ethanporcaro/eric-fulltext-meta huggingface dataset:
Getting More Value out of the Technology You Already Have
Author: Simkins, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Surveys,Internet,Values,Computer Software

Finding the money for new technology purchases is not easy in the best budget years. In today's economy, one will be lucky to keep the lights on and the Internet connected. Knowing that the hive as a whole can be wiser than the brightest bee, the author sought the counsel of professional friends and colleagues through an informal survey, to which 126 people responded. Their combined contributions resulted in 9,379 words of excellent advice on how schools can get more value out of the technology they already have. This article offers 10 tips for wringing every bit of educational value out of the technology already in schools.
Cyber Misconduct, Discipline and the Law
Author: Shipley, Gretchen
Date: 2011-00-00
Type: Journal Articles
Subjects: Role Models,Discipline,Court Litigation,Constitutional Law,School Districts,Computer Mediated Communication,Technology Integration,Telecommunications,Handheld Devices,Teacher Behavior,Student Behavior,School Policy

Less than a decade ago, school district technology-use policies essentially focused on school computer labs and the prohibition of cell phones on campus. Today, as schools integrate technology into classroom instruction and school operations, districts are moving quickly to implement policies to encourage digital citizenship throughout the school community. One particular challenge school administrators face is determining whether a school district has jurisdiction to discipline a student or employee for cyber misconduct. Interestingly, courts have seemingly provided greater speech protections to students for cyber speech than school teachers and employees. Two recent decisions found that a school district overstepped its bounds in disciplining students for cyber speech. In those cases, the courts found that the school district violated student First Amendment rights by disciplining the students, as the cyber speech did not cause a substantial disruption at school and it was not reasonably foreseeable that substantial disruption would occur. Whereas, a recent employee dismissal was upheld by a court where the cyber speech--which was not viewed by students--caused the principal to lose confidence in the employee as a role model.
Leadership 2.0: Social Media in Advocacy
Author: Gonzales, Lisa
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Technology,Web Sites,Electronic Publishing,Search Engines,Educational Technology,Social Networks,Internet,Advocacy,Instructional Leadership,Principals,Technology Integration,Politics of Education,Telecommunications

Technology is always changing, always improving, and always pushing the envelope for how one works in education. In this increasingly connected age, people have seen rapid growth in social network tools such as Twitter and Facebook. These sites are representative of Web 2.0 resources where users contribute content. Other examples of Web 2.0 sites would include social search engines such as Google and Bing, massive projects such as Wikipedia, video and photo-sharing services like YouTube and Flickr, and blogs of many different varieties, such as Edublog or Blogger. While many of these Web 2.0 sites are well known for their entertainment value or their role in information sharing, it remains to be seen how to truly leverage these networks to create value for society. Using social media provides school leaders with an opportunity to connect directly with others instead of relying on traditional media outlets to carry the news. Additionally, social media provides opportunities to increase connectedness and build relationships. This article provides examples on how to leverage these new technology tools to advocate for students and programs, market schools, and strengthen communities.
One Urban District's Digital Learning Revolution
Author: McPhail, Jay
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Resources,Public Education,Innovation,Urban Areas,Outcomes of Education,Learner Engagement,Student Empowerment,Educational Technology,Academic Achievement,School Districts,Technology Uses in Education,Educational Improvement,Leadership,Electronic Learning,Access to Information

Planning and implementing major innovations in large urban districts can be a daunting and overwhelming idea--particularly when it comes to technology--due to real and perceived obstacles. Added to this challenge is the reality of the worst budget crisis in California history. When students are empowered by full access to technology, learning goals can be achieved. This article describes Riverside Unified School District's digital learning revolution. It discusses how the district has been able to move forward by focusing on &quot;outcomes&quot; rather than &quot;inputs,&quot; using resourcefulness in providing devices to students, and truly engaging and empowering students by allowing full access to high quality educational resources and technology.
Educating Digital Citizens
Author: Tan, Thomas
Date: 2011-00-00
Type: Journal Articles
Subjects: Online Courses,Ethics,Information Technology,Media Literacy,Internet,Information Literacy,Technology Uses in Education,Safety,Computer Mediated Communication

Digital citizenship is how educators, citizens, and parents can teach where the lines of cyber safety and ethics are in the interconnected online world their students will inhabit. Aside from keeping technology users safe, digital citizenship also prepares students to survive and thrive in an environment embedded with information, communication, and connections. Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. In their book "Digital Citizenship in Schools" (2007), Ribble and Bailey identify nine elements that comprise Digital Citizenship. These elements are discussed in this article. In the online world, educated digital citizens are well equipped to safely and successfully navigate the online world, behave appropriately to avoid problems, and take advantage of the information and communication wealth that defines life online.
Transforming Education: For the Love of Learning
Author: Warren, Glen
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Processes,Technological Advancement,Learning,Educational Improvement,Innovation,Blended Learning,Information Literacy,Electronic Learning,Transformative Learning

