ethanporcaro/eric-fulltext-meta huggingface dataset:
An Authentic Look at Evaluation in Education: A School Self-Evaluation Model Supporting School Development
Author: Kurum, Gul
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Evaluation (Groups),Models,School Effectiveness,Public Schools,Secondary Schools,School Administration,Family School Relationship,Faculty Development,School Safety,Inspection,Foreign Countries,Research and Development,Expertise,Stakeholders

Purpose: Inspection and evaluation in education gained a different dimension with the implementation of concepts such as accountability, transparency and effectiveness to educational organizations. School self-evaluation is put into practice based on evidence in cooperation with stakeholders in order to develop and improve schools accordingly. The overall objective of this research is to develop a school self-evaluation model supporting school development for public secondary schools. Methods: Among the mixed research methods, multi-stage mixed pattern is used for this purpose. The stages of this pattern are structured in accordance with the Research and Development (R&amp;D) methodology. The documents are examined and the opinions of 9 experts are obtained by means of surveys in order to develop the model draft. Results: A school self-evaluation model supporting school development, which is planned to be implemented annually, is developed in line with the overall objective of this research. This model consists of the following six stages: preparation, planning, implementation, evaluation, taking action, monitoring and reviewing. The first four stages are used for self-evaluation, and the last two stages are for development. The content of the model consists of the following six areas: &quot;administration and leadership, education-training process, school-family-community cooperation, school health and safety, relations and communication at school, professional development&quot;. Implications for Research and Practice: In conclusion, a six-stage school self-evaluation model for secondary schools is developed. The model that is developed may be used by adapting it according to the type of school, teaching level and needs. However, the school administrators and teachers need training on basic statistics, research and report writing during the implementation of the model. Experts with postgraduate diploma in fields such as education administration, supervision/evaluation may provide support in this matter. Moreover, opinions may be obtained from field expert academic members, education inspectors, school administrators and teachers regarding the applicability and adoptability of the model that is developed.
Suitability of Problem Scenarios Developed by Pre-Service Teacher Candidates to Problem-Based Learning Approach
Author: Akben, Nimet
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Science Instruction,Preservice Teachers,Vignettes,Thinking Skills,Teaching Methods,Preservice Teacher Education,Foreign Countries

Purpose: The most important element in Problem Based Learning (PBL) that has a significant place in science education is the structure of the problem. Even though it seems easy to formulate the problem that is suitable for this approach at first glance, it is rather difficult to find the problem that will meet the purposes of education. When hardship in developing problem scenarios suitable to the approach and the significance of approach in science education are taken into consideration, the quality of scenarios that teachers will use gain importance. For this purpose, studies were conducted during this study with pre-service teacher candidates in order to develop problem scenarios that are suitable with PBL approach, and the extent to which these scenarios reflect the characteristics expected from the approach were examined. Method: In the study conducted with 24 pre-service teacher candidates who took Science and Technology Teaching course in the 2018-2019 academic year, &quot;characteristics that a problem should contain&quot; scale was used for the problem situations developed in PBL. Findings: The findings put forward that the pre-service teacher candidates were successful in preparing daily life scenarios that were appropriate to their course achievements, but they should have included more expressions in these scenarios that would allow students to think, synthesize their knowledge and develop their creativity skills. Implications for Research and Practice: Based on the findings, it can be suggested that preservice teacher candidates' understanding of PBL approach through experience can make a significant contribution to reflecting this approach more accurately in their professional lives; and therefore, such practices should be applied more.
Teachers&apos; Perceptions on School Administrators&apos; Spiteful Behaviours
Author: Elma, Cevat
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Administrator Relationship,Administrator Behavior,Teacher Attitudes,Gender Differences,Marital Status,Status,Institutional Characteristics,Elementary Secondary Education,Antisocial Behavior,Preschool Education,Foreign Countries

