ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Communication and Creating Professional Learning Communities Is a Valuable Practice for Superintendents
Author: Hilliard, Ann Toler
Date: 2013-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Effectiveness,School Districts,Educational Policy,Communication Skills,Communities of Practice,Instructional Leadership,Academic Achievement,Accountability,Collective Bargaining,Personnel Selection,Dismissal (Personnel),State Policy,Strategic Planning,Ethics,Moral Values,Information Technology,Administrator Responsibility,Parent Attitudes

As the chief executive officer, the superintendent must demonstrate high quality performance at every level in order to impact student achievement. In order to be an effective superintendent, the individual must have knowledge and skills in educational leadership and be able to articulate information clearly and precisely about the school district, state and federal accountability systems, policy related to student achievement and personnel practices. The American Association of School Administrators states that the superintendent must know policy for collective bargaining processes for the state/local schools, school district policy and administrative regulations, district finances and budget matters, model the use of technology for instruction and management and should know the role of the Board of Education (AASA, 2011). Superintendents do not work alone, but work in collaboration with school personnel, leadership teams, broader communities and the Board of Education to ensure a productive school system. The responsibilities of the superintendent are many. The superintendent has the task to supervise the general conduct of district schools, instructional curriculum, handle school district management affairs, hiring appropriate personnel and dismissal of personnel based on state policy through the human resources management office. For the local schools, the superintendent should seek ways to encourage the practices of learning communities within the school district for the purpose of working together to improve teaching instructional skills based on the needs of students and if effective will promote higher student learning (Stoll, 2006). This study will focus on skills and knowledge needed for superintendents, what parents want, value of data, strategic planning, effective communication, learning community practices of ethics and morals, technology as a resource, and the characteristics of high performing schools.
The Effects of Africentric United States History Curriculum on Black Student Achievement
Author: Duncan, Worokya
Date: 2012-00-00
Type: Journal Articles
Subjects: United States History,African American History,History Instruction,Curriculum Design,Self Efficacy,Afrocentrism,Achievement Tests,Scores,Middle School Students,Grade 8,Academic Achievement,Charter Schools,College Preparation,Online Surveys,Mixed Methods Research,Correlation,Hypothesis Testing,Multivariate Analysis,Critical Thinking,Quasiexperimental Design

Relationships between United States History curriculum design, self-efficacy, and test achievement of eighth-grade students and parents in the KIPP:STAR College Preparatory Charter School were examined in this study. An online questionnaire developed for the study, the Parental Questionnaire for United States History Curriculum, was pilot tested, revised, and used to collect data. Collected data were analyzed using the SPSS (v.19) software. Descriptive statistics and frequencies regarding curricular design, test achievement, and self-efficacy were examined. Results revealed a need for an Africentric United States history curriculum, which by definition is more inclusive and comprehensive than the normative Eurocentric curriculum. The mixed-method study indicated that relationships exist between curricular design and test achievement and between curricular design and self-efficacy.
The Role of the CEO, Executive Team, and Workforce Metrics of a Small University in the U.S.
Author: Wei, Pei-Chih
Date: 2012-00-00
Type: Journal Articles
Subjects: Strategic Planning,Partnerships in Education,Participative Decision Making,College Administration,College Planning,Educational Change,Educational Development,Small Colleges,Accountability,Program Implementation,Expectation,Teamwork,Role Perception,Change Strategies,Human Resources

The Role of the CEO, Executive Team, and Workforce Metrics of a small University in the U.S. is not just a question of academic standards. The 21st century requirements of education involve a wider set of attributes, equipping the young with social and organizational skills to cope with adult life inside and outside the workplace (Barber, 2001). It is necessary to describe the importance of aligning clear strategic priorities with workforce metric of a small university in the U.S. In addition, effective strategy execution requires a new partnership between the CEO, the workforce, and a small university's HR function. Therefore, providing insights into the execution challenge, with examples of how a small university has developed workforce and HR strategies to drive strategy execution efforts, and offering suggestions about workforce metrics might enhance the success in strategy execution.
Ensuring Quality Assurance in Vocational Education
Author: Idialu, Ethel E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Quality Assurance,Barriers,Universities,Educational Change,Teacher Effectiveness,Instructional Effectiveness,Accreditation (Institutions),Audits (Verification),Program Evaluation,Educational Finance,Educational Facilities,Teacher Salaries,Compensation (Remuneration),Educational Malpractice,Employee Absenteeism,Teacher Motivation,Teacher Shortage,Developing Nations

