ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment in Music Education: Relationships between Classroom Practice and Professional Publication Topics
Author: McQuarrie, Sarah H.
Date: 2013-09-00
Type: Journal Articles
Subjects: Teacher Surveys,Music,Music Education,Music Teachers,Elementary School Teachers,Evaluation Methods,Student Evaluation,Correlation,Faculty Development,Reading Interests,Classroom Techniques

The purpose of this study was to investigate the relationship between actual current assessment practices of elementary music teachers and the assessment topics as published in the literature aimed at those teachers. Specifically, this study sought to: 1) identify the current assessment techniques utilized by elementary music teachers; 2) identify the types of assessment techniques included in the current music teacher literature, and 3) identify any relationships between the assessment techniques that are most frequently utilized by teachers and those that are most frequently included in teacher-focused music education publications. The researchers first examined data collected from the 100 elementary general music educators from the Northwestern United States who participated in a survey designed to identify the assessment practices of elementary general music teachers. The researchers next reviewed ten years (1999-2009) of the national publications &quot;Teaching Music&quot; and &quot;Music Educators Journal&quot; searching for articles that addressed the topic of classroom music assessment. Finally, the researchers ranked both the classroom and literature assessment techniques by frequency of use and frequency of inclusion in the literature and then examined the results in order to identify possible relationships. The researchers found that there is a possible disconnect between the assessment strategies reported as used by the classroom music educators participating in this study and the major professional publications in the music education field. (Contains 5 figures and 4 tables.)
Sanctioned Curricular Ignorance as a Challenge to Critical Educational Communities
Author: Logue, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Epistemology,Knowledge Level,Philosophy,Politics,State Policy,Educational Policy,Sexual Orientation,Educational Legislation,Indigenous Knowledge,Race,Consumer Economics

While there is a whole field devoted to the widely esteemed enterprise  of epistemology, until fairly recently much less attention has been given to  &quot;agnotology,&quot; the study of ignorance. Epistemologists of ignorance use the concept agnotology to signify the study of the making and unmaking of ignorance, as well as the task of understanding how it has been and can be harnessed for political ends.The author of this article argues that reevaluating ignorance and positioning it as neither a simple nor innocent lack of knowledge, but as an active force of both psychic and social consequence, might help people find common ground with difference and engage in critical community. One can use philosophy to help trace all the different forms structural ignorance might take. As one approaches ignorance one must consider its varieties such as those &quot;strategic unknowns,&quot; &quot;the non selected or non cultivated,&quot; and those censored, erased, classified, forbidden, difficult, and dangerous forms of knowledge. In this article, the author examines states' political and policy attempts to create closed community by explicitly forbidding particular knowledges. The author first theorizes those major areas of ignorance she sees as structural that close down community debate and communities of difference. She then examines a particular educational example, the spate of so-called &quot;Don't Say Gay&quot; bills. The author ends her article with brief philosophical suggestions on how philosophers of education can become more discerning in their approach to ignorance(s). (Contains 17 footnotes.)
Using Philosophy of Education to Create Communities in Difficult Times: Adult Learners and New Spaces for Learning Together
Author: Mayo, Cris
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Low Income,Adult Students,Adult Learning,Reentry Students,Interpersonal Communication,Educational History,Community Involvement

This article examines the kind of space formed by philosophical discussion of education with lower-income, adult learners making their way back to structured education amidst work and life responsibilities. It explores two new social contexts that define this experience of return to education. The first is the sociability of philosophical engagement with others, and the second is the longing to give back to communities by initiating conversations with school-aged youth or with other adult learners. (Contains 9 footnotes.)
High School Band Students' Perspectives of Teacher Turnover
Author: Kloss, Thomas E.
Date: 2013-09-00
Type: Journal Articles
Subjects: Student Attitudes,Musical Instruments,Music Education,High School Students,Secondary School Teachers,Music Teachers,Labor Turnover,Interviews,Stress Variables,Coping,Emotional Response,Resistance to Change

