ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Preservice Teacher Knowledge and Competencies in Establishing Family-School Partnerships
Author: Patte, Michael M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Teacher Characteristics,Teacher Education Programs,Family School Relationship,Knowledge Level,Teacher Competencies,Partnerships in Education,Barriers,Family Involvement,Federal Legislation,State Legislation,Standards,Questionnaires,Program Effectiveness,Outcomes of Education

A research study including 200 preservice teacher candidates in their junior and senior years of study at a public state university in Pennsylvania examined their knowledge and competencies in establishing family-school partnerships. The study found that preservice teacher candidates were aware of the many positive outcomes and barriers associated with establishing family-school partnerships, that their knowledge and competencies in establishing family-school partnerships was limited, and that their perceptions of family-school partnerships were traditional in nature. The results suggest an inconsistency between current federal and state legislative initiatives and accreditation standards requiring greater levels of family-school partnership practices and the scant time and resources offered to address the topic in one teacher education program. (Contains 4 tables.)
Maternal Recollections of Schooling and Children's School Preparation
Author: Miller, Kyle
Date: 2011-00-00
Type: Journal Articles
Subjects: Mothers,Preschool Children,Memory,Recall (Psychology),Child Development,School Readiness,Developmental Stages,Interviews,Personal Narratives,Generational Differences,Family Influence,Educational Environment,Student Diversity,Individual Characteristics,Racial Differences

Parents are the primary managers of children's development during their early years and greatly influence how children are primed for school. Therefore, understanding children's school preparation should involve appreciation for the unique developmental histories and perspectives that parents bring to the relationship with the child, with the teacher, and with the school. The purpose of this qualitative study was to explore mothers' memories of their own schooling and how those memories currently influence their behaviors in preparing their children for school. Forty mothers with preschool-aged children participated in a semistructured interview on their school-related histories. Analyses of the interviews revealed four themes related to mothers' own memories as the most meaningful in guiding their behaviors in preparing their own children for school: (1) intergenerational influences, reflecting how they, themselves, were primed for and supported through school, (2) transitions between school settings or grade levels as sensitive periods, (3) school settings, including characteristics of schools they attended and goodness of fit, and (4) diversity, particularly lack of diversity or an appreciation of diversity in their own schooling. Findings underscore the importance of understanding parents' educational histories in order to better understand children and highlights the types of memories that may be most lasting and influential for mothers as they prepare their children for school. We discuss implications for educators to strengthen family connections, as well as implications for future research. (Contains 1 table.)
Home-School Collaboration in the View of Fourth Grade Pupils, Parents, Teachers, and Principals in the Finnish Education System
Author: Sormunen, Marjorita
Date: 2011-00-00
Type: Journal Articles
Subjects: Obesity,International Studies,Child Health,Cooperation,Foreign Countries,Grade 4,Grade 1,Principals,Family School Relationship,Elementary School Students,Risk,Well Being,Health Behavior,Prevention,Parent Attitudes,Student Attitudes,Teacher Attitudes,Questionnaires,Interviews,Academic Achievement,Child Development,Administrator Attitudes

Although Finland currently holds the top ratings in international comparisons ranking education and children's health, there is evidence that the health of Finnish adolescents is being threatened by increasing obesity, serious risk behavior, and other health problems. In addition, subjective well-being at school is regarded as low by students. Besides the harm to individuals' health, these issues are influencing students' ability to learn and concentrate at school. Collaboration between home and school can be an effective tool for preventing these problems, given the knowledge that elementary school-age children's health learning is highly influenced by these two environments. While multiple international studies demonstrate the importance of effective home-school connections, the position of parents has only recently gained growing attention in the Finnish education system. This study examined home-school collaboration from the perspectives of children (aged 10-11 years), their parents, class teachers, and principals through questionnaires and interviews in four comprehensive schools (Grades 1-9). The results showed that the basic structures necessary to enable the children's academic success were established, but the potential to support their healthy growth and development collaboratively were only partly developed. The intent of the school personnel was to promote the children's learning and healthy development, but mutual collaboration between home and school was not goal-orientated, and therefore not fully nor systematically implemented in schools. (Contains 3 tables.)
Convergent and Divergent Computer-Mediated Communication Tasks in an English for Academic Purposes Course
Author: Jackson, Daniel O.
Date: 2011-12-00
Type: Journal Articles
Subjects: Management Systems,Computer Mediated Communication,Second Language Learning,English for Academic Purposes,Foreign Countries,Higher Education,Essays,Majors (Students),Second Language Instruction,Writing Instruction,Qualitative Research,Teaching Methods

