ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond Standardized Test Scores: An Examination of Leadership and Climate as Leading Indicators of Future Success in the Transformation of Turnaround Schools
Author: May, Judy Jackson
Date: 2013-00-00
Type: Journal Articles
Subjects: Standardized Tests,Scores,School Turnaround,Instructional Leadership,Educational Environment,Educational Indicators,Comparative Analysis,Academic Achievement,Urban Schools,Transformational Leadership,Educational Change,Federal Legislation,Educational Legislation,Grants,Educational Improvement,School Effectiveness,Leadership Effectiveness,Statistical Analysis,Reading Achievement,Mathematics Achievement,Achievement Gains,Elementary Schools

Districts throughout the nation are engaged in comprehensive transformation to &quot;turn around&quot; low performing schools. Standardized test scores are used to gauge student achievement; however, academic gains may lag behind leading indicators such as improved school climate and effective leadership. This study examines 16 underperforming schools to discover what factors may be considered leading indicators. Turnaround and traditional schools were compared on three factors: leadership, climate and achievement. Assessment tools included the Multifactor Leadership Questionnaire (MLQ) (Avolio &amp; Bass, 2004), standardized assessments, and participant ratings of overall school climate on an A to F grading scale. Findings show that turnaround teachers rated their leader significantly higher on all MLQ subscales and assigned significantly higher climate &quot;grades,&quot; to their schools than traditional school teachers but demonstrated no significant academic gains. The authors assert that leading indicators may be indicative of the future growth of lagging indicators such as test scores, and should be considered benchmarks in the transformation process.
&quot;Remember, It&apos;s a Pilot&quot;: Exploring the Experiences of Teachers/Staff at a University-Assisted Community School
Author: Luter, D. Gavin
Date: 2013-00-00
Type: Journal Articles
Subjects: College School Cooperation,Urban Schools,Community Schools,Partnerships in Education,Qualitative Research,Experience,After School Programs,Pilot Projects,Elementary Schools,Principals,Assistant Principals,Elementary School Teachers,Interviews,Focus Groups,Educational Change,Cultural Differences,School Culture

With roots in community development and the work of Dewey, a compelling case has been made for universities to be involved in urban school reform. Further, with increasing demands placed on universities to become responsive to community needs, university partnerships with K-12 schools are one means by which institutions of higher education have become involved in local educational issues. One particular type of community-school-university involvement approach is a University-Assisted Community School (UACS). Much of the research related to such school-university partnerships has focused on describing what a UACS &quot;looks like,&quot; with little attention given to the day-to-day experiences of those that work within a UACS. In this paper, we present findings from a qualitative study examining the experiences of teachers and staff who have participated in the development of and/or taught at a UACS afterschool program. Findings highlighted (1) the challenges and transitions associated with being a pilot effort; (2) the felt differences between universities and schools as they relate to on-the-ground implementation; and (3) the potential of the UACS model as a collaborative vehicle for accomplishing tasks that neither institution can accomplish alone. We point to implications related to school--university partnerships and directions for future research.
Educators Challenging Poverty and Latino Low Achievement: Extending and Enriching the School Day
Author: Curwen, Margaret Sauceda
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Qualitative Research,Case Studies,Poverty,After School Programs,Extended School Day,Bilingual Education,Communities of Practice,Academic Achievement,Elementary School Students,Charter Schools,English Language Learners,Transitional Programs,Faculty Development,Low Achievement

Latino students, as children of historically underachieving populations, often have their academic success in jeopardy. For many schools, after-school programs complement the regular school day, with more than half of the 49,700 U.S. elementary schools having one or more on-site programs. Such programs vary in intent, purposes, and resources and typically emphasize remediation rather than developing interests or competencies in curricular areas beyond language arts and math. This qualitative case study explores the practices of one dual language elementary school in a high poverty Latino community and its academic/enrichment extended day program. Wenger's (1998) community of practice framework captures the mutual engagement, joint enterprise, and shared repertoire of practices tightly woven between the regular school day's classroom teachers and the after-school instructional assistants. This investigation provides insight into collaborative efforts that can counter the isolation, segregation, and mediocrity of school experiences that children in poverty often experience and provide points for offering dual language and cultural experiences through an extension of the school day.
Mathematics and Racial Identity Co-Construction in Multiple Sociopolitical Contexts: A Case Study of a Latina Undergraduate Student from an Urban Community
Author: Oppland-Cordell, Sarah
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Concept,Hispanic American Students,Calculus,Urban Universities,Workshops,Mathematics Instruction,Student Attitudes,Case Studies,Undergraduate Students,Cultural Pluralism,Racial Identification,Educational Experience,Critical Theory,Role,Mexican Americans,Qualitative Research,Semi Structured Interviews

