ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Belonging and Racial Identity on Urban African American High School Students' Achievement
Author: Boston, Colette
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Schools,High School Students,African American Students,Academic Achievement,Student School Relationship,Racial Identification,Statistical Analysis,Student Surveys,Grades (Scholastic),Predictor Variables,Correlation,Teacher Student Relationship,Grade 10,Grade 11,Grade 12,Regression (Statistics)

A growing body of literature suggests students' feelings of belongingness influence academic achievement (Faircloth &amp; Hamm, 2005). Additionally, research indicates that many urban African American students are disconnected from the school setting because of a cultural divide between students and educators (Thompson, 2004). This investigation examined the relationship between the individual components of racial identity (centrality, private regard, and public regard) and sense of belonging on the academic achievement of 105 urban African American high school students. Quantitative analysis using items from the Multidimensional Model of Black Identity-teen and California Healthy Kids surveys, as well as participants' self-reported grades, reveals (a) centrality as the only predictor of sense of belonging, and (b) a positive relationship between sense of belonging and grades. These findings suggest the importance of schools cultivating a culture of acceptance of all racial groups and positive teacher-student relationships.
&quot;Life Skills&quot;: A Single-Sex Classroom Intervention for Black Boys Transitioning from Middle School to High School
Author: Flennaugh, Terry
Date: 2017-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Single Sex Classes,African American Students,Males,Transitional Programs,High School Students,Critical Theory,Race,Grade 9,Semi Structured Interviews,Qualitative Research,Case Studies,Student Attitudes,Student Experience,Urban Schools,Urban Youth,Teacher Role,Caring

The transition from middle school to high school can be difficult for many students due to increases in school size, the structure of an academic schedule, and the complexity of social interactions in high school. However, Black boys face unique challenges during this transition period due to racism and structural inequalities. In response to these obstacles, schools across the country have created single-sex spaces specifically for Black boys to improve academic and social outcomes for students. The current study examines one such intervention located in an urban school district in the San Francisco Bay Area through interviews with four students to better understand how they make sense of their experiences within a specific single-sex classroom as they transitioned into high school. Findings from the study address the important role teachers play in shaping students' transitional experiences. Implications for single-sex learning spaces for Black boys are also discussed.
Educational Leadership and Management: Theory, Policy, and Practice
Author: Bush, Tony
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Administration,Leadership,Educational Theories,Educational Practices,Educational Policy,Leadership Styles,Models,Evidence,Governance,Comparative Analysis,Concept Formation,Foreign Countries

There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education or their learners. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective principals and support from other senior and middle managers. While the need for effective leaders is widely acknowledged, there is much less certainty about which leadership behaviours are most likely to produce favourable outcomes. I examine the theoretical underpinnings for the field of educational leadership and management, assess different leadership models, and discuss the evidence of their relative effectiveness in developing successful schools.
Leadership in Education Transformation as Reshaping the Organisational Discourse
Author: Berkhout, Sarie
Date: 2007-00-00
Type: Journal Articles
Subjects: Organizational Theories,Leadership,Educational Administration,Discourse Analysis,Educational Theories,Transformational Leadership,Leadership Styles,Leadership Effectiveness,Leadership Responsibility,Educational Practices,Foreign Countries

The restructuring of South African education poses continuous challenges for educational leaders to contribute towards constituting a just and equitable society. Competing discourses, however, create ongoing tensions that have to be negotiated and meaningfully mediated. The widely diverse, often conflicting, local discourses shaped by particular groups' histories and experiences, interacting with national/provincial imperatives and the powerful neo-liberalist discourse, puts exceptional demands on educational leadership. These discourses shape not only the enactment of education leadership and management in school settings, but also its conceptualisation as a discipline and the concomitant enactment in schools and other education settings. In the context of the debate of what constitutes education leadership and/or management, I focus on the conceptualisation of the organisational or structural context of leadership. Leadership is explored as engaging within and with schools as a construct of language, i.e. as a discursive construction where meanings are emergent, deferred, and dispersed. This has the ontological implication that schools as organisations do not have autonomous, stable, or structured status outside that of the interactive narratives and texts that constitute it. Also transformative educational leadership as a practice of power would--in the interests of social justice--have to engage with competing discourses and what they privilege.
Global Citizenship and Global Solidarity through Study Abroad: An Exploratory Case Study of South Korean Students
Author: An, Sohyun
Date: 2011-00-00
Type: Journal Articles
Subjects: Citizenship Education,Study Abroad,Case Studies,Interviews,Foreign Students,High School Students,Global Approach,Social Studies,Student Experience,Foreign Countries,English (Second Language)

