ethanporcaro/eric-fulltext-meta huggingface dataset:
Cross-Boundary Leadership: A Framework for Understanding Leadership Preparation
Author: Curry, Katherine
Date: 2016-12-00
Type: Journal Articles
Subjects: Doctoral Programs,Administrator Education,Leadership Training,Case Studies,School Community Relationship,Partnerships in Education,Graduate Students,Student Attitudes,Sustainability,Responsibility,State Universities,Courses

Through the conceptual framework of Cross-boundary leadership, this case study examines the influence of EDLE 6633 School/Community Collaboration, a doctoral course at Oklahoma State University, on course completer's capacity to effectively facilitate and sustain collaborative partnerships between schools and communities. Findings suggest that the course prepared educational leaders to lead from the perspectives of shared influence and shared responsibility; however, evidence also suggests modification to the existing course to more fully meet education goals.
Principal Leadership to Improve Collective Teacher Efficacy
Author: Fancera, Samuel
Date: 2016-12-00
Type: Journal Articles
Subjects: Principals,Leadership,Teacher Effectiveness,Institutional Characteristics,Teacher Characteristics,Academic Achievement,Attendance,Mathematics Achievement,Educational Attainment,High Schools,Secondary School Teachers,Correlation,Multiple Regression Analysis,Statistical Analysis

The purpose of this study was to examine the relationships between, and predictive value of, select school and teacher characteristics, and collective teacher efficacy (CTE). CTE is a strong predictor of school and student outcomes that principals may target to minimize the continued strong influence of socioeconomic status. Results from this study suggest that prior levels of student achievement offer more value to practitioners to improve CTE in schools than the other school and teacher characteristics the author examined in this study. The author presents implications for practice and future research recommendations based on these results.
The Professional Educator: How I Support LGBTQ+ Students at My School
Author: Hsu, Taica
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,High School Students,Teacher Student Relationship,Homosexuality,Social Support Groups,Faculty Advisers,Academic Advising,Student Empowerment,Social Bias,Language Usage,Conflict Resolution,Social Discrimination,Behavior Change,Intervention,Teacher Education

Professional educators--in the classroom, library, counseling center, or anywhere in between--share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged citizens. In this regular feature, &quot;American Educator&quot; explores the work of professional educators--their accomplishments and their challenges--so that the lessons they have learned can benefit students across the country. Listening to the professionals who do this work every day is a blueprint for success. This issue features Taica Hsu, who teaches mathematics and serves as the faculty advisor for the Queer Straight Alliance at Mission High School in the San Francisco Unified School District. Hsu writes that while she always wanted to become a teacher, she had no idea that one day she'd serve as an advisor to the Gay-Straight Alliance (GSA). Hsu has been the school's GSA advisor for nearly 10 years, and has found the experience incredibly rewarding. She believes a Gay-Straight Alliance empowers students to stand up for who they are, and students make the group their own. The members take on leadership positions and take ownership of the club and it has become a very supportive space for many students. This article discusses the many ways the GSA supports students by providing education programs for students, and faculty, maintaining the group's visibility on campus, and giving teachers tools to more effectively intervene when a student says something homophobic, racist or sexist in class. Because of the Alliance's influence, teachers are increasingly engaging with students around their language so that all students feel safe. Teachers have gotten better at handling difficult situations, and instead of simply ignoring them, they are helping students understand that discriminatory language is part of a system of oppression, in which people sometimes unintentionally participate but they can break free and change that behavior pattern.
Is Deliberation a Laudable Goal When Policy Is a &quot;Done Deal&quot;? The Habermasian Public Sphere and Legitimacy in a Market Era of Education Policymaking
Author: Pappas, Liza N.
Date: 2016-12-05
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Hearings,School Closing,State Policy,State Action,Policy Analysis,Neoliberalism,Resistance to Change,Governance,Government School Relationship,Public Opinion,Interviews,Observation,Content Analysis,Position Papers,Transcripts (Written Records),School Community Relationship,Elementary Secondary Education,Advocacy,Ethnography,Case Studies

