ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading School Change through an Ed.D. Program: Developing Effective Educational Leadership in Partnership with Local School Districts
Author: Bragen, Bernard F., Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: College School Cooperation,Leadership Effectiveness,Doctoral Programs,School Districts,Partnerships in Education,Doctoral Students,Transformational Leadership,Program Implementation,Administrator Education,Fellowships,Professional Development,Change Agents,Educational Improvement,Elementary Schools,Secondary Schools,Preschools,Schools of Education,School Administration

The purpose of this paper is to describe how one university collaborated with local P-12 partners to create an Ed.D. program in Educational Leadership. This program's goal is to professionally develop aspiring district-level school leadership in concert with local P-12 partnership school districts. As a direct result of those partnerships, the program provides doctoral candidates with opportunities to implement transformative leadership initiatives, meaning those that substantially challenge the status quo, in local participating P-12 school districts as a critical component of their dissertation research. Examples of previous transformative initiatives include; ungraded classrooms, collaborative teacher-led schools, self-directed teacher evaluation programs, experiential and inquiry-based instruction, and student-led curriculum development. This article describes how the program was developed and the essential features incorporated into its design, including the teaching fellows, the Transformative Leadership Project, the coursework and dissertation, and the change initiatives led by doctoral students. The initial cohort for this program began in the fall semester 2017 with 22 doctoral students.
Reciprocity and Professional Capital as Measures of Success in a Professional Development School
Author: Hanreddy, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,College School Cooperation,College Faculty,Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Middle School Teachers,Teacher Collaboration,Program Effectiveness,Faculty Development,General Education,Special Education,Interaction,Preservice Teacher Education,Preservice Teachers

In this study, a PDS [professional development school] partnership is examined using the lens of &quot;professional capital&quot; (Hargreaves and Fullan, 2012) with an emphasis on the perspectives of teachers in preschool through grade 8. Findings suggest that teachers were less likely than university faculty to indicate that the partnership contributes to qualities of professional capital. Further, teachers described ways in which reciprocity, parity, and trust with university partners impacted their role in the PDS relationship.
Sustaining a PDS Network through a Collaborative Leadership Model
Author: Van Buen, Cindy
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Networks,Cooperative Planning,Participative Decision Making,Leadership,Elementary Secondary Education,Faculty Development,Preservice Teacher Education,Student Teachers

This article represents the 28 year history of Professional Development Schools at the University of South Carolina and explains how the network continues to grow and thrive, in part, by the application of a collaborative leadership model. Our goal in this article is to recognize and understand how our continued efforts, as professional development school (PDS) partners, helped grow, change and sustain the Professional Development Schools Network at the University of South Carolina (UofSC) since its inception in 1990. We share our history and describe the context within which we enact our PDS Network of 21 schools in five school districts and most recently a PDS District. Subsequent sections of the article discuss our evolving commitments to the network via our mission, funding, planned events, and assessment.
The Consistency of Composite Ratings of Teacher Effectiveness: Evidence from New Mexico
Author: Doan, Sy
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Reliability,Teacher Evaluation,Measures (Individuals),Value Added Models,Observation,Teacher Attendance,Parent Surveys,Student Surveys,Educational Policy,Cutting Scores

Contemporary teacher evaluation systems use multiple measures of performance to construct ratings of teacher quality. While the properties of constituent measures have been studied, little is known about whether composite ratings themselves are sufficiently reliable to support high-stakes decision making. We address this gap by estimating the consistency of composite ratings of teacher quality from New Mexico's teacher evaluation system from 2015 to 2016. We estimate that roughly 40% of teachers would receive a different composite rating if reevaluated in the same year; 97% of teachers would receive ratings within ±1 level of their original rating. We discuss mechanisms by which policymakers can improve rating consistency, and the implications of those changes to other properties of teacher evaluation systems.
Extracurricular Settings as a Space to Address Sociopolitical Crises: The Case of Discussing Immigration in Gender-Sexuality Alliances Following the 2016 U.S. Presidential Election
Author: Poteat, V. Paul
Date: 2019-12-00
Type: Journal Articles
Subjects: Extracurricular Activities,Discussion,Immigration,LGBTQ People,Self Efficacy,Social Justice,Culture,Race,High School Students,Faculty Advisers,Student Organizations

