ethanporcaro/eric-fulltext-meta huggingface dataset:
Illinois Assistant Principals: Instructional Leaders or Disciplinarians
Author: VanTuyle, Vicki L.
Date: 2018-12-00
Type: Journal Articles
Subjects: Assistant Principals,Administrator Role,Self Concept,Instructional Leadership,Administrator Responsibility,Discipline,Elementary Schools,High Schools

The purpose of this study was to determine the degree to which assistant principals perceive themselves to be instructional leaders and the degree to which they respond to their job responsibilities as instructional leaders or as disciplinarians. Data were collected from Illinois assistant principals invited to complete the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982, 1990) and from assistant principals who volunteered to be interviewed and to be observed at work for a day. Analyses of PIMRS responses yielded the highest means in Supervise and Evaluate Instruction and Protect Instructional Time. Findings from interviews and observations supported the survey results with a majority of principals engaged in supervision and evaluation of instruction. However, few assistant principals who handled discipline issues expressed or exhibited protection of instructional time.
The Influence of Emotional Intelligence on the Overall Success of Campus Leaders as Perceived by Veteran Teachers in a Rural Mid-Sized East Texas Public School District
Author: Bower, Gregory
Date: 2018-12-00
Type: Journal Articles
Subjects: Emotional Intelligence,Experienced Teachers,Public School Teachers,Teacher Attitudes,Self Concept,Self Management,Motivation,Empathy,Interpersonal Competence,Principals,Administrator Effectiveness

Twelve veteran teachers in Texas were interviewed for this qualitative study, to explore their perception of the influence of emotional intelligence on the success of campus leaders in a mid-sized, rural school district in East Texas. Five research questions framed in the context of Daniel Goleman's theory of emotional intelligence, guided this study. This theory includes aspects of emotional intelligence such as: Self-awareness, Self-regulation, Motivation, Empathy, and Social-skill. All data were collected through face-to-face interviews. Findings suggest that: teachers perceive principals to be more successful when they display and utilize a high degree of emotional intelligence, and less successful when they failed or neglected to utilize a high degree of emotional intelligence. Findings were further interpreted through the detailed accounts of each participant.
Establishing Partnership Spaces: Reflections of Educational Leaders on Founding Professional Development Schools
Author: Lowery, Charles L.
Date: 2018-12-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Professional Development Schools,Principals,Superintendents,Educational Administration,Boards of Education,Rural Areas,School Community Relationship,Teacher Attitudes,Teacher Participation

This qualitative study used in-depth interviews to investigate the perceptions of school leaders about developing and maintaining school-university partnerships with a local regional university in rural school districts. The professional development school (PDS) model provides meaningful learning experiences for teacher candidates by providing sustained and embedded field experiences in an authentic teaching environment. Participants were current and/or former administrators in the local/regional school-university partnership. All participants were former teachers who later became principals, superintendents, and/or district directors who were well prepared to inform the research questions. Data collected were categorically aggregated and analyzed using coding that resulted five themes: (1) development and value of early partnerships, (2) rural context, (3) school-community culture, (4) teacher perception and participation, and (5) important considerations of initiating the partnership.
Using Interactive, Problem-Based Simulations in a Mentoring Program for Novice School Leaders
Author: Bravender, Marlena
Date: 2018-12-00
Type: Journal Articles
Subjects: Beginning Principals,Mentors,Instructional Leadership,Professional Development,Problem Based Learning,Problem Solving,Computer Simulation,Educational Technology,Technology Uses in Education,Program Effectiveness,Assistant Principals,Administrator Attitudes

Leading American schools is a multi-faceted and complex role as states have adopted requirements for the mentoring of new principals. Interactive problem-based simulations can offer novice principals opportunities to practice solving job-embedded issues. This study explored practicing administrators interacting with simulations embedded into an existing mentoring program. The perceptions of participants reveal that simulations could be used widely in a school district for professional development, personalized to the needs of the district. The same simulations could also be used during internship component of principal preparation programs. Future school leaders could explore current problem based scenarios in a risk free environment.
Evaluation of Eyelander, A Video Game Designed to Engage Children and Young People with Homonymous Visual Field Loss in Compensatory Training
Author: Waddington, Jonathan
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Children,Young Adults,Adolescents,Video Games,Rehabilitation,Training,Educational Games,Foreign Countries,Visual Perception,Error Patterns