Vocational education emphasises skill acquisition. Quality assurance in vocational education is a concept that is concerned with high performance involving activities with vocational education such as teaching, learning, infrastructures, students' behaviour and the entire academic process. Quality vocational education refers to input and output of the programme, the expressions of standard by which certain goals can be achieved. The concept of quality assurance, its implication for university education cannot be over emphasised as the performance indicators of vocational education still requires serious attention. Good quality education is very necessary in the total development of the student, which ensures proper development, job prospects and the realization of academic goals and objectives. There are varied factors working against the realisation of quality vocational education in our universities today. The focus of this paper therefore is to highlight the concept of quality assurance in vocational education, factors militating against it, and strategies for ensuring quality assurance were recommended. The paper concludes that if the quality assurance in vocational education must be achieved in the universities there is the need for urgent steps to be taken towards reformation of the programme.
School Psychologists' Perceptions of Stakeholder Engagement in Response to Intervention
Author: Little, Suzanne
Date: 2013-00-00
Type: Journal Articles
Subjects: School Psychologists,Counselor Attitudes,Response to Intervention,Program Effectiveness,Program Implementation,Online Surveys,Participation,Cooperation,Counselor Role,Statistical Analysis,Leadership,Stakeholders

As Response to Intervention (RTI) continues to be implemented in schools, it is important to consider how this initiative is perceived by the educational professionals involved in the implementation and effectiveness of the process. This study utilized a survey intended to investigate the perceptions of school psychologists regarding their engagement in the implementation of RTI, the systems level collaboration in implementing RTI, and engagement of other educational professionals (teachers, counselors, and administrators) in RTI. Over sixty practicing certified school psychologists in the Pacific Northwest completed an online researcher designed survey of their perceptions of RTI. The majority of participants reported that they were prepared to participate in RTI implementation, but they also indicated that RTI is not effectively implemented in a collaborative, team-based approach. Implications for training and practice and recommendations for future research are discussed.
Design of a Competency-Based Assessment Model in the Field of Accounting
Author: Ciudad-Gómez, Adelaida
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Student Evaluation,Competency Based Education,Minimum Competency Testing,Foreign Countries,Higher Education,College Students

This paper presents the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area (EHEA) framework, which we call MANagement of COMpetence in the areas of Accounting (MANCOMA). Having selected and defined the competencies to be acquired by students in our subject, we break them down into sub-competencies, and the latter in turn into indicators, allowing us to design activities to be offered to students for the development of competencies and their subsequent assessment. Our work therefore centred on the design of a model for the &quot;Financial Accounting III&quot; subject belonging to the Accounting module of the syllabus for a Degree in Business Administration and Management.
Cultural Safety Circles and Indigenous Peoples' Perspectives: Inclusive Practices for Participation in Higher Education
Author: Aseron, Johnnie
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Safety,Cultural Background,Higher Education,Cultural Awareness,Mixed Methods Research,Foreign Countries,Surveys,Focus Groups,Cultural Differences,Alienation,Educational Attitudes,Educational Attainment

Indigenous experiences, as found within traditional ways and cultural practices, are an acknowledgement of traditional methods for sharing, learning, and collective knowledge development and maintenance. The application of Cultural Safety Circles can help provide a collective space where definitions for cultural and educational exchange can take place and be identified. It is through this application that a discussion is presented on how the inherent issue of cultural safety, as it pertains to participation in higher education, can be explored to a deeper understanding.
Provide History of Religion and God
Author: Ginex, Nicholas P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Religious Education,History Instruction,Religious Factors,Foreign Countries,Judaism,Islam,Christianity

There is a need for high school, college, and university educators to introduce their students to a history of mankind's development of religions and beliefs in God. Regarded as too sensitive a subject, students are deprived of learning how mankind has evolved ways to establish moral and righteous behavior to maintain harmony among competing groups within a growing community. Based upon facts and findings surfaced by such respected Egyptologists as James H. Breasted and E.A. Wallis Budge, this author conclusively reveals how the first formal religion of Egypt has been emulated by the Judaic, Christian, and Islamic religions. Historical findings provide meaningful evidence of the spiritual nature of man, the emergence of one God Amen, the development of the concepts of truth, a soul, hereafter, Son of God, and a universal God. These findings afford greater insights in the fields of theology, humanities, psychology, and sociology studies. More importantly, a greater understanding of the nature of man can energize religious leaders and the public to effect possible solutions with the assistance of those with perceptive minds and love of humanity.
Scholarly Productivity in Developing Countries: An Analysis of Levels and Patterns among Doctoral Holders in Uganda
Author: Wamala, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Developing Nations,Foreign Countries,Productivity,Doctoral Degrees,Surveys,Data Collection,Journal Articles,Books,Writing for Publication,Regression (Statistics),Authors,Gender Differences