Purpose: Spitefulness is a strong instinctive behavior which is potentially serious and often has psychological, interpersonal and social negative consequences. Revealing the reasons, levels and prevention methods in institutional life will be beneficial in terms of productivity, performance and relationships. The aim of this study was to develop a valid and reliable scale to evaluate spitefulness behavior of managers, and to determine the perceptions of teachers related to administrational spitefulness. Research Methods: This study which aimed to develop and implement Administrational Spitefulness Scale and to measure teachers' perceptions on school administrators' spiteful behaviours was held in descriptive survey model among quantitative research methods. Findings: As a result of exploratory factor analysis, the total variance of the scale consisting of 26 items and one dimension was found to be 67.71. Confirmatory factor analysis results revealed that scale items formed a meaningful structure under single factor, and standard factor load values were 0.55 and above. The results revealed that the level of administrational spitefulness teachers perceive was low. As teacher perceptions related to administrational spitefulness did not differ according to gender, seniority and branch (major) variables, there were significant differences in terms of marital status and school types variables. Single teachers and secondary school teachers had higher administrational spitefulness perception. Implications for Research and Practice: The scale in this study intended for the work life and focused on managers' spitefulness behaviors. Naturally, it is limited in terms of revealing spitefulness behaviors among workers. Although the scale could be used at a very large area, it could only be applied to workers, and it could reveal the administrational spitefulness they perceive. Moreover, various studies could be held by relating the scale with other behaviors, attitudes and tendencies which are predominantly in the field of interest of organizational behavior and which are in the field of organization and management.
Collaborative, Multi-Perspective Historical Writing: The Explanatory Power of a Dialogical Framework
Author: Ben-David Kolikant, Yifat
Date: 2019-00-00
Type: Journal Articles
Subjects: History Instruction,High School Students,Conflict,Jews,Arabs,Foreign Countries,Discourse Analysis,Dialogs (Language),Student Attitudes,Intergroup Relations,Perspective Taking,History,Comparative Analysis,Cooperative Learning,Learning Activities

There is an increased interest within the history education community in introducing students to the multi-perspective and interpretative nature of history. When these educational goals are pursued within collaborative contexts, what are the relationships of individuals from conflicting groups with historical accounts that they produced as a group? How does the joint writing influence their historical understanding? We analyzed the joint accounts produced by high-school Israeli students, Jews and Arab/Palestinians, who collaboratively investigated historical events related to the Israeli-Palestinian conflict. Employing a thematic analysis and a Bakhtinian-inspired discourse analysis, we found that the joint texts were constructed of themes from both in-groups' perspectives. The students constructed a dialogic relationship between these themes, which enabled them to legitimize the other's voice, yet keep the voices unmerged. Additionally, although they never abandoned their in-group narratives, the joint account reflected a new, multi-perspective historical meaning of the historical event.
Closure and the Roles of Student Performance and Enrollment Characteristics: A Survival Analysis of Charter Schools in Ohio&apos;s Largest Urban Counties
Author: Gilblom, Elizabeth A.
Date: 2019-09-09
Type: Journal Articles
Subjects: Charter Schools,Urban Schools,School Choice,Access to Education,Academic Achievement,School Closing,Race,Poverty,School Districts,Enrollment,Predictor Variables,Risk,Accountability,Program Effectiveness

In this study, we seek to contribute to the literature on traditional charter school (TCS) closure by examining the potential relationships among racial and socioeconomic enrollment characteristics, TCS age and early adopter status, student achievement and the likelihood of closure within Ohio's &quot;Big 8&quot; Urban Counties (OBEUC). Using life tables and binary logistic regression, we examined 3,204 TCS school years (424 TCS) in OBEUC from the arrival of TCS in 1998 through 2015 to assess these relationships. While the Ohio Department of Education (ODE) reports that poor academic performance is the second most cited reason for TCS closure, we find no evidence that student performance predicts TCS closure in OBEUC. However, we find that compared to TCS with integrated enrollments, TCS with predominantly White or Black enrollments face higher risks of closure in OBEUC, even when controlling for other factors. This lack of a connection between student performance and TCS closure calls into question the argument that TCS closure is evidence that the accountability function of school choice policy is working.
The Effects of Creative Writing Practices on the Writing Skills of Students Learning Turkish as a Second Language
Author: Turkben, Tuncay
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing Skills,Written Language,College Students,Self Efficacy,Writing (Composition),Anxiety,Foreign Countries,Turkish,Second Language Learning