This article describes the implementation of technology-mediated tasks in an English for academic purposes (EAP) curriculum at a Japanese university. The course addressed the needs of English majors at the school by enabling more efficient completion of academic work, including essay writing. One way that technology supported this goal was through tasks conducted via a chat module integrated into the Moodle course management system (http://moodle.org/). A classroom-based study was designed to evaluate the potential of convergent and divergent tasks to promote the development of second language competence through computer-mediated communication (CMC). During class, dyads completed two tasks via chat. Building on past research in face-to-face settings, quantitative and qualitative analyses of the discourse were conducted. Results are discussed in terms of the similarities and differences between these findings in CMC situations and those of the aforementioned research carried out in face-to-face settings. Implications for second language pedagogy, as well as methodological limitations, are discussed in the conclusion. (Contains 4 figures and 2 tables.)
Juggling Identity and Authority: A Case Study of One Non-Native Instructor of English
Author: Subtirelu, Nicholas
Date: 2011-12-00
Type: Journal Articles
Subjects: Teacher Education,Native Speakers,English (Second Language),Second Language Learning,Case Studies,Second Language Instruction,Language Teachers,Self Concept,Grammar,Interviews

Authority in the classroom is an important concept to teachers everywhere. The act of teaching continuously engages them in the negotiation and construction of an identity that is accepted as authoritative by their students. Identity and authority, however, are in conflict in the context of NNSTs ["non-native" speaker teachers] of English (and other languages). Commonly-held beliefs like the "native speaker fallacy" (Phillipson, 1992), which holds that "native" speakers are the ideal teachers of a language, pose a threat to a NNST's ability to speak with authority in the classroom, requiring the construction of an identity that is authoritative without being "native". In light of this, a case study was undertaken of one NNST teaching a grammar course in a US setting. Class meetings and an interview with the participant informed the study. The analysis revealed that the participant uses a variety of strategies to juggle his "non-native" speaker status and his need to speak as authority in the classroom. In particular, it was found that the participant constructs an identity as linguist allowing him to successfully maintain his authority. Implications for teaching and teacher training are discussed. (Contains 1 note.)
Why a Journal of Research on Leadership Education?
Author: Lugg, Catherine A.
Date: 2006-04-00
Type: Journal Articles
Subjects: Scholarship,Audiences,Electronic Journals,Leadership,Leadership Training,Periodicals,Educational Research,Research Needs,Institutional Mission,Publications,Electronic Publishing,Access to Information,Administrator Education

Developing and launching a new scholarly periodical in an age of nearly ubiquitous research journals--particularly electronic journals--takes a certain vision, or madness, or a mixture of both. Launching a new scholarly journal that aims to be rigorous, accessible, and actually accessed by various audiences, into a highly competitive and unstable publishing environment is not for the faint of heart. Nevertheless, the University Council for Education Administration (UCEA) is deeply committed to addressing a longstanding gap in the field of scholarship: the dearth of research regarding leadership preparation. UCEA is seeking to broaden and deepen the scholarly conversations around leadership education. In this article, the author introduces the "Journal of Research on Leadership Education", which is a very different research venue from what UCEA has traditionally pursued. First, "JRLE" speaks to multiple audiences. Second, consistent with UCEA's mission and its other publications, the material presented in "JRLE" aims to be intellectually rigorous. Finally, UCEA is committed to ensuring that the scholarship found in "JRLE" is free to anyone who has computer and internet access.
The Changing Nature of Organizational Leadership and Culture in Academic Work
Author: Tierney, William G.
Date: 2006-04-00
Type: Journal Articles
Subjects: Organizational Culture,Leadership,Organizational Change,Organizational Climate,Organizational Objectives,Organizational Theories,Institutional Characteristics,Higher Education,Leadership Effectiveness,Leadership Qualities,Social Cognition

The author argues that leadership is a cultural construct embedded in symbolic processes. By culture, the author refers to the informal codes and shared assumptions of individuals who participate in an organization. An organization's members shape and are shaped by the symbols and rituals of the institution as well as the unique history from which the organization derives. Leadership also suggests a way of interacting not only with individuals within an organization, but also those outside of it. On the one hand, an organization's culture may be one that eschews involvement with others; on the other, a culture of an organization may have porous borders where the members are expected to interact with multiple external constituencies. When individuals learn about the organization, they are being socialized to a culture that has been created and changed over time. In this article, the author discusses the changing nature of organizational leadership and culture in academic work. He asserts that one key challenge for any organization and its leaders is to be able to hold the culture together while at the same time adapt to external challenges, threats, and opportunities.
Some Thoughts on Rethinking the Pre-Service Education of School Leaders
Author: Murphy, Joseph
Date: 2006-04-00
Type: Journal Articles
Subjects: Curriculum Development,Administrator Education,Educational Principles,Change Strategies,Educational Change,Outcomes of Education,Program Effectiveness,Improvement Programs,Admission Criteria,Accountability,Organizational Culture,Learning Experience,Foundations of Education,College Programs

