ethanporcaro/eric-fulltext-meta huggingface dataset:
Omani Twelfth Grade Students' Most Common Misconceptions in Chemistry
Author: Al-Balushi, Sulaiman M.
Date: 2012-09-00
Type: Journal Articles
Subjects: Chemistry,Foreign Countries,Misconceptions,Grade 12,Science Instruction,Scientific Concepts,Secondary School Science,Concept Formation

The current study, undertaken in the Sultanate of Oman, explored twelfth grade students' common misconceptions in seven chemistry conceptual areas. The sample included 786 twelfth grade students in Oman while the instrument was a two-tier test called Chemistry Misconceptions Diagnostic Test (CMDT), consisting of 25 items with 12 items incorporating visual representations and eight items used sub-microscopic representations. In addition, nine items required participants to study the visual diagram(s) in order to answer the questions. The results confirmed several misconceptions that had been identified in previous studies, as higher percentages of the misconceptions were recorded compared to the findings of previous studies. Misconceptions receiving the highest percentages were associated with combustion, chemical equilibrium, and electrochemistry. The results also indicated that twelfth graders had a difficulty dealing with visual test items. These findings are serious alerts to the practice of chemistry education at the secondary level in Oman. Recommendations are given to improve the teaching of chemistry by taking research-diagnosed misconceptions into account when designing instructional materials and classroom activities. (Contains 8 tables and 4 figures.)
What Are Elementary and Middle School Students Expected to Learn about the Sun and Moon in Taiwan and the US?
Author: Yang, Li-Ling
Date: 2012-09-00
Type: Journal Articles
Subjects: Science Education,Space Sciences,Foreign Countries,Grouping (Instructional Purposes),Elementary School Science,Exhibits,Textbook Preparation,Astronomy,Secondary School Science,Middle School Students,Elementary School Students,National Standards

The overarching goal of this study is to examine what is considered most important regarding the depth, breadth and content of space science concepts as reflected in current national science education standards and science curricula in Taiwan and the US. Major findings of this study conclude that many skills and concepts articulated in the standards in both countries are similar, although the structure of the standards is not the same; most space science content is addressed more specifically for a smaller grade span in Taiwan's standards than in the US standards; and &quot;Insights&quot; (an elementary science curriculum in the US) exhibits greater learner self-direction but expects students to comprehend more concepts in about the same amount of time as does the Taiwanese curriculum. Differences in these two curricula could be attributed to the varied content expectations for different clusters of grade span in the science standards. While the US is developing the Next Generation Science Standards, the findings of this study shed light on students' performance expectations in science in different countries, which in turn helps direct focus to areas of science education requiring significant attention, such as science standards, curriculum, and textbook development through international benchmarking. (Contains 5 tables.)
Influence of V-Diagrams on 10th Grade Turkish Students' Achievement in the Subject of Mechanical Waves
Author: Tekes, Hanife
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 10,Visual Aids,Science Achievement,Physics,Science Instruction,Secondary School Science,Laboratory Experiments,Pretests Posttests,Quasiexperimental Design,Achievement Tests,Science Tests,Student Attitudes

The purpose of the present study was to examine how the use of V-diagrams one of the learning techniques used in laboratory studies in experiments conducted regarding the 10th grade lesson unit of &quot;waves&quot; influenced students' achievements. In the study, a quasi-experimental design with a pretest and posttest control group was used. The study was carried out with 68 high school 10th grade students attending in central Diyarbakir in the spring term of the academic year of 2010-2011. An achievement test made up of 30 multiple-choice questions covering the lesson unit of waves and a concept test made up of 20 fill-in-the-blanks and true-false questions were applied as pretest and posttest. When the scores obtained from these tests were compared, it was seen that the experimental group students were significantly more successful than the control group students. Besides these tests, the &quot;V-diagram Student Views Questionnaire&quot; was applied to the experimental group students to determine their views about V-diagrams. Accordingly, it was concluded that the students enjoyed doing experiments by using V-diagrams and that they considered V-diagrams as a useful technique for learning the concepts related to V-diagrams and for presenting meaningful information in an organized manner. (Contains 5 tables and 1 figure.)
Corrected Science Textbooks and Snakebite Casualties in Brazil: 1993-2007
Author: Bizzo, Nelio
Date: 2012-09-00
Type: Journal Articles
Subjects: Program Effectiveness,Foreign Countries,Medical Services,Patients,Textbooks,Textbook Content,First Aid,Health Education,Injuries,Science Instruction,Epidemiology,Death

