ethanporcaro/eric-fulltext-meta huggingface dataset:
An Ecological Framework for Supervision in Teacher Education
Author: Buchanan, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Supervision,Cooperating Teachers,Ecology,Systems Approach,Supervisors,Preservice Teacher Education,Teacher Educators,Teacher Role

Pre-service teachers are typically supervised by two differently situated mentors: university-based clinical supervisors and cooperating teachers. These two types of supervisors are positioned differently within the institution of teacher education. Using ecological systems theory combined with institution theory, this paper offers an analytical framework for ecologically investigating how teacher supervisors and cooperating teachers are positioned and the effects on their labor, identities, and practices and how ecological forces operating at multiple levels shape new teacher learning. Drawing from empirical research to provide examples of this framework in action, the paper examines challenges to the field and offers potential responses that teacher education programs and teacher supervisors can take to mitigate these challenges.
Something Always Works: A Self-Study of Strengths-Based Coaching in Supervision
Author: Haberlin, Steven
Date: 2019-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Preservice Teacher Education,Preservice Teachers,Teacher Educators,Teaching Methods,Student Teaching,Mentors,Ability,Student Characteristics,Self Evaluation (Individuals),Freehand Drawing,Feedback (Response)

Mentoring remains a major component of teacher education programs. Moving away from the traditional apprenticeship model, teacher educators have begun to adopt more affirming coaching practices that nurture the strengths and inner qualities of pre-service teachers. In this self-study, the researcher--an emerging teacher educator hoping to enhance his practice--investigated ways to help pre-service teachers discover and develop their individual strengths and how strength-based coaching might impact his beliefs and assumptions. Data were drawn from interviews, focus groups, lesson plans, and researcher journal reflections as well as participant-created written responses and illustrations. Themes were developed using content analysis. Findings involved the teacher educator realizing the need for a variety for strengths-based exploration tools, the practicality of including strengths discussion in observation conferences and lesson planning, and the gaining of a new, appreciative mindset. Implications suggest a pathway for other teacher educators to consider when implementing strengths-based coaching.
University-Based Teacher Supervisors: Their Voices, Their Dilemmas
Author: McCormack, Bede
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teacher Supervisors,Elementary Secondary Education,Preservice Teachers,Cooperating Teachers,Faculty Development,Supervisory Training,Teacher Attitudes,Barriers,National Surveys,Faculty Workload,Teacher Education

Despite university supervisors' critical role in the success of PK-12 teacher candidates, research is limited on how to best prepare supervisors to mentor their supervisees and interact with cooperating teachers and school administrators. By using two surveys and a focus group meeting, this qualitative study explores supervisors' experiences to surface dilemmas of supervisory practice. Results indicate supervisors suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is. The success of the cadres of clinical supervisors ultimately depends on training, but more crucially on full engagement by their home institutions.
Teacher Evaluation and Reliability: Additional Insights Gathered from Inter-Rater Reliability Analyses
Author: Zepeda, Sally J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Interrater Reliability,Classroom Observation Techniques,Validity,Teacher Effectiveness,Reliability

Using a newly created teacher evaluation instrument, Inter-rater Reliability (IRR) analyses were conducted on four teacher videos as a means to establish instrument reliability. Raters included 42 principals and assistant principals in a southern US school district. The videos used spanned the teacher quality spectrum and the IRR findings across these levels varied. Key findings suggest that while the overall IRR coefficient may be adequate to assess the validity of a classroom observation instrument, the overall coefficient may be unstable across the various teacher performance levels. Findings also strongly suggest that raters are much more likely to agree when they see high-quality teaching when compared to levels of agreement regarding low-quality teaching.
Chronicling Perspectives about the State of Instructional Supervision by Eight Prominent Scholars of Supervision
Author: Glanz, Jeffrey
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Supervisors,Supervisory Methods,Instructional Leadership,Educational History,Accountability,Scholarship,College Faculty,Educational Improvement,Educational Trends,Futures (of Society)

The purpose of this article is to chronicle the views of eight prominent professors of supervision regarding the state of instructional supervision. A confluence of factors has influenced the evolution of supervision as a practice and incipient field. Issues involving its very definition, its scope and methods, its status as a field, and its future have been varied, and at times have been controversial. Surveying several developments in the field of supervision, this qualitative study, based on oral testimonies of eight prominent figures including four senior scholars and four more recent scholars, raises questions for supervisory practices and the future of supervision as a field. In this article, I first provide a brief historical context for the theory and practice of supervision, along with a theoretical background serving as a literature review that reflects supervision as instructional leadership. Second, I share three themes that emerged from my interviews and analyses. Third, I discuss these themes and draw three conclusions that reflect on the state of supervision as a field.
Conflated Constructs: Disentangling the Educative and Evaluative Functions of Preservice Teacher Supervision
Author: Palmeri, Amy B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teacher Supervisors,Supervision,Mentors,College Faculty,Teacher Attitudes,Faculty Development,Educational Methods,Supervisory Methods

