ethanporcaro/eric-fulltext-meta huggingface dataset:
ePortfolios in Australian Higher Education Arts: Differences and Differentiations
Author: Rowley, Jennifer
Date: 2016-05-28
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Electronic Publishing,Art Education,Higher Education,Computer Uses in Education,Case Studies,Undergraduate Students,Music Education,College Curriculum,Curriculum Development,Reflection,Expectation,Self Concept,Learning

This paper reports the findings of a project that investigated uses of electronic portfolios (ePortfolios) in the creative and performing arts at four Australian universities and raises four significant areas for discussion: engaging technologies as an ongoing requirement of planning, delivery and evaluation of teaching and learning in higher education; ePortfolios and their implications for curriculum planning; the influence of ePortfolios on learning, self-awareness and reflection; and differences in ePortfolio expectations and uses between the varying specializations of music study in higher education. Identifying marked differences between the four higher education institutions in this project and their applications of ePortfolio work, our discussion supports the hypothesis that ePortfolios cannot be applied generically across the arts; rather the ePortfolio requires qualification in expectations, roles, applications and theorisations. The paper makes recommendations for higher arts educators and highlights some of the strategies that heighten the development of professional practice and related learning.
A Clear and Present Choice: Global or Provincial Scholar?
Author: Tripses, Jenny S.
Date: 2016-05-00
Type: Journal Articles
Subjects: Administrator Education,Educational Administration,College Faculty,Global Approach,Cooperation,International Programs

Globalization provides rich opportunities to educational administration professors for teach and learn. This position paper explores globalization realities and role options for educational leadership professors: (1) to understand globalization implications for education, (2) collaborate at multiple levels with like minded educational experts, and (3) to engage in international program offerings. Educational leadership is an agent of reform on a global rather than national scale. Preparation and career-long development of school leaders throughout the world are integral to the well being of societies everywhere (English, Papa, Mullen, &amp; Creighton, 2012). The American knowledge base on educational leadership is valued worldwide and American educational leadership scholars have rich opportunities to engage in processes of creating future school leaders capable of addressing challenges of globalization.
Aspiring School Leaders' Perceptions of the Walkthrough Observations
Author: Garza, Ruben
Date: 2016-05-00
Type: Journal Articles
Subjects: Principals,Administrators,Administrator Attitudes,Accountability,Instructional Leadership,Observation,Classroom Observation Techniques,Research Methodology,Discovery Processes,Educational Practices,Feedback (Response),Teacher Administrator Relationship,Organizational Communication,Protocol Analysis,Teacher Evaluation,Questionnaires,Data Collection,Data Analysis

The accountability pressures of the recent decade require that instructional leaders work with teachers to ensure student academic success. The &quot;walkthrough&quot; or &quot;walkthrough observation&quot; is an instructional leadership practice that has been regarded as a promising avenue to collaboratively work with teachers. This exploratory study examines aspiring instructional leaders' perceptions regarding the walkthrough observation. Findings indicate that this type of practice is perceived as a Bureaucratic Approach, incorporating a one-way transmission of feedback from the principal to the observed teacher, or as a Collaborative Approach, including teachers in conducting observations and actively participating in the collection of walkthrough data. Additionally, findings suggest that regardless of the perceived approach, a walkthrough observation may be considered an authentic feedback data source.
Roles &amp; Responsibilities of the Women Leading American Islamic Schools
Author: DeCuir, Amaarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Women Administrators,Females,Religious Education,Qualitative Research,Feminism,Semi Structured Interviews,Experience,Instructional Leadership,Administrator Responsibility,Administrator Role,Muslims,Islamic Culture,Islam,Career Development

Literature of educational leadership often fails to represent the experiences of faith-based school leaders, particularly women. This study seeks to position the experiences of American Islamic school leaders in a larger context of educational leadership roles, responsibilities, and practices. This national, qualitative study utilized an Islamic and feminist methodology, prioritizing the constructed lived experiences and narratives of 13 women leading American Islamic schools. Through semi-structured interviews the participants described their leadership experiences and priorities, drawn from their daily tasks, professional expectations, and community relationships that impact the nature of their leadership. The findings indicate unique routes to school leadership, a multiplicity of assumed and assigned school roles, and overbearing relationships with their independent school boards. The participants described leadership practices consistent with the principles of collaborative leadership styles as seen in their interactions with other school administrators, staff and faculty, and community members. The results of this study contribute to a comprehensive description of faith-based school leadership which incorporates the lived realities of American Islamic school leaders.
Principal Instructional Leadership Behaviors: Teacher vs. Self-Perceptions
Author: Gurley, D. Keith
Date: 2016-05-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Rating Scales,Self Concept,Administrator Role,Comparative Analysis,Teacher Attitudes,Administrator Attitudes,Leadership Styles,Surveys,Elementary Secondary Education,Statistical Analysis