First-aid methods recommended for snakebites are included in Science textbooks in Brazil. Books published before 1996 provided misleading information in this respect and it is possible that such recommendations derived from North-American experiences conducted at the beginning of the 20th Century. The official evaluation of textbooks carried out by the Ministry of Education in 1996 initiated a major public discussion on the several mistakes which had been present in Brazilian educational materials, mainly those relating to mistaken snakebite first-aid procedures. As from 1996, a significant decrease in the number of casualties from snakebites was reported, both in the total number of deaths and among the patients who had received medical assistance. The official data showed this decrease was consistent and remained so for the following ten years. The number of deaths might be associated with the reduced number of victims who developed complications resulting from improper first-aid procedures. This article is intended to relate the changes implemented in textbooks as a result of the first national evaluation and the great impact caused by the publication of the serious mistakes found in these materials, with the reduction in the number of casualties from snakebites in the same period. (Contains 3 figures and 2 tables.)
Examining Leadership as Public Pedagogy for Social Justice
Author: Jenlink, Patrick M.
Date: 2012-10-00
Type: Journal Articles
Subjects: Social Justice,Instructional Leadership,Democracy,Leadership Training,School Culture,Teaching Methods,Teacher Attitudes,Equal Education,Disadvantaged,Educational Practices,Administrator Education,Educational Experience,Epistemology

The authors' purpose in this study was to report on research that examined the meaning of leadership as a public pedagogy of socially just practice. Drawing on practitioners' voices, the authors' focused on what social justice means in the world of schools, what socially just practice is from a practitioner's perspective, and the role that educational leaders play in connecting social justice and democracy in the educational setting. The authors engaged in an analysis of the narrative discourse related to social justice practices of practicing school leaders. As example, political issues that work to de-democratize social practice affect socially just practices in schools; narrowing equity for some and generating marginalizing spaces within the school culture. The authors posit that advancing "leadership as public pedagogy" presents students of educational leadership with an opportunity to examine the social text of their experience, drawing on them to ask not only what the social text means but also how it means, what its epistemological and theoretical grounds are as enacted in practice. The authors present a set of considerations for leadership preparation and practice that argue the importance of a public pedagogy orientation and the relevance of socially just practice for school leaders. (Contains 3 endnotes.)
Redesigning a Principal Preparation Program: A Continuous Improvement Model
Author: Hernandez, Rosalinda
Date: 2012-10-00
Type: Journal Articles
Subjects: Graduate Surveys,Principals,Mixed Methods Research,Instructional Design,Instructional Development,Educational Technology,Curriculum Development,Educational Improvement,Program Improvement,Administrator Education,Leadership Training,Administrator Attitudes,Delivery Systems,Content Analysis,Participant Satisfaction,Change Strategies,Educational Change,Focus Groups,Profiles,Performance Factors,Models

The paper describes a mixed methods approach to the process of redesigning a principal preparation program. A qualitative approach was used to gather data from superintendents within the geographic area using a focused group approach, whereas, quantitative data, were gathered through a survey of program graduates with questions aligned to the three domains of the TExES examination for principal certification. Texas universities that offered principal preparation programs were studied and analyzed as a backdrop to the study. The superintendent responses identified various strengths and weaknesses in the delivery of the program. The graduate survey results indicated low satisfaction ratings in principal preparation in the three domains as the program currently exists. The study proposes a model for redesigning principal preparation programs based on the findings. (Contains 3 tables and 1 figure.)
Using Peer Learning Support Networks and Reflective Practice: The Arkansas Leadership Academy Master Principal Program
Author: Bengtson, Ed, Airola, Denise, Peer, Diana, Davis.
Date: 2012-10-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Educational Change,Best Practices,Social Support Groups,Administrator Education,Leadership Training,Partnerships in Education,Transformative Learning,Reflection,Social Networks,Peer Groups,Teaching Methods,Portfolio Assessment,Portfolios (Background Materials),Achievement Gains,Principals,Behavioral Objectives,Educational Objectives,Program Effectiveness,Change Strategies

The Arkansas Leadership Academy (ALA) was established in 1991 and is a nationally recognized statewide partnership that includes 15 universities, 9 professional associations, the Arkansas Departments of Education, Higher Education, Career Education, and several other government and business agencies. In 2011, there were 49 partners involved collaboratively with the ALA (Arkansas Leadership Academy, n.d.). According to the ALA's website: The Academy, through the use of research and best practices, designs creative and innovative approaches to establish learning communities in public schools by developing human resources and by modeling and advocating collaboration, support, shared decision making, team learning, risk taking, and problem solving. Partners commit to changing their organizations to support system improvement. (About Us section, para. 2) Embedded in the broad range of programs provided by the ALA, the Master Principal Program (MPP) specifically focuses on the development of principal leadership throughout the state of Arkansas (Arkansas Leadership Academy, 2012). The Arkansas Leadership Academy Master Principal Program (ALA MPP) is a multi-phase program established by the Arkansas 84th General Assembly to improve school performance through effective leadership development (Act 44, 2003). (Contains 3 tables, 4 figures and 3 footnotes.)
The Influence of Advanced Placement Enrollment on High School GPA and Class Rank: Implications for School Administrators
Author: Wehde-Roddiger, Christina, Trevino, Rolando
Date: 2012-10-00
Type: Journal Articles
Subjects: Advanced Placement,Academic Achievement,Class Rank,Grade Point Average,College Planning,Achievement Gains,Achievement Rating,Program Effectiveness,Academic Records,Student Records,Data Analysis,Correlation,Multiple Regression Analysis,College Preparation,High School Graduates,Predictor Variables,Enrollment Influences