University mentors require specialized knowledge and skill to support teacher candidate learning in the context of fieldwork. Without such knowledge and skill, interactions between university mentors and teacher candidates is often evaluative, thus undermining the educative potential of mentoring. We focus on mentoring practices employed in the context of the post-observation conference. Findings from a year-long implementation study show that when university mentors are introduced to an educative mentoring protocol and are provided with sustained professional development, their mentoring practices shift from an evaluative to an educative focus. University mentors indicate that this shift, initially perceived as unnatural, was supported through the scaffolding provided by the protocol and on-going professional development. Shifts in university mentors' practices supported teacher candidate reflection and growth. By foregrounding the educative function, this work adds to the theory-based conceptualization of the knowledge and skills needed for the effective mentoring of those learning to teach.
The Hidden Nature of Whiteness in Education: Creating Active Allies in White Teachers
Author: Lynch, Megan E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Whites,Critical Theory,Self Concept,Teacher Attitudes,Preservice Teachers,Democratic Values,Racial Discrimination,Teaching Methods,Culturally Relevant Education,Social Bias,Cultural Differences,Psychological Patterns,Teacher Supervision,Teachers

Norms of Whiteness are pervasive throughout schooling in the United States (Tanner, 2017). Critical Whiteness studies (Kincheloe, 1998) and second-wave White teacher identity studies (Jupp &amp; Lensmire, 2016) provides relevant insight into the thoughts and experiences of White preservice and in-service teachers. This paper draws on the literature to explain the author's varied personal experiences with Whiteness in education. It is the author's hope that the experiences shared will resonate with readers and complicate racialized experiences in education, as well as provide a springboard for supervisors to develop White teachers' capacity to create anti-racist, democratic classrooms. Keeping in mind the goal of supervision -- improved learning for all students through the development of teachers -- this paper puts forth the argument that in order for teacher supervisors to do such, supervisors should explicitly name Whiteness and facilitate conversations or open spaces for dialogue on the problematic nature of Whiteness in schooling.
Supporting Emergent Bilingual Professional Development through Supervisor Feedback
Author: Guise, Megan
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingualism,Feedback (Response),Preservice Teachers,Student Teacher Supervisors,Observation,Student Teacher Evaluation,Elementary Secondary Education,Self Efficacy,Supervisory Training,Faculty Development,Teacher Educators,Clinical Supervision (of Teachers),Scaffolding (Teaching Technique),Academic Language,State Standards,English Language Learners

This study examines the effects of professional development on the content and frequency of university supervisor (n=6) written feedback related to supporting emergent bilinguals in order to improve the quality of observational evaluations provided to elementary and secondary pre-service teachers. Findings reveal supervisors' post-intervention feedback more frequently addressed the needs of language learners and provided a greater breadth of issues related to emergent bilinguals. Interview data reveal key factors explain how the professional development addressed gaps in knowledge and affected confidence levels of university supervisors. Implications highlight the importance of supporting supervisors with targeted professional development opportunities around supporting emergent bilinguals to allow for critical reflection of feedback provided to pre-service teachers.
Supervision&apos;s New Challenge: Facilitating a Multidimensional Curriculum
Author: Gordon, Stephen P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Holistic Approach,Faculty Development,Teacher Supervision,Supervisors,Role,Teacher Responsibility,Cognitive Development,Social Development,Emotional Development,Moral Development,Cultural Awareness,Democratic Values,Creativity,Health Promotion

In this article I propose that curriculum and instruction are inextricably intertwined, curriculum development should be an important function of educational supervision, and supervision should foster a multidimensional curriculum developed by teachers. The proposed curriculum framework includes cognitive, social-emotional, moral, cultural, democratic, creative-artistic, and health and physical dimensions. I provide a rationale for including each of the seven dimensions, and recommend integrating the seven dimensions within a holistic curriculum. I contend that each dimension of the proposed curriculum will promote learning in the other dimensions. The suggested curriculum development process involves the supervisor facilitating professional development &quot;for&quot; teachers and curriculum design &quot;by&quot; teachers. Finally, I recommend a three-phase model for curriculum development leading to the multidimensional curriculum, with continuous curriculum development at the school, team, and individual level.
A Study of Teacher Growth, Supervision, and Evaluation in Alberta: Policy and Perception in a Collective Case Study
Author: Adams, Pamela
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Supervision,Teacher Evaluation,Faculty Development,Educational Policy,State Policy,Teacher Attitudes,Principals,Superintendents,Administrator Attitudes,Teachers