The state mandated public hearings concerning school closing proposals in New York City provide a window into a diverse set of policy actors and their deliberations. Opposition to school closures is often cast as entrenched interests, emotional attachment, support for the status quo or at worst negligence. However, content analysis reveals that testimony offered by parent, community, and educator leaders contained a range of substantial critiques of school closing proposals, their motivations, justifications, and expected results. I argue that the hearings did not fully constitute a public sphere by Habermasian criteria, nor a counter-public by Fraser and Dawson criteria. In fact, the hearings had contradictory effects; one school successfully fought closure by both resisting and reifying neoliberal logic in education policymaking. Some data demonstrates that this school's market-based argument resonated with state authorities, while other data indicates that this market-based argument coincided with the state's own interest to defend its legitimacy in policymaking.
The Creation of Performance Funding in Michigan: Partnerships, Promotion, and Points
Author: Opoczynski, Renata
Date: 2016-12-05
Type: Journal Articles
Subjects: Educational Finance,Performance,Higher Education,Funding Formulas,State Policy,Case Studies,Administrators,State Officials,Colleges,Government School Relationship,Semi Structured Interviews,Data Analysis,Advocacy,Data Collection,Incentives

While accountability in higher education has been a topic of debate for decades, in recent years the discussions have shifted to emphasize efficiency and economic measures of success. A prominent example of this accountability movement is the increase in popularity of performance funding policies. One of the most recent states to implement performance funding is Michigan, which began their performance funding policy in 2012. This study explored the creation and implementation of the state of Michigan's performance funding policy. In particular, the decision making processes institutional administrators and state leaders engaged in while designing, promoting, and implementing the policy. Using a case study design and interviewing both higher education administrators and state leaders who were involved in the creation of the performance funding policy in Michigan yielded five large trends: 1) The importance of advocacy coalitions; 2) Securing support through a focus on higher education affordability; 3) Concerns with how to measure data and compare institutions; 4) Insufficient financial incentives; and 5) Limited impact on institutional decision making.
Data and Performativity in Doctoral Education: Information Gaps and Suggestions for Overcoming Them
Author: Wainerman, Catalina
Date: 2016-12-12
Type: Journal Articles
Subjects: Doctoral Programs,Time to Degree,STEM Education,Foreign Countries,Program Effectiveness,Efficiency,Correlation,Graduation Rate,Data Analysis,Social Sciences,Humanities,Graduate Students

Since the mid-1990s, there has been an abrupt growth of doctoral enrollments and doctoral programs in Argentina and Latin America. However, completion rates at this education level are far from satisfying. Attrition rates in Social Sciences doctoral programs &quot;are known&quot; to be high, and higher in Social Sciences and Humanities (which will be later called &quot;Soft Sciences&quot;) than in STEM (which will be later called &quot;Hard Sciences&quot;) disciplines, although there are no valid and reliable data. In order to address this problem, we carried out an investigation with two objectives: (1) to measure performance (efficiency or productivity) in 18 doctoral programs in STEM disciplines, the Social Sciences, and Humanities at various universities in Buenos Aires city and the surrounding Metropolitan Area; and (2) to design a procedure for collecting valid and reliable information that would allow us to assess doctoral programs' performance. This measure was defined along two dimensions: completion rates (regular time rates and extra time rates) and average time-to-degree by cohort. We compiled data on individuals' academic tracks in each cohort from their enrollment to their completion or dropout by using paper-files and digitized databases provided by academic departments. Information was analyzed by program, by cohort, and by six grouped cohorts for 2001-2006. Substantive and methodological results were found. Among the substantive results, we discovered better performance in STEM disciplines than in the Social Sciences and Humanities. As to the methodological results, postgraduate statistical registering matrix was designed and a series of recommendations are presented for use by doctoral programs and graduate programs generally.
Family Matters: An Investigation of Family Coursework in School Counseling Programs
Author: Joe, J. Richelle
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counseling,Content Analysis,Family School Relationship,School Counselors,Counselor Training,Web Sites,Program Descriptions,Accreditation (Institutions),Trust (Psychology),Course Content,Family Relationship,Family Counseling

School counselors are expected to form collaborative relationships with the families of students. Yet, school counselors have limited knowledge about families to form these partnerships, as a descriptive content analysis of the family coursework requirements in CACREP-accredited school counseling programs in the southern region revealed that most programs do not mandate family coursework. Implications for the preparation of students to engage in school-family collaboration are discussed.
Evidence-Informed Recommendations to Promote Black Student Engagement
Author: Minton, Shyrea J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Family School Relationship,Race,Dialogs (Language),Academic Achievement,School Counselors,Dropout Rate,Skill Development,African American Students,Achievement Gap,Correlation,Educational Environment,Family Environment,Parent Participation,Educational Strategies,Prevention,Evidence Based Practice,Literature Reviews

