Competence,Administrator Characteristics,Elementary Secondary Education,Church Role

Education is a means to unlocking human potential for social, economic, and religious advancement. The Catholic Church and government in Ghana have had a long-standing partnership for the promotion of education at the pre-tertiary levels. The partnerships between religious bodies and the government dates back to the British colonial period, and is enshrined in the Education Acts of 1961 and 2008 of post-colonial governments. The partnerships have gone sour with accusations and counter accusations from both sides as Church and government policy makers as well as frontline educational leaders blame each other for the rapid decline in discipline in Church schools and poor student performance. Poor monitoring and supervision of schools by educational leaders is reported to be responsible for poor teaching and learning. Weak institutional collaboration between Church and government as well as role conflicts accounts for poor monitoring and supervision that negatively impact on schools. Using a convergent parallel mixed methods methodology, the researcher sought to understand educational leaders' perceptions of their attitudes, skills, and behaviors in the partnership. Quantitative and qualitative data on demographics as well as partnership attributes regarding competence, skills, and behavior of educational leaders were collected and analyzed for differences, relationships, and meaning. The main findings include significant interaction effects of demographic variables on perceptions. Education as a demographic variable, along with competence, and social skills were statistically significant predictors of individual behaviors in partnerships. The quantitative findings were correlated with the qualitative results and the findings have implications for leadership in pre-tertiary education. Policy makers associated with both Church and government relationships in pre-tertiary education should review policies on their respective partnerships and focus on the training of educational leaders in strategic planning to improve partnerships in order to improve education.
Globally Minded Leadership: A New Approach for Leading Schools in Diverse Democracies
Author: Tichnor-Wagner, Ariel
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Approach,School Administration,Democracy,Grounded Theory,Principals,Administrator Attitudes,Leadership Styles,Instructional Leadership,Leadership Training,Administrator Education,Educational Practices,Faculty Development,Educational Change,Stakeholders,School Community Relationship,School Districts,Cultural Pluralism,Global Education,Elementary Secondary Education,Organizational Change

Global migration, global markets, and technological advances have connected the world at an unprecedented scale and have diversified the communities with which people engage and the schools in which educators teach. This study explores the school leadership attributes that facilitate the learning of critical competencies needed to thrive in a diverse, interconnected world. Using a grounded theory approach to analyze in-depth interviews with eleven practicing school principals, ten globally minded leadership practices emerged from the data. These fell under the constructs of setting the direction, developing people, redesigning the organization, and situating glocally. Findings hold implications for how educational leadership programs and professional development providers can utilize this emerging framework to\ cultivate globally minded leaders.
The Equity-Quality Dilemma of Higher Education Expansion: A Goal-Oriented Planning Approach for Maintaining High Quality Standards in Ethiopia
Author: Karorsa, Demissie L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Higher Education,Educational Quality,Access to Education,Goal Orientation,Educational Planning,Strategic Planning,Educational Objectives,College Role,Educational Finance,Budgets,Enrollment

Ethiopia, the second most populous country in Africa, has embarked on an aggressive mission to expand higher education opportunities for its populace during the past two decades. However, associated with this aggressive approach to increasing higher education opportunities is the dilemma that educational planners face of improving the quality of the higher education system while the expansion is occurring. The major higher education strategic planning issues related with resolving this dilemma are analyzed in this article and recommendations for a more efficient and effective approach to improving higher education in Ethiopia as well as in other countries is presented.
A Discussion of Strategic Planning as Understood through the Theory of Planning and Its Relevance to Education
Author: Beach, Robert H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Planning,Strategic Planning,Educational Improvement,Program Implementation,Educational History,Models,Definitions,Educational Benefits,Educational Objectives,Barriers,Failure,Success

The purpose of this article is to provide an introduction to strategic planning in education, including basic principles, templates, and factors that led to its rise to become a recognized approach in educational planning, and in the issues that have led to increasing reliance on other approaches to educational planning.
Strategic Planning in Higher Education: Plans, Pauses, Perils and Persistence
Author: Snyder, Timothy Law
Date: 2015-00-00
Type: Journal Articles
Subjects: Strategic Planning,Educational Planning,Higher Education,Quality Assurance,Program Implementation,Case Studies,Universities,Stakeholders,Consultants,Governance,Educational Objectives,College Planning,Budgeting,Resource Allocation,Program Evaluation

The strategic planning process requires considerable detail, much of which is covered in traditional literature on strategic planning. Using actual and existing strategic plans as example, we discuss aspects of strategic planning in academic settings that are often not addressed. We present a list of action items that should be considered as part of any strategic planning process, speaking to their value in the case of the example plans. One important action item is assurance that one's plan, when formed and when implemented, is robust enough to weather unexpected circumstances like the financial surprises that arrived when recently-minted plans were launched. We also present cautions that require awareness and appropriate action as a strategic plan is created or implemented, again using example plans as case-study guides.
An Assessment of Human Resources and Educational Facilities in Private Pre-Primary Schools in Ogun State of Nigeria
Author: Awoyele, Oyetunde
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Preschools,Educational Facilities,Human Resources,Teacher Qualifications,Administrator Qualifications,Principals,Preschool Teachers,Teacher Student Ratio