In this article, the author discusses two major conclusions about initial preparation programs in the United States. On the upside, a good deal of energy and hard work is being poured into attempts to revitalize preparation programs. On the downside, people are not seeing much in the way of real improvement; that is, most of the change is on the margins. His conclusion is that unless one redefines the rules of the game for how people engage in preparation development work, one will be quite unlikely to make more sanguine judgments in the future. The author shares six guiding principles that collectively meet the criterion of fostering the reculturing of preparation programs. These include: (1) foundation-based programs; (2) value-based admissions; (3) zero-based curriculum development; (4) practice-anchored learning experiences; (5) community-grounded culture; and (6) outcome-based accountability.
Needed: Leadership for Liberation--A Global Portrait Painted in Shades of Brown
Author: Valverde, Leonard A.
Date: 2006-04-00
Type: Journal Articles
Subjects: Social Justice,Elementary Secondary Education,Global Approach,Educational Change,Foreign Countries,Ethics,Instructional Leadership,Leadership,Ethnic Groups,Public Schools,Colleges,Higher Education,Leaders,Indigenous Populations

Societal leadership in general and educational leadership in particular, in all parts of the world, requires persons of high moral character with ethical values that favor people of color. The United States and other countries throughout the world are in desperate need of leadership that results in social justice. As part of the growing socio-economic mandate to provide meaningful opportunity to the low social economic/typically people of color populations in the U.S., South America, Africa, Europe, the Far and Middle East, formal education is the starting point. In the U.S. education sector, a parallel need is for educational leaders who can produce systemic change. In other countries, the need is for persons who can re-define and/or re-invent schools for indigenous student populations and for in-migrating students from foreign countries. In this short essay, the author discusses primary forces that call for enlightened leadership across the world. This essay is the result of his 35 plus years as an educator in various roles throughout the continuum of K-12 public schools and higher education institutions. This comprehensive domestic view is augmented into a global perspective by way of the author's travels and formal review of education in nine countries. (Contains 4 footnotes.)
Leader Development across Cultures
Author: Walker, Allan David
Date: 2006-04-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Training,Cultural Context,Cultural Differences,Adjustment (to Environment),Cross Cultural Training,Cultural Education,Leadership

Too many school leader development products currently doing the rounds in East Asia are grounded in a set of cultural assumptions about what leadership means according to Anglo-American English speaking ideals. When such perspectives and programs are used presumptuously with leaders from other cultures, whose values may be quite different, their impact on understanding and practice can range from minimal to confounding. Leadership is constructed within a social milieu comprised of multiple, overlapping, and constantly shifting contextual factors. The meaning of the word leader across different societies therefore carries different historical, economic, cultural, and political connotations that influence both what leaders do and how they do it. In this article, the author discusses leader development across cultures and shares four interrelated implications of leader development. He concludes that when discussing anything to do with culture one must avoid the raw dichotomization of cultures and societies and one should not overlook the powerful effect of personality and other contextual variables.
Emerging Trends in International Leadership Education
Author: Barnett, Bruce G.
Date: 2006-04-00
Type: Journal Articles
Subjects: Leadership Training,Instructional Leadership,Administrator Education,Educational Trends,Trend Analysis,International Education,Global Approach,Comparative Education,Educational Methods,Educational Practices,Institutional Characteristics,Institutional Role,Higher Education,Professional Development

One of the most influential experiences in the author's development as an educational leadership professor has been the opportunity to work with educators outside the United States. His international experiences have caused him to observe distinct and subtle differences between leadership education in the United States and other countries. The most striking difference is the tendency for American universities to provide preservice preparation (e.g., master's degrees, licensure and certification programs), whereas professional associations and school districts are responsible for the ongoing professional development and support for educational leaders. This demarcation is not as evident in other countries because formal university pre-accreditation (preservice) coursework often is not required to become school administrators. Other trends in international leadership education the author has observed include: (a) funding programs centrally, (b) implementing programs for aspiring leaders, (c) supporting novice leaders, (d) encouraging international experiences, and (e) delivering programs for school leadership teams. Based on the author's interactions with educators in other countries, he senses a growing interest in preparing future school leaders and providing meaningful support as they enter the profession. Therefore, he believes American educators should visit other educational systems to work with colleagues as they conceptualize, deliver, and evaluate leadership education programs.
Identity-Based and Reputational Leadership: An American Indian Approach to Leadership
Author: Tippeconnic, John W.
Date: 2006-04-00
Type: Journal Articles
Subjects: Reputation,American Indians,Alaska Natives,Leadership Training,Instructional Leadership,Professional Identity,Cultural Relevance,Cultural Awareness,Cultural Influences,Beliefs,Social Values,Leadership Qualities,Leadership Styles

