ethanporcaro/eric-fulltext-meta huggingface dataset:
The Intentions of Florida Educational Leadership Graduate Students to Pursue Administrative Positions
Author: Eadens, Daniel
Date: 2012-00-00
Type: Journal Articles
Subjects: Assistant Principals,Graduate Students,Credits,Teaching Experience,Instructional Leadership,Principals,Leadership Styles,Gender Differences,Age,Teacher Salaries,Student Attitudes,Administrator Education,Questionnaires,State Licensing Boards,School Districts,Professional Development,Student Recruitment,Academic Persistence

This article reports findings from a study that examined Florida universities' masters-level educational leadership students' intentions to pursue assistant principal positions in relation to demographic and self-assessed leadership characteristics. The study examined the influences that self-assessed leadership behavior, gender, number of credits completed, age, and teaching experience had on respondent intentions as measured by the Leadership Practice Inventory and the Demographics and Intentions Questionnaire. Results found a majority of respondents 83% intend to seek an assistant principal position upon program completion. The study's results also found the majority of graduate students in Florida Educational Leadership programs are female, 64% rated salary had an influence on their decision to go into administration, 14% claimed they do not know when or if they would ever seek an assistant principal position. Results regarding students' intentions to apply for administrative positions can be used to inform state licensure systems, school district leadership academy professional development, and university educational leadership department selection, recruitment, and retention efforts. (Contains 3 tables and 1 footnote.)
The Organized Contradictions of Professional Development and School Improvement
Author: Sappington, Neil
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Students,Educational Change,Professional Development,Teacher Improvement,Public Education,Educational Improvement,Correlation,Graduate Study,Administrator Education,Principals,Action Research,Institutional Characteristics

&quot;One of the most persistent findings from research on school improvement is, in fact, the symbiotic relationship between professional development and school improvement efforts&quot; (Hawley &amp; Valli, 1999, p. 129). These researchers, and others in the field, argue that there must be a direct relationship between the professional development of educators and efforts to improve learning for students. As public schools receive increasing pressure to show improvement in student achievement it is appropriate to examine the current status of this &quot;symbiotic relationship.&quot; Given this reported claim of a direct correlation the obvious question is, &quot;what is the status of the relationship between professional development and school improvement as efforts to improve the American public education system continue?&quot; This study, which was part of a graduate principal-preparation program attempts to analyze the level of school development in local schools and districts. The principal-preparation program is offered at a research-intensive university that serves a regional network of school districts and schools in a highly diverse area of rural communities, suburbs, and cities. Faculty members and numerous graduate students have dedicated the past several years to conducting a systematic study of the relationship between professional development and school improvement. The authors report empirical findings and conclusions in this article. (Contains 6 tables and 2 footnotes.)
Examining the Mentoring Experience of Teachers
Author: Cook, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Mentors,Educational Administration,Beginning Teachers,Learning Experience,Educational Quality,Time on Task,Time Factors (Learning),Graduate Surveys,Program Implementation,Teacher Placement,Teacher Attitudes,Beginning Teacher Induction,Mail Surveys,Administrator Education,Enrollment Rate

This descriptive research study examines the perceptions of former graduate students from Governors State University's Educational Administration Program regarding the quality and quantity of their mentoring experience and their suggestions for mentoring implementation. The research questions are: (1) What is the percentage of teachers who receive mentoring during their first year?; (2) How is mentoring assigned to first year teachers?; and (3) What are the perceptions of teachers regarding their mentoring experience? Email solicitations were sent to 250 former students to request their participation. Participants were directed to the www.surveymonkey.com site where they were asked to respond anonymously to 8 quantitative questions and 2 qualitative questions. The sample for this research study consisted of 97 participants. (Contains 3 footnotes and 3 tables.)
Multi-Dimensional Parental Involvement in Schools: A Principal's Guide
Author: Rapp, Nicole
Date: 2012-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent School Relationship,School Personnel,Principals,Guides,Administrator Responsibility,Ethnicity,Racial Differences,Socioeconomic Status,Gender Differences,Legal Responsibility,Cultural Differences,Poverty