Eighty (80) private nursery schools were randomly selected in Ogun State, Nigeria, out of 196 available in the state government's education handbook. Two questionnaires, namely Student Teachers Questionnaire on Nursery School Facilities (STQNSF), and Nursery School Resources Questionnaire for Head teachers (NSRQH) were used to gather data concerning human resources and facilities available in the nursery schools. Based on the federal government's Guidelines on Minimum Standards in Schools nationwide, the adequacy or otherwise of the human resources and facilities were determined using simple percentages. The three research questions designed for the study are: How suitably located are private pre-primary schools in Ogun State Nigeria? How adequate are the teaching staff and head teachers of private pre-primary schools in Ogun State Nigeria? How adequate are the facilities provided in pre-primary schools in Ogun State Nigeria? It was found that most of the private nursery schools were located in conducive environment, but most were accommodated in substandard buildings. Pupil-teacher ratio in the schools was adequate, head teachers' qualifications were adequate but teaching staff qualifications were generally inadequate. Most of the schools had inadequate facilities. Over-all, only 44.37% of the schools' facilities were included in the study. It is recommended that an independent Pre-primary School Commission, separate from the State Ministry of Education, be put in place by each state in Nigeria, to solely see to the actualization of national standards in all private pre-primary schools. This is to ensure adequate provision of teaching staff and facilities and educational standards therein.
Strategic Planning in Public Higher Education: Management Tool or Publicity Platform?
Author: Gordon, Gus
Date: 2015-00-00
Type: Journal Articles
Subjects: Strategic Planning,State Universities,College Administration,Best Practices

This study extends previous research through analysis of strategic plans of eight universities in a state system to determine if the strategic planning process and the plans meet basic strategic planning precepts. Additionally, one of the universities' plans is more deeply investigated for further insight into the quality of the process and the plan. Our conclusions are consistent with those of previous research that strategic planning is not utilized in higher education to its fullest benefit in accordance with strategic planning concepts or in a manner designed to aid continuous improvement. The weakest link in the plans studied involves a consistent lack of review and analysis that could be used to improve future performance. In fact, we conclude that strategic planning in higher education appears to be serving a purpose other than a management technique designed to guide administrators in directing their organizations to become more effective and efficient. We further conclude that the strategic planning document is considered the end and not the means of an improvement strategy. Our research points to management motivations grounded more in external influence and/or to simply comply with accreditation checklists. Results of our study shed light on how administrators, legislators and state regulatory agencies can improve strategic planning in public higher education.
Information and Communication Technology Integration in the Nigerian Education System: Policy Considerations and Strategies
Author: Ibara, Emmanuel C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Teaching Methods,Computer Software,Holistic Approach,Foreign Countries,Faculty Development,Educational Quality,Public Policy,Barriers,Policy Analysis,Educational Strategies,Educational Planning

The paper examines the Nigerian information technology policy and contends that the policy appears not to have sufficiently emphasized the integration of ICT in the nation's education system. It argues that the policy ignores critical elements of quality ICT application in education such as the need for integration into curricular and pedagogical structures, the need for quality professional development programs for teachers and the development of local content software. The paper advocates holistic policy considerations and strategies that reflect these critical elements.
Green Schools -- The Implementation and Practices of Environmental Education in LEED and USED Green Ribbon Public Schools in Virginia
Author: Marable, Steven A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Public Schools,Conservation (Environment),Educational Practices,School Buildings

The purpose of this study was to examine the environmental education curriculum which has been utilized within Green Schools. The study defined Green Schools as educational facilities with Leadership in Energy and Environmental Design (LEED) certification or United States Education Department (USED) Green Ribbon recognition. Currently, there is no set standard for the implementation of environmental education in Green Schools or for schools that utilize the building as a teaching tool for students. The researcher surveyed Green Schools in the Commonwealth of Virginia in order to better understand what common programs and curricula were being utilized. The findings will assist in establishing pedagogical best practices for environmental education while describing how LEED certified buildings are currently being used by educators as a teaching tool to support sustainable practices. Overall, 14 Green Schools in the Commonwealth of Virginia agreed to participate in the study. Once principals and staff gave consent to participate in the study, they were asked to respond to an eSurvey, which consisted of 14 multiple choice and open response survey items. Overall, 98 principals and staff participated in the survey. Quantitative data were collected through multiple choice survey questions analyzed to report descriptive statistics about the sample population. Qualitative data were examined by emerging themes according to pedagogical strategies and programs. The findings from the study indicated that teachers are employing practices that are consistent with current emphases on environmental education. Data also supported that educators take pride in their buildings and incorporate the facility as a teaching tool in a variety of instructional practices throughout the Commonwealth of Virginia.
Strategic Planning in Education in Turkey
Author: Babaoglan, Emine
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Strategic Planning,Educational Planning,Elementary Secondary Education,Program Implementation,School Law,Educational Research,Public Schools,Elementary Schools,Secondary Schools,School Administration,Administrators,Program Effectiveness