Doctoral holders are considered to be key actors in the creation of innovation and knowledge. However, this generalization may not hold true for doctoral holders in all countries. This study sought to assess the scholarly productivity of these highly qualified individuals in Uganda. The investigation is based on data sourced from the 2012 Careers and Productivity of Doctoral Holders (CDH) Survey conducted in the country. The data adopted comprise a total of 534 records of doctoral holders who were 70 years or younger by 2010 and living permanently or domiciled in Uganda. Journal Article(s) and book(s) (co)authored were adopted in this study as measures of productivity of a doctoral holder. The status and pattern of (co)authored journal article(s) and/or book(s) were assessed by doctoral holder characteristics using the Pearson Chi-square Test and Complementary Log-log regression. The number of (co)authored journal articles and books (including book chapters and monographs) was assessed by doctoral holder characteristics using the Kruskal-Wallis test and Poisson regression. In the results, the proportion of doctoral holders (29.2%) who had (co)authored journal article(s) and/or book(s) by the time of the study points to low scholarly productivity of these highly qualified individuals in the country. Though doctoral graduates of other African universities and those from international universities were more likely to have (co)authored article(s) and/or book(s), the number of (co)authored articles was significantly higher among graduates of Ugandan institutions. Further, the number of (co)authored articles was significantly higher among the males and doctoral holders who graduated before 2000. However, no significant variations in the number of (co)authored books were noted among doctoral holder characteristics. Nevertheless, the low scholarly productivity of doctoral holders in Uganda is certainly a mirror reflection of the situation in many developing countries.
Response to Intervention: Research and Practice
Author: Hall, Carol
Date: 2013-00-00
Type: Journal Articles
Subjects: Response to Intervention,Special Education,Program Implementation,Elementary School Teachers,General Education,Statistical Analysis,Quasiexperimental Design,School Districts,Demonstration Programs,Comparative Analysis,Data Collection,Professional Development,Success,Teaching Methods

Response to Intervention (RTI) is a service model designed to meet the learning needs of students prior to diagnosis and placement in special education settings. Results of a quantitative quasi-experimental research study to investigate the relationship between the RTI plan and self-reported implementation practices among general education elementary teachers in a Florida school district using analysis of variance (ANOVA) revealed no significant difference between demonstration school and comparable school general education teachers' self-reported practices, self-reported implementation success rates, or self-reported data collection responsibilities. Recommendations for professional development opportunities for all teachers, paraprofessionals, and administrators involved in the RTI process based upon analyzed research study data are included.
The Impact of Changing Technology: The Case of E-Learning
Author: Yusuf, Nadia
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technological Advancement,Influence of Technology,Cost Effectiveness,Internet,Educational History

For centuries, education has relied on classroom methods, but technology-enhanced learning can potentially bring about a revolution in learning, making high-quality, cost-effective education available to a greater number of people. The basic advantages of e-learning include anytime-anywhere access to learning, cost reductions, ability to reach larger markets, more effective learning with personalized instructions, and flexibility. For the full potential of e-learning to be realized, however, the content, services, and systems from different suppliers all need to work together. This paper provides an overview of the benefits and limitations of e-learning as well as its cost-effectiveness. The continual advances in information technology as well as software-based training and education are rapidly offering a cost-effective and flexible alternative to traditional face-to-face learning. With the introduction of e-learning, students are empowered to embark on active, independent learning. They can access course information and perform research with the help of this virtual space provided using the Internet. Consistency, fast deployment, and simple evaluation are all attractive features of e-learning, but the most compelling reason to consider the introduction of e-learning may be the significant reduction in costs associated with education. Once developed, the online guidance component can be used many times with minimal costs. Students can also go through the training process repeatedly to ensure maximum effective learning.
Using the &quot;Baccalaureate Essentials&quot; to Create Context: Evaluation of an Innovative Approach
Author: Flinders, Brooke A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Nursing,Nursing Education,Nursing Students,Service Learning,College Students,Bachelors Degrees,Outcomes of Education,Group Discussion,Academic Standards,Higher Education