Parental involvement is an important indicator of students' success in school. When schools engage families in a manner connected to improving learning, students do make greater gains. Creating and implementing an effective parental involvement model is an essential component in increasing student achievement in school. This article addresses the role of the principal in developing a multi-dimensional parental involvement model. To clarify this role, first parental involvement is defined and discussed. Effects of ethnicity, socioeconomic status, and gender on parental involvement are investigated and effective strategies for involving parental subgroups are explored. Following the literature review, recommendations for multi-dimensional parental involvement are suggested. (Contains 2 footnotes.)
Emotional Intelligence and Academic Success: A Conceptual Analysis for Educational Leaders
Author: Labby, Sandy
Date: 2012-00-00
Type: Information Analyses
Subjects: Emotional Intelligence,Academic Achievement,Theories,Intelligence,Principals,Leadership Effectiveness,Educational Improvement,Leadership,School Administration,Transformational Leadership

In this review of the literature, we briefly examined the development of intelligence theories as they lead to the emergence of the concept of emotional intelligence(s). In our analysis, we noted that only limited attention had been focused on the emotional intelligence skills of school administrators. Accordingly, we examined the role of emotional intelligence in improving student achievement. Because principals as educational leaders are responsible for the successful operation of their respective schools, we contend it is important to examine the link between effective leadership skills and practices and student achievement. (Contains 2 footnotes.)
Evaluating Masters of School Administration Internship Experiences: Practices and Competencies Quantified
Author: Ringler, Marjorie
Date: 2012-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Internship Programs,Administrator Education,Educational Practices,Educational Indicators,College Outcomes Assessment,Educational Strategies,Ethnicity,Gender Differences,Learning Experience,Minimum Competencies,Academic Standards,Alignment (Education),Self Disclosure (Individuals),Majors (Students),Time Perspective,Masters Programs

The Masters of School Administration (MSA) at East Carolina University culminates with a year-long internship that incorporates multiple assessments to evaluate administrative experiences. One of the assessments allows for faculty to determine how each student's experiences align with the North Carolina School Executive Standards (NCSES). Analysis of patterns of experiences for the internship 2009-2010 will reveal trends of the following indicators: time of the year, type of program, gender, and ethnicity. Additionally, surveys of supervising principals and MSA faculty describe the trends more in depth and also identify strategies that enhanced and/or hindered interns' experiences. (Contains 2 footnotes and 9 tables.)
Experiences in Leadership: Gauging the Impact of Fieldwork
Author: Barton, Leigh
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Internship Programs,Field Experience Programs,Program Effectiveness,Professional Development,Leadership,Educational Administration,Administrator Education,Pretests Posttests,Leadership Training,Learning Experience,Participant Satisfaction

Principal preparation programs are designed to ensure that candidates who successfully complete the programs are qualified and knowledgeable, and have had leadership experiences that prepare them to compete for leadership positions in today's schools (Hale S.z Moorma, 2003). Providing meaningful leader-ship experiences in non-internship programs can be a challenge. The purpose of this study was to evaluate the impact of candidates' field experiences in leadership based on a locally developed pre and post self assessment. The instrument consisted of 54 items developed around the California Professional Standards for Educational Leaders (CPSEL). Results indicated significant differences in candidates' perceptions of their pre and post levels of experience as evidenced by mean score and matched case comparisons. The impact of entry level years of experience was examined. Implications and future program enhancements based on the results are included. (Contains 2 footnotes and 4 tables.)
Factors that Facilitated an Alabama School Assistance Team's Success in a Low-Performing School
Author: Roy, Virginia
Date: 2012-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,School Districts,Performance Factors,Teamwork,Educational Improvement,Improvement Programs,Effective Schools Research,Interviews,Position Papers,Content Analysis,Observation,Administrator Attitudes,Community Attitudes,Teacher Attitudes,Technical Assistance,Low Achievement,Interpersonal Competence,Work Ethic

This study investigated the perceived factors that enabled an Alabama School Assistance Team (ASAT) to be effective in helping improve a low performing school. A case study was conducted with the ASATs and the Local Education Agency (LEA) site they served. Data were collected from interviews, documents and observations. The perceptions explored in this study were those of the ASAT Leaders, Team Members, LEA personnel, and community members. Findings indicate that the most prominent factor in enabling the ASAT to be successful was consistent, effective leadership. Other important perceived facilitating factors included the relational skills/personalities of ASAT personnel and their commitment and dedication. (Contains 8 footnotes.)
3-Dimensional Portrait of the Female CEO
Author: Lemasters, Linda
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Gender Bias,Superintendents,Males,Women Administrators,Gender Issues,Literature Reviews,Feminism,Barriers,Career Development,Leadership Responsibility,Socialization,Physiology,Administrator Characteristics