Teacher turnover remains an important issue in education. The least researched perspectives, though, are those of the students who experience teacher turnover. The purpose of this study was to examine how high school band students experience teacher turnover. A total of twelve students were interviewed, representing three schools that experienced a teacher turnover that year. Students were asked to give advice to teachers leaving a program, teachers coming to a new program, and for students who learn that their teacher is leaving. The study shows that reactions to teacher change vary, and that there is more to the turnover process than just the teacher leaving or a new one arriving. Students make connections with their teachers, and when a turnover takes place, they experience a full range of emotions.
Education: The &quot;Business&quot; of America
Author: Ahmed, Nuwar
Date: 2013-00-00
Type: Journal Articles
Subjects: School Closing,Resistance to Change,Cost Effectiveness,Standardized Tests,Activism,Institutional Survival,Educational Administration,Urban Schools,Budgeting,Student Participation

This article offers the author's views about the business aspects of school administration in the U.S., and discusses the mass school closures in Washington, D.C., New York City, and Chicago. These closures were intended to improve the educational systems within those cities, yet none have benefited from these reforms. She also explains the reasons why schools are closing, and describes an incident in the school district of Philadelphia where students marched to City Hall to protest against deeper budget cuts to education. She concludes by asserting that students are not robots, schools are not corporations, and education should not be a system based on moneymaking or standardized test scores.
An Education Fundamentalism? Let Them Eat Data!
Author: Hurley, Angela
Date: 2013-00-00
Type: Journal Articles
Subjects: Public Education,Educational Policy,Educational Philosophy,Problems,Criticism,Commercialization,Accountability,Persuasive Discourse,Federal Legislation,Educational Legislation,Educational Change,Religion

Henry A. Giroux claims this to be the &quot;worst of times&quot; for US public education. Not alone in this judgment, numerous other scholars stand in agreement with him. These thinkers view the current corporate/accountability/testing movement, with its iron grip on public school policies, as disfiguring and disparaging the US system of public schools. A system that, in the past, was viewed, primarily, as a &quot;public good&quot; now appears to be a &quot;public problem.&quot; Language used to describe schools now, however, reliably has moved toward the notion of failure or crisis. Shifting from public perception as a public good to public problem precipitates change in vision, mission, and purposes for public schooling: a shift away from the strain of ideals embedded within certain educational philosophies that argue for the development of thoughtful, public citizens capable of participating in a functional democracy and a meaningful life, and toward the concept of preparing individuals for a market-driven, consuming society, whose citizens contribute to the corporate good. This turn leads to re-visioning knowledge as a set of accumulated facts and skills, with the completion of formal schooling ultimately leading to a job and consumerism. In this article, the author identifies this current way of viewing schools and the accompanying educational policies that now dominate as an educational fundamentalism. (Contains 61 footnotes.)
For-Profit Charter Schools and Threats to the Publicness of Public Schools
Author: Stitzlein, Sarah M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Charter Schools,Educational Policy,Educational Administration,Educational Philosophy,Public Education,School Organization,Management Systems,Neoliberalism,Organizations (Groups),Educational Objectives,Educational Benefits,Decision Making,Educational Finance

Media portrayals and education policies have combined with anecdotes  about charter school successes to produce a favorable assessment of charter schools by two-thirds of Americans. Such media celebrations often group an array of charter school types together, thereby disguising their differences. Indeed, the public seems unaware there are significant differences amongst charter schools, including organization, oversight, curricula, and pedagogical approaches. Education Management Organizations (EMOs) are one noteworthy type of charter school, often treated interchangeably with others, which differs considerably from many charter schools in both nature and practice. The author of this article argues for pausing the rush uncritically to celebrate EMOs by offering a philosophical analysis of the ways in which they fail to fulfill and, at times, outright contradict and undermine the &quot;publicness&quot; of public education,  for in large part such failure relates to the neoliberal ideologies that guide  EMOs. She argues that citizens and policymakers should not so quickly endorse EMOs alongside other types of charter schools if they seek to preserve the public functions, benefits, and goals of public education. (Contains 33 footnotes.)
Guerilla-Pedagogy: On the Importance of Surprise and Responsibility in Education
Author: Weems, Lisa D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Instruction,Performance,Responsibility,Educational Philosophy,Higher Education,Doctoral Programs,Seminars,College Instruction

