ethanporcaro/eric-fulltext-meta huggingface dataset:
What I Taught My STEM Instructor about Teaching: What a Deaf Student Hears That Others Cannot
Author: Ross, Annemarie
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,Science Instruction,College Science,Academic Accommodations (Disabilities),Deafness,College Instruction,Conventional Instruction,Active Learning,Student Diversity,Teaching Methods,Technology Uses in Education,Vignettes

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf student and advocate, I felt responsible to share recommendations from this perspective regarding how exclusionary or inclusive National Reforms in Science Education can be.
Integrating Performance Assessments across a PK-20 Continuum: A Locally Developed Collaboration
Author: McCurdy, Kathryn
Date: 2018-01-29
Type: Journal Articles
Subjects: Performance Based Assessment,Preschool Education,Elementary Secondary Education,Higher Education,Preservice Teacher Education,College School Cooperation,State Programs

A response to Stosich et al.'s (2018) article reviewing ways in which states have taken up performance assessments, this commentary seeks to extend the focus and use of performance assessments to preservice teacher education. As such, the authors describe statewide initiatives in New Hampshire that are working to integrate performance assessments along a PK-20 continuum by articulating how Stosich et al.'s key points of educator capacity, context, and assessments for and of learning are developing in one state. This commentary highlights key contextual factors for the lasting implementation of the performance assessments as well as raises critical new challenges and opportunities for understanding this tool as an assessment for and of learning.
Addressing Uncertainty during Workplace Change: Communication and Sense-Making
Author: Parsells, Rich
Date: 2017-00-00
Type: Journal Articles
Subjects: Organizational Communication,Organizational Change,Communication Strategies,Change Strategies,Participative Decision Making,Semi Structured Interviews

Change is a commonplace occurrence in today's organizations. A number of scholars suggest that communication strategies during organizational change are an important element to the success of a change initiative, yet such strategies are not given primacy in the research literature. The purpose of this paper is to add to the discourse on communication and workplace change initiatives by reporting on a research project that explored communication actions which were employed and viewed as useful by those experiencing a change in the workplace. This paper presents the findings that emanated from the study and explore their meaning in relation to selected scholarly literature on communication and change. Suggested implications for practice and future research are included.
Making Science Accessible to Students with Significant Cognitive Disabilities
Author: Andersen, Lori
Date: 2016-00-00
Type: Journal Articles
Subjects: Severe Intellectual Disability,Access to Education,Science Education,Alternative Assessment,Science Curriculum,Curriculum Development,Academic Standards,Instructional Design,Evidence Based Practice,Test Construction,Test Items,Pilot Projects,Test Validity,Science Tests,Elementary Secondary Education,Cognitive Mapping

The publication of A Framework for K-12 Science Education (National Research Council, 2012) and the Next Generation Science Standards (NGSS Lead States, 2013) have created a need for new alternate content standards and alternate assessments in science that are linked to the new general education science standards. This article describes how a consortium of four states used Evidence-Centered Design (Mislevy, Steinberg, &amp; Almond, 2003) and Universal Design for Learning (CAST, 2012) to develop alternate science content standards and assessments. A set of 43 alternate science content standards was created and an alternate assessment at each of three grade spans. Evidence that supports appropriateness of the alternate standards for students with SCD and fidelity of representation of the Framework is presented. One cycle of testlet/item development was conducted. Results of a pilot test (251 items; 1,606 students) are presented. Evidence for validity and accessibility of the alternate assessment is presented. Major findings include that the assessment items met accessibility, bias and sensitivity, and content requirements, and that students were able to understand and respond to assessment items. Data from a pilot assessment provided evidence of the accessibility of the standards and assessments. The implications of this work for teaching science to students with SCD and preliminary efforts to develop supports for teachers are discussed.
Authentic Leadership--Is It More than Emotional Intelligence?
Author: Duncan, Phyllis
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Leadership Qualities,Leadership Effectiveness,Learning Theories,Models,Meta Analysis,Educational Research,Intelligence Tests,Questionnaires,Correlation,Adults,Factor Analysis,Leadership Styles,Transformational Leadership

