ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Law Is Tougher on Diverse Schools
Author: Socolar, Paul
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Diversity,Urban Schools,Federal Legislation,Educational Legislation,Institutional Characteristics,School Size,Educational Indicators,Federal Programs,Charter Schools,Academic Achievement,Elementary Secondary Education

Schools with more targets to meet under NCLB were far more likely to be branded as in need of improvement. Some critics of the federal No Child Left Behind Act (NCLB) have argued that large schools and schools with a diverse student population are penalized by the law's provisions. School performance results from 2004 in Philadelphia appear to bear out this charge. Few of the School District's larger and more diverse schools achieved what the state considers &quot;adequate yearly progress&quot; toward achievement goals set under NCLB. Some now argue that smaller and more homogeneous schools may be getting off easy while some relatively successful large or diverse schools may be getting unfairly labeled. This article explains the requirements for schools to make &quot;adequate yearly progress&quot; (AYP); the reason schools have different numbers of targets; the Pennsylvania subgroup target; how more school subgroups equates to less success; and how charter schools faced fewer AYP targets. [This article was originally published in the Winter 2004-05 issue of the &quot;Philadelphia Public School Notebook.&quot;]
Do Universities Have a Role in Managing Public Schools: Lessons from the Penn Partnership Schools
Author: Streim, Nancy
Date: 2003-00-00
Type: Journal Articles
Subjects: College Role,College School Cooperation,School Administration,Urban Schools,Elementary Schools,Middle Schools,Partnerships in Education,Educational Improvement,Student Improvement,Academic Achievement,Academic Standards,Research Universities,Accountability

To address the seemingly intractable problem of improving student outcomes in its lowest performing schools, the Philadelphia School Reform Commission asked the University of Pennsylvania (Penn) to be one of seven outside organizations (collectively referred to as educational management organizations or 'EMOs') that would manage a total of 45 elementary and middle schools with the weakest performance on the Pennsylvania System of Student Assessment (PSSA). In July 2002, Penn embarked on a three-year partnership with the Henry Lea School, William Bryant School and Alexander Wilson School - three elementary schools in the West Philadelphia community - with the goal of dramatically improving student achievement. Penn agreed to a limited partnership that would focus exclusively on five inter-related domains that we believe will contribute to establishment of a community that can achieve and sustain high academic standards: (1) curriculum; (2) professional development; (3) leadership; (4) student assessment; and (5) school climate. In their work with the Partnership Schools, the authors have engaged the question: how does a research university put its knowledge and experience to the task of creating high functioning learning communities that are characterized by shared accountability for student learning and that result in strong student outcomes? In this article, they describe their framework and approaches for bringing about the desired school improvements in the three partnership schools, reflect on their experiences in the first year of partnership, and examine how the perspective of &quot;shared accountability&quot; influences the dynamic of the work.
To What Extent Does Religious Orientation and Educational Attainment Deform Gendered Attitudes between Wives and Husbands?
Author: Bhandari, Nub Raj
Date: 2019-00-00
Type: Journal Articles
Subjects: Religion,Religious Factors,Educational Attainment,Gender Differences,Spouses,Cultural Influences,Social Attitudes,Foreign Countries,Gender Bias,Income,Employment Level,Females,Males,Role of Education,Attitude Change

Marriage is a practice, which changes the position of a daughter into a daughter in law, who then becomes encircled by the instructions and norms of her husband and her in-laws. Cultural and religious beliefs as well as norms are the outcomes of gendered attitudes prevailing within the society, which constructs inequalities between wives and husbands. There has been an observable difference between the ways in which wives and husbands act in a family and in a society. This research presents the implications of education and religious orientations to change gendered attitudes between wives and husbands. It is based on a qualitative assessment conducted through behavior observation of four couples, Key Informants Interview (KIIs) with 26 participants and two Focus Group Discussions (FG Ds) in the Dhanusha and Sindhuli districts of Nepal. Literature related to gender, society, culture and religion were reviewed to assess the prevailing gendered attitudes between wives and husbands. The major outcome of the study is that the misinterpretations of religious texts disempower the educational knowledge of wives and husbands. Religious education from traditional priests forms rituals, which further deform the confidence of wives. Rituals formed through religious teachings, disempower the educational knowledge for changing gendered attitudes through instructions that result in wives feeling that men are superior. Access to opportunities of income for wives potentially works towards satisfying the family's expectations by supplying the necessary items, which further contribute to change gendered attitudes between wives and husbands. Similarly, participation of people in the outdoor activities such as meetings and seminar also contribute to deforming the gendered attitudes prevailing between a wife and husband.
The Use of Language Awareness Strategies in the Teaching of Foreign Languages to Creole Speaking Students
Author: Williams, Gaye-Leon
Date: 2019-12-00
Type: Journal Articles
Subjects: Metalinguistics,Creoles,Language Variation,College Students,Second Language Learning,Second Language Instruction,Foreign Countries,Spanish,Official Languages,Teaching Methods,English (Second Language),Communicative Competence (Languages),Student Attitudes,Correlation