Dobie and Hummel (2001) asserted that the school superintendency is the most male-dominated position within the field of education. According to a 1992 study, 72% of educators were women; however, only 13.2% of superintendents are women (Glass, 1992). The most recent survey by the American Association of School Administrators (AASA) found that progress had been made, as 24.1% of the school district CEOs were female (Kowalski, McCord, Petersen, Young, & Ellerson, 2010); however, these data continue to reflect a disparity. Statistics indicate that the female superintendent operates in a world not of her making and in a paradigm designed around men. Considering that 50% of students in the classroom and 72% of teachers are female, nowhere does one see a dissonance that is greater than in the area of the school superintendency. Yet, the data tell only part of the story. The image the data conjure up is of a passive victim, yet women are increasingly making significant contributions in terms of defining district leadership. This review of the literature is based on a three-part conceptual framework suggesting that women lead in different ways than men do based on physiological and socialization differences, which are viewed negatively by the male-dominated culture. This gender bias is expressed in both the glass ceiling women face when approaching the superintendency as well as their experiences as superintendents. (Contains 4 footnotes.)
Putting Students on the Path to Learning: The Case for Fully Guided Instruction
Author: Clark, Richard E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Problem Based Learning,Discovery Learning,Guidance,Teaching Methods,Inquiry,Instructional Effectiveness,Evidence,Best Practices,Educational Strategies,Learning Strategies,Scaffolding (Teaching Technique),Intermode Differences,Neuropsychology

Disputes about the impact of instructional guidance during teaching have been ongoing for more than a half century. On one side of this argument are those who believe that all people--novices and experts alike--learn best when provided with instruction that contains unguided or partly guided segments. On the other side are those who believe that ideal learning environments for experts and novices differ: while experts often thrive without much guidance, nearly everyone else thrives when provided with full, explicit instructional guidance. The goal of this research is to put an end to this debate. Discovery learning, problem-based learning, inquiry learning, constructivist learning--whatever the label, teaching that only partially guides students, and expects them to discover information on their own, is not effective or efficient. Decades of research clearly demonstrate that when teaching new information or skills, step-by-step instruction with full explanations works best. (Contains 37 endnotes.)
Principles of Instruction: Research-Based Strategies That All Teachers Should Know
Author: Rosenshine, Barak
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Design,Cognitive Psychology,Master Teachers,Change Strategies,Educational Strategies,Educational Principles,Theory Practice Relationship,Instructional Innovation,Cognitive Processes,Best Practices,Educational Indicators

This article presents 10 research-based principles of instruction, along with suggestions for classroom practice. These principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. Each is briefly explained in this article. Even though these are three very different bodies of research, there is &quot;no conflict at all&quot; between the instructional suggestions that come from each of these three sources. In other words, these three sources supplement and complement each other. The fact that the instructional ideas from three different sources supplement and complement each other gives teachers faith in the validity of these findings. (Contains 14 endnotes.)
A Model Lesson: Finland Shows Us What Equal Opportunity Looks Like
Author: Sahlberg, Pasi
Date: 2012-00-00
Type: Journal Articles
Subjects: Equal Education,Educational Change,Foreign Countries,Educational Opportunities,Change Strategies,Effective Schools Research,Models,Educational Policy,Intervention,Educational Improvement,Improvement Programs,Achievement Gains

International indicators show that Finland has one of the most educated citizenries in the world, provides educational opportunities in an egalitarian manner, and makes efficient use of resources. But at the beginning of the 1990s, education in Finland was nothing special in international terms. The performance of Finnish students on international assessments was close to overall averages, except in reading, where Finnish students did better than most of their peers in other countries. The unexpected and jarring recession of that time period brought Finland to the edge of a financial breakdown. The story of educational change in Finland brings hope to all those worried about whether improving their educational systems is at all possible. Finland's system is unique because it has progressed from mediocrity to being a model and &quot;strong performer&quot; over the past three decades. Finland is special also because it has been able to create an educational system where students learn well and where equitable education has translated into little variation in student performance between schools in different parts of the country. (Contains 19 endnotes.)
I'll Never Forget Mr. White: A Teacher's Legacy
Author: Waddell, Andy
Date: 2012-00-00
Type: Journal Articles
Subjects: Lifelong Learning,English Teachers,Altruism,Profiles,Professional Recognition,Recognition (Achievement),Change Agents,Career Development,Teacher Effectiveness,Educational Practices,Mentors

