ethanporcaro/eric-fulltext-meta huggingface dataset:
In Their Words: Student Preparation and Perspectives on US Study
Author: Sokolik, Maggie
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Interviews,Teacher Surveys,Cross Cultural Training,Student Educational Objectives,Expectation,Teacher Attitudes,Cultural Differences,Student Adjustment,Student Experience,Social Life,Misconceptions,College Students,College Preparation,College Readiness

US universities are admitting higher percentages of international students, bringing into focus concerns with how to best support them once they are at the university. However, less attention has been paid to the preparation they undertake before matriculation. This study looks at how students are prepared before arrival and how this preparation matched their expectations and experiences in their US classes. Information was gathered through interviews of international students in different US universities, as well as from large-scale surveys conducted at the University of California, Berkeley with incoming and current international students. Results suggest the need for additional program planning to more fully support this population.
Coaching: An Apprenticeship Approach for the 21st Century
Author: Salavert, Roser
Date: 2015-01-00
Type: Journal Articles
Subjects: Coaching (Performance),Apprenticeships,Literature Reviews,Definitions,Educational History,Experiential Learning,Leadership Training,Transformational Leadership,Leadership Styles,Communities of Practice,Instructional Leadership,Teaching Styles,Teaching Models,Classroom Techniques

Coaching, an apprentice-based approach to support professional and personal development towards achieving set goals, is a well-established practice in the fields of sports training and management and one of the fastest growing professional development methods in the education field. How the coaching partnership fosters leadership and improves practices that directly impact on the social/emotional development of students and their academic achievement is of interest to educators, policy makers and school communities alike. Recent findings have started to define the type of leadership that results from a coaching partnership, the lasting benefits on teaching quality and the positive impact on student performance. By reviewing and reflecting on the current literature on this apprenticeship approach, this article explores strengths and strategies that could further contribute to the organization of schools around high learning outcomes for all students while fostering leadership and accountability at the management, classroom and student levels.
Investigating Principals' Knowledge and Perceptions of Second Language Programs for English Language Learners
Author: Padron, Yolanda N.
Date: 2016-07-00
Type: Journal Articles
Subjects: Second Language Programs,English Language Learners,Faculty Development,Administrator Surveys,Administrator Attitudes,Principals,Second Language Learning,Program Improvement,Instructional Leadership,Teacher Education,Bilingual Education Programs,Metropolitan Areas,School Districts,Sociolinguistics,Qualitative Research,Semi Structured Interviews,Elementary Schools

This study examined principals' knowledge and perceptions of second language programs for English language learners (ELLs) operating in their schools. An open-ended survey and in-depth interviews were used to examine elementary school principals' knowledge of the second language programs implemented at their schools. The survey asked principals about the strengths and challenges accompanying the program model currently implemented in their school(s), both anticipated and unanticipated of the program, and the staffing and professional development needed to improve the program. The interview asked similar questions to those on the survey and additional questions about the specific second language program(s) operating in their schools. Results indicated that principals had very limited knowledge about the second language program(s) operating in their schools. Generally, principals attributed the success of their second language programs to the teachers in the program. The lack of knowledge about how to properly implement a second language program is of concern since it is important for principals to be instructional leaders in their schools. Knowing how teachers should implement second language programs appropriately can assist principals in providing support to teachers as well as determining the type of training that their teachers may need in working more effectively with second language students.
Successful School Leadership for Improved Student Outcomes: Capacity Building and Synergy
Author: Mulford, Bill
Date: 2013-07-00
Type: Journal Articles
Subjects: Capacity Building,Success,Student Improvement,Leadership Effectiveness,Transformational Leadership,Definitions,Socioeconomic Status,Predictor Variables,Correlation,Educational Administration,Foreign Countries,Hierarchical Linear Modeling,Statistical Analysis,Teacher Surveys,Elementary School Teachers,Secondary School Teachers,Factor Analysis

