ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationships between Organizational Learning Level, School Effectiveness and Organizational Citizenship Behavior
Author: Alanoglu, Müslim
Date: 2016-04-00
Type: Journal Articles
Subjects: Correlation,High Schools,Teacher Behavior,Administrator Behavior,Institutional Characteristics,Teacher Attitudes,Administrator Attitudes,Predictor Variables,Citizenship,Participation,Foreign Countries,Structural Equation Models,Questionnaires

The aim of this research is to determine the relationships between organizational learning levels of high schools; organizational citizenship behavior of managers and teachers and effective school characteristics of them based on the opinions of managers and teachers. The population of the research consists of managers and teachers serving at high schools in Diyarbakir city, Turkey, during 2013-2014 educational year. According to findings of the research, perception of managers and teachers on the learning school and effective school characteristic is at average level and their perception on organizational citizenship behavior is at high level. Learning school characteristic of high schools is a significant predictor of managers' and teachers' organizational citizenship behavior and as well as effective school characteristic of high schools. Moreover, organizational citizenship behavior of managers and teachers are predictors of effective school characteristic.
Pre-Service Foreign Language Teachers' Awareness of White Privilege
Author: McGowan, Shannon L.
Date: 2016-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Whites,Advantaged,Power Structure,Qualitative Research,Mixed Methods Research,Student Attitudes,Racial Bias,Gender Bias,Methods Courses,Grounded Theory,Intervention,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education,Equal Education

Over the last several years teacher preparation programs have strived to adequately prepare pre-service teachers for more diverse populations in the classroom. However, little research has been done to examine the attitudes of pre-service teachers related to white privilege. This is the qualitative report from a mixed-methods study which examined those attitudes, the quantitative report has previously been published. The quantitative portion employed a pre/post-test survey surrounding interactive activities and found a significant change in participants? attitudes regarding social issues of privilege, such as racism and sexism (McGowan &amp; Kern, 2014). This paper reports the ways pre-service foreign language teachers examined their understandings of white privilege. Students in a language methods course (N=19) participated in specific activities to explore how they relate privilege and oppression to their own lives and futures as teachers. A grounded theory approach was utilized to analyze the students? responses to questions regarding the activities. From the analysis, six major themes were discovered. Three themes indicated the affordances pre-service teachers gained from the activities regarding privilege. Whereas, the other three themes indicated possible challenges in regards to privileged thinking. Suggestions for further research include determining the long-term effects of the intervention and extending the instructional intervention length.
Ecological Identity in Education: Subverting the Neoliberal Self
Author: Kretz, Lisa
Date: 2014-00-00
Type: Journal Articles
Subjects: Neoliberalism,Higher Education,Ideology,College Students,Student Characteristics,Self Concept,Ecology,Identification (Psychology),Interpersonal Relationship,Cooperation,Competition

The neoliberal ideology that is hijacking educational institutions entails an atomistic, individualistic, and Western vision of self. Students are understood as competitive, economic, homogenous entities. Interpreted as information stockpiles, students collect the data necessary for the regurgitation that enables assuming their role in the marketplace. Alternatively, the ecological conception of self is relational, cooperative, embraces community relations, and reflects the insights of ecology. Students are recognized as diverse in terms of their particular learning needs, interests, strengths, and relevant personal history. The vision of the self that serves as the foundation to neoliberal shifts in education is, I argue, unhealthy, epistemically untenable, and problematically contradictory. Nurturing students' ecological selfhood is one way to subvert the neoliberal conceptualization of self and its attendant ideological constructions and assumptions.
A Meta-Analysis of Supplemental Educational Services in Ohio: Implications for the Reauthorization of ESEA
Author: Beese, Jane A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Meta Analysis,Educational Legislation,Federal Legislation,At Risk Students,Academic Support Services,Effect Size,Achievement Gains,Supplementary Education,Mathematics Achievement,Reading Achievement,Comparative Analysis,Program Evaluation

The Supplemental Educational Services (SES) policy, under No Child Left Behind, requires underperforming Title I schools to offer academic tutoring to eligible students. A meta-analysis of findings from 44 external evaluations of district operated SES programs in Ohio showed that scores increased on the academic performance of at-risk students. When compared with an average annual gain in effect size from nationally normed tests, SES participants fell 0.69 standard deviations below. The subgroup analysis demonstrated greater effects in students who received services in reading and students in elementary and middle schools.
Apple Pie and Ebonics: Language Diversity and Preparation for a Multicultural World
Author: Martin, Jennifer L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Multicultural Education,African American Culture,Misconceptions,Language Variation,Contrastive Linguistics,Culturally Relevant Education,Cultural Differences,Case Studies,Educational History,Achievement Gap,Racial Differences,Educational Change,Court Litigation,Educational Legislation,Equal Education,Access to Education