In response to ever-increasing accountability of school principals to demonstrate higher levels of student achievement, instructional leadership continues to be an important focus among educational researchers. In this paper, researchers briefly review the literature base regarding instructional leadership, then present the conceptual framework adopted for the study. Using the Principal Instructional Management Rating Scale (PIMRS), the team measured self-perceptions of principals (n = 17) regarding frequency of instructional leadership behaviors enacted in daily leadership, then compared self-reports to reports of teachers (n = 407) in principals' schools. Findings revealed no significant differences between respondent groups--a departure from typical findings in similar studies. Further investigation of these non-significant differences, however, indicated that magnitude and direction of principal-teacher differences varies among schools in the sample. The article concludes with possible implications for further research and practice.
Teachers' Perceptions of Culturally Responsive Pedagogy and the Impact on Leadership Preparation: Lessons for Future Reform Efforts
Author: Mette, Ian M.
Date: 2016-05-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Faculty Development,Poverty,Teacher Surveys,School Districts,Special Education Teachers,Elective Courses,Educational Strategies,Educational Change,Cultural Awareness,Principals,Academic Achievement,Achievement Gap,Cultural Differences,Leadership Training,Accountability,High Stakes Tests,Teacher Attitudes,Outcomes of Education,Race,Critical Theory,Social Justice,Communities of Practice,Likert Scales,Teacher Characteristics

The purpose of this study was to investigate the impact of one school's teacher-driven professional development effort to address culturally responsive teaching practices in a large district in a Midwestern state. During the 2011-2012 school year, a team of teachers and principals began a three-year long effort to provide job-embedded professional development intended to focus on delivering high-impact strategies to transform the educational practices of teachers through improving cultural competence. A survey was given to 120 fulltime certified teachers, and findings suggest that while teachers agreed most that the professional development helped examine views on poverty, they agreed least that the professional development helped close the achievement gap. Additionally, elective and special education teachers were significantly more positive than core subject classroom teachers in terms of how the research they read improved instruction and how the professional development provided impacted building-wide faculty instruction. Analysis of open-ended items highlight several themes, namely the professional development helped teachers by acknowledging cultural differences of the students they taught, but that ultimately the challenges of lack of time and implementation apathy impeded the success of the professional development effort. These findings provide important insight for leadership preparation, particularly about supporting teacher-driven efforts, facilitating culturally responsive practices, and the reflecting on the pressures teachers face due to high stakes accountability and reform efforts.
Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System
Author: Acat, M. Bahaddin
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 5,Listening Comprehension,Listening Skills,Elementary School Students,Foreign Countries,Parent Background,Educational Attainment,Family Income,Correlation,Grades (Scholastic),Technology Uses in Education,Educational Technology,Web Sites,Student Evaluation,Statistical Analysis,Tests

The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is &quot;Web Based Listening Scale&quot;. In the process of the study, the level of differentiation listening skill and educational level of mother and father, family income level, Turkish Course grading note and the most popular and listened music genre were investigated. According to the obtained results significant difference was found with listening skills and educational level of mother and father, family income level and the most popular and listened music genre. Also it was found that there is a powerful relationship between listening skills and Turkish Course grading note. In the process of the research, it was observed that the students used the web based system are more attentive and motivated. Nevertheless, personalized measuring environment was provided by the web based system. Finally, it can be said that the web based systems can be used positively for language learning, teaching, and instruction, improving, measuring and assessing process.
The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments
Author: Gray, Julie A.
Date: 2016-05-00
Type: Journal Articles
Subjects: Online Courses,Learner Engagement,Student Satisfaction,Student Attitudes,Student Surveys,Graduate Students,Hypothesis Testing,Course Content,Interaction,Teacher Student Relationship,Correlation

Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship identified. This study expanded upon the existing literature about online learning and the variables that influence student satisfaction and perceived learning. The researchers investigated the relationships among course structure/organization, learner interaction, student engagement, and instructor presence on student satisfaction and perceived learning. The results of this study were intended to inform practice related to increasing retention and improving the quality of online teaching and learning.
Music, Language and Learning: Investigating the Impact of a Music Workshop Project in Four English Early Years Settings
Author: Pitts, Stephanie E.
Date: 2016-05-28
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Activities,Workshops,Young Children,Observation,Language Acquisition,Language Skills,Interviews,Preschool Teachers,Parents,At Risk Students,Developmental Delays,Professional Development,Self Esteem,Interaction,Surveys,Teacher Attitudes,Questionnaires

The Soundplay project ran in four early years settings in Sheffield, UK, in 2014-15, using a series of music workshops to attempt to increase the music and language attainment of children aged two to four years. The associated research investigated the impact of the programme, using a combination of observation, music and language tracker tools, and interviews and written reports from the early years practitioners, parents and workshop leaders. The research demonstrated higher than average development in language skills amongst children who had been identified as being at risk of developmental delay, and also highlighted ways in which music helped to build confidence, social interaction and enjoyment. The confidence and engagement of the practitioners was supported through professional development, and end of project surveys showed how the practitioners had understood the potential of music for their children and had identified some strategies for including it in their future teaching. The project is evaluated here as a model for collaborative and embedded research, which contributes to the growing body of evidence for the effectiveness of music in early years settings.
Teacher Contract Non-Renewal: What Matters to Principals?
Author: Nixon, Andy
Date: 2016-05-00
Type: Journal Articles
Subjects: Teacher Dismissal,Contracts,Principals,Administrator Attitudes,Teacher Evaluation,Pedagogical Content Knowledge,Teacher Effectiveness,Teaching Skills,Ethics,Teacher Characteristics,Faculty Development,Teacher Selection,Selection Criteria,Value Added Models,Personality Traits,Teacher Competencies,Legal Problems,Teacher Behavior,Decision Making,Nontenured Faculty,Professionalism,Administrator Surveys,Likert Scales,Statistical Analysis,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of teachers' contracts. Nearly 2,000 school principals in 13 states completed an emailed survey. In deciding whether to non-renew a teacher contract, principals reported that they observed most a lack of pedagogical content knowledge from ineffective teachers and that they prioritized the importance of instructional skills. Ethical issues received greatest importance. Principals identified teacher integrity, honesty, and dependability as important teacher dispositions. The study's findings are important for the planning of teacher and principal professional development initiatives and hiring selection decisions. Knowing how to accurately ascribe variance in student learning has potential for improving student outcomes, particularly with the emphasis on value-added teacher evaluations.
Implementing a Project-Based Learning Model in a Pre-Service Leadership Program
Author: Albritton, Shelly
Date: 2016-05-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Administrator Education,Learner Engagement,Program Evaluation,School Administration,Instructional Design,Graduate Students,Curriculum Development,Curriculum Implementation

This paper describes two instructors' efforts to more authentically engage students in a preservice leadership program's course called Program Planning and Evaluation by using a project-based learning approach. Markham, Larmer, and Ravitz (2003) describe project-based learning (PjBL) as &quot;a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed projects and tasks&quot; (p. 4). The instructors revised the course where students were required to conduct a formal, standards-based evaluation of a critical issue in their school settings that immersed students in integrating and applying knowledge using the PjBL approach. The instructors used the Buck Institute for Education's seven PjBL design principles for instructors (Larmer, 2015) to develop and analyze the course revisions. The process, challenges, and the results are discussed in this paper.
Principal Perceptions of the Effectiveness of University Educational Leadership Preparation and Professional Learning
Author: Johnson, Arvin D.
Date: 2016-05-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Educational Attitudes,Administrator Education,Program Effectiveness,Administrator Surveys,Assistant Principals,Higher Education,Likert Scales