School-based extracurricular settings could promote dialogue on sociopolitical crises. We considered immigration discussions within gender-sexuality alliances (GSAs), which address multiple systems of oppression. Among 361 youth and 58 advisors in 38 GSAs (19 in 2016-2017/Year 1; 19 in 2017-2018/Year 2), youth in Year 1 reported increased discussions from baseline throughout the remaining school year; differences were nonsignificant in Year 2. In both years, youth reporting greater self-efficacy to promote social justice, and GSAs with advisors reporting greater self-efficacy to address culture, race, and immigration discussed immigration more over the year (adjusting for baseline). In interviews, 38 youth described circumstances promoting or inhibiting discussions: demographic representation, open climates, critical reflection, fear or consequences of misspeaking, discomfort, agenda restrictions, and advisor roles.
Gender Achievement Gaps in U.S. School Districts
Author: Reardon, Sean F.
Date: 2019-12-00
Type: Journal Articles
Subjects: Gender Differences,Achievement Gap,English,Language Arts,Scores,School Districts,Accountability,State Standards,Elementary School Students,Middle School Students,Advantaged,Educational Attainment,Occupations,Socioeconomic Influences,Mathematics Achievement,Mathematics Tests,Achievement Tests,National Competency Tests,Family Income,Family Characteristics

We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008-2009 through 2015-2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school districts; some districts have more male-favoring gaps and some more female-favoring gaps. Math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult income, education, and occupations; however, we do not find strong associations in ELA.
Standing out and Sorting In: Exploring the Role of Racial Composition in Racial Disparities in Special Education
Author: Fish, Rachel Elizabeth
Date: 2019-12-00
Type: Journal Articles
Subjects: Special Education,Racial Bias,Disproportionate Representation,White Students,Hispanic American Students,African American Students,American Indian Students,Students with Disabilities,Risk,Racial Composition,Social Status,Student Placement,Student Characteristics,Symptoms (Individual Disorders)

Schools differentially sort students into special education by race, though researchers debate the extent to which this is caused by racist school practices versus variation in student need due to other racial inequalities. I test the interaction between school-level racial composition and student-level race as a predictor of special education receipt. I find that as the proportion of White students increases, the risk of lower-status disabilities, such as intellectual disability, increases for Black, Latinx, and Native American students. As the proportion of White students decreases, White students' risk of higher-status disabilities, such as speech/language impairment, increases relative to students of color. Thus, in the context of racial distinctiveness, student race becomes salient to sorting into special education.
Montessori Identity in Dialogue: A Selected Review of Literature on Teacher Identity
Author: Christensen, Olivia
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Identity,Montessori Method,Teaching Methods,Teacher Education,Transformative Learning,Racial Bias,Activism,Reflection,Ethics,Moral Values,Self Concept,Educational Philosophy,Social Attitudes,Early Childhood Education,Preschool Teachers

Montessori teacher education includes an intensive and ongoing teacher transformation. This experience aids in the development of a clearly defined teacher identity. Research on teacher identity broadly has shown that while such an identity can offer guidance and support, it can also limit teachers and prevent them from exploring other strategies that may support them and, in turn, their students (e.g., Beauchamp &amp; Thomas, 2009; Britzman, 2003; Sumsion, 2002). This effect is problematic when teachers face moments of uncertainty and dilemmas in their teaching practice. As Montessori classrooms become increasingly diverse, teachers may need to adopt identities that are not explicitly defined in Montessori teacher transformation. This review of literature examines components of a Montessori teacher identity and, broadly, the effects of teacher identity as well as elements of antibias and antiracist teacher-identity development that includes inner reflection and an activist approach to teaching.
The Impossibility of Being &quot;Perfect and White&quot;: Black Girls&apos; Racialized and Gendered Schooling Experiences
Author: Carter Andrews, Dorinda J.
Date: 2019-12-00
Type: Journal Articles
Subjects: African American Students,At Risk Students,Educational Environment,Femininity,Student Behavior,Racial Bias,Ethnic Stereotypes,Student Experience,Student Attitudes,Gender Bias,Feminism,High School Students,Public Schools,Interpersonal Relationship,Whites,Social Bias,Sexuality,Intelligence,Motivation,Athletes