Given the increasing numbers of pre-collegiate students who study abroad, this article seeks to answer the question of what kind of citizen young international students seek to become through study abroad and in what ways study abroad experiences challenge or reinforce their initial motives. Drawing on in-depth interviews with Korean high school students studying in the United States, this article suggests that while the core meaning of study abroad may be strategic interests within the global economy, the pragmatic instrumentalism and neoliberal ethos toward education and global citizenship can be challenged. The most significant factors identified in the article are: (1) social studies curriculum that challenges international students' desires of strategic cosmopolitanism, and (2) a school culture that encourages young international students to mix with other races/cultures and reconsider their pre-migration views. The article offers a discussion of how both sending and receiving countries of young international students can support them so that they become citizens concerned, not only with their strategic positioning within the global economy, but also with building a moral sense of global solidarity.
Continuing Professional Development for Principals: A South African Perspective
Author: Mestry, Raj
Date: 2007-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Professional Development,Principals,Foreign Countries,Leadership Styles,Qualitative Research,Administrator Attitudes,Administrator Qualifications,Interviews,Focus Groups,Collegiality,Interpersonal Relationship,Special Schools,Elementary Schools

We explore the rationale for school managers in South Africa to enroll for a new practice-based qualification and determine the perceptions of principals on how the Advanced Certificate in Education (ACE) course influences their leadership style. The task of being a principal is demanding, requiring energy, drive, and many personal qualities and attributes. Principals, involved in the day-to-day management of their schools, need to take time to reflect on their personal growth as leaders and managers. The expectations of principals have moved from demands of management and control to the demands for an educational leader who can foster staff development, parent involvement, community support, and learner growth, and succeed with major changes and expectations. Developing principals and providing them with the necessary knowledge, skills, values and attitudes becomes increasingly important as the dynamic and changing educational culture becomes increasingly difficult. Using a qualitative paradigm, we investigated the perceptions of principals on how the ACE course influenced their leadership style. The ACE course was conceived as a form of continuing professional development which has the purpose of equipping principals for the positions they occupy, or enabling teachers to move into an education leadership and management career path.
Professionalising Principalship in South Africa
Author: van der Westhuizen, Philip C.
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professionalism,Principals,Management Development,Educational Administration,Administrator Education,Educational Practices,Educational Policy,National Standards,Administrator Qualifications,Policy Formation,Standard Setting,Educational Change,Change Strategies,Elementary Secondary Education

At the present juncture, South Africa is one of the few countries that do not require a compulsory and specific qualification for principalship. This particular need has been part of a discussion among educational leaders for the past thirty to forty years. Despite all the laudable efforts to redesign the landscape of Educational Leadership and Management (ELM) in South Africa, a major historical shortcoming has still been neglected, namely, lack of training of school principals to a national professional standard. After the first democratic elections in 1994, a report by the committee, which had reviewed the organization, governance, and funding of schools, referred for the first time in 1995 to the development of an Education Management Training Institute (EMTI). The Department of Education assigned a task team to develop a capacity-building programme for Education Leadership and Management (ELM) to implement the directives from policy documents. A series of drafts of a Policy Framework for ELM was published during 2003/4 as a framework and guide for the development of ELM to ensure excellence throughout the education system. A particular aspect which was emphasised in this Policy Framework was the professionalisation of ELM. The Department of Education responded by introducing a National Qualification for School Leadership in the form of an Advanced Certificate in Education. This was the first concrete step towards implementing a compulsory professional qualification for principalship without which no educator would be eligible for appointment to the post of first-time principal. Although the development of the envisaged programme presents vital challenges for the long and short term, principalship in South Africa is on its way to becoming a fully fledged profession with a unique career path.
Paradoxes of Leadership: Contingencies and Critical Learning
Author: Evers, Colin
Date: 2007-00-00
Type: Journal Articles
Subjects: Leadership,Leadership Effectiveness,Leadership Role,Convergent Thinking,Evidence,Change Strategies,Educational Theories,School Administration,Predictor Variables,Logical Thinking,Educational Philosophy