A man died last summer. At 78, he was neither old enough nor young enough for his passing to make news. His obituary was two paragraphs long. The "San Jose Mercury News" simply stated that Edward A. White was survived by "his brother Mike, his sister Mary and his many loving nieces and nephews." "As a passionate High School English Teacher" the "Mercury" put it, he "leaves a far reaching legacy of kindness, love and the pursuit of lifelong learning." The author is part of that legacy. In this article, the author talks about Ed as a teacher and shares some hard-won insights on what it means to be a great teacher.
Ask the Cognitive Scientist: Why Does Family Wealth Affect Learning?
Author: Willingham, Daniel T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Stress Variables,Educational Opportunities,Teacher Student Relationship,Teacher Attitudes,Teacher Behavior,Cognitive Development,Cognitive Psychology,Social Theories,Social Indicators,Social Influences,Family Financial Resources,Academic Achievement

Disadvantaged children face a host of challenges to academic success. These challenges fall into two broad categories. First, as one might expect, wealthier parents have the resources to provide more and better learning opportunities for their children. Second, children from poorer homes are subject to chronic stress, which research from the last 10 years has shown is more destructive to learning than was previously guessed. But research also shows it's not all about money. Research shows that besides social service supports, a classroom teacher's warmth toward and high expectations for disadvantaged children can help them reach their potential. (Contains 79 endnotes.)
Open Access Theses in Institutional Repositories: An Exploratory Study of the Perceptions of Doctoral Students
Author: Stanton, Kate Valentine
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Attitudes,Theses,Electronic Publishing,Electronic Libraries,Academic Libraries,Archives,Interviews,Student Surveys,Information Utilization,Risk,Compliance (Psychology),Intellectual Disciplines

Introduction: We examine doctoral students' awareness of and attitudes to open access forms of publication. Levels of awareness of open access and the concept of institutional repositories, publishing behaviour and perceptions of benefits and risks of open access publishing were explored. Method: Qualitative and quantitative data were collected through interviews with eight doctoral students enrolled in a range of disciplines in a New Zealand university and a self-completion Web survey of 251 students. Analysis: Interview data were analysed thematically, then evaluated against a theoretical framework. The interview data were then used to inform the design of the survey tool. Survey responses were analysed as a single set, then by disciple using SurveyMonkey's online toolkit and Excel. Results: While awareness of open access and repository archiving is still low, the majority of interview and survey respondents were found to be supportive of the concept of open access. The perceived benefits of enhanced exposure and potential for sharing outweigh the perceived risks. The majority of respondents were supportive of an existing mandatory thesis submission policy. Conclusions: Low levels of awareness of the university repository remains an issue, and could be addressed by further investigating the effectiveness of different communication channels for promotion. (Contains 3 tables and 8 figures.)
Information Resource Selection of Undergraduate Students in Academic Search Tasks
Author: Lee, Jee Yeon
Date: 2012-03-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Familiarity,Information Sources,Credibility,Online Searching,Search Strategies,Selection,Influences,Diaries,Data Collection,Student Attitudes,Content Analysis

Introduction: This study aims to investigate the selection of information sources and to identify factors associated with the resource selection of undergraduate students for academic search tasks. Also, user perceptions of some factors, such as credibility, usefulness, accessibility and familiarity, were examined to classify resources by their characteristics. Method: A self-generated diary method was employed with 233 undergraduate students in achieving their academic search tasks. Analysis: The collected diary data were analysed both qualitatively and quantitatively. A qualitative analysis was used to explore factors influencing resource selection, while a quantitative analysis was used for investigating the characteristics of resources. Results: This study reaffirmed recent information usage trends that online sources are preferred by university students in their academic searches. This study identified twenty nine factors in four different dimensions, including information type, resource feature, search strategy, and interaction with others. Moreover, perceptions of users were investigated quantitatively focusing on usefulness, credibility, accessibility, familiarity with source, satisfaction, and intention of continuous use. Conclusions: Multiple factors are influencing the resource selection of undergraduate students and those factors vary in different types of sources in academic search tasks. The findings of the study suggest some insights in how to guide undergraduates to choose better information resources for their academic search tasks. (Contains 9 tables and 2 figures.)