This article examines the need for an epistemological and ethical shift to a &quot;guerilla pedagogy&quot; in education. Guerilla pedagogy is characterized as a form of engagement that utilizes a wide variety of strategies, tactics, and missives toward the goal of &quot;reterritorializing&quot; both the academy and what counts as knowledge production. Guerilla pedagogy takes for granted that subjectivity and collaboration are constituted via difference and conflict, and that both function with generative dynamics. Three attributes of guerilla pedagogy are explored in this article: (1) performativity; (2) surprise and suspense; and (3) responsibility. (Contains 36 footnotes.)
Pragmatism and Progressivism in the Educational Thought and Practices of Booker T. Washington
Author: Chennault, Ronald E.
Date: 2013-00-00
Type: Journal Articles
Subjects: African American Teachers,Educational Philosophy,Progressive Education,African American Education,Educational History,Educational Practices

The author of this article asserts that African-American author and educator Booker T. Washington&apos;s work situates him within the educational traditions of pragmatism and progressivism. The article uncovers some of Washington&apos;s hidden complexity by drawing upon and extending arguments for labeling him both an educational pragmatist and progressivist--arguments that add to and in some cases oppugn commonly accepted understandings. In order to do so, it reconsiders and analyzes Washington&apos;s formal writings, speeches, and correspondence as well as extensive secondary sources dealing specifically with his educational thinking, policies, and practices. (Contains 54 footnotes.)
Time's Up: Applying Teacher Management Skills to Solving Philadelphia's Problems
Author: Lax, Zach
Date: 2013-00-00
Type: Journal Articles
Subjects: Teachers,Problem Solving,Urban Schools,Brainstorming,Web Sites,Partnerships in Education,Teacher Role,Educational Administration,Teaching Conditions,Educational Change,Public Education

Teachers are natural problem solvers, and they should be using this quality to their advantage when it comes to solving the systemic issues that plague Philadelphia's education system. Many of the articles in this issue have already gone into great detail about what is happening in Philadelphia. Torch Lytle has provided a summary of the recent reforms put forward at the local and state levels of government by various leaders of a wide variety of nonprofit institutions, political organizations, and private corporations. We are in crisis mode. Debating whether the motivations of special interests are about power, or money, or reproducing racial or economic inequities is no longer a productive use of time. If educators continue to have these debates, they will find themselves left behind with all the decisions made for them. Instead, they need to act. If they can find it within themselves to devise solutions a minute before the first bell rings, they should be able to work together and fight more effectively to save their schools. With that objective in mind, this article provides some suggestions for those looking for a way to get involved.
School Closings in Philadelphia
Author: Jack, James
Date: 2013-00-00
Type: Journal Articles
Subjects: School Closing,School Districts,Expenditures,Outcomes of Education,Enrollment Trends,Decision Making,Educational Policy,Debt (Financial),Budgets,Urban Schools,Educational Finance,Federal Legislation,Educational Legislation,Charter Schools

