ethanporcaro/eric-fulltext-meta huggingface dataset:
The Due Process Clause of the Fifth and Fourteenth Amendments and the Policy-Making Process in Educational Leadership: An Analysis of Relevant Legal Cases
Author: Parker, Jerry L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Constitutional Law,Citizenship,Educational Policy,Civil Rights,Court Litigation,Educational Legislation,Elementary Secondary Education,Higher Education,Federal Legislation,Leadership,Policy Formation,School Desegregation,Desegregation Litigation,Equal Education,Students with Disabilities

This article discusses the due process clause of the Fifth and Fourteenth Amendments and their application in legal cases related to K-12 and higher education. The Fifth and Fourteenth Amendments are important because, among many things, they declare that before any person can be accused of any crime or wrongdoing, he or she must be allowed due process to prove his or her innocence. Without due process, all decisions related to an individual's innocence or guilt are thus null and void. Using content analysis methodology, this research looked at 11 Supreme Court decisions related to due process in education. It was discovered that decisions mainly related to student classification versus self-identification and wrongful termination of faculty and school personnel. The findings of this study help educational leaders at all levels to better understand the vastness of both amendments and how they work in tandem with drafting equitable, equal, inclusive, and fair policies and procedures for all students, faculty, and staff in educational settings.
Researcher-Practitioner Partnerships: Lessons Learned from the First Year of the Middle School Intervention Project (MSIP)
Author: Nelson, Nancy J.
Date: 2016-03-00
Type: Journal Articles
Subjects: Partnerships in Education,Educational Cooperation,School Districts,Middle Schools,Middle School Students,Intervention,Reading Difficulties,Reading Improvement,Dropout Prevention,At Risk Students,Reading Programs,Learner Engagement,Program Effectiveness

The purpose of this article is to describe a multicomponent intervention developed and implemented by a consortium of districts in the Pacific Northwest through a researcher-practitioner partnership and the process used for collaboration. The intervention was designed to increase reading proficiency and school engagement for struggling readers in middle school in order to prevent eventual school dropout; however, a rigorous evaluation of intervention impact revealed null effects. The authors provide context for the dropout crisis, describe the partnership that led to the development of the multicomponent intervention framework, and instantiate similarities and differences in districts' implementation of the multicomponent intervention. Project data indicate schools and districts planned to customize interventions to support student success, and schools' selection of specific interventions and practices varied. Results of the collaboration highlight district and school demand for formative data that can be used to improve interventions, including implementation data. The described districts' selected intervention practices and the researcher-practitioner framework provide important information for others seeking to embark on these partnerships and for administrators leading systemic implementation efforts.
Layers of Estrangement: Social-Emotional and Educational Implications of Homelessness on K-12 Students
Author: Shankar-Brown, Rajni
Date: 2017-00-00
Type: Journal Articles
Subjects: Homeless People,Poverty,Social Development,Emotional Development,Elementary School Students,Secondary School Students,Urban Youth,Adolescents,Children,Public Schools,Educational Experience,Negative Attitudes,Student School Relationship,Emergency Shelters,Family Programs,Social Justice,Inclusion

This qualitative case study examines and illuminates the social-emotional and educational experiences of children ages 5 to 18 residing in an urban, family emergency housing shelter located in the Southeastern region of the United States. Data were collected and triangulated through participant observations, semi-structured interviews, and document analysis. Findings revealed deep educational estrangement and adverse impacts on the social-emotional development of children and youth experiencing homelessness. The study suggests an urgent need to provide high-quality educational preparation to public school administrators and teachers working with children living in poverty and experiencing homelessness in the U.S. With persistent and rising child poverty, the author asserts that in addition to collectively working to dismantle systems of oppression that perpetuate poverty, building culturally responsive and inclusive learning environments in U.S. public schools must be a priority at national, state, and local levels. The author also shares critical research-to-practice recommendations for educators working in high-poverty schools.
Teachers&apos; Awareness and Understanding of Students&apos; Content Knowledge of Geometric Shapes
Author: Lelinge, Balli
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Level,Geometric Concepts,Concept Formation,Spatial Ability,Elementary School Mathematics,Children,Grade 4,Elementary School Students,Elementary School Teachers,Teacher Collaboration,Professional Development,Foreign Countries