Purpose: The purpose of this research is to understand how creative writing practices affect the written expression skills of B2 level students. Method: In this study, a pretest-posttest control group semi-experimental model was used. While creative writing practices were implemented in the experiment group, instruction in alignment with the Teacher Guide of Yunus Emre Institution was provided in the control group. The study was conducted with 49 students at the B2 level at the Aksaray University Turkish Learning Application and Research Center during the 2018-2019 academic year. Written expression works (composition), writing self-efficacy, and writing anxiety scales were used as data collection instruments. Written expression works were evaluated according to the Creative Writing Evaluation Scale. Dependent and independent t-tests were conducted for pairwise comparisons. Findings: The means for post-test scores in the experiment group for the scales except for the writing anxiety scale were higher than the means of post-test scores in the control group. This indicates that creative writing practices in comparison with the traditional methods are an important factor in improving the written expression skills of students who learn Turkish as a second language. Implications for Research and Practice: Future research to identify the effects of creative writing practices on fundamental language skills that are reading, speaking, and listening can be conducted.
Whiteness and Economic Advantage in Digital Schooling: Diversity Patterns and Equity Considerations for K-12 Online Charter Schools
Author: Mann, Bryan
Date: 2019-09-09
Type: Journal Articles
Subjects: Online Courses,Elementary Secondary Education,Charter Schools,Racial Bias,Racial Differences,White Students,Minority Group Students,Socioeconomic Status,School Segregation,Student Diversity,Geographic Location,Traditional Schools,Public Schools,Enrollment,Low Income Students

Scholars and policymakers have yet to hold a robust conversation about diversity in K-12 online schools. This study builds on research that suggests online charter schools enroll higher percentages of White and economically advantaged students compared to national K-12 school enrollment averages. While these findings remain consistent, the study presented here employs techniques used in school segregation and diversity research to develop a more nuanced understanding of online charter school enrollment patterns. While more White and wealthy students attend online charter schools compared to other types of schools nationally, there are differences across states. Understanding the nature of these differences helps consider possibilities for moving online charter school enrollments toward increased diversity. While diversity in traditional schools has benefits, this article concludes with cautions about how to achieve equity through diversity in online spaces and if these goals are attainable. If online charter schools achieve racial and economic diversity, their leaders need to apply critical lenses in developing online programming to ensure diverse enrollments lead to equity.
Preparing School Leaders for America&apos;s Wicked Problems? How the Revised PSEL and NELP Standards Address Equity and Justice
Author: Farley, Amy N.
Date: 2019-09-23
Type: Journal Articles
Subjects: Equal Education,Social Justice,Social Problems,Administrator Responsibility,Standards,Administrator Education,Leadership Training,Competence,Educational Policy

The past 20 years have seen a shift in school leaders' work that can best be characterized by an increasing complexity in expectations and greater demands for accountabilities. Educational leadership preparation programs and professional associations responded to these shifts, in part, with the development and proliferation of standards for both pre-service (ELCC and NELP) and practicing (ISLLC and PSEL) educational leaders. Both sets of standards have undergone significant revision in the last five years, largely in response to shifts in the work required of school administrators in today's 21st century schools. However, what remains an open empirical question is whether the leadership standards are robust and pragmatic enough to tackle the various educational issues that school leaders face. In other words, do various school leadership standards prepare and assess school administrators appropriately? Using the wicked problems framework, we examine the extent to which the revised PSEL and NELP standards capture the challenging work required for school leaders to act as inclusive leaders and &quot;equity-oriented change agents&quot; (Maxwell, Locke, &amp; Scheurich, 2013, p. 1). We utilize qualitative content analysis (Weber, 1990) to analyze the content of the leadership standards, focusing in particular on the ways those standards represent evolving conceptions of equity and justice. These analyses suggest that although both sets of standards have changed considerably from their predecessors, they may not go far enough to help leaders determine how to implement the proper administrative authority to solve complex issues. This is particularly true as it relates to the persistent, wicked equity problems facing our schools.
&quot;It Just Doesn&apos;t Add Up&quot;: Disrupting Official Arguments for Urban School Closures with Counterframes
Author: Syeed, Esa
Date: 2019-09-16
Type: Journal Articles
Subjects: Urban Schools,School Closing,Public Schools,Persuasive Discourse,Community Action,Educational Change

Mass school closures have become commonplace in urban school districts. To explain their actions, school system leaders often rely on a dominant frame that presents closures as an inevitable, data-driven, and politically neutral phenomenon in an educational landscape defined by shrinking budgets, demographic changes, and increased school choice. In response, research has typically focused on how communities tell counternarratives that seek to interrupt official accounts of school closures. Using a critical frame analysis of qualitative data from the 2013 school closure process in Washington, DC, I discuss another grassroots approach to disrupting school closures: counterframes. Drawing on Critical Race Theory and social movement theory, I discuss counterframes as discursive arguments that allow communities to directly challenge official rhetoric and offer alternatives. Findings show that communities in DC crafted counterframes that pushed back on the notion that the closures were inevitable, questioned the data guiding the process, and attempted to expose hidden agendas and interests behind shuttering schools. The article concludes with the relevance of counterframes to broader educational mobilizations as well as their limitations.
Student Writers&apos; Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions
Author: Saeli, Hooman
Date: 2019-00-00
Type: Journal Articles
Subjects: Grammar,Error Correction,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Native Language,Indo European Languages,Preferences,Student Attitudes,Writing Skills,Self Concept,Peer Relationship,Teacher Student Relationship,Accuracy,Speech Communication,Teaching Methods,Learner Engagement,Written Language,Test Preparation,Language Tests