In this article, the authors talk about transforming education that is more than just improving the current educational model. The difference between improving education and transforming it revolves around something that seems too often missing in today's schools: a love of and passion for learning and what can be done with what one learns. The authors suggest to imagine transforming innovations that allow students to gain credit for the process of learning what they personally love, and not just getting a better score on what they must learn. They assert that students deserve transformational innovation that advances the unmeasured values. (Contains 1 resource.)
Leaders in Transition
Author: Wilhelm, Terry
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Improvement,Leadership,Principals,Leaders,Academic Achievement,Assistant Principals

Being selected for a principalship can be a heady experience--true for any leadership position representing a significant promotion or advancement. The "passing of the torch" of leadership is a critical juncture at which school improvement can either benefit from new energy or lose momentum. While it is impossible to predict or prevent every misstep a new leader might make, certain common patterns do emerge, and district leaders can proactively minimize them with specific support to new principals and other new leaders before they assume their positions. (Contains 6 resources.)
The Shaping of Culturally Proficient Leaders
Author: Franco, Carmella S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Careers,Educational Change,Cultural Awareness,Superintendents,Administrator Role,Equal Education,Administrator Attitudes,Excellence in Education,Hispanic Americans,Females,Educational Experience,English (Second Language),Second Language Learning,Cultural Differences,Occupational Aspiration

The authors' careers crossed and converged throughout the years they served as superintendents. When together, they often shared their past histories and discovered how much they all held in common. They were together on many panels to discuss the role of the superintendent and the paths they followed to achieve this goal. In this article, the authors share the stories of their childhoods, careers and challenges, and their vision to transform schools into places of equity and excellence.
One Community Working Together
Author: Weis, Charles
Date: 2011-00-00
Type: Journal Articles
Subjects: Achievement Gap,Community Leaders,Academic Achievement,Public Schools,Cooperation,Innovation

In the city of San Jose, more than half of all public school students tested are not proficient in their grade-level skills. This article discusses how school, civic and community leaders have joined forces with the goal of eliminating the achievement gap in San Jose by 2020. This wide and highly inclusive collaboration is made possible by an initiative called SJ2020. The goal of the initiative is to eliminate the achievement gap in San Jose by the year 2020.
Focus on Success
Author: Frey, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle Schools,Academic Achievement,Principals,Success,Administrator Role,Instructional Leadership,Empowerment,Middle School Teachers,Early Adolescents,Low Income Groups,Academic Standards

Successful middle schools do not happen by accident--they happen through leadership. Principals promote a shared vision that empowers school staffs to set high standards and continuously improve student achievement. And these middle grade educators also try to help their adolescent students see the connection between their work in school and their futures. Those are among the findings of &quot;Gaining Ground in the Middle Grades,&quot; a landmark study by EdSource, published in 2010. EdSource interviewed nine of the 303 principals who participated in the study to learn more about how successful schools' leaders are implementing these strategies and what they've learned along the way. Each of the nine schools serves low-income students and is notable for its students' academic success.
Charter School Oversight: The New Frontier
Author: Farland, Stephanie Medrano
Date: 2011-00-00
Type: Journal Articles
Subjects: Charter Schools,Educational Administration,Governance,Educational Finance,Academic Achievement,Accountability,School Districts

Some areas of charter school oversight are easy to overlook. This article provides a few practical tips for ensuring that legal and moral obligations are met and charter schools are &quot;delivering the goods.&quot; Effective charter oversight takes time and diligence. As many districts know, closing or not renewing a charter school can be painful for all involved, especially the students. Quality oversight is designed to prevent charters from closing except in extreme cases of academic or financial failure. It is imperative that local districts and county offices of education review their charter oversight policies and procedures to ensure they are effectively enforced.
Climate Change
Author: Frascone, Anthony C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Assistant Principals,Trust (Psychology),School Culture,Public Relations,Leadership Responsibility,Administrator Role,Guides,Altruism,Middle Schools