Few research studies have been conducted in a primary school in early mathematical education about the teaching of geometry. This research aims to contribute with knowledge of how teachers' awareness and understanding of necessary conditions to enhance students' abilities to discern two- and three-dimensional shapes develop. In this research, qualitative methods were used to analyse data from a lesson study in grade 4 in the subject of mathematics. Data were primarily collected through audio-recorded conversations with teachers before and after the lesson, and the results of students' pre- and post-test. The results of this research showed increased awareness of using collaboration opportunities to apply professional classroom instructions and activities to enhance students' knowledge of two- and three-dimensional shapes. This research elucidates how the practice-based professional development approach emphasised the teachers' teaching targets for understanding students' content knowledge of geometric shapes. Additionally, the result highlighted teachers' awareness and understanding of the challenges students face in learning about three-dimensional shapes from two-dimensional representations. Future research should develop a more iterative and revised research lesson design to develop more powerful content knowledge and classroom activity in this topic area.
Technological Literacy: Teachers&apos; Progressive Approach Used for 21st Century Students&apos; Academic Success in Vibrant Environment
Author: Hassan, Mehboob Ul
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Literacy,21st Century Skills,Teacher Competencies,Teacher Characteristics,Academic Achievement,Correlation,Educational Environment,Technology Integration,Public Colleges,Private Colleges,College Faculty,Technology Education,Engineering Education,Foreign Countries,College Students

Technology plants concrete effects on the supremacy of humans' technological success that have been remaining awe-inspiring aspects for stakeholders; teachers and students since last eras. Teachers make students technologically literate, reshape their hidden potential, skill them through modern gadgets, help in understanding and evaluating their functions applying technological and engineering standards for goal achievements. Present research was conducted to explore the effect of teachers' technological literacy on students' academic success occurs in vibrant environment on conveniently selected sample of 200 teachers working in public and private universities of district Lahore. Researchers administered a self-developed survey to collect data from teachers. Content validity of questionnaire was ensured from experts and reliability was confirmed by calculating Cronbach's Alpha Scores 0.821. Normality of the data was assured by calculating Shapiro-Wilk's test, n &lt; 2000, p &gt; 0.05. Students' academic success was measured through acquiring achievement scores, obtained from concerned university offices ensuring ethical considerations, as in data collections. Results of independent samples t-test and regression analysis ascertained no significant difference between usage of technological literacy by teachers' gender and university type; male teachers working in public and private universities have same usage of technological literacy as compared to female teachers. Moreover, teachers' technological literacy affect 43% on students' academic success occurs in vibrant learning environment. On the basis of results, research recommends that universities may established digital lab ensuring vibrant environment and hire technologically literate staff providing fringe benefits to meet 21st century technological literacy demands for students' success.
Implementing the Flipped Approach in an English-Medium-Instruction Educational Psychology Course: Student Learning Outcome and Perception
Author: Chou, I-Chia
Date: 2020-10-00
Type: Journal Articles
Subjects: Flipped Classroom,English (Second Language),Second Language Learning,Language of Instruction,Educational Psychology,Outcomes of Education,Student Attitudes,College Freshmen,Late Adolescents,Lecture Method,Video Technology,Instructional Effectiveness,Foreign Countries

Academic courses taught in English are already difficult for many EFL students. This is especially the case if the class is conducted primarily through lectures. The aim of this study is to show that the flipped approach (FA) in an English-medium-instruction (EMI) course may be an alternative to the traditional teacher-lecture course for EFL undergraduates, if certain weaknesses in the approach are addressed. The students overall had positive perceptions of the FA, but perhaps more important and less frequently noted is that, by using the FA approach, EFL instructors can more clearly identify student-learning challenges. It is not clear, however, if the FA approach can subsequently address these challenges. Therefore, some appropriate pedagogical suggestions and shortcomings are given for those who plan to implement the FA in an EMI course.
Distributed Leadership through the Lenses of Special Education Leaders
Author: Tudryn, Patrick
Date: 2016-03-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership Effectiveness,Leadership Responsibility,Participative Decision Making,Role Perception,Goal Orientation,Administrator Attitudes,Administrator Characteristics,Novices,Expertise,Elementary Secondary Education,School Districts,Special Education Teachers,Leaders

