ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Educational Leadership Dispositions: A Valid and Reliable Assessment of Leadership Dispositions
Author: Wilson, Adrianne
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Qualities,Attitude Measures,Public Schools,Principals,Correlation,Labor Turnover

Through a thorough review of research related to effective dispositional behaviors of educational leaders and with extensive input from subject matter experts, this research highlights twenty actionable behaviors associated with successful leadership in K-12 educational settings. The leadership dispositional behaviors identified in this study are indicative of promoting positive student outcomes, supporting the professional development of teachers, and creating positive work conditions for faculty and staff. The identification of leadership dispositions leading to performance-based growth and development in the discipline highlighted the need to address how postsecondary institutions can better prepare educational leadership candidates using sound measures. Adding to the body of educational leadership research, the Educational Leadership Disposition Assessment tool (EDLDA) was developed in this study using a systematic analysis of dispositional performance expectations in the discipline. The methodology for this research includes an extensive summary of steps taken to develop the EDLDA. Additionally, the psychometric evaluation of validated dispositional behaviors with calculated reliability estimates is presented in this research. Lastly, evidence of construct validity is also provided by aligning the validated dispositions with quality standards of the profession.
Using an Alternating Treatment Design in a Co-Taught Classroom to Measure Student Ontask Behavior
Author: Keeley, Randa G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Behavior,Team Teaching,Instructional Effectiveness,High School Students,Adolescents,Grade 9,Public Schools,Students with Disabilities,Inclusion,Intervention,Regular and Special Education Relationship,Special Education Teachers,Mathematics Instruction,Algebra

The purpose of this study was to determine if student on-task behavior varied when a) the One Teach/One Assist co-teaching model was applied or b) when the Team Teaching model was applied using an alternating treatment design for four students in a co-taught Algebra I classroom. Results show that participants experienced increased on-task behavior and an overall decrease in behavior variation when the One Teach/One Assist or Team Teach co-teaching model was implemented. These findings indicate that in a co-taught classroom, whether the One Teach/One Assist or Team Teaching model is implemented it will yield increased on-task behavior of students as compared to not implementing a co-teaching model.
Factors That May Hinder the Implementation of the School-Wide Positive Behavior Intervention Support Model
Author: Chitiyo, Jonathan
Date: 2018-00-00
Type: Journal Articles
Subjects: Barriers,Program Implementation,Positive Behavior Supports,Models,Educational Environment,Behavior Problems,School Personnel,Time Management,Elementary Secondary Education,Educational Philosophy,Educational Resources

A growing body of research shows that the School-wide Positive Behavior Intervention Support model (SWPBIS) has the potential to reduce the occurrence of problem behavior in school settings, create positive school environments and enhance the academic outcomes of all students. However, although there is a growing body of research showing its efficacy, little is known about the challenges encountered when implementing the model. The purpose of this study was to determine the individual and environmental barriers that may hinder the implementation of SWPBIS. Results indicated that philosophical differences regarding SWPBIS and availability of resources were the main barriers to the implementation of SWPBIS. Recommendations are provided.
Matching Students to Augmentative and Alternative Communication: A Single Case Study
Author: DiMeo, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Assistive Technology,Intervention,Program Effectiveness,Individualized Education Programs,Selection Tools,Special Education Teachers,Allied Health Personnel,Speech Language Pathology,Special Needs Students,Elementary School Students,Public Schools,Goal Orientation,School Aides

The purpose of this case study was to examine if the Matching Assistive Technology to Child Augmentative Communication Evaluation Simplified (MATCH-ACES) assessment can help a special education team select an augmentative and alternative communication (AAC) intervention for a student with special needs. Additionally, this study identified the relative contributions of other interventions that the student received to begin to understand the impact that AAC had on the student. This study was a single case study and used a pretest-posttest design. There was a relationship between using the MATCH-ACES and the student's individualized education goal improvement. Personal assistance, support from related services, and AAC device use significantly contributed to the student's goal improvement. Future research should address using the MATCH-ACES assessment tool with a larger sample of students and examine the significance of the contributions of other interventions to confirm and identify critical supports for students with special needs.
Changing the Mindset from Practitioner to Scholarly Practitioner: Admission through the First Two Semesters of an EdD Program
Author: Lewis, Travis
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Attitude Change,Doctoral Students,Doctoral Programs,Academic Advising,Program Implementation,Teaching Methods,Scholarship,Social Justice,Educational Improvement