Although urban Latinas/os have participated in mathematics workshops in urban universities for over three decades as part of the Emerging Scholars Program (ESP), few studies have explored Latina/o students' perspectives of how and why these learning environments support them in attaining mathematical success. This article presents an in-depth case study of how Vanessa, a Latina undergraduate student from an urban community, simultaneously constructed her mathematics and racial identities as she engaged in a culturally diverse, collaborative ESP Calculus I workshop situated within broader sociopolitical contexts. Vanessa's story was selected because she offered a unique perspective of how encountering identity-affirming workshop spaces aided her in constructing a strengthened self-perception as a Latina mathematics learner. Her counter-story challenges dominant ideologies that disregard the importance of viewing Latina/o students' mathematics participation and learning as racialized forms of experience.
Personal Consequences of Compliance and Resistance to Mandated Reforms for Teachers in Low-Performing Schools
Author: Burke, Christopher J. F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Student Needs,Elementary School Students,Poverty,Urban Schools,Caring,Curriculum Development,Accountability,Standards,Compliance (Psychology),Resistance (Psychology),Educational Policy,Federal Legislation,Educational Legislation,Low Achievement,Professional Autonomy,Educational Indicators,Federal Programs,Professional Identity

This case study examines the experiences of two fifth grade teachers as they dealt with district mandates while trying to address their high-poverty urban children's learning needs. It reveals their personal struggles that led to both compliance and resistance. In this case, the act of finding the space to engage in the intellectual and creative act of redeveloping the curriculum was an act of political resistance and ultimately an act of caring. By examining the experiences of these two teachers we see again how the era of increased accountability and standardization has led to a narrowing of the curriculum and the marginalization of teachers. This increase in accountability disproportionately impacts teachers and students in urban schools.
Lessons Learned from a Neighborhood-Based Collaboration to Increase Parent Engagement
Author: Reece, Cornelia A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent School Relationship,Barriers,School Community Programs,Neighborhoods,Partnerships in Education,Public Housing,Low Income Groups,Urban Areas,Parent Education,Program Development,Focus Groups,Outreach Programs,Program Effectiveness

In general, youth whose parents are involved in their schooling experience better academic outcomes. Yet some parents, especially those with few resources in low-income urban communities, face barriers to becoming engaged in school and community. This report from the field describes the &quot;Neighboring Project Parent Empowerment and Volunteer Readiness Program&quot; (Neighboring Project), which was a collaborative effort between a Project GRAD site and the local public housing authority. The Neighboring Project took engagement efforts to the neighborhoods of lower-income, urban parents. The primary aim was to help parents increase their engagement in their children&apos;s schooling and neighborhoods by providing them with the knowledge, skills, and confidence to do so. To date, the Neighboring Project has been conducted at three housing sites. This paper describes the development of the Neighboring Project, including recruitment efforts and its format and curriculum. Findings from focus groups and anecdotal information reveal the Neighboring Project had lasting impact on participants and led to increased involvement in school and neighborhood. Implications for future practice and research are discussed, including the need for active outreach to parents focused on increasing their skills, knowledge, and sense of self-efficacy, as well as tapping their innate strengths and resources.
Effects of a School-Based Mentoring Program on School Behavior and Measures of Adolescent Connectedness
Author: Gordon, Janet
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,Adolescents,Learner Engagement,Student Behavior,Effect Size,Attendance Patterns,High School Students,Middle School Students,Discipline,Referral,Partnerships in Education,School Community Programs,Volunteers,Parent Participation,Faculty Development,Parent Education,Quasiexperimental Design,Experimental Groups,Control Groups,Comparative Analysis,Student Surveys,Student Attitudes,Program Effectiveness

In an effort to increase students' success, schools and communities have begun to develop school-based mentoring programs (SBMP) to foster positive outcomes for children and adolescents. However, experts have called for more research into the effectiveness of these efforts for students across grade levels. Therefore, this study was designed to examine the impact of participation in a SBMP on behavioral and social outcomes for sixth through tenth grade students. Analyses revealed that compared to control students, SBMP participants had significantly fewer unexcused absences (with moderate effect size) and discipline referrals (with large effect size) and reported significantly higher scores on four measures of connectedness (with moderate to negligible effect sizes). First year participants also reported significantly higher scores on one measure of connectedness (with a large effect size). Implications for practice and suggestions for further research are provided.
School Board Governance and Student Achievement: School Board Members' Perceptions of Their Behaviors and Beliefs
Author: Plough, Bobbie
Date: 2014-03-00
Type: Journal Articles
Subjects: Beliefs,Administrator Behavior,Administrator Attitudes,Boards of Education,Academic Achievement,Governance,Poverty Areas,High Achievement,Low Achievement,School Districts,Public Education,Consciousness Raising,Accountability,Work Ethic,Professional Development,Educational Cooperation,Participative Decision Making,School Community Relationship,Educational Practices,Mixed Methods Research