In recent years, specifically in the last decade, there has been a substantial amount of research emphasizing the importance of leadership in the field of education. Distributed leadership is of interest because it provides for a higher level of group problem-solving and higher rates of effective decisions; therefore, it is a leadership model that encourages collaboration, knowledge sharing, and consistent interactions. This study investigated how two types of leaders of special education, administrators of special education and special education teacher leaders, using Q-sort methodology, prioritize distributed leadership statements. Two factors emerged from the findings: (1) planned distributors, who were generally younger, more educated with less experience at their current position, and working in larger school districts with higher rates of poverty; and (2) embedded distributors, who were predominantly more experienced, less educated, older females working in smaller and more affluent school districts. The results of this study laid the foundation for understanding how the perceptions of distributed leadership shift over the course of careers as leaders of special education mature in leadership positions. . Using the qualitative and quantitative data from this study, a continuum of distributed leadership is proposed along which three contexts are situated: planned, embedded, and natural.
Point, Read, Think, Click: Expanding New Literacies in Kazakhstan and Mongolia
Author: Williams, Kate Maloney
Date: 2020-00-00
Type: Journal Articles
Subjects: Technological Literacy,Literacy,21st Century Skills,Comparative Education,Secondary School Students,Cultural Context,Educational History,Technology Integration,Technology Uses in Education,Teaching Methods,Educational Improvement,Faculty Development,Blended Learning,Foreign Countries,Intervention,Pedagogical Content Knowledge,Educational Policy

One of the most common indicators of a country's development is its literacy rate. However, beyond traditional conceptions of reading, writing, and arithmetic, literacies in the 21st century require additional skills and competencies geared towards the saturated and constantly changing digital environments in which we live. These skills and competencies are not yet universally -- or still, in many cases, regionally -- defined. This comparative study uses secondary desk research to investigate the education systems of two countries -- Kazakhstan and Mongolia -- to better understand the historical and social contexts in which they have approached ICTs in Education and teacher development. From this view, it then outlines different strategies and theoretical frameworks that officials and educators may use to improve teacher instruction and student learning with technology. The resulting recommendations hold the potential to assist any country with redefining national benchmarks, student scorecards, and global literacy indicators; flattening transmission models and applying digital pedagogy; redesigning in-service for teachers; and doing more to launch blended learning environments.
A Bibliometric Analysis of ICT Development at the Comparative &amp; International Education Society (CIES) from 2014 through 2019
Author: Kang, Haijun
Date: 2020-00-00
Type: Journal Articles
Subjects: Bibliometrics,Information Technology,Comparative Education,Conferences (Gatherings),Technology Uses in Education,Differences,Regional Characteristics,Foreign Countries

This study is a follow up of Kang's study published in 2014. The purpose is to further examine the development pattern of Information and Communication Technology (ICT) as a topic and research area at the Comparative and International Education Society (CIES) conferences by analyzing ICT-related CIES conference papers from 2014 through 2019 (2016 CIES conference papers were not included because they were not accessible to the author at the time of this study). The Bibliometrics method was used to collect and analyse data. The findings include: (1) ICT has developed a much stronger presence at CIES since Kang's study in 2014; (2) Geography-based digital divide remains; (3) Educational institutions and non-governmental organizations (NGOs) continue to be the main players in ICT development at CIES; (4) The omnipresence of ICT in other topic and research areas is present; and (5) The interaction of ICT with special interest groups (SIGs) and standing committees have doubled. Additional observations were made, and future research studies were suggested.
Leader to Leaders: An Indigenous School Leader&apos;s Advice through Storytelling about Grief and COVID-19
Author: Brown, Sia Elle
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Grief,Story Telling,Indigenous Knowledge,Indigenous Populations,Doctoral Students,Culturally Relevant Education,Rural Schools,Coping

This transcript presents a portion of a conversation that occurred on May 8, 2020 between Sia Elle Brown, a doctoral student in Educational Leadership at the University of Pennsylvania Graduate School of Education and Ikal Fireseed (pseudonym), a leader at a school for Indigenous students in the American Southwest.
Voice(s) of a Black Man
Author: Anyu, N. Will
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Racial Bias,Homicide,African Americans,Police,Activism,College Environment,Higher Education,Social Bias,Whites,Social Justice,Voting,Elections,Presidents