The Doctor of Education (EdD) in Educational Leadership at East Carolina University incorporated advising into the admissions process through the first two semesters of the program. This study examined how, through the first year of implementation of this process, student knowledge of the role of the scholarly practitioner evolved from pre-admission advising through the second semester of this CPED-influenced EdD program. CPED is the Carnegie Project for the Educational Doctorate, a consortium of colleges of education which aims to prepare scholarly practitioners to solve problems of practice through the lens of equity, ethics, and social justice (CPED, 2009; Hoffman &amp; Perry, 2016). The study describes how faculty utilized the Model of Improvement framework with three Plan-Do-Study-Act cycles to intentionally teach this concept. The results of this study indicated that there was a mindset change for students from practitioners to scholarly practitioners. Accordingly, the findings herein may be beneficial to educational leadership doctoral programs in replicating the program's successes with growing practitioners into scholarly practitioners through embedded activities from admission through early coursework.
Mindfulness Meditation with High School Students Who Receive Special Education Services: Research Recommendations from a Pilot Study
Author: Solar, Ernest
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Metacognition,Attention Control,Relaxation Training,Special Education,Students with Disabilities,After School Programs,Effect Size,Outcomes of Treatment,Stress Management,Student Improvement,Emotional Disturbances,Learning Disabilities

Research has shown evidence that mindfulness-based meditation practices are effective treatment interventions for mental, emotional, and medical disabilities in the adult population. There has been a limited number of research studies showing the effectiveness of meditation practices with high school students who receive special education services. This randomized waitlist control pilot study was designed to assess the effect of mindfulness meditation practice with 10 secondary students who receive special education services. The independent variable was a mindfulness meditation technique that was delivered as an afterschool program. Analysis of the dependent variable measurement of perceived stress demonstrated a medium effect size with Cohen's d = -0.46 and a low effect size for anxiety with d = -0.22 between the pretest and posttest measurements. Lastly, the paper concludes with research recommendations when studying mindfulness meditation with high school students who receive special education services. These recommendations include implementing a contemplative program versus a contemplative technique with ample interaction time exceeding 700 minutes and a group discussion for the participants to process their experiences related to mindfulness.
Disabilities and Social Engagement: Inclusive Classroom Preparation for Pre-Service Art Teachers
Author: Ruggiero, Alyssia
Date: 2018-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Interpersonal Competence,Inclusion,Preservice Teachers,Art Teachers,Educational Legislation,Equal Education,Federal Legislation,High School Students,Disability Identification

In light of disability studies' recent examinations of the dichotomy between medical and social models in terms of their influence upon attitudes toward people with disabilities, the author discusses her selection of course materials for a college-level course, Art and the Exceptional Learner, targeted to pre-service art teachers. Structured teaching opportunities with disabled high school students and adults are also recounted, as well as student reactions to these experiences. The conclusions of both author and students favor a social model as the best foundation for establishing inclusive classrooms in U.S. public schools, which in turn are thought to have the best potential to bring about social change that favors better understanding and acceptance of disability across the social spectrum.
Computer Science Courses as a Graduation Requirement at the State and National Level: A Policy Brief
Author: Bass, Eric
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Science Education,Graduation Requirements,Elementary Secondary Education,High School Students,Computer Literacy,Transfer of Training,Curriculum Development,Faculty Development

Computer science education has seen a large national push to be included in the K-12 curriculum (Fluck, Webb, Cox, Angeli, Malyn-Smith, Voogt, &amp; Zagami, 2016; Theresa Avancena &amp; Nishihara, 2014; Veletsianos, Beth, Lin, &amp; Russell, 2016; Yadav, Gretter, Hambrusch, &amp; Sands, 2016). Students are leaving schools and entering an economy driven by technology and by a need to understand how to use and develop that technology (Armoni &amp; Gal-Ezer, 2014; Bozick, Srinivasan, &amp; Gottfried, 2017; Burke, 2016; Stuikys, Burbaite, Blazauskas, Barisas, &amp; Binkis, 2017). As the State of South Dakota begins the process of reexamining their graduation requirements, the State Department of Education should consider the importance of computer science education in the curriculum as a standalone graduation requirement. Three aspects of computer science call for its inclusion in the curriculum. These three aspects include introducing computer science at elementary or middle school grade levels, ensuring the computer science courses contain skills that can be transferred to other subjects, and providing the necessary skills to meet the changing demands of today's society. Including computer science in the curriculum will force high schools in South Dakota to examine their curriculum to identify where changes can be made to make room for the necessary computer science course or courses. The inclusion of computer science in the South Dakota graduation requirements would also force the State Department of Education to create professional development opportunities, possibly with the help of higher education or local technology companies, for teachers to develop better pedagogical strategies. The policy brief that follows outlines the argument, expands on the important aspects, and describes the implications of the inclusion of computer science as a standalone requirement in the South Dakota high school graduation requirements.
Student Engagement in an Online Special Education-General Education Graduate Program
Author: Scott, LaRon
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Special Education,General Education,Graduate Students,Masters Programs,Academic Persistence,Student Attitudes,Public Colleges,Online Courses,Access to Education,Relevance (Education),Interaction,Student Motivation,Distance Education