In 2012, Black students dropped out of school at a rate of 7.5% (NCES, 2013a). While this is the second lowest dropout rate for this population in 55 years, Black students are still dropping out at nearly twice the rate (4.3%) of their White counterparts. This paper includes a review of literature related to this phenomenon and offers evidence-informed recommendations taken from the literature for professional school counselors to utilize to improve academic engagement of Black students. These recommendations include: facilitating difficult dialogues on race, using a Student Success Skills program, and entering into school-family-community partnerships.
School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors
Author: Goodman-Scott, Emily
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Elementary Schools,Counselor Training,Mixed Methods Research,Counselor Attitudes,Licensing Examinations (Professions),Counselor Certification,Online Surveys,Likert Scales,Influences

School counselors' job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K-12 lens. Little is known about how or if school counseling faculty members vary their preparation for specific educational levels. In this article, we discuss a national, mixed methods study of school counseling faculty (N = 132) experiences and perceptions regarding school counselor preparation for the elementary level. We focused on elementary school counselors due to their unique roles. Findings included faculty's varied experiences and perceptions of differentiation, prioritizing a K-12 preparation focus, and several external factors driving their preparation such as state licensure and mandates, school counseling job opportunities, and student enrollment, motivation and interest in elementary school counseling.
Burnout, Stress and Direct Student Services among School Counselors
Author: Mullen, Patrick R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Stress Variables,Burnout,Correlation,Counseling Effectiveness,Counselor Training,Statistical Analysis,Counseling Services,School Counselors,Case Studies,Online Surveys,Counselor Attitudes,Measures (Individuals)

The burnout and stress experienced by school counselors is likely to have a negative influence on the services they provide to students, but there is little research exploring the relationship among these variables. Therefore, we report findings from our study that examined the relationship between practicing school counselors' (N = 926) reported levels of burnout, perceived stress and their facilitation of direct student services. The findings indicated that school counselor participants' burnout had a negative contribution to the direct student services they facilitated. In addition, school counselors' perceived stress demonstrated a statistically significant correlation with burnout but did not contribute to their facilitation of direct student services. We believe these findings bring attention to school counselors' need to assess and manage their stress and burnout that if left unchecked may lead to fewer services for students. We recommend that future research further explore the relationship between stress, burnout and programmatic service delivery to support and expand upon the findings in this investigation.
In Defense of Educators: The Problem of Idea Quality, Not &quot;Teacher Quality&quot;
Author: Hirsch, E. D., Jr.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Change,Educational Policy,Policy Analysis,Accountability,Educational History,Value Added Models,Teacher Evaluation,Educational Administration,Educational Improvement

People who emphasize teaching quality and the central importance of teachers are right to do so. Where some go wrong is in thinking that teacher quality is an innate characteristic. The effectiveness of a teacher is not some inherent competence, as the phrase &quot;teacher quality&quot; suggests. Teacher effectiveness is contextual. Why has the topic of teacher quality suddenly reached such a crescendo? Education reform has been on the national agenda since 1983, the year of &quot;A Nation at Risk.&quot; Only in the last few years has the teacher quality issue risen to the top. The author suggests it may be reform fatigue, possibly desperation. We are blaming teachers because of our disappointments with the results of our reforms. This article discusses the history of misguided school reforms and the problem with value-added teacher evaluation. The author has witnessed over and over that in a coherent school, most teachers can become highly effective.
Science Education: From Separation to Integration
Author: Linn, Marcia C.
Date: 2016-03-00
Type: Journal Articles
Subjects: Science Education,Power Structure,Psychometrics,Educational History,Partnerships in Education,Science Teachers,Educational Finance,Teamwork,Educational Research,Elementary School Students,Secondary School Students,Educational Trends,Trend Analysis,Instructional Design,Role,Faculty Development,Information Technology,Linguistics,Neurosciences

Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists; and eventually including leaders in cultural studies, linguistics, and neuroscience. This process depended on renegotiating power structures, deliberate funding decisions by the National Science Foundation and others, and sustained, creative teamwork. It reflects a growing commitment to ensure that all learners are respected and that all students learn to address the complex scientific dilemmas they face in their lives. This chapter traces the evolution of research on science education in the United States with a focus on 5- to 17-year-olds. It highlights trends in the view of the learner, the design of instruction, the role of professional development, and the impact of technology. The chapter closes with recommendations designed to realize the full potential of these advances.
Voices from the Field: Developing Employability Skills for Archaeological Students Using a Project Based Learning Approach
Author: Wood, Gaynor
Date: 2016-00-00
Type: Journal Articles
Subjects: Employment Potential,Job Skills,Archaeology,Active Learning,Student Projects,Case Studies,Foreign Countries,Employers,Employment,Metacognition