Introduction: Rehabilitation can improve visual outcomes for adults with acquired homonymous visual field loss. It is unclear, however, whether rehabilitation improves visual outcomes for children because previous training schedules have been tiresome, uninteresting, and have failed to keep them engaged. In this study, we assessed whether children and young people with homonymous visual field loss would adhere to six weeks of unsupervised compensatory training using a specialized video game. Methods: Participants aged between 7 and 25 years with homonymous visual field loss completed tabletop assessments of visual search across four site visits. Two baseline assessments separated by four weeks evaluated spontaneous improvements before training began. Participants were then given a copy of the video game to use unsupervised at home for six weeks. Two follow-up assessments separated by four weeks were then conducted to evaluate immediate and acutely maintained effects of training. Results: Fifteen candidates met the inclusion-exclusion criteria, nine participated, and eight completed the study. Participants completed an average of 5.6 hours of unsupervised training over the six weeks. Improvements on in-game metrics plateaued during week three of training. The time taken to find objects during tabletop activities improved by an average of 24%--95% CI (2%, 46%)--after training. Discussion: The findings demonstrate that children and young people with homonymous visual field loss will engage with gamified compensatory training, and it can improve visual outcomes with less of a time commitment than has been required of adults participating in non-gamified training in previous studies. Appropriately powered, randomized controlled trials are required to evaluate the validity and generalizability of observed training effects. Implications for practitioners: Rehabilitation specialists can use specialist video games and gamification technique to engage children and young people with homonymous visual field loss in long-term unsupervised training schedules.
Interpretation and Student Agency
Author: Nikolaidis, A. C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Student Interests,Educational Philosophy,Guidelines,Decision Making,Freedom,Teacher Role

An important and yet unresolved question has concerned the educational community for generations: what is the role of student agency and how do educators take it into account? Traditionalists claim that students are incapable of true agency, not knowing where their interests lie yet, while progressivists argue that the students are the most qualified to know their own interests and that educational providers are the ones incapable of knowing what is good for and in the interest of the students. The Deweyan position maintains that when we are thinking of the child and the curriculum as separate, we falsely declare the two entities to be incommensurable, which then forces us to choose which one we value more and to place all the emphasis on that one. In reality, though, the child and the curriculum are two interlinked aspects of the same process--education. In Dewey's reconciliation between child and curriculum lies the answer to the question about the role of student agency in education. The author believes that Dewey's emphasis on the role of interpretation deserves closer consideration as it provides a means for preserving student agency. The article begins by discussing the philosophical underpinnings of agency and the peculiarities of student agency specifically. Then, the author applies these on a Deweyan framework for interpretation and explains how this framework constitutes a valid approach for fostering student agency. Finally, two possible ways of improving interpretive practices are presented in an effort to demonstrate the framework's applicability. The purpose of this article is to clarify the importance of interpretation when it comes to education and specifically explain why it is the only means for actualizing student agency. This country's educational system was built on the principles of creating free, responsible citizens, capable of making informed and rational decisions, and this involves nurturing rather than stultifying their agency from an early age. Constant imposition or unlimited and unguided freedom are not effective solutions.
On the Technology Fetish in Education: Ellul, Baudrillard, and the End of Humanity
Author: Boyles, Deron
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Technology,Educational Technology,Teaching Methods,Learning Processes,Computer Mediated Communication,Educational Philosophy,Simulation,Role,Interpersonal Relationship,Criticism

Schools continue to purchase and install machines and practices from the world of communications technology. In turn, students and teachers are purported to be more &quot;connected,&quot; and this connectivity is widely viewed as having a positive influence on teaching and learning. In this paper, however, the authors argue that not only are these claims about better teaching and learning specious, but that the largely unreflective and zealous pursuit of new technologies by schools amounts to an acceptance of technological determinism and an adoption of a set of non-neutral ontological assumptions. This paper explores the views of French sociologist Jacques Ellul, who writes that we should not conflate technology with machinery alone because &quot;technique&quot; is the imposed ritualism we enact daily. Ellul's primary concern is that technique is taking over and subjugating humanity. It is replacing human interaction and altering what it means &quot;to be.&quot; This paper also explores the views of Jean Baudrillard, a French sociologist, who writes that in contemporary times we seem to have so thoroughly embraced the loss of the symbolic and the cool forms of exchange that we now find it appropriate and perhaps even necessary to employ the latest mediating technology in educational endeavors. This paper proceeds in three parts: (1) elucidating Ellul's seven necessary conditions of and for &quot;technique&quot;; (2) reconsidering Baudrillard's simulation theory; and (3) positioning both theorists' arguments in a revised claim about the role of humanity in a world of ubiquitous technology. Implications for a more critical understanding of education are explored to develop counternarratives to challenge the overwhelming influence of technique and simulation.
Rethinking Code-Switching: Using Bakhtinian Speech Genres to Revitalize Classroom Language
Author: Joyner, Karl
Date: 2018-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Educational Philosophy,Language Styles,Classroom Communication,Second Languages,Dialects,Interpersonal Communication,Class Activities,Criticism,Linguistic Theory,Language Variation,Language Usage