Since March of 2020, two pandemics have hit the United States of America like a bag of bricks. The health pandemic as a result of COVID-19 that has killed over 180,000 Americans and the racially-charged genocides that continues to murder our Black brothers and sisters. As a result of constant disregard for Black lives, in part 1, we analyze the ongoing threat on Black bodies by police officers while simultaneously illustrating why Black Lives Matter. Additionally, in part 2, we explore what it means to be a Black person on America's post-secondary campuses while naming &quot;privilege&quot; and illustrating what White allies can do to support their Black peers, colleagues, friends, families, and communities. Moreover, in part 3, we wrap it all together by illustrating the importance of voting in the upcoming election and why this is the election of our lives.
Building Vietnamese English Teachers&apos; Evaluation Capability: Filling Needs via Training Programs
Author: Andrew, Martin
Date: 2020-11-00
Type: Journal Articles
Subjects: Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,Instructional Materials,Foreign Countries,Program Evaluation,Evaluation Methods,Educational Policy,Alignment (Education),Curriculum Development,Language Proficiency,Guidelines,Course Descriptions,Educational Innovation,College Faculty,Teacher Attitudes,English (Second Language),Benchmarking,Rating Scales,Educational Change,Teacher Evaluation,Student Evaluation

This paper analyses the impact of an evaluation-focused language teacher education program under Vietnam's National Foreign Languages 2020 project, run at Hanoi University in 2015 and 2017. Funded by The Ministry of Education and Training (MOET), this intensive 150-hour university-level program employed international experts to deliver content about evaluation. The pedagogical goal was to enhance the capacity of 'key' teachers by guiding their application of theory-informed strategies to their institution's curricula and teaching materials. The underlying policy-directed goal was alignment with the &quot;Circular on Issuance of the 6-level Foreign Language Proficiency Framework of Vietnam&quot; (MOET, 2014), the &quot;Vietnamese Foreign Language Proficiency Framework&quot; (&quot;VFLF&quot;). This study outlines the needs the course met under national policy, demonstrates how these were achieved and describes the course's impacts and constraints. A naturalistic interpretative enquiry, it draws on questionnaire data from participants to assess how the program met its objectives and the degree to which participating language teachers reported applying its content to their practice. The study points to a gap between the aspirational rhetoric of the 6-level framework and the constraints posed by gatekeepers where the 'key' teachers are supposedly present and future leaders but often lack the autonomy to innovate.
Development of a New Primary School English Curriculum and Textbooks in Myanmar
Author: Hall, James M.
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Curriculum Development,Elementary School Curriculum,Textbook Preparation,Textbooks,Grade 3,Textbook Content,Educational Needs,Barriers,Elementary School Teachers,Time Management,Teaching Methods,Educational Innovation

This article reports on the design and implementation of an innovative primary EFL program in Myanmar. Begun in 2014, the program is part of the CREATE Project, a joint initiative between the Myanmar Ministry of Education and the Japan International Cooperation Agency (JICA). The project has involved the planning, designing and implementation of a new curriculum for primary school English, along with concurrent materials development and the design of both pre-service and in-service teacher training courses. To give an insight into this multifaceted process, this paper focuses on the development of the Grade 3 textbook and compares it to the former book. After this analysis, it considers teachers' needs and the challenges they face through analyzing posts and comments made on the &quot;New Curriculum English Subject&quot; Facebook page. Teachers' primary challenges were learning the new textbook language, incorporating the recommended instruction into their established pedagogical approaches, and time management. The challenges and solutions outlined in this article have both policy and pedagogical implications for curriculum innovation at the primary EFL level, particularly with respect to the issues facing less economically developed countries.
An Explorative Study of Task Representation in Academic Writing: Second Language Writers in a Graduate Course in the United States
Author: Kim, Kyung Min
Date: 2020-11-00
Type: Journal Articles
Subjects: Academic Language,Writing (Composition),Task Analysis,English (Second Language),Second Language Learning,Doctoral Students,Foreign Students,Novices,Socialization,Student Attitudes

Despite a high score in Test of English as a Foreign Language (TOEFL) and a fluent command of English in non-academic contexts, international graduate students may find themselves struggling to write academic papers, perhaps almost immediately after they begin graduate education. Although graduate faculty can see variations on student papers, they may not realize what creates the variations, how they are created, and how significant they can be in task interpretation. This explorative study examined how three multilingual doctoral students developed an understanding of and negotiated pre-dissertation writing tasks. Interviews, papers with instructor comments, and field notes were collected from two sections of a course at a TESOL graduate program. The findings suggest that even experienced L2 writers engage in guessing and negotiation in order to understand and complete the writing tasks they are assigned. They indicate that from the beginning of defining a writing task, L2 writers engage in a guessing game and that a combination of guessing and self-positioning as a novice is a dominant feature of graduate academic writing. Although students encounter a number of complications while socializing into task expectations, successful socialization comes through the relative positioning of self and the academic community and implicit instruction.