This paper examines the implementation of strategic planning within the K-12 schools of Turkey, beginning in 2010. In Turkey, the concept of strategic planning is often misunderstood and as a result, a large number of practical problems have arisen. Thus, strategic plans which were prepared and implemented in schools have not been realistic, functional or practical. Furthermore, educators throughout Turkey have become very skeptical of strategic planning. For successful implementation of the strategic planning process, it has been suggested that educators analyze and examine the values of the organization, the functional and situational plans, as well as the establishment of an effective communication network among school stakeholders. Furthermore, it is essential that the leadership/management of the school strategic planning engages the support of stakeholders' awareness in this process. In addition, it is suggested that the creation of a conceptual foundation for strategic planning, including awareness, stakeholder participation and promotion of the strategic planning process should occur. It is also suggested that schools collaborate with other schools and universities to share ideas and support for planning
Detrimental Effects of White Valued Walls in Classrooms
Author: Grube, Kathryn J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Classrooms,Color Planning,Color,Classroom Design,Environmental Influences,Educational History,Visual Environment,Light

Contrarily to color research, white values of paint are the most commonly applied finish selection on classroom walls today. White walls have been used in American schoolhouse settings since the first discovered paint, also white, was invented and made available some two hundred years ago. Originally, white paint was seen as hygienic and structured in demeanor, and was used as an agent to enhance visual capabilities in closed settings due to dark-hued building materials and an absence of electricity. Since then, using white paint for classroom wall finishes has remained as a perpetual design tradition that is causing a disservice to our academic and educating potentials. White walls are proven to cause detrimental psychological effects, such as anxiety, disruptive behaviors, lack of focus, and depressive moods to students and educators that spend time within the space. These types of effects dull-down learning capabilities and discourage morale. Color research has proven these negative facts for over a century now, but white walls remain constant in our educational facility design from a fallacy of misperception largely due to tradition, misinformation, and ease of maintenance. The question is why.
Time Phased Manpower Model for Education Planning in Afghanistan
Author: Marlin, Benjamin
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Planning,Teacher Supply and Demand,Mathematical Applications,Teacher Education,Teacher Characteristics,Sex,Elementary Secondary Education,Postsecondary Education

This work provides the education planner with an introduction into the use of a time phased linear programming manpower model as it pertains to teacher demands at the provincial and national level. We first explain model fundamentals and then propose the use of such a model to provide keen insights into potential futures regarding a state's education system. Then, we provide a case study that delves into the Afghanistan education system providing insights into teacher training capacity issues as well as potential disparities across genders and provinces. A modification of the model to provide sensitivity analysis regarding policy, assumptions, and uncertainty is also presented, which demonstrates the power of linear programming as a decision tool within the realm of complex policy analysis.
An Examination of Plausible Score Correlation from the Trend in Mathematics and Science Study
Author: Wang, Jianjun
Date: 2016-11-00
Type: Journal Articles
Subjects: Achievement Tests,International Assessment,Mathematics Achievement,Foreign Countries,Science Achievement,Correlation,Scores,Grade 7,Curriculum,Error Patterns

The United States invented a matrix sampling technique to impute five plausible scores of student performance in its National Assessment of Educational Progress. That approach was adopted by a Trend in Mathematics and Science Study (TIMSS) for international comparison. In this paper, baseline data from TIMSS 1995 are analyzed at the seventh grade to examine correlation of plausible scores between mathematics and science. Canonical correlation is introduced to address a non-additive nature of correlation coefficient and reduce Type I error in the result aggregation. Besides revealing the impact of interdisciplinary correlation, this investigation reconfirms importance of student performance in each core subject.
Response to &quot;An Examination of Plausible Score Correlation from the Trend in Mathematics and Science Study&quot;
Author: Mirazchiysi, Plamen Vladkov
Date: 2019-05-00
Type: Journal Articles
Subjects: Achievement Tests,International Assessment,Foreign Countries,Mathematics Achievement,Science Achievement,Correlation,Scores,Curriculum,Error Patterns,Data Analysis

This article is a response to an article written by Wang and Ma &quot;An Examination of Plausible Score Correlation from the Trend in Mathematics and Science Study&quot;, published in the Athens Journal of Education. The purpose of this paper is to address issues with Wang's and Ma's suggestion to use analysis method for correlating plausible values from TIMSS. The paper reviews the design of international large-scale assessments, and TIMSS in particular, and its implications for data analysis in regard to the application of Canonical Correlation Analysis for calculating association between two sets of plausible values, as proposed by Wang and Ma. The conclusion is that, given the design of TIMSS and other large-scale assessments, the method proposed by Wang and Ma is not appropriate for correlating two sets of plausible values because they are not multivariate measures as the suggested method would assume. Some other methodological issues related to the overall analysis approach used by Wang and Ma is discussed as well. [To view the original article, &quot;An Examination of Plausible Score Correlation from the Trend in Mathematics and Science Study,&quot; see EJ1208615.]