There is a paradox at the centre of a substantial amount of writing on the topic of leadership in organizations, particularly school leadership. On the one hand, there is what may be called a common-sense consensus that leadership is vitally important as a cause for setting and achieving organizational goals. Yet, on the other hand, an impressive body of empirical research concludes that the effect size of leadership on certain key organizational outcomes, such as promoting student learning, is small. We begin by discussing the first of these claims. We then discuss the second and finally discuss proposals for a resolution which is framed within the perspective of leadership theorized as a form of critical learning. In our resolution we argue that the contingencies of leadership contexts are sufficiently different to compromise the goal of producing a single leadership model. Instead, we urge that the role of school leaders in promoting learning, or other organizational goals, needs to be discerned from the leader's own theory that guides their decisions and actions, at least where that theory is developed from epistemically successful problem-solving practices. Such a stance implies that the paradox is generated by false assumptions and that both large-scale empirical studies and generalized leadership models are inappropriate tools for discerning the contribution of leaders to school outcomes.
The Professional Development of School Principals
Author: Mathibe, Isaac
Date: 2007-00-00
Type: Journal Articles
Subjects: Faculty Development,Principals,School Administration,Leadership Effectiveness,Educational Change,Mentors,Networks,School Effectiveness,Coaching (Performance),Foreign Countries,Administrator Attitudes,Change Strategies,Scores

Many schooling systems do not fulfil their mandates because of poor management and leadership. Similarly, the rigidity that one finds in schools does not only stunt schools' capacity to develop, but also leads to schools that are dysfunctional and unproductive. As a result, in countries where there is universal transformation, efficacious management and leadership are elevated to the highest rostrum. In this paper I aim at investigating the necessity for professional development of school principals.
Latent Cluster Analysis of Instructional Practices Reported by High- and Low-Performing Mathematics Teachers in Four Countries
Author: Cheng, Qiang
Date: 2017-07-00
Type: Journal Articles
Subjects: Achievement Tests,Elementary Secondary Education,Mathematics Tests,International Assessment,Science Tests,Foreign Countries,Science Achievement,Mathematics Achievement,Mathematics Instruction,Mathematics Teachers,Teaching Methods,Grade 8,Questionnaires,Factor Analysis,Statistical Analysis

Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers' instructional practices across the four education systems. It was found that all mathematics teachers in the high- and low-performing groups used procedurally as well as conceptually oriented practices in their teaching. However, one group of high-performing mathematics teachers from the U.S. sample and all the high-performing teachers from Finland, Korea, and Russia showed more frequent use of conceptually oriented practices than their corresponding low-performing teachers. Another group of U.S. high-performing mathematics teachers showed a distinctive procedurally oriented pattern, which presented a rather different picture. Such results provide useful suggestions for practitioners and policy makers in their effort to improve mathematics teaching and learning in the US and in other countries as well.
The Value of Continuous Professional Development: Teachers' Perceptions
Author: Lessing, Ansie
Date: 2007-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Teacher Attitudes,Teaching Methods,Teacher Workshops,Faculty Development,Questionnaires,Inservice Teacher Education,Learning Problems,Educational Principles,Educational Practices,Educational Needs,Time Management,Learning Experience,Relevance (Education),Teacher Improvement,Foreign Countries,Statistical Analysis

The central argument is that in the presentation of workshops for teachers, presenters should focus on the principles underlying continuous professional development (CPD), since teachers are likely to be more willing to attend workshops if they are worth the time spent and the sacrifices made. In a workshop, on supporting learners with learning difficulties, such principles were therefore applied. A hands-on presentation was used to ensure that the teachers fully understood the use of the suggested teaching methods. The teachers were then asked to complete a questionnaire to determine their perceptions of how they had experienced the workshop. The questionnaire focused on the various CPD principles applied in the workshop, as well as the personal value and expected effect of the workshop on their teaching approach. In general, the teachers reported that regardless of their teaching position, qualifications, gender, or age they had experienced the CPD workshop positively.
Mathematics Teachers' Knowledge of Student Thinking and Its Evidences in Their Instruction
Author: Çelik, Aytug Özaltun
Date: 2017-07-00
Type: Journal Articles
Subjects: Case Studies,Mathematics Teachers,Secondary School Teachers,Observation,Knowledge Level,Foreign Countries,High Schools,Semi Structured Interviews,Video Technology,Prior Learning,Misconceptions,Qualitative Research