Engagement is a key factor for student learning, participation, and retention in a distance education course and programs. The Online Student Engagement Scale (OSE) was developed as a tool to measure student engagement in online courses. This study investigated student engagement in a graduate-level online special education-general education program to get students' perceptions about their (a) level of engagement and (b) factors contributing to their engagement. Following the OSE survey, students participated in a focus group to gain greater understanding of students' engagement in their online course and program. Results indicated that student engagement in the online program was highly rated and several themes emerged as reasons students believed that the newly minted online program was engaging. Based on these findings, implications for strengthening practice regarding engagement in online courses and programs are discussed.
Perceptions of RTI Implementations among Administrators in Rural Elementary Texas Public Schools
Author: Barton, Angela
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,Elementary Schools,Administrator Attitudes,Response to Intervention,Intervention,Public Schools,Principals,Student Behavior,Behavior Modification,Students with Disabilities

The purpose of this qualitative research study was to explore the perceptions of RTI implementation among administrators in rural Texas elementary schools. Qualitative research was needed to provide administrators with a comprehensive understanding of the demands of RTI implementation (Benjamin, 2011). The researcher conducted a qualitative study in which administrators from rural elementary public schools in Texas were selected because of their knowledge and experience in the educational system. Participants participated in semi-structured interviews that focused on the implementation of RTI in their school. Research questions focused on student success related to RTI and implementation of RTI in rural schools. A review of the literature examined the existing literature on the historical perspective, definition, and components of RTI, as well as the diverse needs of students and how special education relates to RTI. This study fills this gap through the use of hermeneutic phenomenology, which organized and structured the perceptions of experienced educators. The findings resulted in six themes that were value, leadership, training, processes, student focus, and concerns including funding, resources, teacher turnover, time and training.
State Assessment for Principal Licensure: Traditional, Transitional, or Transformative? A Policy Brief
Author: Gordon, Stephen P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrator Qualifications,Principals,Certification,Credentials,State Standards,Employment Qualifications,Administrator Education,Classification,Teacher Certification,Masters Degrees,Leadership Qualities,Teaching Experience,Field Experience Programs,Internship Programs,Evaluation Methods,Background

In this policy brief we examine the initial licensure process of all 50 states and the District of Columbia, and classify each licensure process as traditional, transitional, or transformative, based on criteria suggested by a panel of expert practitioners and university faculty from the field of educational leadership. The expert panel recommended general certification requirements like a teaching certificate, teaching experience, a master's degree, field experiences embedded in principal preparation coursework, and a yearlong internship. The panel suggested a number of specific leadership capacities that should be measured by assessment instruments, calling for the measurement higher-level capacities that integrated knowledge, skills, and dispositions. The experts proposed that assessment instruments be related directly to PSEL and NELP standards, and cautioned the instruments should be equitable. The panel advocated the use of multiple assessment instruments and multiple assessment environments, constructed responses, discussion with assessors, and performance-based assessment. Based on the expert panel's recommendations, we created a set of rubrics to classify state principal licensure processes as traditional, transitional, or transformative across a number of indicators. We reviewed documents on the initial principal licensure process for each of the 50 states and the District of Columbia, and using the rubrics, we classified the certification processes of 24 states as traditional and those of 26 states and the District of Columbia as transitional. Our analysis of state licensure processes is followed by our own recommendations for policy and practice leading to a transformative licensure process.
Student or Teacher? A Look at How Students Facilitate Public Sensemaking during Collaborative Groupwork
Author: Lo, Michelle T.
Date: 2020-05-00
Type: Journal Articles
Subjects: Cooperative Learning,Group Activities,Student Empowerment,Participative Decision Making,Mathematics Instruction,Middle School Students,Urban Schools,Public Schools,Group Dynamics,Grade 6,Middle School Mathematics