As high schools offer more pre-Advanced Placement (pre-AP) and Advanced Placement (AP) courses to prepare students for college academics, students often are given quality grade point average (GPA) points to help compensate for the rigorous curriculum. In states where class ranking determines automatic university admission, fluctuations of class ranking might influence students' decisions regarding whether or not to enroll in AP courses. Using a correlational design, a convenience sample of 116 high school graduate transcripts was analyzed for pre-AP and AP course completion, GPA, and class rank. Data were analyzed using measures of correlation and multiple regression. Results of a transcript analysis for pre-AP and AP course completion confirmed that the number of completed pre-AP and AP courses was a strong predictor of high school GPA and class rank. The findings suggest that as educators begin to understand the implications of AP course enrollment on the post-secondary educational options available to students, educators might alter the advice given to students as they embark on their college planning. Implications for school administrators are discussed. (Contains 3 tables and 1 footnote.)
Barriers to District-Level Educational Reform: A Statewide Study of Minnesota School Superintendents
Author: Stewart, Courtney
Date: 2012-10-00
Type: Journal Articles
Subjects: Identification,Leadership,Superintendents,Educational Change,School Restructuring,Barriers,Change Strategies,School Districts,Institutional Characteristics,Administrator Attitudes,Program Implementation,Decision Making Skills,Resistance to Change,Knowledge Level,Familiarity,Organizational Climate,Organizational Culture,Correlation,Likert Scales,Educational Practices

This study attempts to identify and describe Minnesota superintendents' perceptions of barriers to district-level reform as well as compare superintendents' perceptions of district reform related characteristics. This research also strives to identify factors preventing Minnesota's district-level leadership from implementing national reform efforts. All acting superintendents in the state of Minnesota were surveyed using a quantitative descriptive approach. The study revealed two major findings: Superintendents who claimed their districts had leadership skills to enact school change and knowledge of successful strategies regarding school reform were unrelated to the identification of barriers to district-level reform; and superintendents who claimed that their districts had passive resistance to change and ingrained patterns of behavior to resist change were related to the identification of barriers to district-level reform. (Contains 2 tables and 1 footnote.)
Developing Leadership Content Knowledge during School Leader Preparation
Author: Carver, Cynthia L.
Date: 2012-10-00
Type: Journal Articles
Subjects: Performance Based Assessment,Leadership Effectiveness,Leadership,Leadership Training,Pedagogical Content Knowledge,Instructional Design,Instructional Development,Learning Modules,Program Descriptions,Capacity Building,Administrator Education,Skill Development,Best Practices,Behavioral Objectives,Educational Objectives,Instructional Leadership

This instructional module describes a performance assessment designed to equip prospective principals with the knowledge and skill needed to evaluate curriculum, observe and assess instruction, interact meaningfully with teachers about instructional decision-making, and design professional learning opportunities that enhance student learning outcomes. This project is conceptually grounded by Stein & Nelson's (2003) construct of "leadership content knowledge," which argues that effective leadership for instruction demands complex understandings of subject matter, how children learn that subject matter, and how teachers learn to teach that subject matter. (Contains 1 table.)
Divergent Angry Voices
Author: Brown, Paula
Date: 2012-10-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Principals,Educational Change,Federal Legislation,Administrator Effectiveness,Organizational Effectiveness,Leadership Qualities,Educational Environment,Praxis,Theory Practice Relationship,Best Practices,Participative Decision Making,Leadership Styles,Organizational Culture,Administrator Characteristics,Institutional Characteristics,Effective Schools Research,Teacher Attitudes