The intent of this study is to determine whether there was a difference between school board members' perceptions of their own behaviors and beliefs related to student achievement in California's high-performing poverty districts as opposed to such perceptions in low-performing poverty districts. Due to the findings of this study, the author calls on policymakers to place more attention and provide greater support to school boards for the good of public education.
Connecting Secondary and Postsecondary Student Social Media Skills: Recommendations for Administrators
Author: Lu, Mei-Yan
Date: 2014-03-00
Type: Journal Articles
Subjects: Media Literacy,College Students,Student Attitudes,Technology Uses in Education,Educational Technology,Developmental Studies Programs,Student Surveys,Mass Media Use,Mass Media Effects,Learning Strategies,High School Students,Social Networks,Secondary School Students

Social media has become common ground for many high school and college students, and its use has the potential to impact learning. With fast response times and immediate availability of ideas and data, students change their perceptions about how education should be experienced. This study explored how high school and college students view the value of social media as a learning tool, and findings showed significantly different perceptions about how social media aids learning. These differences provide a foundation for discussion among educational leaders about the transition of students from high school to college and about how social media can be used effectively for instruction.
Erin Gruwell: A Biographical Account of a Teacher Leader for Change
Author: Morgan, Ronald D.
Date: 2014-03-00
Type: Journal Articles
Subjects: Teacher Leadership,Educational Change,Change Agents,Literature Reviews,Interviews,Advocacy,Teaching Experience,Educational Practices,Leadership Styles,Career Development,Change Strategies,Biographies,At Risk Students

This biographical account of Erin Gruwell&apos;s work with marginalized youth explores the relevancy of her work for today&apos;s educators, especially those responsible for the education of future school leaders. Through both a review of the literature and in-depth interview with Gruwell, this paper shows how Gruwell emerged as a teacher leader and change agent. In summary, it is important that both current and future school administrators support teacher leaders like Erin Gruwell, by working together in challenging the status quo in today&apos;s schools. Being open-minded and listening to ideas teacher leaders can help school administrators be more effective in their often difficult role. Ideas such as &quot;smaller learning communities&quot; and the philosophy of &quot;saving one student at a time&quot; have echoed in teacher leaders like Erin Gruwell and others. School administrators&apos; collaboration with their teacher leaders on campus, only increases the odds of more effective solutions coming forth that can help to improve academic achievement.
Caught in the Middle: Urban Principals' Attempts to Achieve School Autonomy and Devolve Decision-Making
Author: Mayer, Anysia
Date: 2013-00-00
Type: Journal Articles
Subjects: Urban Schools,Elementary Schools,Principals,Administrator Role,Program Implementation,Low Achievement,Accountability,Institutional Autonomy,Decision Making,Participative Decision Making,Administrator Attitudes,School Districts,Educational Change,School Turnaround,Comparative Analysis,Case Studies,Observation,Semi Structured Interviews,Educational Environment,School Surveys,Professional Autonomy,Teacher Administrator Relationship,Instructional Leadership,Leadership Styles

Based on two years of extensive data collection in four urban elementary schools, this paper examines the role of principals in the implementation of the Together Initiative (TI), a school reform model for schools labeled low-performing per state accountability standards. The reform model aims to increase school autonomy from district mandates and devolve decision-making to include teachers, parents, and community members. The differences in the manner in which principals implemented TI appear to be influenced by the level of support at the district level, as well as principals' own commitment to the tenets of the initiative. Balancing devolved school leadership with district relationships requires reimagining the boundaries between responsibilities of the principalship, teaching, and administration.
A Commentary on Etienne Wenger&apos;s Keynote Presentation at the 2012 California Association of Professors of Educational Administration (CAPEA) Conference
Author: Mirci, Philip
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Administration,Conference Papers,Reader Response,Communities of Practice,Leadership Training,Learning Theories,Barriers,Educational Opportunities,College Faculty,Teacher Role,Social Theories,Educational Practices

This commentary explains and expands upon Wenger&apos;s concept of communities of practice. Knowledge construction to improve common practice within a community committed to learning is critical. Vertical and horizontal communication, interactions within and between boundaries of organizations are necessary for creating learning organizations. One such organization is education. The focus of the paper is on Wenger&apos;s work regarding communities of practice (Wenger, 1999; Wenger, McDermott, &amp; Synder, 2002). The ideas shared by Wenger offer promise for bringing about greater equity and quality to the field of educational leadership.
A Study of Students on the Autism Spectrum Transformation in a High School Transition Program
Author: Moore-Gumora, Courteny
Date: 2014-03-00
Type: Journal Articles
Subjects: High School Students,Transitional Programs,Autism,Pervasive Developmental Disorders,Learning Disabilities,Constructivism (Learning),Social Justice,Educational Administration,Transformative Learning,Educational Practices,Educational Change,Critical Theory,Qualitative Research,Ethnography,Interviews,Self Esteem,Learning Experience,Individualism,Social Networks,Social Cognition,Developmental Studies Programs,Case Studies