Teacher effectiveness has long been identified as critical to student success and, more recently, supporting students attaining the skills and dispositions required to be successful in the early 21st century. To do so requires that teachers engage in professional learning characterized as a shift away from conventional models of evaluation and judgment. Accordingly, school and system leaders must create &quot;policies and environments designed to actively support teacher professional growth&quot; (Bakkenes, Vermunt, &amp; Webbels, 2010). This paper reports on the Alberta Teacher Growth, Supervision, and Evaluation (TGSE) Policy (Government of Alberta, 1998) through the eyes of teachers, school leaders, and superintendents. The study sought to answer the following two questions: (1) To what extent, and in what ways, do teachers, principals, and superintendents perceive that ongoing supervision by the principal provides teachers with the guidance and support they need to be successful? and, (2) To what degree, and in what ways, does the TGSE policy provide a foundation to inform future effective policy and implementation of teacher growth, supervision, and evaluation? Results affirm international findings that although a majority of principals consider themselves as instructional leaders, only about one third actually act accordingly (OECD, 2016).
An Ethical Perspective on Increasing LGBTQIA+ Inclusivity in Education
Author: Kuhn, Heidi C.
Date: 2020-00-00
Type: Journal Articles
Subjects: LGBTQ People,Inclusion,High School Students,Equal Education,Ethics,Student Surveys,Educational Change,Leadership,High Schools

All students should feel safe and included in educational contexts. Mission and values statements typically reflect this sentiment, but national, state, and local surveys indicate that some student groups continue to experience marginalization. Through these surveys, LGBTQIA+ students report that they perceive the school environment to be hostile. They do not experience equitable access to education. In recognition of this inequity, one public high school district in California initiated a task force to develop greater inclusivity in its schools. This paper analyzes their efforts from an ethical perspective and a focus on leadership.
Learning Style Preferences of Prospective Teachers of Physical Education and Sport
Author: Bostanci, Özgür
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Undergraduate Students,Athletics,Physical Education,Student Attitudes,Kinesthetic Methods,Learning Modalities,College Faculty,Teaching Methods,Gender Differences,Age Differences,Socioeconomic Influences,Place of Residence

The aim of this study is to find out the VARK learning styles of students receiving sport sciences education and to investigate their relationship with different variables. 169 undergraduate students studying at Ondokuz Mayis University Yasar Dogu Sport Sciences Faculty participated in this cross-sectional study voluntarily. VARK learning style questionnaire, which was developed by Fleeming (2009) and which was adapted into Turkish by Kalkan (2008) was used to find out learning preferences. In data analysis, descriptive statistics and Chi-square test were used. According to the average scores obtained, it was found that the students preferred kinesthetic learning style the most (7.08±2.74). In addition, it was found that 142 (84%) students preferred unimodality learning model, while 27 (16%) students preferred multimodality learning model. When learning style model preferences were analyzed according to all variables, no statistically significant difference was found (p&gt;0.05); however, it was found that multimodality learning style was preferred more intensely in all variables. As a result, it was found that dominant learning style of the faculty of sport sciences students was kinesthetic learning style and that multimodality learning style was preferred more in all variables. It is thought that the emergence of this result is due to students' sport background and their applied lessons. It is predicted that as a result of determining the learning styles of sport sciences students and conducting studies related to these, academic quality and achievement can be increased.
Serious Leisure Inventory and Measurement (Short Form): Validity and Reliability Analysis
Author: Özdemir, Ali Selman
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Leisure Time,College Students,Test Construction,Foreign Countries,Participation