This project firstly explored Iranian English as a foreign language (EFL) students' perceptions about written corrective feedback (WCF)-related practices and preferences. Secondly, the student participants' first language (L1; e.g., Farsi) learner identities were operationalized, especially focusing on the skill of writing, WCF, and grammar-centred WCF. Thirdly, the students' affective engagement with WCF was scrutinized, particularly in light of L1 student identities. The participants in the study were 15 students in an Iranian EFL context. Analysis of interview data revealed that the skill of writing was held in low regard by the students. Also, several discrepancies emerged vis-à-vis WCF methods (e.g., direct vs. coded), error correctors (e.g., teacher feedback vs. peer feedback), the amount of correction (e.g., selective vs. comprehensive correction), and the relative importance of different components of writing (e.g., grammar vs. content vs. organization). In particular, the findings showed that the students' L1 identities involved low regard for writing, but high regard for speaking skills, and that they attached high value to grammatical accuracy and teacher explicit feedback. Finally, the findings indicated that: (a) the students' second language (L2) identities (e.g., WCF-related preferences) were profoundly affected by their L1 student identities, and (b) the discrepancies between the students' L2 writing preferences (e.g., preferred amount of WCF) and the teachers' reported practices could potentially hinder students' affective engagement with WCF.
Translanguaging-as-Resource: University ESL Instructors&apos; Language Orientations and Attitudes toward Translanguaging
Author: Burton, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Attitudes,Teaching Methods,Code Switching (Language),Language Usage,Language Teachers,Teacher Attitudes,Foreign Countries,Educational Policy,College Faculty,College Students,Learning Experience,Correlation,Classroom Communication

This article explores university English as a Second Language (ESL) instructors' attitudes toward translanguaging in the classroom and possible reasons for instructors' resistance in moving translanguaging ideology into English language teaching pedagogy. Many researchers have forwarded translanguaging as a theoretical and pedagogical approach to language education because of its potential cognitive, social, and affective benefits. A translanguaging pedagogy calls for instructors to affirm the dynamic and diverse language practices that multilingual students utilize as part of their unitary language repertoire. However, because English-only pedagogies, policies, and practices still permeate the ESL classroom, it is critical to understand how ESL instructors' language ideologies and orientations play a role in shaping their pedagogical practices and classroom language policies. Using Ruíz's orientations in language planning and translanguaging theory, this study examined the language orientations of five ESL instructors at a major Canadian university based on qualitative data gathered through semi-structured interviews. The findings provide insights into instructors' attitudes toward translanguaging, the relationship between instructors' language learning experiences and their classroom language policy, and institutional opportunities and constraints.
Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom
Author: Wernicke, Meike
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Culturally Relevant Education,Multilingualism,French,English (Second Language),Second Language Learning,Second Language Instruction,Metalinguistics,Language Teachers,Preservice Teachers,Bilingual Education,Learning Experience,Foreign Countries,Program Descriptions,Elementary School Teachers,Classroom Communication,Monolingualism,Preservice Teacher Education,Student Attitudes

In English-majority contexts such as British Columbia, French second language (FSL) teachers are increasingly encountering students who are also learning French in addition to English and their home languages. Research findings show that dual language learners are successfully supported through multilingual pedagogies that acknowledge and explicitly value students' prior learning experiences and multilingual knowledge as an integral resource in their language learning. This poses a particular challenge for FSL teacher candidates whose own language learning experiences have been shaped by institutional bilingualism and monoglossic approaches in bilingual education contexts. This article sets out the implications of this challenge and then describes a teacher education course that specifically addresses the Teaching of English as an additional language (TEAL) with teacher candidates in an elementary French specialist cohort program at a university in British Columbia. The discussion provides an overview of the course and then describes some of the ways in which critical language awareness can be fostered among FSL teacher candidates' strategies to encourage a linguistically and culturally responsive approach to FSL teaching.