This study brings together the theoretical and empirical practices of traditional informative education, radical transformative education, and sustainable education reform. An analysis of learning disability and constructivist learning are used to elucidate the socio-complexity of historic academic constructs concerning educational leadership for social justice. This study is the beginning of a larger future exploration of alternative academic practices as transformative learning in radical school reform. The study considers how transformative education practices produce radical increase in performance outcomes for participants with Autism Spectrum Disorder; this effective impact with severely diagnosed atypical learning population challenge conventional disabled learning theory practices. The ontological student perspective deliberates where in the realm of education does the atypical learner particularly with ASD (specifically with Asperger Syndrome) exist? The students are diagnosed with High Functioning Autism and participate in an urban high school transition program called the Asperger Inclusion Program (AsIP) and an extra-curricular program called Ethos. The study provides access to student experiences that drive discussion to ponder equity and power in pedagogy and society by removing historically tendentious curricular constraints.
California Association of Professors of Educational Administration: Promoting Equity and Excellence in Educational Leader Preparation
Author: Dell'Olio, Franca
Date: 2014-03-00
Type: Journal Articles
Subjects: Educational Administration,Teacher Associations,Administrator Education,College Faculty,Organizational Change,Organizational Objectives,Social Justice,Ethnic Diversity,Leadership Training,Educational Quality,State Standards,Academic Standards,Barriers,Racial Discrimination,Change Strategies,Accreditation (Institutions),Praxis,Critical Theory,Communities of Practice,Learning,Educational Policy,Reflection,Doctoral Programs,Equal Education

This feature article charts the efforts of the California Association of Professors of Educational Administration (CAPEA) to move from primarily a policy-driven organization that lacked a significant number of diverse members and perspectives to a values-driven organization committed to equity and cultural competency. This is a chronicle of the journey as the organization moved with a newfound direction, passion, and commitment in a quest for equity to be &quot;the innovators of change in practice that is focused on creating social justice leaders for the future.&quot; The article was developed during the spring and summer of 2013 by members of the Diversity, Equity, and Social Justice Committee of the California Association of Professors of Educational Administration.
Context-Situated Communicative Competence in a Child with Autism Spectrum Disorder
Author: Tuononen, Katja J. S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Communication Skills,Children,Context Effect,Case Studies,Eye Movements,Child Behavior,Mixed Methods Research,Pilot Projects

Autism Spectrum Disorder (ASD) is often linked with difficulties in triadic interaction or joint attention. This paper investigated the communicative competencies that children with ASD might have in these skills. We report findings from a pilot case study that focused on a school-aged child with ASD who interacted with his adult co-participants in various technology-enhanced contexts. The primary data consisted of video recordings that were analysed utilising mixed methods. Focusing on behaviours that were realised via the use of eye-gaze, we wanted to discover whether they would differ according to context. The results of this study show that the use of eye-gaze differed in the contexts studied. The communicative competence was revealed when the child's behaviours were not investigated in isolation but rather in relation to the context of their occurrence. This paper discusses the implications of the described context-situated view of competence and suggests widening the approaches of studies of ASD.
Educational Services for Tibetan Students with Disabilities Living in India: A Case Study
Author: Barnes, Britany
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Disabilities,Residential Programs,Immigrants,Interviews,Observation,Content Analysis,Buddhism,Cultural Relevance,Social Attitudes,Student Needs,Needs Assessment,Special Schools,Adults,Teachers,Administrators,Allied Health Personnel,Admission (School),Language Usage,Family Characteristics,Sociocultural Patterns,Religion,Student Placement,Program Effectiveness,Educational Objectives,Rehabilitation

This case study describes services for students with disabilities at Karuna Home in Bylakuppe, Karnataka, India, a residential facility established to address the needs of individuals whose parents are primarily Tibetan immigrants. Interview, observation, and document review data collected over three months were used to describe and explain sociocultural and educational aspects of the school. Findings indicate that service providers embrace Tibetan Buddhist beliefs about individual worth and charitable service that can benefit the children and their caregivers in this life and the next, and that karma and other factors play roles in disability. Areas of concern and needed professional development are described, including effective assessment of academic and behavioral needs, improved planning and instruction using data-based objectives, and reliable monitoring of student progress toward intended learning and behavioral outcomes. Study findings can inform others who endeavor to provide similar services to individuals with disabilities in small or unique populations.