The aim of this study is to provide the validity and reliability analysis of the ?Serious Leisure Inventory and Measurement (Short Form)? SLIM and introduce it to the literature. The data obtained from 285 university students and the KMO-Barlett test was performed and the sample size was tested (0.89; 2506.309, p&lt;0,001). A three subdimensions of structure was obtained by exploratory factor analysis. According to the exploratory factor analysis, the cut-off value was determined as 0.40, a total of 18 items were converted into a 12-item form by subtracting the loadbearing substances from the measuring instrument, and factor loads of three sub-dimensions were obtained between 0.55 and 0.83. In addition to the factor analysis results, 65% of the total variance was obtained, internal consistency coefficients were taken, respectively 0.83, 0.84 and 0.75 were found for each sub-dimension. The total internal reliability coefficient was found to be 0.88. Confirmatory factor analysis was performed to test the validity and accuracy of the structure obtained after the exploratory factor analysis with 350 students. It is observed that the CFA performed after the test retest constitutes evidence for the structure validity (RMSEA 0.069, SRMR 0.60, NFI 0.94, CFI 0.96, GFI 0.94, x2/df 2.42). As a result, a valid and reliable measurement tool for serious leisure has been introduced.
Democratizing Philosophy: School for Life, Life for School
Author: Verharen, Charles C.
Date: 2020-05-00
Type: Journal Articles
Subjects: Philosophy,Democracy,Humanities Instruction,Access to Education,Relevance (Education),Elementary Secondary Education,Higher Education,Integrated Curriculum

Re-visioning education is critical to developing new ways of thinking and acting in the face of global threats to life from global climate change and weapons of mass destruction. Like philosophy in Quine's words, education is &quot;losing contact with the people.&quot; Education suffers this loss in part because education has lost contact with philosophy. The paper first addresses the relations between philosophy and science. Nietzsche is a primary guide on this question. While his elitism must be dismissed, his apocalyptic vision of philosophy may help students become more deeply engaged in all levels of schooling. The paper's second concern is whether philosophy can be infused into all other subjects. The conclusion considers whether it is practical to teach philosophy to all students. Schooling that democratizes philosophy can reveal that many more human beings are gifted than we could have imagined. W.E.B. Du Bois in fact argues that virtually all humans should receive higher education. A compelling reason to democratize philosophy is to further democracy itself.
The Effect of Agility and Speed Training of Futsal Players Attending School of Physical Education and Sports on Aerobic Endurance
Author: Tanyeri, Levent
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Sports,Athletes,Males,Foreign Countries,College Students,College Athletics,Physical Fitness,Exercise Physiology,Training,Program Effectiveness

Futsal is a team game with high physical demands of players. Agility, aerobic and anaerobic power outputs of the players support the success in the game. 24 male players attending the Kafkas University having played futsal in the school team for at least one year participated in the study. The players were separated into two groups. The experimental group (G1) performed sprints and circuits (agility training) of 10 m and 20 m integrated into a 30 minute training program after typical futsal training with their coach two days per week (Tuesdays and Thursdays) for six weeks. Additionally, on Thursdays, they participated in collective running at various paces, interval starts, and rank run exercises for aerobic endurance after typical futsal training. The control group (G2) performed their typical futsal training with their coach. The training sessions were planned so that there was at least a period of 36 hours between the two practice days. In order to determine the players' speed capacity, 10 m-20 m speed tests, a reactive agility tests, and aerobic endurance measurement yo-yo tests were implemented. Descriptive statistics were used in the data analysis, the Mann-Whitney U test was used in comparative analysis of the groups, and the significance was taken to be p&lt;0.05. At the end of the study, it was revealed that the agility training of futsal players attending university for six weeks had an effect on their aerobic endurance.
New Approaches to Individual Instrumental Tuition in Music Education
Author: Hasikou, Anastasia
Date: 2020-05-00
Type: Journal Articles
Subjects: Music Education,Teaching Methods,Independent Study,Personal Autonomy,Music Teachers,Outcomes of Education,Mentors,Feedback (Response),Reflection,Musical Instruments

Individual instrumental tuition has been the focus of some new research in musical scholarship during the last two decades. The main conclusions that appear to be shared by scholars in this field such as Gerald Jones, Knud Illeris, John Heron, Andrea Creech and Helena Gaunt is that a combination of modern social circumstances together with rapidly advancing technological innovations have considerably widened accessibility to music experience of different kinds and as a consequence has affected individual instrumental tuition. Based on a considerable analysis of new teaching approaches to individual tuition on a conservatoire level, this paper will endeavor to suggest that the traditional mode of instrumental tuition, which encompasses a hierarchy and mostly directive mode of teaching, has shifted significantly towards a responsive mode of teaching and a more autonomous, self-directed mode of learning. This paper will conclude with a consensus that one-to-one instrumental tuition is shifting dramatically and new approaches whose aim is to facilitate the best possible learning outcomes need to be taken into consideration by music instrumental tutors.