The &quot;Essentials of Baccalaureate Education for Professional Nursing Practice&quot; (American Association of Colleges of Nursing, 2008) seek to communicate standards that will prepare graduates to function within a complex healthcare system. The document highlights concepts from patient-centered care to evidence-based practice (Commission on Collegiate Nursing Education). A service-learning experience was facilitated for junior-level nursing students and they were asked to reflect on their learning outcomes using the nine &quot;essentials&quot; as a guiding framework. Themes were identified within the nine sub-categories and through overall analysis. By using standardized disciplinary outcomes to develop a sense of the &quot;bigger picture&quot; for students, it is possible to help them make connections between theory and practice.
Hiding in Plain Sight: Building Community Social Capital in Distance Education Graduate Programs
Author: Sheingold, Brenda Helen
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Capital,Distance Education,Nursing Students,Graduate Students,Educational Environment,Mixed Methods Research,Phenomenology

There is an increasing global demand for a broad range of academic programs to be offered by distance education. The development of flexible online technology has made studying for a degree &quot;anywhere and anytime&quot; possible and this option has significant appeal for many people. However, there is limited knowledge available to guide faculty in the strategic development of supportive learning environments for distance education students that fosters connectedness for academic success. The purpose of this three-phase study was to introduce the concept of community social capital to a cohort of graduate nursing students (N = 97) and then track implementation and impact in their on-line academic learning environment. Understanding social capital at the onset of graduate school can lead to an improved sense of how students can utilize and grow social capital, enhance bonding, and increase their academic advantage. The findings inform future education curricula, innovative strategies, and educational research agendas by suggesting that social capital awareness is beneficial to students enrolled in distance education.
Using Blogs to Enhance Student Engagement and Learning in the Health Sciences
Author: Zinger, Lana
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Learner Engagement,Learning,Health Sciences,Community Colleges,Two Year College Students,Urban Schools,Computer Uses in Education,College Curriculum

Teaching in a diverse, urban community college, it has become apparent that students spend most of their free (and classroom) time participating in social media. In response, we decided to incorporate social media, blogs specifically, as a way to increase student engagement, retention and achievement. The learning objective was for our students to learn how to translate complex science into something a broad audience can understand and appreciate. Graduates of a health program need to be the best communicators when translating scientific evidence into something others can understand, and act on. We created a health blog with the goal of helping students translate what they learned in a classroom via their own health blog.
Indigenous Student Participation in Higher Education: Emergent Themes and Linkages
Author: Aseron, Johnnie
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Minority Group Students,College Students,Student Participation,Cultural Influences,Capacity Building,Empowerment,Educational Policy,Educationally Disadvantaged,Focus Groups,Qualitative Research

Educational processes directed at Indigenous peoples have long propagated a disparity between the educational successes of Indigenous and non-Indigenous students (May 1999), a contrast which can be acutely observed in Australia. It is not surprising, then, that the educational needs of Indigenous students have been poorly served, with the extant literature clearly declaring that there is much work to be done (Malin &amp; Maidment, 2003). Although there have been numerous studies seeking to understand (and by extension, redress) issues pertaining to participation by minority groups in education (such as Indigenous communities), many of these undertakings fail to adequately articulate and consider the importance of cultural factors and how such realities form a unique foundation with respect to Indigenous educational policy and development options. In addressing this shortcoming, this paper explores critical, community capacity building and community empowerment strategies that may inform policies and programmes for the reduction of educational disparities, increasing Indigenous student participation in higher education and promoting Indigenous-led educational initiatives. As such, this exploratory study highlights a number of emergent themes derived by community representatives, including both Indigenous Aboriginal and Torres Strait Islanders, and non-Indigenous participants, during a series of focus group discussions.
Teaching of Administrative Law in the New Grade of Law
Author: Domínguez Alonso, Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: Legal Education (Professions),Higher Education,Law Schools,Teaching Methods,Student Motivation,Foreign Countries

The teaching of Administrative Law in the new grade of law poses numerous challenges and opportunities in the new model of Bologna. It's really important work of research and students in class presentations. It is also important to motivate students to study the issues and cases brought before classes and to use virtual platforms to interact with students.