As institutions strive to improve teaching and learning for all, educators must consider equitable instruction. This includes equitable distributions of authority and agency among students. The authors define distribution of authority as shared opportunities for decision-making in enacting mathematical tasks and agency as the power to carry out these self-made decisions. Equitable distributions of authority and agency can be enhanced in mathematics public sensemaking classrooms where students participate in discourse as active members of the classroom. In public sensemaking classrooms, students understand and acknowledge one another's ideas, present and revise arguments, and take risks by sharing ideas. This study investigates one group of students and how they positioned one another during mathematical groupwork in a public sensemaking classroom as well as how the positioning impacted the distribution of agency and authority. At the time of data collection, the students attended a school for grades 6-12 situated in an urban public school that focuses largely on preparing students for careers in the health sciences and other health-related fields. Data was collected as video footage and analyzed using a priori codes. Analyses indicate that one student replicates the role of teacher by redistributing authority and agency back to other students through self-removal. This is contrasted with other motivations for self-removal while doing mathematics in a team. The findings inform researchers and classroom teachers of potential metacognitive awareness of equity between students, positioning patterns that may occur during collaborative groupwork, and the effectiveness of public sensemaking classrooms on distributing authority and agency equitably during groupwork.
Supporting Students with Disabilities during Group Activities: Five Tools Every Inclusive Mathematics Educator Needs
Author: Riden, Benjamin S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Group Activities,Mathematics Teachers,Inclusion,Classroom Techniques,Student Behavior,Learner Engagement,Behavior Modification,Grade 10,High School Students,Role,Positive Reinforcement

The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Existing literature is limited in findings related to the influence of CBI on middle school students with moderate to severe disabilities. This qualitative study was completed using interviews and observations. Participants included students, teachers, and paraprofessionals from a middle school in Southern California. The findings of this study are intended to support the use of CBI in middle school special education classrooms and to demonstrate how a functional program can improve the social skills of students with moderate to severe disabilities. Educators and administrators who may want more information on CBI and its benefits may also utilize the findings.
Communication in Support of Students with Disabilities Attending Career Technical Education
Author: Powell, Christine
Date: 2018-00-00
Type: Journal Articles
Subjects: Institutional Cooperation,High Schools,Vocational Schools,Students with Disabilities,College Readiness,Career Readiness,Information Dissemination,Special Education Teachers,Vocational Education Teachers,Administrators,Teacher Collaboration,Cooperative Planning,Individualized Education Programs,Faculty Development,Teacher Expectations of Students,Alignment (Education),Educational Legislation,Federal Legislation,Teacher Role,Leadership Responsibility,School Policy,Student Needs

This qualitative study investigates information sharing practices between comprehensive high schools and an offsite Career Technical School with a focus on Students With Disabilities (SWD). The case study approach examined how student information is communicated in support of new federal and state policies related to college and career preparedness. Bolman and Deal's Four Frame Model for Organizational Change serves as the theoretical framework. The study participants included Special Education teachers, Career Technical Teachers and Administrators of Curriculum and Instruction. Findings included organizations operate separately, resulting in minimal CTE teacher input in IEP development and implementation; lack of targeted professional development for teachers at both organizations; and lowered expectations of SWD. Implications and suggestions for education leadership to align structures and promote collaboration to facilitate SWD learning are examined.
Supervisory Teacher Coaching in K-12 Classrooms
Author: Carmouche, Millicent
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Coaching (Performance),Elementary Secondary Education,Teacher Improvement,Student Improvement,Faculty Development

Coaching has been identified as a critical support for persistent use of newly adopted practices and skills (Joyce &amp; Showers, 1982). A systematic review of the literature was conducted to examine the literature base on supervisory coaching, an approach in which an outside expert or supervisor gives specific, positive, and corrective coaching when needed and is offered to the teacher after the completion of the observed lesson in an effort to move the recipient toward a desired level of performance (Joyce &amp; Showers, 1981; 1982; Maeda, 2001; Simonsen, Myers, &amp; DeLuca, 2010). Sixteen quasi-experimental and single-subject studies were identified and reviewed using quality indicators specific to quasi-experimental (Gersten et al., 2005) and single subject (Horner et al., 2005) research. Only six of the sixteen studies met all quality indicators. Mixed results were found across the studies, with six reporting improved teacher results and four reporting improved student behaviors.