The language de jure in Jamaica is Jamaican English (JE); however, the language de facto of most nationals is Jamaican Creole (JC). As such, there are many students who enter the tertiary level without fully acquiring JE. As a CARICOM nation, it is mandatory that foreign languages are taught beginning at the primary level of education. Although the main foreign languages taught in Jamaica are Spanish and French, this paper focuses on Spanish because of our proximity to Spanish-speaking countries, and because of the government's declaration of Spanish as our official foreign language. However, in spite of best efforts, there are still difficulties encountered in the foreign language classroom which manifest at the tertiary level. Some of these are attributable to the Jamaican language situation. Particularly, the linguistic background and language awareness (LA) of teachers and students alike. Previous studies have investigated the implementation of LA strategies within the Jamaican language classroom regarding the teaching of English as a second language. However, no such study has been conducted on the teaching of foreign languages. This ongoing mixed-methods action research implemented various LA strategies at a non-traditional university using the communicative approach to teaching foreign languages. The effects of these strategies were examined quantitatively and qualitatively within a constructivist framework that embraces student-centred learning while incorporating JC. Some of the students' perceptions of and their actual performance increased after implementing the LA strategies. As LA increases, students' communicative competence and their ability to function globally should also increase.
Expanding Leadership Capacity toward Social Justice
Author: Hill-Berry, Nola P.
Date: 2019-12-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Role,Leadership Responsibility,Social Justice,Participative Decision Making,Leadership Qualities,Power Structure,Foreign Countries,Teacher Attitudes,Administrator Attitudes,College Faculty,Higher Education,Planning,Administrative Change

Educational administrators are consistently challenged to find the right mix of leaders and to identify potentials that can be harnessed to expand the cadre. In both the academic and research communities, there has been much dialogue surrounding the way in which leadership is developed in organisations. These discourses continue to provide avenues for researchers to identify and recommend best practices for leadership development. Varied types of leadership could be explored as a means of expanding leadership capacity and sustaining a cadre of leaders suited to meet the growing needs in educational communities and other spheres. This study investigated perceptions of staff concerning distributed leadership as a possible strategy for enhancing succession planning, expanding leadership capacities, and ensuring that social justice is practiced within their organisation. Two main questions were explored in this study to uncover participants' perceptions of current leadership practices and distributed leadership; and to have them suggest how distributed leadership could be used within their academic unit to expand leadership capacity and to practise social justice. This research provides valuable information regarding how distributed leadership can be used to augment leadership capacities, enhance succession planning, and expand leadership capacity to ensure social justice is practised within the specified context.
Learner or Consumer? Market-Led Higher Education, Diversity, Inclusion, and Equality
Author: Partington, Angela
Date: 2019-12-00
Type: Journal Articles
Subjects: Higher Education,Commercialization,Inclusion,Equal Education,Student Diversity,Student Centered Learning,Learner Engagement,Foreign Countries,Consumer Economics,Cultural Capital,Educational Innovation,Teacher Leadership,Art Education,Values

This paper addresses issues associated with leadership in Higher Education (HE), by drawing on research and debate in relation to the role of education in reproducing social inequalities, and on expertise developed through academic leadership roles in British art schools. It seeks to stimulate discussion about the commodification of HE, which is often perceived as a threat to its accessibility, and therefore to its positive impact in enhancing social mobility, and will argue that it is only a threat if we cling to a culturally conservative belief in value-free learning, which serves only to reproduce the values of the white middle-class intelligentsia. By addressing the question of how to respond to the changing profile of all HE students, in terms of the diverse social and cultural capital which they bring with them, (which shapes what and how they want to learn), this paper will challenge some of the prevailing views about student engagement, from the perspective of an academic whose leadership role includes responsibility for developing learning and teaching strategies to ensure student progression, achievement, and graduate outcomes, and for enhancing the quality of the student experience.
Pedagogical Content Knowledge and Social Justice Pedagogical Knowledge: Re-Envisioning a Model for Teacher Practice
Author: Mayne, Hope
Date: 2019-12-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Social Justice,Teacher Education,Foreign Countries,Models,Teacher Effectiveness,Transformative Learning,Culturally Relevant Education,Critical Theory,Democratic Values,Multicultural Education

The nature of teacher knowledge and preparation has incited many significant debates over the years. The major point of contention being what knowledge do teachers need for effective practice? Research have presented arguments distinguishing between declarative knowledge and procedural knowledge. A key study on teacher knowledge is Shulman's (1987) study on Pedagogical Content Knowledge (PCK) where he defines teacher knowledge as knowledge which integrates the knowledge of a specific subject and the pedagogical knowledge for teaching that particular subject. I question however what other knowledge component can contribute to effective teaching? Shulman's model has been criticized for its noninclusion of social justice knowledge. I argue Social Justice Knowledge can support Pedagogical Content Knowledge especially for teacher preparation practices in postcolonial Jamaica. Social Justice Pedagogical Content Knowledge empowers teachers to illuminate their voices inside and outside of the classroom. Hence, the purpose of this conceptual paper is to explore the relationship between Pedagogical Content Knowledge (PCK) and Social Justice Knowledge as a model for teacher practice in the Jamaican context. What are the benefits to teacher practice? And how can it inform a stronger model for teacher preparation; essentially supporting a teacher preparation model which is not siloed from social justice knowledge.
The Political Dichotomy of School Leadership: Policy, Practice, Social Justice -- Evidence from Sixteen Countries
Author: Miller, Paul
Date: 2019-12-00
Type: Journal Articles
Subjects: Social Justice,Cross Cultural Studies,Political Influences,Educational Change,Educational Policy,Economic Development,Social Change,Educational Objectives,Policy Formation,Administrator Role,Educational Benefits,Instructional Leadership,School Administration,Futures (of Society),Conflict,Policy Analysis,Elementary Secondary Education,Children,Childrens Rights,Foreign Countries,Treaties,International Law,Correlation,Principals