All three of us, the authors, are white and do not speak Ebonics, (or African American Language, AAL). How the misperceptions of AAL impact our students inspired our interest in the subject. The title of this piece refers to the ubiquity of AAL, historically, culturally, as an influential cultural wellspring. Although AAL continues to influence Standard English (SE) and popular culture, many do not understand and therefore do not acknowledge it as a legitimate variety of English, but as a deviation of SE. We, as teachers and educational leaders, must work to change these myths, for the well being of our students and our society.
Debunking the Myths of Dyslexia
Author: Thorwarth, Christine
Date: 2014-00-00
Type: Journal Articles
Subjects: Misconceptions,Dyslexia,Learning Disabilities,Reading Difficulties,Knowledge Base for Teaching,Faculty Development,Intervention,Beliefs,Statistical Analysis,Online Surveys,Familiarity,Knowledge Level,Teacher Competencies,Elementary Secondary Education

Dyslexia is a specific learning disability, which affects reading in as many as one in five people. Many children go without proper interventions because of ineffective teaching strategies, and common myths associated with this disability. The purpose of this study was to test how deeply ingrained some myths might be, and decipher where educators are receiving information. The information was used to show any weaknesses in the knowledge base of the educators and decide on proper professional development opportunities. It is up to educators to become knowledgeable to debunk the myths of dyslexia.
The Construction of Simulations as an Instructional Activity for Graduate Students in an Education Leadership Program
Author: Staub, Nancy A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Educational Administration,Administrator Education,Simulation,Leadership Training,Decision Making Skills,Principals,Workshops,Reflection,Class Activities,Internship Programs,Training Methods,Action Research,Case Studies

Leading, facilitating, and making decisions is central to school leadership positions. Decision-making simulations provide graduate students a vehicle for increasing their practice and fine-tuning leadership skills with guided support from college faculty. This action research study uses a case study method to reveal the perspectives of school practitioners when reviewing decision-making simulations constructed by graduate students in a principal preparation program. The findings from the study are used to shape the instructors' own growth in designing instructional activities that provide relevancy and meaning to graduate student coursework.
Why Can't Ohio Equitably Fund Public Education? Education Reform Stifling Equitable Education Funding
Author: Simon, Carlee Escue
Date: 2015-00-00
Type: Journal Articles
Subjects: Public Education,Funding Formulas,State Aid,Educational Change,Educational History,Educational Equity (Finance),Resource Allocation,Educational Finance,Charter Schools,Educational Vouchers,Finance Reform,State Policy

Ohio has a long history of school funding inequity. This manuscript provides a brief history of Ohio education funding, the equity and adequacy concerns. Education reform efforts have been expanding while the appropriate management of the funding mechanism has been underfunded or entirely ignored. The researcher examines the negative impact of certain policies and the need to readdress the funding mechanism as well as the associated policies.
Relationships and Authentic Collaboration: Perceptions of a Building Leadership Team
Author: Conner, Tonya
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,Collegiality,Team Training,Action Research,Teacher Collaboration,Instructional Leadership,Teamwork,Faculty Development,Trust (Psychology),Elementary School Teachers,Teacher Surveys,Likert Scales,Teacher Attitudes,Questionnaires

This research examined perceptions of a Building Leadership Team (BLT) regarding the school climate, collegial relationships, camaraderie, and team-building skills among certified faculty. Participants' perceptions changed from resistance accession once a clear understanding of authentic collaboration developed through five job-embedded professional development sessions. The results from the action research project provided teachers and administration with information to improve and model effective cooperative and collaborative practices to support a positive and effective school climate for all stakeholders.
Administrator Perspectives of Ohio's Teacher Evaluation System: Implications for Educational Administration Programs in Higher Education
Author: Williams, Nicole V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Teacher Evaluation,Questionnaires,Elementary School Teachers,Middle School Teachers,Instructional Improvement,Teaching Methods,Likert Scales,Knowledge Level,Educational Administration,State Policy