Graduate employment statistics are receiving considerable attention in UK universities. This paper looks at how a wide range of employability attributes can be developed with students, through the innovative use of the Project Based Learning (PjBL) approach. The case study discussed here involves a group of archaeology students from the University of Central Lancashire (UCLAN) and their task of reconstructing and firing a small, early medieval clamp kiln. The employability skills and attributes are discussed, with reference to Yorke's Understanding, Skills, Efficacy and Metacognition (USEM) model of employability. Thanks are due to Get Your Wellies Outdoor Learning Centre, Preston, Lancashire for the use of their site, and to five students James Claydon, Brian Joynes, Josh Pugh, Dan Scully, Mike Woods, and two community volunteers, Bernard and Pat Fleming, for their involvement in the experiment.
The Implementation and Evaluation of a Project-Oriented Problem-Based Learning Module in a First Year Engineering Programme
Author: McLoone, Seamus C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Problem Based Learning,Foreign Countries,Teaching Methods,Electronics,Outcomes of Education,Cooperative Learning,Undergraduate Students,Student Attitudes,Statistical Analysis,Student Surveys

This paper describes how a circuits-based project-oriented problem-based learning educational model was integrated into the first year of a Bachelor of Engineering in Electronic Engineering programme at Maynooth University, Ireland. While many variations of problem based learning exist, the presented model is closely aligned with the model used in Aalborg University, Denmark. Key learning outcomes, implementation features and an evaluation of the integrated project-oriented problem-based learning module over a two year period are all presented within.
Performance of the Seven-Step Procedure in Problem-Based Hospitality Management Education
Author: Zwaal, Wichard
Date: 2016-00-00
Type: Journal Articles
Subjects: Management Development,Hospitality Occupations,Problem Based Learning,Teaching Methods,Student Surveys,Student Attitudes,Classification,Performance,Guidelines,Group Dynamics,College Students,Evaluation Methods,Foreign Countries,Statistical Analysis

The study focuses on the seven-step procedure (SSP) in problem-based learning (PBL). The way students apply the seven-step procedure will help us understand how students work in a problem-based learning curriculum. So far, little is known about how students rate the performance and importance of the different steps, the amount of time they spend on each step and the perceived quality of execution of the procedure. A survey was administered to a sample of 101 students enrolled in a problem-based hospitality management program. Results show that students consider step 6 (Collect additional information outside the group) to be most important. The highest performance-rating is for step two (Define the problem) and the lowest for step four (Draw a systemic inventory of explanations from step three). Step seven is classified as low in performance and high in importance implicating urgent attention. The average amount of time spent on the seven steps is 133 minutes with the largest part of the time spent on self-study outside the group (42 minutes). The assessment of the execution of a set of specific guidelines (the Blue Card) did not completely match with the overall performance ratings for the seven steps. The SSP could be improved by reducing the number of steps and incorporating more attention to group dynamics.
Using PBL and Interactive Methods in Teaching Subjects in Medical Education
Author: Demikhova, Nadiia
Date: 2016-00-00
Type: Journal Articles
Subjects: Medical Education,Teaching Methods,Problem Based Learning,Educational Technology,Cooperative Learning,Information Technology,Foreign Countries

Nowadays information and telecommunication technologies are becoming more and more developed. It especially attracts and captures the young--young scientists, teachers and students. The purpose of the article is to highlight the experience of implementing problem-based learning technology in the traditional system of teaching medical disciplines. We try to analyze the impact of the training project Tempus &quot;Introduction of innovative teaching strategies in medical education and the development of the international network of national training centers&quot; (530519-TEMPUS-1-2012-1-UK-TEMPUS-JPCR) on the quality of teaching students of medical specialty. A problem-based learning is used as an innovative educational technology in teaching biomedical disciplines. It includes problem-based learning (PBL), team training (team-based learning--TBL), interactive lectures (interactive engagement, peer instruction with clickers), discussion, training in cooperation (collaborative learning), cooperative learning. We have come to the conclusion, that development and implementation of communicative, interactive problem-based learning system, which is characterized by practice-oriented approach, provides a reproducible stable planned results in practical terms with the formation of skills and abilities at the beds of the patients. It also helps self-organization and increases competitiveness of a person, who is able to adapt in a rapidly developing society.
PBL and the Postmodern Condition--Knowledge Production in University Education
Author: Ravn, Ole
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Postmodernism,Foreign Countries,Higher Education,Teamwork,Knowledge Level

In this article we discuss the contemporary conditions for running the Aalborg Problem Based Learning-model (PBL). We try to pinpoint key characteristics of these conditions emphasising Lyotard's conception of knowledge production referred to as the move towards a postmodern condition for knowledge. Through discussions of this alleged condition for university curricula development we investigate its connections to the PBL-model. Some of the explored conditions highlight strong potentials for the PBL-model as an educational setting.