Leadership, like diversity, is often used in education as an all-encompassing notion, applied to a wide variety of situations, or at times, used rather loosely. The danger with such an approach is the lack of specificity. Yet, specificity can set the boundaries so narrow that one is led to believe one approach is better than another or that "one size fits all situations." The author suggests that what educators and educational leadership programs need is some balance between the "broad" and "narrow" views of leadership in order to foster congruence between individual values and beliefs and organizational missions, visions, and activities. He focuses on how being an American Indian/Alaska Native influences leadership, especially educational leadership. He addresses the relationship between cultural identity and professional reputation. Because cultural beliefs, values, and actions vary, one can be seen as an effective leader with the ability to achieve results or be known as less effective or even incompetent. He suggests that one needs to take a critical reflective view of one's cultural identity and its inherent leadership values. (Contains 1 footnote.)
Leadership Preparation and Development--A Perspective from the United Kingdom
Author: Lumby, Jacky
Date: 2006-04-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Leadership Training,Management Development,Organizational Theories,Educational Development,Educational Practices,Social Justice,Performance Factors

In the United Kingdom, a hegemonic view of the purpose of educational leadership is summarised by the National College for School Leadership (NCSL) as &quot;transform[ing] the quality of learning for all pupils.&quot; School leaders are assumed to be committed to this aim, leading to a view of schools, embedded in preparation programmes, as benign places, focused on equity in learning, and working for the good of all. Yet evidence on the differentiated and inequitable pathways of learners, and the continuing exclusion of those deemed &quot;other&quot; from leadership roles suggest a different interpretation of the purpose and enactment of leadership. As Quantz and Rogers (1991) point out, there is overwhelming research evidence that &quot;schools work for the very special interests of the status quo&quot; and that &quot;active denial&quot; is needed to remain ignorant of the exclusion of groups of learners and potential leaders indicated by research. The causes of inequity are highly complex, contested, and contingent. In this paper, the author suggests that among many causes, both the theory of leadership and, relatedly, leadership preparation and development are profoundly implicated in the continuation of inequity.
Tapping in to Fury and Passion
Author: Marshall, Catherine
Date: 2006-04-00
Type: Journal Articles
Subjects: Social Justice,Educational Administration,Instructional Leadership,Controversial Issues (Course Content),Sexuality,Gender Issues,Change Strategies,Organizational Change,Educational Change,Instructional Design,Administrator Education,Administrative Principles,Administrator Guides,Leadership Effectiveness,Leadership Role,Leadership Training,Best Practices,Educational Practices,Critical Theory,Research Needs,Training Methods,Training Objectives

Confusion and furies about issues such as gender and sexuality present themselves as counternarratives about schooling. Rather than treat them as situations for educational administrators to manage or evade, the author proposes to use these counternarratives to fundamentally reframe educational leadership to be a profession proud of and skilled at interventions for social justice. Research and leadership generated by these avoided, marginalized, and suppressed truths will be powerful and energized by unbounded transgressive fury. The "Journal for Research on Leadership Education," eliciting "boundary-crossing" and "conversations," can tap into this power. (Contains 4 notes.)
Leading the University in the Twenty-First Century
Author: Cooper, Joanne E.
Date: 2006-04-00
Type: Journal Articles
Subjects: College Administration,College Presidents,Organizational Change,Organizational Culture,Organizational Development,Organizational Effectiveness,Organizational Theories,Leadership Effectiveness,Leadership Qualities,Leadership Role,Leadership Training,Leadership Styles,Change Strategies,Educational Change,Locus of Control

Leading the modern university in the twenty-first century is a nearly impossible task. According to Parker Palmer (2006), the answer for all university presidents and faculty alike lies not in looking outward at competing demands, but in facing inward. Palmer would agree that new leadership is needed for new times, but it will not come from finding more wily ways to manipulate the external world. It will come as those who serve and teach and lead find the courage to take an inner journey toward both their shadows and their light. Palmer calls not just on leaders at the top, but all members of the organization, to take this inner journey. To prepare future leaders for their roles in higher education, the author suggests that one must focus on more than budgets and politics. Members of the organization at all levels ought to take this inward journey, and leaders at the top would be more effective if they learned how to encourage this kind of reflection. (Contains 1 footnote.)