The purpose of this study was to elicit elementary and middle school administrators' perceptions of the Ohio Teacher Evaluation System (OTES). The researchers created a questionnaire to learn administrators' experiences with and attitudes, opinions, beliefs, and knowledge of OTES thus far. The questionnaire consisted of twenty-five Likert-based questions with four open-ended response questions. The participants included 437 elementary and/or middle school administrators who voluntarily chose to respond to the questionnaire distributed via email to all public school K-12 administrators in the state of Ohio. Based on the analysis of the data, the researchers learned that more than half of administrators have participated in the OTES and they were relatively confident in their ability to implement the OTES. The administrators believe that their teachers are confident in their ability to implement the OTES. However, the administrators reported high levels of skepticism that the OTES will improve teaching and learning for their students.
The Political Boundaries of School Choice and Privatization in Ohio
Author: Beese, Jane A.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Choice,Privatization,State Legislation,Educational Vouchers,Scholarship,Voting,Political Affiliation,Funding Formulas,Probability,Predictor Variables,Educational Finance,Ideology,Models

We analyze the votes taken in the Ohio State Legislature pertaining to the establishment of six school voucher programs: The Ohio Scholarship and Tutoring Program, The Autism Scholarship, The Jon Peterson Special Needs Scholarship, The Educational Choice Pilot Scholarship, The Educational Choice Scholarship, and the Income-based Scholarship Program. We attempt to estimate a legislative voting model on the passage of school voucher programs through the Ohio state legislature. As predicted, the legislator was more likely to vote in favor of a voucher proposal if the district had greater household income and he/she was a Republican. Democratic legislators, who generally represent more minority districts and poorer households, were much more likely than Republican legislators to vote against the voucher programs. In light of clear attempts to limit plaintiff access to the courts, public school advocates should consider a political approach to gaining a more favorable method for funding its public schools.
Debates about the Future of Media Literacy in Turkey
Author: Cakmak, Ebubekir
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Curriculum Development,Government Role,Public Agencies,Empowerment,Censorship,Textbooks,Models,Educational Responsibility,Teacher Responsibility,Educational Strategies,Teaching Methods,Educational Resources,Debate,Educational History,Child Safety,Literature Reviews

Media literacy has been widely debated in Turkey since the early 2000s and has been in the curriculum of the secondary schools as an optional subject for nearly a decade. During this time period, about four million students have received media literacy education. The multidisciplinary structure of media literacy has contributed to the interest of many researchers from varying fields. These researchers, who have different viewpoints, acceptations and expectations, have formed certain groups in a short time period and have started to defend their particular media literacy approaches and practices. This study examines the basic debates and issues that have emerged in Turkey's short but active movement to educate in the area of media literacy. Issues include the question of which teachers (trained in education or communication) should teach the media literacy classes, the role of the government media regulatory agency in media literacy, and the debates on protective and empowerment approaches. In addition, the debates on educational censorship, textbooks, and media literacy have been integrated in the educational system under which models have been focused. Because of the focus on asking who is responsible for media literacy in Turkey, there has been less attention to issues of pedagogy, instructional strategies and curriculum resources. The blame is not completely on the government ministries as academic in-fighting also fuels debates about the future of media literacy in Turkey. Such territorial debates about the locus of media literacy may limit the growth of the field.
College Students' Motivations for Using Podcasts
Author: Chung, Mun-Young
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Student Motivation,Handheld Devices,Audio Equipment,Information Dissemination,Student Attitudes,Student Surveys,Predictor Variables,Computer Literacy,Need Gratification,Student Behavior,Factor Analysis,Correlation,Multiple Regression Analysis,Likert Scales

Despite potential benefits of podcasts for college education, little research has examined students' psychological drives for using podcasts. To explore the relationship between the use of podcasts and college students' appreciation of them, this study investigated students' motivations, attitudes and behaviors with regard to podcasts use including their learning environment. Based on a survey with 636 college students, this study found that six dimensions of motivations were prominent for podcasts use: (1) voyeurism/social interaction/companionship, (2) entertainment/relaxation/arousal, (3) education/information, (4) pastime/escape, (5) habit, and (6) convenience. In particular, motivations catering to relationship consolidation, excitement and educational achievement better explained the actual use of podcasts as well as students' appreciation than other motivations identified. In addition, students' attachment to the medium is a strong predictor of their podcasts use and gratification. Students also used podcasts to satisfy their fashion motivation. Theoretical and practical implications of using podcasts for digital literacy in college education were discussed.
Web-Based Media Literacy to Prevent Tobacco Use among High School Students
Author: Phelps-Tschang, Jane S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Media Literacy,Smoking,Substance Abuse,Health Promotion,Prevention,Health Behavior,Pretests Posttests,Statistical Significance,Behavior Theories,Grade 9,Intervention,Attitude Change,Behavior Rating Scales,Likert Scales