The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, &quot;The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.&quot; The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
Leadership for Indigenous Education: Culture-Based Communication and the Impact on Student Achievement in Hawaii
Author: Ciotti, Kapono
Date: 2019-00-00
Type: Journal Articles
Subjects: Scores,State Standards,Correlation,Leadership Styles,School Administration,Interpersonal Communication,Administrator Characteristics,Hawaiians,Institutional Mission,Prediction,Academic Achievement,Reading Tests,Mathematics Tests,Elementary Secondary Education,Public Schools,Charter Schools,Administrator Attitudes,Cultural Influences,Western Civilization,Educational Philosophy,Indigenous Populations,Comparative Analysis,Intercultural Communication,Conflict,Principals,Emotional Response,Teacher Effectiveness,Socioeconomic Influences

In this quantitative correlational research study, the degree to which a school leader's culture-based communication style could predict student achievement outcomes in the Hawaii State Assessment (HSA) in reading and math in: (a) schools with a Native Hawaiian mission, and (b) schools without a Native Hawaiian mission, were examined. The population of the study was all 284 K-12 Department of Education schools in Hawaii and publicly funded charter schools. Within this selected population of K-12 schools, 20 schools and corresponding school leaders were selected from Hawaiian-missioned schools, and 20 from Western-missioned schools. Findings include that culture-based communication style of leaders only influences learner reading sores, where school leaders who use engagement culture-based communication style score significantly high than those who have leaders who use other communication styles. Learners under school leaders who use an accommodating culture-based communication style were likely to score less on reading scores (a decline of 0.28) compared to engaging leaders. The study has implications for school leaders in that communicating with a style that was congruent with the Native Hawaiian community may have a negative impact on student achievement in reading. The conclusions in study might help to close the performance gap by providing insights to indigenous school leaders that support the performance of their students.
The Effects of Organizing Teaching by Time, Student Grouping, and Professional Staffing: A National Study of Student Outcomes by Urban, Suburban and Rural Schools
Author: Poppink, Sue
Date: 2019-00-00
Type: Journal Articles
Subjects: Urban Schools,Suburban Schools,Rural Schools,School Schedules,Grouping (Instructional Purposes),School Personnel,Professional Personnel,School Effectiveness,Educational Indicators,Federal Programs,Predictor Variables,Extended School Day,Extended School Year,Block Scheduling,Looping (Teachers),House Plan,Instructional Program Divisions,Mixed Age Grouping,Multigraded Classes,Coaching (Performance),Elementary Secondary Education,National Surveys

For this study, we examined the constructs of time, student groupings, and professional staffing in schools and determined their significance in whether or not schools made Adequate Yearly Progress or were required mandatory improvement. We conducted a logistical regression analysis using a national data set, the School and Staffing Survey (2007-2008). We explored 15 predictor variables and found 10 variables had either positive or negative significance: longer school day, earlier start time, block scheduling, traditional and non-traditional departments, subdivided grades, looping, multi-age grouping, reading coaches, mathematics coaches, and science coaches.
International Student Spouses and the English Language: Co-Creating a Low-Stakes Language Learning Community
Author: Grimm, Adam Thomas
Date: 2019-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Foreign Students,Spouses,Church Related Colleges,English (Second Language),Second Language Learning,Barriers,Adjustment (to Environment),Anxiety,Case Studies,Second Language Instruction,Campuses,Social Adjustment,Social Support Groups,Participant Characteristics,Learning Motivation,Psychological Patterns,Learning Experience

In the context of the internationalization of U.S. higher education, millions of international students have come to study at U.S. institutions. Some students, particularly those pursuing advanced degree, bring their spouses. As part of a larger study, we set out to examine the experiences of international student spouses at a Midwestern university. This article examines the experiences from the perspective of grappling with the English language, a theme cross-cutting through spouses' experiences. Experiences with English, the focus of this article, are both a discrete element of spouses' lived experiences and a useful way to understand challenges and opportunities not directly related to language. Utilizing qualitative case study techniques, we found that English language is experienced through anxieties as well as ambitions by the participants in our study. Moreover, the site of our analysis, a non-profit faith-based organization, fostered a low stakes language learning community where international individuals interact with each other within a casual setting in a pursuit to better their language abilities, mitigating language anxiety.
A Quantitative Assessment of Japanese Students&apos; Intercultural Competence Developed through Study Abroad Programs
Author: Hanada, Shingo
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Student Development,Study Abroad,Competence,Program Effectiveness,Foreign Students,Language Proficiency,Orientation,Foreign Countries,Undergraduate Students,English (Second Language),Language Tests,Second Language Learning