The research reported in this article builds on work commenced eight years ago with reviewing the literature and models of successful school leadership for improved student outcomes. When the findings of this review were combined with the results from case studies of successful schools it resulted in a preliminary model of successful school principalship. We examined a range of areas using further analysis of the case study data, detailed analysis of the subsequent quantitative surveys (developed in part from the preliminary model) and actual school literacy and numeracy results. We also included a measure of teacher perceptions of student social development. This inclusion is consistent with evidence that social skills have become many times more important in determining students' relative life chances in the 21st Century than cognitive outcomes alone. The final part of our research used model building and powerful multi-level statistical analyses of the survey data. In this way, we examined all the factors that may influence a school's success with student outcomes. Model building allowed us to construct inherently logical and theoretically defensible representations of the &quot;world&quot; in which successful schools exist, and the models can be statistically tested to see how well these representations explain the reality portrayed by the data collected.
Across Gender. Work Situations of Rural Women in the South of Spain
Author: Suárez-Ortega, Magdalena
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,Females,Rural Areas,Labor Conditions,Longitudinal Studies,Job Training,Employment Opportunities,Employment Potential,Professional Development,Sex Fairness,Gender Discrimination,Unemployment,Job Security,Compensation (Remuneration),Labor Market,Data Analysis,Barriers,Personal Narratives,Employment Services,Underemployment

Even though undeniable social changes such as gender discrimination have occurred, the forms of access to public education and employment, as well as the conditions under which these jobs are carried out, are often loaded with sexist biases. Using the biographical-narrative method and a combination of techniques and strategies for gathering and analysing information, the current paper presents an empirical longitudinal study examining the labour situation of rural women who participate in different employment--professional and guidance--training activities. The women's perceptions and interpretations of their training and professional situations were analysed, as well as their opportunities related to finding a job when they completed their education. Additionally, this study examined the extent to which the public services for employment training were adequate and functional for women regarding whether these services achieved their anticipated aims. We concluded gender inequalities on the employment situation of women, and the importance of implementing urgent measures to fight against the employment crisis from an equality way.
Towards a Conceptualization of Dialogic Leadership
Author: Padrós, Maria
Date: 2014-07-00
Type: Journal Articles
Subjects: Educational Administration,Interpersonal Communication,Organizational Communication,Leadership Styles,Leadership Effectiveness,Concept Formation,Organizational Culture,Organizational Climate,Educational Practices

In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. Different social and educational movements have granted dialogue a significant role for leading change. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions from educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the &quot;dialogic turn&quot; of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed especially considering the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed and final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation will be put forward.
Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities
Author: DeMatthews, David
Date: 2014-07-00
Type: Journal Articles
Subjects: Teacher Collaboration,Principals,Communities of Practice,Leadership Styles,Transformational Leadership,Elementary Schools,Leadership Effectiveness,Qualitative Research,Case Studies,Administrator Characteristics,Beliefs,Teacher Leadership,Teacher Selection,Educational Practices,Faculty Development,Semi Structured Interviews,Observation

Professional Learning Communities (PLCs) can be powerful tools for school improvement but require principals and teachers to collaborate and work together. This article reports on a qualitative multi-case study focused on six elementary schools in West Texas that had been identified for having effective PLCs. Principals and teachers were observed and interviewed over the course of one academic school year to understand how leadership was distributed across the school to facilitate effective PLCs. Findings highlight the ways principals distribute leadership across their school, relevant teacher and principal interactions, and how key aspects of PLCs are influenced by principals, teacher leaders, and teachers. Findings have implications for in-service professional development experts within school districts and faculty working in principal preparation programs.
Leaders' Communication Pattern: A Predictor of Lecturers' Job Performance in Nigeria
Author: Oluwatoyin, Fashiku Christopher
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,Teacher Attitudes,Job Performance,Teacher Effectiveness,College Faculty,Organizational Communication,Questionnaires,Communication Strategies,Leadership Styles,Communication Problems,Democratic Values,Likert Scales,Correlation,Student Attitudes