In this paper, the author argues that the theoretical groundings of code-switching are flawed, in that they rely on a flawed understanding of language. For code-switching to function as described by sociologists and educators, language would have to be a skill--and particular languages and dialects to be discrete subsets of this skill--to be acquired and employed by students. However, this view of language rests on an assumption: language is merely the matching of words to reality in order to communicate about things and ideas, without acknowledging the intentions and values of the speaker, and without acknowledging an anticipation of the listener's response. In the first section, the author comments on Lisa Delpit and Christopher Emdin's approach to classroom language, including Emdin's explicit descriptions of code-switching activities. Following that section, the author discusses the risks inherent to code-switching because of the assumptions that the theory makes about language. In the final two sections, in which the author describes Bakhtin's theory of speech genres and their applications to classroom practice, the author argues that schools can avoid these implicit lessons with the careful teaching of explicit problems of hierarchy in language use and with activities that give students the opportunity to use language genuinely. The further conclusion that Bakhtin's theory allows is the hope that students can employ code-switching in ways that are not illiberal and that do not force them to adopt a hegemonic mode of expression. Such an outcome can allow for languages to interact, which could result ultimately in a standard language that incorporates a broader range of perspectives.
Revisiting Pluralism and Multiculturalism in the Works of William James and W. E. B. Du Bois for Guidance in Education Today
Author: Novakowski, Julia
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Educational Philosophy,Social Change,Moral Values,Educational Objectives,Democracy,Psychology,Teaching Methods,Inclusion,Authors,Multicultural Education,Equal Education

In the 2011-2012 school year, the teaching population was 82% white, a percentage that has barely changed in over two decades despite significant changes in the diversity of the student body. Considering this gap, as the demographics of students transform and representation in teaching remains largely homogenous, a conversation on pluralism and multiculturalism is timelier than ever. In a conceptual analysis, the author discusses pluralism and multiculturalism as theorized by William James and W. E. B. Du Bois respectively, arguing that while multiculturalism is active in the game of positive social change, pluralism sits on the sideline. This distinction makes it possible to understand their respective significance in current thinking about education. In a democratic society, education has an inherently moral aim of advancing an inclusive and pluralistic society that honors, values, and promotes diverse voices and experiences. Making the distinction between pluralism and multiculturalism, the author hopes to recover crucial ideas between the two and position educational philosophy to better theorize about education today as American society becomes increasingly more diverse. This paper draws on these two figures as (1) James sets up the central idea of pluralism, and then, (2) Du Bois adds another important element to that with early conceptions of multiculturalism. A partial analysis of some of the works of James and Du Bois are presented in order to find common relations in their conceptions and recognize where their ideas diverged. The author begins with an examination of pluralism found in some of the works of James, including &quot;A Pluralistic Universe and Principles of Psychology.&quot; After identifying the key elements of pluralism, limitations are presented in order to transition into the voice and extension of thought from Du Bois. In continuing an examination of multicultural history, the hope is that an inclusive pedagogy that considers both the thought of James and Du Bois can help assure that no star or brightness of thought is lost or forgotten today and that action is taken to move from a more passive pluralism to an active multicultural model that values, honors, and celebrates each voice, yet also interprets the future with endless possibilities.
The Academic &quot;Pharmakon&quot;: In Defense of Liberal Education. Response to the Presidential Address
Author: Metro-Roland, Dini
Date: 2018-00-00
Type: Journal Articles
Subjects: Presidents,Professional Associations,Educational Philosophy,General Education,Personal Autonomy,Models,Universities,Ethics,Intellectual Disciplines,Critical Thinking