This study explores the factors of study abroad programs that contribute to cultivating intercultural competence. Through an empirically based quantitative examination of 303 Japanese study abroad students, it attempts to gain an understanding of the factors that enhance the development of intercultural competence. Considering that many previous studies worked with students in English-speaking countries, this study examines whether an investigation of Japanese students would yield similar results, given the different context. The primary findings show that program type, prior local language proficiency, and predeparture orientation are predicted to have significant impacts on intercultural competence. The findings clearly demonstrate the importance of empirically based arrangements of study abroad programs based on student and program profiles to enhance students' intercultural competence.
Emotional Intelligence and Job Performance of Academicians in Malaysia
Author: Chong, Shyue Chuan
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Job Performance,College Faculty,Measures (Individuals),Private Colleges,Stress Management,Interpersonal Competence,Psychological Patterns,Adjustment (to Environment),Job Satisfaction,Foreign Countries,Teacher Attitudes

This study explores the predictive utility of an emotional intelligence measurement that is based on the Role-Based Performance Scale (RBPS) measure of job performance. This inquiry aims to investigate whether the level of emotional intelligence score of each academic staff in the selected private higher educational institutions affects job performance. This research applied a quantitative method approach to cast the researchers' net wider to include selected higher educational institutions to obtain as much data as possible. The results demonstrate a significant relationship between emotional intelligence and job performance of academic workers in private higher educational institutions. Therefore, these significant findings shed further light on the theoretical and practical utility of the construct of emotional intelligence and job performance, and have proven the fact that emotional intelligence is accountable for and could predict job performance.
Knowledge of HIV/AIDS, Its Sources and Behaviour Change of Undergraduate Students of Ekiti State University South West Nigeria: Implications for Counselling
Author: Onoyase, Anna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Acquired Immunodeficiency Syndrome (AIDS),Behavior Change,Student Behavior,Undergraduate Students,Etiology,Information Sources,Health Behavior,Sexuality,Drug Abuse

This research was embarked upon to find out about knowledge of HIV/AIDS, its sources and behaviour change of undergraduate university students of Ekiti State University, South west Nigeria: Implications for counselling. In order to carry out the investigation, the researcher formulated three research questions and one hypothesis to guide the investigation. The instrument used in the collection of data is &quot;Knowledge of HIV/AIDS, its Sources and Behaviour Change Questionnaire&quot; (KHASBCQ). The instrument that was made up of 26 items was subjected to a reliability test. The instrument was administered on 30 respondents who were not part of the main investigation. The test- retest was used to analyse the data collected from the 30 respondents. The reliability coefficient obtained was 0.87. The instrument, have language appropriateness and content validity. The investigator used 2 research assistants to administer 251 copies of the questionnaire on the respondents in the university. The research assistants retrieved 210 copies of the questionnaire from the respondents. The mean and standard deviation were used to answer the research questions and the t- test was used to test the hypothesis at 0.05 level of significance. The findings showed that the undergraduate university students have knowledge of HIV/AIDs. The sources of knowledge of HIV/AIDS by the students include: television, newspaper, friends and internet. The knowledge of HIV/AIDs by the students have led to behaviour change in them. There is behaviour change in the students because they no longer indulge in anal sex, they now have sex with only one partner, they make use of condom when having sexual intercourse. One of the recommendations is that both government and private radio networks are advised to educate the students and entire members of the society about the existence of HIV/AIDS so that they can have behaviour change such as having only one sexual partner.
Social Support and Stress-Related Acculturative Experiences of an English-Speaking Afro-Caribbean Female Student in U.S. Higher Education
Author: Rahming, Sophia
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,College Students,Student Adjustment,Acculturation,Blacks,Minority Group Students,Social Support Groups,Stress Variables,Stress Management,Student Experience,Academic Achievement,African American Culture,African American Students,Foreign Students,Cultural Differences,Racial Composition,College Environment,Ethnic Stereotypes,Racial Bias,Health,Educational Finance,Gender Bias,Self Esteem

This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the &quot;triple bind&quot; phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students' experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.