In 2004, The U.S. Department of Education stated, &quot;Great schools have great leaders&quot; (p.1). Research supported their declaration as our nation actively pursued educational reform. School systems across the country searched for good school principals to lead, believing they were the &quot;cornerstones of good schools&quot; (DiPaola &amp; Tschannen-Moran, 2003, p. 43). In 2004, the U. S. Department of Education published national statistics, which summarized that there was a shortage of top-notch principals to meet the demands of No Child Left Behind. As schools struggled, they realized the problem did not lie in the quantity of school principals but in the quality of the principal and learning environments (2004). However, the real challenge became finding effective leaders to facilitate successful learning environments for teachers and students to learn. In the meantime, teachers became frustrated and angry with weak leadership and promised changes with no results. Schools experienced declining assessment scores, an increasing number of students who were experiencing school failure, dropping out, and in trouble with the law because of involvement in crime and violence. Therefore, research continues to be necessary to find what makes an effective leader and successful learning environment in high schools to quiet the &quot;Angry Voices&quot; (Brown, 2009). (Contains 1 table.)
Voices from the Field: Skill Sets Needed for Effective Collaboration and Co-Teaching
Author: Brinkmann, Jodie
Date: 2012-10-00
Type: Journal Articles
Subjects: Teaching Skills,Teacher Competencies,Teacher Collaboration,Team Teaching,Special Education,General Education,Teacher Attitudes,Preservice Teacher Education,Teacher Effectiveness,Instructional Effectiveness,Disabilities,Federal Legislation,Elementary Education,Focus Groups,Teacher Certification

The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of legislation such as the No Child Left Behind (NCLB) and Individuals with Disabilities Education Improvement Act (IDEIA). This study sought to identify the skill sets perceived as necessary by elementary general and exceptional education teachers, (0-5 years experience), needed to be successful in a co-teaching classroom and to discover if collaborative coursework is being offered to pre-service teachers as part of their university experience. This qualitative study was based on the naturalistic inquiry design (Lincoln &amp; Guba, 1985) and was comprised of three focus groups. A focus group protocol was used for data collection based on the ten revised (2011) Interstate Teacher Assessment and Support Consortium standards. Data collected aligned pre-service training, coursework, and experiences received with the skill sets the participating teachers reported as critical for effective collaboration and co-teaching. Fifty-three percent of the general education teachers' and 60% of the exceptional education teachers' training received matched the skills they felt were most important. Forty-seven percent of the general education teachers' and 40% of the exceptional education teachers' pre-service training focused on &quot;other&quot; skills, knowledge, performance, and critical dispositions. These data suggest that there is a disconnect between what teachers perceive as important and what is actually being taught through coursework and experiences in teacher preparation programs. (Contains 4 charts and 2 footnotes.)
Preparing Educational Leaders for Social Justice, Action-Learning, and Democratic Activism
Author: Marcellino, Patricia Ann
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Policy,Social Justice,Administrator Education,Instructional Leadership,Graduate Students,Principals,Democratic Values,Capacity Building,Experiential Learning,Activism,Educational Administration,Course Descriptions,Teaching Methods,Behavioral Objectives,Educational Objectives,Leadership Training

Within a private university in suburban New York State (NYS), graduate students in an educational leadership principal preparation program were reading the blogs, news reports, and stories about what was happening throughout the world. Within their educational policy course, they were delving deeper into world events, reflecting upon them, and discussing their meaning with their instructor and peers in the classroom, and over the Moodle (2012) network in discussion forums. Leadership students were trying to come to an understanding of the basic structure and foundation of their federal, state, and local governmental entities (i.e. its laws, rulings, and mandates) that were applicable to education. More importantly, they were discussing their own values, beliefs, rights, and responsibilities as educators (i.e. teachers, aspiring administrators, and administrators), who represented public and private suburban and urban schools. (Contains 3 footnotes.)
Examining the Relationship between Student Achievement and Observable Teacher Characteristics: Implications for School Leaders
Author: Jacob, Anna
Date: 2012-10-00
Type: Journal Articles
Subjects: Academic Achievement,Teacher Effectiveness,Teacher Certification,Teacher Characteristics,Principals,Schematic Studies,Achievement Rating,Achievement Gains,Measurement Objectives,Measurement Techniques,Evaluation Methods,Teacher Evaluation,Teaching Experience,Educational Attainment

The literature on effective schools emphasizes teacher quality as a critical input for improving student outcomes. Teacher certification status, years of experience and possession of a graduate degree are three factors commonly taken into consideration when assessing teacher quality. With the advent of advanced measurement tools, however, principals and other school leaders have an additional means to assess teacher quality. Rigorous evidence is assessed to determine the potential merits of value-added measurement tools to assist principals in developing teacher talent and making staffing assignment, development, and retention decisions. (Contains 1 table, 3 figures, and 3 footnotes.)
Blending Constructs and Concepts: Development of Emerging Theories of Organizational Leadership and Their Relationship to Leadership Practices for Social Justice
Author: Beyer, Bonnie
Date: 2012-10-00
Type: Journal Articles
Subjects: Leadership,Theories,Organizational Theories,Social Justice,Instructional Leadership,Leadership Styles

This paper addresses and discusses traditional organizational leadership theories of the past and their relationship to more recent theoretical concepts and constructs of the present. Leadership theory is reviewed in an historical context and connections are made to current leadership literature and theory. The paper addresses how more recent theoretical concepts and identified leadership types provide a connection to organizational leadership and oversight supporting a culture of social justice in education and other organizational systems. (Contains 3 footnotes.)