The study investigated the influence leaders' communication pattern has on lecturers' job performance in Kwara State Colleges of Education, Nigeria. Using the descriptive survey method, the population of the study was made up of all lecturers and students of the existing three state government owned Colleges of Education in the state. Five hundred respondents were sampled from the Colleges using proportional simple random sampling technique to select 200 academic staff and 300 students from the Colleges. Four research hypotheses were formulated while two validated instruments titled &quot;Provosts' Communication Styles Descriptive Questionnaire&quot; (PCSDS) and &quot;Teachers' Effectiveness Descriptive Questionnaire&quot; (TEDQ) were designed to elicit information from both lecturers and students. Pearson product moment correlation coefficient statistics was used in order to validate the assumptions. The results of the investigation revealed that: a significant relationship existed between leaders' democratic communication pattern and lecturers' performance; leaders' Autocratic pattern did not significantly relate to lecturers performance; leaders' laissez faire pattern not significantly related to lecturers' performance and that leaders' communication pattern significantly related to lecturers' performance. The study concluded that leaders' pattern of communication significantly enhanced lecturers performance in Kwara State Colleges of Education and recommended that leaders should as much as possible engage in democratic communication pattern in order to facilitate the attainment of the stated aims and objectives of the institutions.
A Construal of the Understanding Level of Quality Assurance by Internal Stakeholders in Two Malaysian Universities
Author: Njie, Baboucarr
Date: 2016-06-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,Educational Quality,Quality Assurance,Higher Education,Case Studies,State Universities,Philosophy,Accountability,College Administration

The &quot;understanding&quot; in terms of interpretation of quality assurance is essential for the acceptance, theorizing and the practical application of the methods proposed by it. A great deal of research papers have often pointed to the lack of understanding, among others, as the reason behind the inadequate nature of implementing quality assurance in higher education institutes. This paper examines the &quot;understanding&quot; levels of two key stakeholders in terms of the meaning they make out of the policy pronouncements on quality. It utilizes the qualitative case study scheme to provoke the thoughts of mainly the academic staff and their administrative counterparts in two public universities. The findings reveal that there exist differences which are mainly grounded on their role and experience in the scope of understanding the purposes served by quality, and the depths of quality management fulfillment among the two categories of stakeholders. This underpins the value of clarifying the philosophy of quality assurance to stakeholders and their involvement for better understanding and ownership.
Making Sense of Distributed Leadership: How Secondary School Educators Look at Job Redesign
Author: Louis, Karen Seashore
Date: 2013-07-00
Type: Journal Articles
Subjects: Leadership Styles,Secondary School Teachers,Teacher Attitudes,Job Enrichment,Case Studies,Interviews,Observation,Content Analysis,Comprehension,Learning Processes,Cooperative Learning,Vocational High Schools,Educational Change,Communities of Practice,Teacher Leadership

This paper examines how teachers and administrators who were involved in a multi-year effort to engage in distributed leadership interpreted their experiences. We lay out and apply an argument for using an interpretive perspective to study distributed leadership. Collective sensemaking around distributed leadership is illustrated by an in-depth analysis of a single high school. The school was part of a larger study of six schools, and was selected to illustrate sensemaking over time in a large, complex school. There were three years of on-site interviews, observations and document analysis. We found that distributed leadership is a potential &quot;disruption&quot; to traditional patterns of leadership, work performance and influence in high schools. One-quarter of the school's faculty engaged with the &quot;disruption&quot; but all had a chance to process the change. The end result was that many became sense-givers and kept the momentum for teacher leadership going during significant personnel turnover among faculty and administration. The success of the efforts to create more broadly distributed leadership was facilitated by its integration into an existing improvement initiative.
Genres of Underemployment: A Dialogical Analysis of College Graduate Underemployment
Author: Cunningham, Joseph
Date: 2016-02-00
Type: Journal Articles
Subjects: College Graduates,Underemployment,Education Work Relationship,Student Attitudes,Interviews,Qualitative Research,Educational Attitudes,Literary Genres,Correlation,Adults,Humanities,Personal Narratives,Discourse Analysis,Classification,Concept Mapping