One of the newest theories to gain widespread interest is authentic leadership. Part of the rationale for developing a model and subsequent instrument to measure authentic leadership was a concern that the more popular theory, the full range model of leadership and its instrument, the Multifactor Leadership Questionnaire (MLQ) (Bass &amp; Avolio, 1985), did not sufficiently emphasize aspects of leader emotional intelligence (EI), such as self-awareness (Avolio &amp; Gardner, 2005). In its current configuration, the Authentic Leadership Questionnaire (ALQ) (Walumba, Avolio, Gardner, Wernsing &amp; Peterson, 2008) measures four dimensions of leadership: relational transparency, internal moral perspective, balanced processing, and self-awareness. In a recent meta-analysis of authentic leadership, Banks, McCauley, Davis, Gardner, and Guler (2016) found that, overall, authentic leadership is highly correlated with transformational leadership (k = 23, N = 5,414, rho = 0.72). The Banks et al. study, however, reported no meta-analytic analyses between emotional intelligence and authentic leadership. In a meta-analysis performed in 2010 by Harms and Crede, self-ratings of emotional intelligence and transformational leadership were highly correlated (k = 47, N = 4,994, rho = 0.56). Given that a) EI is strongly related to transformational leadership, b) authentic leadership is very strongly related to transformational leadership, and c) part of the original rationale for creating a model and instrument to measure authentic leadership included a need to include more self-awareness in a leadership model, exploring the degree to which emotional intelligence is related to authentic leadership is important. In this study, 1,028 working adults completed the Schutte Self-Report Emotional Intelligence Test (SSEIT) (Schutte, 2009) and the Authentic Leadership Questionnaire (Walumba et al., 2008). The sample was 61% female, 30% held a college degree or higher, and the mean age was 29.6 years. An exploratory factor analysis using the principal components method with varimax rotation resulted in a 2-factor solution. While exploratory in nature, this study indicates that the components of the Authentic Leadership Questionnaire seem to be measuring something different than emotional intelligence measured by the Schutte Self-Report Emotional Intelligence Test.
Linking Teacher Education to Redesigned Systems of Accountability: A Call for Multiple Measures in Pre-Service Teacher Effectiveness
Author: Farley, Amy N.
Date: 2018-01-29
Type: Journal Articles
Subjects: Accountability,Preservice Teachers,Teacher Effectiveness,Educational Change,Elementary Secondary Education,Preservice Teacher Education,Teacher Educators,Teacher Evaluation,Faculty Development,Inservice Teacher Education,Educational Legislation,Federal Legislation,Educational Indicators

In this written commentary for the special issue of &quot;Education Policy Analysis Archives&quot; focused on &quot;Redesigning Assessment and Accountability,&quot; we call for teacher preparation to embrace a multiple measures philosophy by providing teacher candidates with rich opportunities to engage with data from a variety of sources, beyond teacher test scores and principal evaluations. We apply and extend Bae's (2018) argument to teacher preparation policies, urging teacher educators to develop programs that promote continuous improvement. We argue that teacher education can and should prepare candidates to engage in multiple measure systems, critically evaluate data and sense make to construct meaning, reflect on and improve their practice to meet the needs of all students, and ultimately advocate for next-generation accountability systems that authentically foreground and prioritize continuous improvement.
A Historical Perspective on the Revolution of Science Education for Students Who Are Blind or Visually Impaired in the United States
Author: Supalo, Cary A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Blindness,Visual Impairments,Hands on Science,Science Instruction,Disabilities,STEM Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education,Assistive Technology,Accessibility (for Disabled)

The article is an invited presentation given by Dr. Cary A. Supalo to the National Federation of the Blind of Illinois annual state convention that was held in Chicago, Illinois on Saturday, October 28, 2011. The remarks were slightly modified for the &quot;Journal of Science Education for Students with Disabilities.&quot;
How Do States Integrate Performance Assessment in Their Systems of Assessment?
Author: Stosich, Elizabeth Leisy
Date: 2018-01-29
Type: Journal Articles
Subjects: Performance Based Assessment,College Readiness,Career Readiness,Accountability,Graduation Requirements,Student Evaluation,Measurement,State Policy,Capacity Building,High Schools,Elementary Secondary Education

This paper reviews state strategies for incorporating performance assessment in policy and practice. Specifically, the paper reviews the use of performance assessment in 12 states in the Innovation Lab Network, a group committed to developing systems of assessment that provide meaningful measures of college and career readiness. This review suggests that states relied on four central approaches for integrating performance assessment in state and local systems of assessment: 1) classroom purposes, 2) graduation requirement, 3) school accountability purposes, or 4) federal accountability. We review these approaches and the benefits and challenges associated with each strategy.
The Evolution of the Academic Profession in Research-Centered Universities in Chile
Author: Véliz-Calderón, Daniela
Date: 2018-02-05
Type: Journal Articles
Subjects: Foreign Countries,Research Universities,Professionalism,College Faculty,Educational Development,Qualitative Research,Guidelines,Tenure,Expectation,Teacher Role,Teacher Responsibility,Administrative Principles