The aim of this case study is to examine mathematics teachers' knowledge of students' thinking and its evidences in their teaching. The participants were three secondary mathematics teachers. Data were gathered from interviews and observations. While analyzing the data, the framework about teachers' knowledge of students' thinking was used. The findings showed that each teacher mainly considered the knowledge of students' thinking as knowing students' prior knowledge. They expressed that they benefited from the questions to reveal students' ideas, encouraged their students to use different solution ways for the problems, and had ideas on misconceptions and difficulties their students might be confronted. The participants also considered students' prior knowledge in their lessons, but they did not tackle their difficulties, errors and misconceptions unless students asked questions to them. They had the limited approaches for building on students' mathematical ideas, promoting students thinking mathematics, triggering and considering divergent thoughts, engaging students in mathematical learning, and motivating students learning.
The Viewpoints of Instructors about the Effects of Teacher Education Programs on Prospective Teachers' Affective Characteristics
Author: Taneri, Pervin Oya
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Affective Behavior,Teacher Educators,Teacher Attitudes,Student Characteristics,Qualitative Research,Statistical Analysis,Teacher Surveys,Questionnaires,Teacher Competencies,Outcomes of Education,Foreign Countries,Factor Analysis

Purpose: The affective skills in teacher education should pay attention and look for ways to include feelings, attitudes and beliefs of teachers in the discussion of effective teachers' competencies. This paper aims to reveal the perspectives of instructors about the teacher characteristics that prospective teachers will gain after taking the teacher education, and to uncover how these characteristics are related to the affective domain. Research Methods: A survey design was employed in this paper. Both qualitative and quantitative approaches were used to analyze the range of data collected. In the quantification of data from survey questionnaires, frequencies, percentages, means and standard deviations provided some general patterns in the data. The qualitative data gathered by open ended questions were analyzed by content analysis. Findings: Results showed that there are numerous affective competencies that are essential for prospective teachers to develop such as having positive attitudes towards the teaching profession, developing empathy, sensitivity, love, self-esteem and self-concept are vital for prospective teachers. However, none of the teacher education programs fully addressed all the affective needs of prospective teachers. Implications for Research and Practice: It is expected that the findings of this paper help the instructors and education policy makers to identify effect of affective domain in teacher education programs.
Understanding of Prospective Mathematics Teachers of the Concept of Diagonal
Author: Ayvaz, Ülkü
Date: 2017-07-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Mathematical Concepts,Case Studies,Geometry,Graduate Study,Semi Structured Interviews,Tests,Foreign Countries,Mathematical Logic,Validity,Knowledge Level

This study aims to investigate the concept images of prospective mathematics teachers about the concept of diagonal. With this aim, case study method was used in the study. The participants of the study were consisted of 7 prospective teachers educating at the Department of Mathematics Education. Criterion sampling method was used to select the participants and the criterion was determined as taking the course of geometry in the graduate program. Data was collected in two steps: a diagnostic test form about the definition and features of diagonal was applied to participants firstly and according to the answers of the participants to the diagnostic test form, semi-structured interviews were carried out. Data collected form the diagnostic test form and the semi-structured interviews were analyzed with descriptive analysis. According to the results of the study, it is understood that the prospective teachers had difficulties with the diagonals of parallelogram, rhombus and deltoid. Moreover, it is also seen that the prospective teachers were inadequate to support their ideas with further explanations although they could answer correctly. It is thought that the inadequacy of the prospective teachers stems from the inadequacy related to proof.
Communication of Psycho-Educational Assessment Results: Remedial Teachers' Reading of Assessment Reports
Author: Knoetze, Jan
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Assessment,Remedial Reading,Psychoeducational Methods,Focus Groups,Evaluation Utilization,Research Reports,Data Interpretation,Interviews,Ambiguity (Context),Intelligence Quotient,Intelligence Tests,Test Reliability,Test Validity,Language Usage,Time Perspective,Testing,Foreign Countries,Qualitative Research

Psychological methods of assessing intelligence have been criticised because of their limited diagnostic-remedial nature and especially their lack of potential for initiating effective and pragmatic intervention programmes. Similarly, the means through which the results of such methods are communicated in order to make them useful and constructive can be debated. In this research we aimed to establish the value of psycho-educational assessment reports in terms of the understanding and interpretation of the reports by their recipients, specifically remedial teachers, who participated in focus group discussions and offered their opinion on the utility of psycho-educational assessment reports. The outcomes of these focus group discussions pointed to the fact that psycho-educational assessment reports were problematic in the sense that they failed to provide useful, specific, and pragmatic information for learning support programmes to be developed from. The research revealed insights which may be of interest to psychologists writing assessment reports. Suggestions for multi-disciplinary collaboration are addressed.