Facilitator-led smoking media literacy (SML) programs have improved media literacy and reduced intention to smoke. However, these programs face limitations including high costs and barriers to standardization. We examined the efficacy of a Web-based media literacy program in improving smoking media literacy skills among adolescents. Sixty-six 9th grade students participated in a Web-based SML tobacco education program based on health behavior theory. Pre- and post-test assessments demonstrated statistically significant changes in the primary outcome of total SML as well as each of the individual SML items. However, there were inconsistent changes in other theory-based outcomes including attitudes and normative beliefs.
A Multi-Dimensional Approach to Measuring News Media Literacy
Author: Vraga, Emily
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Mass Media Effects,Measurement Techniques,Undergraduate Students,Program Validation,Rating Scales,Knowledge Level,News Media,Online Surveys,Goodness of Fit,Statistical Analysis,Adults,Content Validity,Predictor Variables,Factor Analysis

Measuring news media literacy is important in order for it to thrive in a variety of educational and civic contexts. This research builds on existing measures of news media literacy and two new scales are presented that measure self-perceived media literacy (SPML) and perceptions of the value of media literacy (VML). Research with a larger sample of college undergraduate students and a smaller sample of adults enabled the validation of these measures. Results confirm the value of conceptualizing news media literacy using the theoretical subcomponents of authors &amp; audiences, messages &amp; meaning, and representation &amp; realities. The VML scale, in particular, proved especially consequential in predicting knowledge about and attitudes towards the media.
Rap Music Literacy: A Case Study of Millennial Audience Reception to Rap Lyrics Depicting Independent Women
Author: Moody-Ramirez, Mia
Date: 2015-00-00
Type: Journal Articles
Subjects: Music,Popular Culture,Urban Culture,Poetry,Singing,College Students,Case Studies,Females,Literary Devices,Media Literacy,Feminism,Critical Theory,Race,African Americans,Gender Issues,Sex Stereotypes,Constructivism (Learning),African American Culture,Personal Autonomy,Qualitative Research,Private Colleges,Student Attitudes,Parent Influence,Racial Identification,Gender Differences,Video Technology

Using a feminist lens and a constructivist approach as the theoretical framework, we used rap lyrics and videos to help college students explore mass media's representation of the &quot;independent&quot; Black woman and the concept of &quot;independence&quot; in general. Students must be able to formulate their own concept of independence to counteract the messages and stereotypes they receive in popular culture through advertisements, film, print and music. The authors found that independence is situationally defined and it is a complex concept that is differentiated in consideration of age, race, and gender. Participants noted that rap music has the potential to influence their definitions and perceptions of rap music. More educational opportunities are needed where students can utilize constructivist pedagogies in order to become more critically aware of the influence of the media and systems of social stratification.
What Do Facts Have to Do with It? Exploring Instructional Emphasis in Stony Brook News Literacy Curriculum
Author: Fleming, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Curriculum Research,Media Literacy,Journalism Education,Multiple Literacies,Qualitative Research,Observation,Position Papers,Behavioral Objectives,Units of Study,Ideology,Autobiographies,Production Techniques,Accuracy,Cognitive Objectives,College Curriculum,Educational Principles

An analytic matrix comprised of multiple media literacy teaching and learning principles is conceptualized to examine a model of news literacy developed by journalism educators at Stony Brook University. The multidimensional analysis indicates that news literacy instructors focus on teaching students how to question and assess the veracity of news texts, and their approach favors cognitive skill development over other ways people make meaning of media messages. Based on these findings, a cognitive theory of news literacy is proposed as a means to situate the journalistic methods and mindsets that informed the Stony Brook curriculum within the parameters of established media literacy education theories and practices.
An Analysis of the Relationship between Distance from Campus and GPA of Commuter Students
Author: Nelson, Danielle
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade Point Average,Commuting Students,Geographic Location,Proximity,Hypothesis Testing,On Campus Students,Student Records,Least Squares Statistics,Academic Achievement,Racial Differences,Student Characteristics,College Students

A variety of factors influence a student's ability to succeed in college and complete a degree program. Students who live on-campus, at least during their freshman year, have been shown to be more likely to complete their degrees than are students who live off-campus. Students who are commuters may have more demands on their time and may have fewer opportunities to develop a strong commitment to their studies and to their university. It may be hypothesized that students who live farther away from a campus may find it more difficult to attend classes and to complete outside tasks required by their classes. In an initial test of this hypothesis, an examination of the relationship between a commuter student's distance from campus and his/her overall grade point average is assessed. Results do not support this hypothesis. Possible reasons for this finding and directions for future research are discussed.