Principals and assistant principals currently serving in Florida and Georgia school districts were surveyed about their perceptions of university educational leadership preparation and professional learning. The results revealed that many principals and assistant principals agreed that university educational leadership preparation programs enhanced their overall preparation, school leadership, and school law. However, participants disagreed that leadership preparation programs assisted them in managing school budget, data analysis, and human resources. Participants overwhelmingly indicated that school districts provide meaningful professional learning opportunities and that they prefer job-embedded learning experiences over university preparation.
Evidence-Based Practices for Teachers: A Synthesis of Trustworthy Online Sources
Author: Ecker, Andrew J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Synthesis,Instructional Materials,Electronic Publishing,Disabilities,Web Sites,Learning Disabilities,Literacy,Mathematics Instruction,Student Evaluation,Interpersonal Competence,Transitional Programs,Age Differences,Student Needs

The purpose of this study was to identify evidence-based practices (EBPs) for teachers of students with disabilities. A review of 13 trustworthy websites yielded 61 EBPs relevant, as determined by this author, to teachers of students with disabilities. The EBPs were organized into six categories: schoolwide framework, literacy instruction, math instruction, assessment, behavior and social skills instruction, and transition. EBPs were organized, within each category, by student(s), age, and need. This was followed by the EBP's critical elements, the website that provided the research, and brief implementation details.
Teachers' Knowledge of Special Education Laws: What Do They Know?
Author: O'Connor, Evelyn A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Special Education,Educational Legislation,School Law,Familiarity,Knowledge Level,Teacher Surveys,Educational Attainment,Mixed Methods Research,Disabilities,Equal Education,Federal Legislation,Preschool Teachers,Elementary School Teachers,Middle School Teachers,Questionnaires,Teacher Competencies,Individualized Education Programs

In the United States increasingly more children are being identified as needing special services. Teachers are usually the first to identify children in need of such services and refer those children for evaluation. Due to the fact that more of these children are being included in the regular classroom environment, it is imperative for teachers to understand all aspects of special education laws (i.e., IDEIA and Section 504) to be effective advocates for children. A 24-item survey was administered to kindergarten through eighth grade teachers to determine their familiarity, knowledge, and level of training regarding the provisions specified under IDEIA and Section 504. The results of this mixed methods study indicate that teachers are lacking some essential information regarding IDEIA, and have limited knowledge of provisions covered by Section 504.
Effects of Peer Mediated Instruction on the Oral Reading Fluency Skills of High School Aged Struggling Readers
Author: Josephs, Nikki L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Oral Reading,Reading Fluency,Reading Skills,Reading,Reading Difficulties,High School Students,Peer Teaching,Narration,Reading Comprehension,Intervention,African American Students,Males,Reading Achievement,Cognitive Ability,Cognitive Tests,Adult Basic Education

This study examined the effects of peer-mediated oral reading fluency instruction and narrative texts on the reading fluency and comprehension skills of adolescent struggling readers in an alternative high school setting over a period of 10 weeks. The results of this study indicate that peer-mediated repeated reading appears to be the most effective intervention for this population of students. Considerations for future directions of research, along with limitations of the study, are discussed.
Mindfulness for Students Classified with Emotional/Behavioral Disorder
Author: Malow, Micheline S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Metacognition,Qualitative Research,Statistical Analysis,Resilience (Psychology),Self Efficacy,Positive Attitudes,Mastery Learning,Pretests Posttests,Emotional Response,Emotional Disturbances,Behavior Disorders,Residential Programs,Secondary School Students,Student Behavior,Feedback (Response),Outcomes of Treatment,Rating Scales

A six-week investigation utilizing a standard mindfulness for adolescents curriculum and norm-based standardized resiliency scale was implemented in a self-contained school for students with Emotional/Behavioral Disorders (E/BD). Informal integration of mindfulness activities into a classroom setting was examined for ecological appropriateness and improvement of student resiliency as conceptualized by pre and post-tests using a standardized measure. T-tests demonstrated that students perceived a significantly greater sense of personal mastery after six weeks of mindfulness activities, defined by the scale as optimism, self-efficacy, and adaptability. Additionally, students perceived a significant decrease in the level of emotional reactivity defined as sensitivity, recovery and impairment. Although a third scale, relatedness, did not reach significance, it was strongly supported and represented a trend in the significant direction. The results, both quantitatively and qualitatively, speak to the power of incorporating informal mindfulness activities into the daily educational curriculums of students.