Faculty members are fundamental for the development and success of higher education organizations, and building strong academic cadres is a major challenge, especially for research universities. While there are no fully-fledged research universities in Chile (Bernasconi, 2007), a few strive to get closer to that ideal by way of the professionalization their faculty. This study follows this process guided by the question &quot;How do academic rules and guidelines in six research-oriented universities in Chile reflect the professionalization of the academic profession from 1967 to 2016?&quot; Findings show that universities have converged in the structure they provide for their tenured and tenure-track faculty. The requirements to enter the &quot;tenure track&quot; career have become stricter over time, while adjunct faculty experience little regulation of their duties, governance rights, and benefits, even though they still constitute the highest proportion of faculty members overall. Lastly, it seems that these universities have changed their academic regulations over time as a response to internal processes rather than external pressures.
&quot;Ex Ovo Omnia&quot;
Author: Pagano, Todd
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teacher Role,Teacher Effectiveness,Student Educational Objectives,Teaching Methods,Relevance (Education),Teacher Student Relationship

One of history's most diverse thinkers metaphorically depicted humanity's dangerous reliance on nonrenewable energy resources as an unborn chick in an egg. American philosopher, poet, scientist, and mathematician, Buckminster Fuller, described the nutrients in an egg as the temporary and extinguishable support required for the development of an unhatched chick. Once the nutrients are depleted, the chick must break from its shell and cultivate its own mechanism for survival. Symbolically, he explained that the human population must view the use of earth's finite resources as the nutriment in an egg that can be provisionally relied upon in order to provide the necessary time and energy required for mankind to establish alternative energy sources for a sustainable future. I use Bucky's metaphor to describe my own teaching philosophy; the role of the educator as that of a facilitator, or provider of the &quot;egg&quot;. Using this mindset and a variety of learning modalities in my classroom, I am hopeful that at the end of the educational process, my students emerge from their &quot;shells&quot; with the necessary skills to be renewable sources of learning unto themselves.
School Activities in Natural Sciences for Students with Special Needs in Bulgaria
Author: Zamfirov, Milen
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Needs Students,School Activities,Natural Sciences,Class Activities,Mainstreaming,Special Schools,Teaching Methods,Educational Practices

This study discusses the influence of classroom activities in the mainstream schools and special schools in Bulgaria. The study presents classroom activities related to the school subject Human and Nature. This school subject is part of the curriculum both at special and at mainstream schools. There are detailed explanations and descriptions as well as concrete methodological directions for each classroom activity. Some photographs are included in the text in order to achieve better visualization of the classroom activities described. The developed classroom activities in Natural Sciences for students with special needs, are just a small step in the understanding of the idea that all learners, regardless of their impairments, can participate in the learning process. This is in accord with the initiative of most nations to place more emphasis on the education of people with special needs, supporting their explorative aspirations and desire to know the surrounding world.
Making Performance Assessments a Part of Accountability
Author: Haun, Billy
Date: 2018-01-29
Type: Journal Articles
Subjects: Performance Based Assessment,Accountability,Educational Policy

The purpose of this commentary is to describe recent efforts in Virginia to develop and use performance assessments, including the challenges that emerged during this process and key considerations for states that integrate performance assessment into their systems. Performance assessments can play an important role in preparing students for success and college and career, as described in Virginia's Profile of a Virginia Graduate.
Massachusetts Consortium for Innovative Education Assessments: Creating a Grassroots Accountability System to Leverage State Policy Change
Author: French, Dan
Date: 2018-01-29
Type: Journal Articles
Subjects: Consortia,Educational Assessment,Accountability,State Policy,Performance Based Assessment,Student Evaluation,Change,Educational Policy,Elementary Secondary Education

Standardized testing remains the predominant proficiency measure for students and schools, placing teacher and student focus on test-prep and lower order skills while maintaining achievement gaps that penalize underserved students. The Massachusetts Consortium for Innovative Assessment seeks to close this gap and change assessment measures on a state level by training teachers to become leaders in implementing student-centered performance assessments and encouraging state legislators to consider alternative, forward-thinking accountability systems.
Alternative Routes to Teacher Professional Identity: Exploring the Conflated Sub-Identities of Teach for America Corps Members
Author: Thomas, Matthew A. M.
Date: 2018-01-22
Type: Journal Articles
Subjects: Alternative Teacher Certification,Professional Identity,Teacher Attitudes,Identification (Psychology),Barriers,Graduate Students,Semi Structured Interviews,Teacher Placement,Educational Policy