Kevin Gary, President of the Ohio Valley Philosophy of Education Society, argues that the standard conception of a liberal education espoused by sociologist Max Weber and the Association of American Colleges and Universities (AACU) is built on the illusions of personal autonomy, critical thought, and liberal neutrality. Gary turns to the wisdom traditions that treat liberal education as a way of life, transforming not just the head but the heart and gut. This article is in response to Gary's presidential address. The purpose of this paper is to provide a modest defense of the standard model of liberal education represented by Max Weber. The author argues that this model is just good enough--and preferable to Gary's alternative way. Weber's stance can be roughly summarized as follows: While the university may benefit from its share of talented orators and leaders, it is for good reason that the faculty's main qualifications consist in the depth of its disciplinary expertise and willingness to initiate students to its virtues. We should be wary of teachers as prophets and should refuse to make final conclusions about the ultimate meaning of life. The first argument in defense of the standard liberal education is that the ideals of autonomy, critical thought, and neutrality--while technically false--turn out to be noble fictions that reflect some general truths about human nature. As such, these ideals are still worthy of pursuit. The second defense of a standard liberal education is that its contributions are not insignificant. There is the obvious contribution to technology and methods of thinking and training for thought that lead to greater clarity about ourselves and the world. The final argument in defense of the standard liberal education is simply that there is no better alternative. The author argues that in this political climate, it is natural for all of us to wonder if we are doing enough. The effects of the standard liberal education are slow and unpredictable. But it is important to remember what we can and cannot do. [For &quot;Where Is My Mind? Consumerism vs. the Practice of Liberal Education. Presidential Address,&quot; see EJ1200864.]
Where Is My Mind? Consumerism vs. the Practice of Liberal Education. Presidential Address
Author: Gary, Kevin
Date: 2018-00-00
Type: Journal Articles
Subjects: Presidents,Consumer Economics,Phenomenology,Educational Philosophy,General Education,Critical Thinking,Habituation,Freedom,Self Concept,Social Media,Popular Culture,Thinking Skills,Addictive Behavior

Sociologist Zygmunt Bauman characterizes this era as a time of &quot;liquid modernity.&quot; Rather than settled meanings, categories, and frames of reference, Bauman contends that meaning is always in flux, open-ended rather than closed. This flux is in large part driven and exacerbated by a culture of consumerism. This phenomenology of the consumer is particularly troubling given the reputed aims of education. Whatever education is or ought to be (especially in a democracy), it should counter a culture that seeks to make us &quot;impatient, impetuous, and restive.&quot; The battle against consumerism, or reining it in, the author takes as part of the normative charge as educators. Liberal education aims to be a positive force against excessive consumption, seeking to fashion autonomous selves who are able to resist the pressures of popular culture. In this address, the author explores how liberal education (the ways of thinking and the practices that it aims to instantiate) cultivates and buttresses an autonomous self who can withstand the distorting forces of unsustainable consumption. The author begins with an overview of liberal education, noting two dominant understandings or traditions that comprise it. The first tradition emphasizes critical thinking skills as the basis for securing autonomy. The American Association of Colleges and Universities (AACU) is a strong proponent of this approach. The second tradition underscores the importance of cognitive or quasi-spiritual exercises as essential for battling the passions that can undermine autonomy. With this schematic overview in hand, the author then turns to David Foster Wallace's essay &quot;This is Water.&quot; Wallace, a fiction author first and foremost, paints a compelling picture of how each approach plays out in the trenches of ordinary life. What emerges is the importance of both traditions for ensuring the telos of liberal education: the autonomous self. The author argues that his approach to liberal education is the best alternative for addressing consumerism. It incorporates not just the critical thinking and struggle with the passions, but also encompasses the habituation, practices, and community necessary for sustaining human freedom. This more robust version of liberal education is particularly necessary in light of the social media blitz that holds us, but especially students (I-generation), in its thrall. Human freedom is arguably more beleaguered than ever by the addictiveness of virtual media, and the forces that shape us to be mindless consumers. [For &quot;The Academic 'Pharmakon': In Defense of Liberal Education. Response to the Presidential Address,&quot; see EJ1200863.]
Creating Dangerously
Author: DeMeulenaere, Eric
Date: 2018-12-00
Type: Journal Articles
Subjects: Activism,Scholarship,Tenure,Expertise,College Faculty

Universities and scholars have long wrestled with the types of impact they want their work to have on the world. This narrative explores the challenge of impact from the perspective of a recently tenured professor reflecting on his case for tenure and his struggle to fit his activist scholarship within the genre of the tenure case, which requires candidates to explain their work and its impact. Through an examination of this struggle, the author identifies three challenges that universities need to confront if they want to enable more community-engaged scholarship: (1) The problem of expertise, (2) the problem of genre, and (3) the problem of focus. If and when the academy begins to address these challenges, the author argues, activist scholars will no longer have to hide the nature of their community engaged work and their scholarship will be able to better reach larger audiences beyond the academy.