With more individuals obtaining undergraduate and graduate degrees and the job market still recovering from the 2008 recession, the instances of college graduate underemployment (CGU) have increased throughout the United States. College graduate underemployment is an employment condition that is characterized by subjective and objective factors, most prominent of which is an incongruence between one's education and one's current job. The intriguing nature of CGU is how both employment and education merge together to influence the individual's perception of their employment prospects, their educational experiences, and their identity. This study employs a dialogical qualitative analysis to examine CGU in order to ascertain how underemployed college graduates construct narratives of their experiences and define the value of their education. Twenty in-depth interviews of underemployed college graduates from different academic disciplines are analyzed with a dialogical genre analysis developed by Paul Sullivan. Two genre pairs--epic/romance and tragedy/black comedy--are employed to illustrate the correlating modes of experience for these participants, creating new narratives that problematize the dominant education-to-employment progression.
When Is Peer Aggression &quot;Bullying?&quot; An Analysis of Elementary and Middle School Student Discourse on Bullying at School
Author: Donoghue, Christopher
Date: 2015-02-00
Type: Journal Articles
Subjects: Peer Relationship,Aggression,Bullying,Elementary School Students,Middle School Students,Student Attitudes,Discourse Analysis,Focus Groups,Age Differences,Preferences,Prevention,Definitions,Disclosure

Many forms of peer aggression are referred to as &quot;bullying&quot; by students, parents and adults, and this can be a source of confusion in schools. The main purpose of this study is to explore the circumstances under which students characterize peer aggression as &quot;bullying&quot; incidents. A secondary goal is to examine the feelings students have about the effectiveness of reporting peer aggression to adults. Both objectives are intended to reveal information that will enhance communication about peer aggression and bullying between students and adults. Six focus groups with 54 students in grades three through eight were conducted. The groups were organized in patterns based on grade level and gender, and qualitative methods were used to analyze the results. The findings showed that although the students defined bullying in ways that are similar to the criteria in the literature, they chose different words to describe them. Younger students also expressed greater faith in the ability of adults to respond effectively to bullying situations. Older students preferred to confront a bully with equal force or to reason with a bully to stop the aggression.
An Exploration of Iranian EFL Teachers' Perceptions on the Globalization and Hegemony of English
Author: Safari, Parvin
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,English (Second Language),Teacher Attitudes,Language Attitudes,Global Approach,Language Dominance,Semi Structured Interviews,Grounded Theory,Resistance to Change,Cultural Influences,Language Planning

Globalization as an increasingly influencing force has led English language to become the lingua franca of the world. However, the global spread of English is considered as linguistic and cultural imperialism of English speaking countries to exert their dominance, power, culture, ideology and language over the periphery countries. The devastating consequence of this hegemony, according to Canagarajah (2005) can be putting learners in danger of losing their languages, cultures, and identities, giving rise to the devaluation of their local knowledge and cultures. Here, the researchers administer an interview to explore thirty-seven experienced Iranian EFL teachers' (18 males/19 females) perceptions on English globalization and its hegemony, who were selected based on purposive sampling. The researchers' adoption of Strauss and Corbin's (1998) constant comparative method revealed that although Iranian English teachers admitted globalization as an inevitable reality and English language as a tool in the service of globalization to smooth communication among people, they took up a counter-hegemonic stance and resistance towards the values associated with its use. They also suggested some anti-hegemonic strategies to de-colonize the power, culture, values, and ideologies of the West which tries to marginalize other countries and people.
Let's Share Perspectives! Mentalistic Skills Involved in Cooperation
Author: Sidera, Francesc
Date: 2013-00-00
Type: Journal Articles
Subjects: Thinking Skills,Cooperative Learning,Theory of Mind,Elementary School Students,Grade 1,Grade 5,Learning Activities,Correlation,Scores,Communication Skills,Communication (Thought Transfer),Beliefs,Misconceptions,Cognitive Ability,Hypothesis Testing,Problem Solving,Task Analysis,Nonparametric Statistics,Statistical Analysis,Deception,Figurative Language,Intelligence Quotient,Outcomes of Education,Age Differences,Intelligence Tests,Foreign Countries

Previous research has found a link between theory of mind and cooperation. The aim of this study is to deepen into this relationship, to identify which theory of mind skills are more related to the cooperative ability on a referential communication task. A total of 50 children from first and fifth grade completed a battery of theory of mind tasks, and also a cooperative task where children worked in pairs to build block models. Each pair was composed by a builder and a guide, who gave instructions to his partner about how to build a replica of the model. The results show a significant relationship between the theory of mind skills and cooperation. Specifically, we found that the second-order false-belief task was the variable most related to cooperation after controlling the effect of age. In addition, we observed that the mentalist skills were more important for cooperation in the builders than in the guides. Finally, we discuss the findings of this study and make suggestions for the future.