Research on the development of professional identity for teachers who enter the profession through alternative routes is still in its infancy. In contrast to their peers who complete traditional initial teacher education programs, these teachers are exposed to different conditions and constraints that produce a range of sub-identities previously unidentified in the literature. This paper draws on interviews with 27 teachers who entered teaching through Teach For America and wrestled with these sub-identities as they considered their emerging professional identity. We argue that these sub-identities point to structural challenges embedded within Teach for America, and we highlight the need for additional research on the growing cadre of teachers entering the teaching profession through alternative routes, and subsequently influencing policymaking processes.
The New Professionalism? Charter Teachers&apos; Experiences and Qualities of the Teaching Profession
Author: Torres, A. Chris
Date: 2018-02-12
Type: Journal Articles
Subjects: Teaching (Occupation),Charter Schools,Professionalism,Teaching Experience,Teacher Effectiveness,Qualitative Research,Semi Structured Interviews

While teacher professionalism remains a contested topic, scholars increasingly acknowledge the field has entered a &quot;new professionalism&quot; wherein its parameters are dictated by management and the organization rather than those within the occupation. Many argue that this shift has served to decrease teachers' sense of professionalism, efficacy and persistence. Simultaneously, no-excuses charter schools, considered to embrace this new professionalism, continue to proliferate. Yet little is known about how teachers within these schools view teaching and the qualities of teacher professionalism. To address this gap, we interviewed twenty new and novice teachers teaching in high profile charter organizations in the northeast such as Uncommon Schools, KIPP, MATCH, and Boston Collegiate. Our findings suggest that these teachers largely perceived their schools and the degree of professionalism positively. For example, teachers reported that their schools fostered teacher autonomy, professional accountability, and collaboration. However, their schools' high-accountability climates encouraged feelings of competition and caused teachers to question their efficacy, ultimately reinforcing views of teaching as a short-term endeavor. Finally, professional status and rewards were described as low with many teachers saying they felt underappreciated or undervalued. Our findings demonstrate how the climate of &quot;new professionalism&quot; can produce outcomes both consistent and in tension with efforts to professionalize teaching.
Redesigning Systems of School Accountability: A Multiple Measures Approach to Accountability and Support
Author: Bae, Soung
Date: 2018-01-29
Type: Journal Articles
Subjects: Accountability,Educational Policy,State Policy,Measurement,Outcome Measures,Data Collection,Educational Quality,Educational Assessment,Educational Improvement,Outcomes of Education,Educational Change,Career Readiness,Equal Education,Access to Information,Teacher Qualifications,Access to Education,Curriculum,Educational Environment,Foreign Countries,Educational Legislation,Elementary Secondary Education,Federal Legislation

The challenges facing our children in the 21st century are rapidly changing. As a result, schools bear a greater responsibility to prepare students for college, career, and life and must be held accountable for more than just testing and reporting on a narrow set of outcomes aimed at minimum levels of competency. Thus, scholars, educators, and reform advocates are calling for a more meaningful next phase of school accountability, one that promotes continuous support and improvement rather than mere compliance and efforts to avoid punishment (Center for American Progress &amp; CCSSO, 2014; Darling-Hammond, Wilhoit, &amp; Pittenger, 2014). This paper reviews state and district level accountability systems that incorporate a multiple measures approach to accountability and highlights the following features that represent redesigned systems of accountability: 1) broader set of outcome measures, 2) mix of state and local indicators, 3) measures of opportunities to learn, 4) data dashboards, and 5) School Quality Reviews. The paper concludes with guidance for policymakers and practitioners on ways to support the development and implementation of a multiple measures system of accountability so that school accountability becomes synonymous with responsibility for deeper learning and support for continuous improvement.
Response to &quot;Redesigning Systems of School Accountability&quot;: Addressing Underlying Inequities
Author: Gil, Elizabeth
Date: 2018-01-29
Type: Journal Articles
Subjects: Accountability,Educational Policy,Educational Assessment,Measurement,Equal Education,Access to Information,Educational Change,Stakeholders,Parent Participation,Community Involvement

As Bae (2018) suggests, one way to fill gaps between a holistic view of student learning and accountability policy implementation is to use multiple measures that reflect diverse perspectives of learning. The purpose of this commentary is to provide a discussion of issues, which need to be considered in order to achieve the desired outcomes of greater equity and transparency through these broader accountability efforts. In this commentary, we address equity issues related to Bae's argument and propose that taking action regarding existing inequities in terms of access to resources, and including traditionally excluded voices are crucial to ensuring that new accountability systems meet their intended goal of shared responsibility for deeper learning and continuous improvement.