As an assistant principal of a middle school, cultivating and promoting a positive school culture is what the author believes to be one of his most important roles. Creating a positive culture is like taking care of a delicate flower. It takes constant care and maintenance to keep it looking healthy. One cannot just throw water at a garden and expect it to produce amazing fruit. In the same light, one cannot use terms like trust, loyalty, and sacrifice lightly. This article discusses six steps to creating a positive school climate: (1) Public relations; (2) Building trust; (3) The "open door"; (4) Genuine concern; (5) Continuous recognition; and (6) Sense of belonging.
Streamlining the Hiring Process
Author: DePrater, Karen
Date: 2011-00-00
Type: Journal Articles
Subjects: Personnel Selection,Employment Interviews,Job Applicants,Individual Characteristics,School Personnel

Historically, education employees have been hired after a process that consists of these steps: Determining the need for a position, posting the vacancy, paper-screening applications, an interview with a panel or committee, background check, reference calling, and finally the selection of a candidate. This is a very time-consuming and costly process. This article shares a way to reduce the time and costs of hiring, and find the very best person for the job.
Participation in Postsecondary Education for Students with Intellectual Disabilities: A Review of the Literature 2001-2010
Author: Thoma, Colleen A.
Date: 2011-00-00
Type: Information Analyses
Subjects: Evidence,Postsecondary Education,Program Design,Mental Retardation,Literature Reviews,Student Participation,Program Implementation,Accessibility (for Disabled),Program Descriptions,Related Services (Special Education),Transitional Programs,Educational Policy,Educational Research,College Outcomes Assessment,Educational Improvement

Various forms of participation in postsecondary education by students with intellectual disabilities have received increased attention from the field of special education over the past decade. This review of literature from 2001 through 2010 builds on a similar review conducted by Neubert, Moon, Grigal and Redd (2001) to determine whether there have been changes in the types of programs offered, whether participation in various degrees of postsecondary education results in improved outcomes for individuals with intellectual disabilities, and whether the evidence indicates that postsecondary education is a preferred outcome to other transition outcomes. This review found that postsecondary education for individuals with intellectual disabilities has increasingly been defined as programs for students in the 18-21 year old age range who continue to receive educational services from their local school districts. The literature provides more details about program design and implementation and describes services across state, regional, and national levels. Few studies to date have attempted to determine participant outcomes. A discussion of the strengths and limitations of this body of literature are provided as well as recommendations for next steps for the field.
Attention Deficit/Hyperactivity Disorder and Well-Being: Is Social Impairment an Issue for College Students with ADHD?
Author: Buchanan, Tom
Date: 2011-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,College Students,Likert Scales,Well Being,Interpersonal Competence,Antisocial Behavior,Psychological Patterns,Individual Development,Personal Autonomy,Self Concept,Interpersonal Relationship,Goal Orientation,Comparative Analysis,Individual Characteristics

In this study, the psychological well-being of college students with Attention Deficit/Hyperactivity Disorder (ADHD) was analyzed. A survey was administered to a convenience sample of undergraduates aged 18-25 at a Southern university (N = 317). Well-being was measured using Ryff's (1989) 6 likert scales of psychological well-being. Students with self-reported ADHD had lower scores on total well-being, environmental mastery, personal growth, and purpose in life. They reported comparable levels on autonomy, self-acceptance, and positive relations with others. Findings suggest that college students who reported an ADHD diagnosis were similar to other college students in their perceptions of well-being, but perceived more difficulties in their organizational and goal-oriented competencies compared to peers who had never received an ADHD diagnosis. Recommendations for university administrators and disability professionals are discussed. (Contains 3 tables and 1 figure.)
Curb Cuts in Cyberspace: Universal Instructional Design for Online Courses
Author: Rao, Kavita
Date: 2011-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Access to Education,Computer Uses in Education,Educational Technology,Colleges,Postsecondary Education,Graduate Study,Student Attitudes,Interviews,Cooperative Learning,Disabilities,Synchronous Communication,Asynchronous Communication

College courses that include universal design features can minimize the need to provide accommodations for students with disabilities and make courses accessible to students from diverse backgrounds. This article examines how principles of Universal Instructional Design (UID) and Universal Design for Learning (UDL) can be incorporated into an online course to accommodate an increasingly diverse body of students in postsecondary institutions. The authors designed and implemented a graduate-level online course that incorporated UID guidelines and met UDL principles. To evaluate the universally-designed course elements, students were surveyed and interviewed during and after the course. This case study describes the universal design features that can be included in an online course and highlights the features that students valued. The authors conclude with considerations for course designers who seek to include universal design features in online courses. (Contains 4 tables and 2 figures.)
Learning and Study Strategies of Students with Traumatic Brain Injury: A Mixed Method Study
Author: Bush, Erin
Date: 2011-00-00
Type: Journal Articles
Subjects: Head Injuries,Academic Achievement,Brain,Study Skills,Learning Strategies,Study Habits,Student Attitudes,College Students,Interviews,Student Characteristics,Cognitive Processes