In 2012, the School District of Philadelphia closed six schools. In 2013, it closed 24. The closure of 30 schools has occurred amid a financial crisis, headlined by the district's $1.35 billion deficit. School closures are one piece of the district's plan to cut expenditures and close its budget gap. The closures are also intended to make Philadelphia's school system more efficient. Superintendent William Hite summarized the strategy: &quot;This path will lead to greater educational investments throughout our more than 200 schools and improved educational outcomes for students. This path will reverse our enrollment declines as we create safer, more modern learning environments and build sustainable community partnerships and coalitions&quot; (Hangley Jr., 2013). Research on the experiences of other major school districts that have undertaken large-scale school closings suggests a gap between the stated goals of the district's plans and the likely outcomes, particularly regarding academic and financial benefits to district students, staff, and taxpayers (Shaw &amp; Schott, 2013). Despite existing evidence and significant opposition, large-scale closings proceeded in Philadelphia. The intent of this article is to examine why. Herein the author investigates school closings, the policies and factors contributing to these decisions, existing research on this subject, and what these developments may portend for the years ahead in Philadelphia.
A Teacher Activist's Response to Schools Closing
Author: Reed, Sam, III
Date: 2013-00-00
Type: Journal Articles
Subjects: Activism,School Closing,Advocacy,Teacher Attitudes,School Community Relationship,Economic Impact,Financial Exigency,Institutional Survival,Middle Schools,Teacher Role

In this article, the author presents his thoughts, as a teacher activist, on the school closing process in Philadelphia, particularly the effect of the closing process on Beeber Middle School and its response to the closing. The District's  Facilities Master Plan originally called for closing 37 schools, Some schools were removed from the closing list, while a few were added, and, ultimately, 23 schools were closed, leaving many communities devastated. The author likens schools to ecosystems. As such, closing one school has impacts on the educational, economic, and social sustainability of a community and a city.
Using the Student&apos;s &quot;t&quot;-Test with Extremely Small Sample Sizes
Author: de Winter, J. C .F.
Date: 2013-08-00
Type: Journal Articles
Subjects: Sample Size,Statistical Analysis,Hypothesis Testing,Simulation,Statistical Distributions,Correlation,Credibility

Researchers occasionally have to work with an extremely small sample size, defined herein as &quot;N&quot; less than or equal to 5. Some methodologists have cautioned against using the &quot;t&quot;-test when the sample size is extremely small, whereas others have suggested that using the &quot;t&quot;-test is feasible in such a case. The present simulation study estimated the Type I error rate and statistical power of the one- and two-sample &quot;t&quot;-tests for normally distributed populations and for various distortions such as unequal sample sizes, unequal variances, the combination of unequal sample sizes and unequal variances, and a lognormal population distribution. &quot;N&quot;s per group were varied between 2 and 5. Results show that the &quot;t&quot;-test provides Type I error rates close to the 5% nominal value in most of the cases, and that acceptable power (i.e., 80%) is reached only if the effect size is very large. This study also investigated the behavior of the Welch test and a rank-transformation prior to conducting the &quot;t&quot;-test (&quot;t&quot;-testR). Compared to the regular &quot;t&quot;-test, the Welch test tends to reduce statistical power and the &quot;t&quot;-testR yields false positive rates that deviate from 5%. This study further shows that a paired &quot;t&quot;-test is feasible with extremely small &quot;N&quot;s if the within-pair correlation is high. It is concluded that there are no principal objections to using a &quot;t&quot;-test with &quot;N&quot;s as small as 2. A final cautionary note is made on the credibility of research findings when sample sizes are small. (Contains 4 tables and 4 figures.)
Normality of Residuals Is a Continuous Variable, and Does Seem to Influence the Trustworthiness of Confidence Intervals: A Response to, and Appreciation of, Williams, Grajales, and Kurkiewicz (2013)
Author: Osborne, Jason W.
Date: 2013-09-00
Type: Journal Articles
Subjects: Multiple Regression Analysis,Least Squares Statistics,Computation,Statistical Analysis,Credibility,Statistical Distributions,Statistical Bias,Sampling,Statistical Inference,College Faculty,Teacher Salaries

Osborne and Waters (2002) focused on checking some of the assumptions of multiple linear regression. In a critique of that paper, Williams, Grajales, and Kurkiewicz correctly clarify that regression models estimated using ordinary least squares require the assumption of normally distributed errors, but not the assumption of normally distributed response or predictor variables. They go on to discuss estimate bias and provide a helpful summary of the assumptions of multiple regression when using ordinary least squares. While we were not as precise as we could have been when discussing assumptions of normality, the critical issue of the 2002 paper remains--researchers often do not check on or report on the assumptions of their statistical methods. This response expands on the points made by Williams, advocates a thorough examination of data prior to reporting results, and provides an example of how incremental improvements in meeting the assumption of normality of residuals incrementally improves the accuracy of confidence intervals. (Contains 1 table, 7 figures, and 5 footnotes.)
Validity Semantics in Educational and Psychological Assessment
Author: Hathcoat, John D.
Date: 2013-06-00
Type: Journal Articles
Subjects: Test Validity,Educational Testing,Psychological Testing,Scores,Psychometrics,Epistemology,Philosophy,Semantics

The semantics, or meaning, of validity is a fluid concept in educational and psychological testing. Contemporary controversies surrounding this concept appear to stem from the proper location of validity. Under one view, validity is a property of score-based inferences and entailed uses of test scores. This view is challenged by the instrument-based approach, which contends that tests themselves are either valid or invalid. These perspectives are contrasted by their ontological and epistemological emphases, as well as their breadth of validation focus. Ontologically, these positions diverge in their alliance with psychometric realism, or the position that attributes characterizing the aim of psychological and educational measurement exist in the actual world and that claims about their existence can be justified. Epistemologically, these positions deviate in the function of truth when accepting validity claims and inform distinct lines of inquiry in the validation process. Finally, validity under the instrument-based approach is restricted to a single proposition--namely, that observed score variation is caused by an underlying attribute. Though seemingly arbitrary, these distinct validity semantics may have a range of implications on assessment practices.
Comparing Propensity Score Methods in Balancing Covariates and Recovering Impact in Small Sample Educational Program Evaluations
Author: Stone, Clement A.
Date: 2013-11-00
Type: Journal Articles
Subjects: Comparative Analysis,Probability,Sample Size,Program Evaluation,Regression (Statistics),Bayesian Statistics,Statistical Analysis,Middle School Students,Experimental Groups,Control Groups

Propensity score applications are often used to evaluate educational program impact. However, various options are available to estimate both propensity scores and construct comparison groups. This study used a student achievement dataset with commonly available covariates to compare different propensity scoring estimation methods (logistic regression, boosted regression, and Bayesian logistic regression) in combination with different methods for constructing comparison groups (nearest-neighbor matching, optimal matching, weighting) relative to balancing pre-existing differences and recovering a simulated treatment effect in small samples. Results indicated that applied researchers evaluating program impact should first consider use of standard logistic regression methods with nearest-neighbor or optimal matching or boosted regression in combination with propensity score weighting. Advantages and disadvantages of the methods are discussed. (Contains 3 tables.)
Task-Induced Strategic Processing in L2 Text Comprehension
Author: Horiba, Yukie
Date: 2013-10-00
Type: Journal Articles
Subjects: Reading Processes,Reading Comprehension,English (Second Language),Second Language Instruction,Second Language Learning,Recall (Psychology),Criticism,Language Proficiency,Task Analysis,Metacognition,Language Processing,Reading Strategies,College Students,Foreign Countries

Strategic text processing was investigated for English as a foreign language learners who processed and recalled a text when they read for expression, for image, and for critique. The results indicated that, although the amount of content recall (i.e., products of comprehension) was similar, the relative contributions of second language (L2) proficiency and general comprehension skill differed between task conditions (Experiment 1). Think-alouds produced during reading (i.e., processes of comprehension) indicated that the amount of resource allocation to word analysis, reaction and evaluation, and self-monitoring differed between task conditions (Experiment 2). Thus, task instructions may induce strategic L2 text processing, where L2 proficiency and general comprehension skill intervene in the comprehension processes differently depending on the reading goal. (Contains 8 tables.)