The purpose of this research was to explore the perceptions of four college students with severe traumatic brain injury and people associated with them regarding the use of learning skills and study strategies. The researchers employed a concurrent mixed method design using descriptive quantitative data as well as qualitative multiple case study data. Qualitative data came from interviews with the students with traumatic brain injury and three to four people associated with each of them; quantitative data was from the participants with traumatic brain injury and 15 to 26 of their same-class peers using the "Learning and Study Skills Strategies Inventory" ([LASSI] Weinstein, Shulte, & Palmer, 1987). Findings revealed disparities in perception between the students with traumatic brain injury and participants associated with them as well as between the qualitative and quantitative data sets of the student participants with traumatic brain injury. These differences appeared to reflect limitations in the student participants' awareness of their deficits. Despite the apparent academic success of the student participants, questions exist about the appropriateness of various accommodation strategies in maximizing postsecondary achievement and facilitating self-awareness of challenges associated with traumatic brain injury. (Contains 2 tables and 6 figures.)
Accommodations for Multiple Choice Tests
Author: Trammell, Jack
Date: 2011-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Disabilities,Testing Accommodations,Accessibility (for Disabled),Test Preparation,Change Strategies,Educational Change,Learning Disabilities

Students with learning or learning-related disabilities frequently struggle with multiple choice assessments due to difficulty discriminating between items, filtering out distracters, and framing a mental best answer. This Practice Brief suggests accommodations and strategies that disability service providers can utilize in conjunction with faculty to help students with disabilities and postsecondary instructors achieve more valid measures of student learning when using multiple choice exams.
Increasing Faculty Awareness of Students with Disabilities: A Two-Pronged Approach
Author: Humphrey, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Mentors,Disabilities,College Faculty,Consciousness Raising,Delivery Systems,Models,Educational Resources,Related Services (Special Education),Change Strategies,Educational Strategies,Attitudes toward Disabilities,Teacher Attitudes

Many universities use a center-based model to deliver services to students with disabilities. A hybrid service delivery model utilizing a center-based disability resource and faculty mentors was recently implemented in a large, public university in the Northwestern United States. Noticeable improvements observed to date include increased administrative support, positive collaborations with teaching center staff, and increased faculty awareness of resources for instructing students with disabilities. (Contains 2 tables.)
Perceptions of Self-Efficacy among STEM Students with Disabilities
Author: Jenson, Ronda J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Self Efficacy,Focus Groups,Disabilities,STEM Education,College Students,Student Experience,Social Influences,Physiology,Measurement Equipment,Student Attitudes,Stress Variables,Anxiety,Student Motivation,Mastery Learning

Numerous studies examine the relationship between self-efficacy and positive outcomes for postsecondary students. Collectively they echo that self-efficacy is an essential component to positive outcomes. Relatively few studies focused on students with disabilities majoring in STEM fields. Twenty postsecondary students with disabilities participated in focus groups organized around Bandura's key factors leading to self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological reaction. By pairing participant-response devices, commonly known as "clickers," with traditional qualitative methods, students provided their individual perspectives as well as reacted to collective responses. Several cross-cutting themes emerged from the study. Instructors set the tone for learning and consequently highly influence confidence, motivation, anxiety and stress, and ultimately success. Applied learning is important, especially in team settings. A student's sense of self influences his or her perceptions of self-efficacy. The results offer insight into designing support services and measuring self-efficacy with this population. (Contains 1 table and 1 figure.)
Recruitment of Students with Disabilities: Exploration of Science, Technology, Engineering, and Mathematics
Author: Martin, Jay K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Majors (Students),Postsecondary Education,Disabilities,Student Recruitment,Accessibility (for Disabled),Disproportionate Representation,STEM Education,Educational Practices,Outreach Programs,Best Practices,Program Descriptions,Change Strategies,Performance Factors,Barriers

Individuals with disabilities are underrepresented in postsecondary education; in science, technology, engineering, and mathematics (STEM) majors; in graduate and post-doctoral work; and in faculty positions, particularly in STEM. Despite these lags behind their non-disabled counterparts, few organizations recruit persons with disabilities into postsecondary education and/or STEM careers and, thus, scant literature exists on targeted recruitment efforts. The intent of this article is to examine data concerning these lags, to review what literature does exist on recruitment of students with disabilities, and to report on promising practices developed by the Midwest Alliance, an NSF-funded endeavor to increase the number of individuals with disabilities in STEM. It is believed that these efforts and descriptions may help other organizations recruit individuals with disabilities into their postsecondary programs. (Contains 4 tables.)