Globally, schools continue to face ongoing reductions in budgetary allocations, increase in student numbers, performativity pressures and high stakes accountability. Like it or not, schools/ school leaders are operating in rapidly changing national educational policy contexts that are demanding more from less and a much greater contribution to national economic development -- leaving some commentators and school leaders alike to suggest that schools are being reoriented towards national economic development and less towards social transformation, a fundamental aim of education as set out in the United Nations convention on the Rights of the Child (UNCRC). This widening dichotomy is the site for several tensions occasioned by the approach to educational policymaking, and the policy apparatus of national governments, played out in schools, where school leaders are caught between implementing government policy, delivering an education to students that equips them to reap the espoused benefits of education, and keeping staff engaged and motivated. How do school leaders lead for social justice in contexts where educational policy appear out of sync with social justice principles? How do school leaders lead in contexts where the good of the national 'community' appears to supersede the good of local communities and individuals? This paper examines the dichotomy of school leadership, brought about and sustained by national political actions which, although professing to 'futures' orientated, appears in conflict with quality school leadership and outcomes consistent with social justice.
Using Sociotransformative Constructivism (sTc) to Unearth Gender Identity Discourses in Upper Elementary Schools
Author: Rodriguez, Alberto J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Cultural Pluralism,Sexual Identity,Females,Elementary School Students,Student Attitudes,Faculty Development,Elementary School Science,Elementary School Mathematics,Elementary School Teachers,Grade 4,Grade 5,Attitude Change,Student Behavior,Gender Differences,Sex Role,Intervention,Program Effectiveness

In this article, the authors discuss a two-year long professional development research project that took place in the borderlands of the U. S. Southwest and involved a partnership between university and local school district faculty. This intervention project, called Maxima, was designed to positively impact the attitudes and participation of culturally diverse girls (in this case mainly Latinas and Anglos) in science and mathematics. The goal was to assist teachers in making their mathematics and science classrooms more gender-inclusive, socially relevant, and student-centered. To this end, the authors used a theoretical orientation called &quot;sociotransformative constructivism&quot; (sTc), which unites social constructivism as a theory of learning with multiculturalism as a theory of social justice (Rodriguez, 1998, 2002). Their research focused on the following questions: (1) In what ways does an sTc orientation impact the gender identity awareness of girls over time? (2) In what ways does an sTc orientation impact the girls' attitudes toward and participation in science and mathematics classes over time? and (3) What transformative insights can be gathered through conversations with girls about gender and the role gender plays in learning within their science and mathematics classroom?
Training Pre-Service English Language Teachers with 3-D Machinima
Author: Can, Tuncer
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,English Teachers,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Electronic Learning,Educational Technology,Computer Simulation,Self Efficacy,Student Attitudes,Semiotics,Computer Literacy,Outcomes of Education

Training foreign language teachers for 21st century requires the consideration of digital skills as well as the change of focus from more structural foreign language instruction to more discourse oriented foreign language instruction. In this context, pre-service language teachers need to learn language teaching methodology and instructional technologies likewise. Thus, when those pre-service language teachers start their careers in classrooms, they could function effectively and could bring diversity for their learners. In this study, the aim is to introduce pre-service language teachers with 3D Virtual Learning Environments where they can produce their 3D digital narratives that could also be labeled as Machinima. Some 89 prospective teachers attended the activities around this study, who were later evaluated by triangulated data collection methods of both quantitative and qualitative nature, such as reflective essays, questionnaires and semi-structured interviews. Those teachers mainly reported positive experience views with the end-product machinima like having learnt another perspective for language instruction, gaining self confidence for their prospective job, learning about a useful tool which they can utilize as a compensation in their teaching. However, they also reported some problems like technical issues that hindered the production of their group machinima.
Alternative Assessment Tools Based on a Feedback Process: Perceptions of Pre-Service Science Teachers
Author: Pekbay, Canay
Date: 2020-01-00
Type: Journal Articles
Subjects: Alternative Assessment,Student Evaluation,Feedback (Response),Student Attitudes,Preservice Teachers,Formative Evaluation,Scoring Rubrics,Student Developed Materials,Undergraduate Students,Thinking Skills,Material Development,Concept Mapping

This study aimed to determine the perceptions of pre-service science teachers on alternative assessment tools they developed using a feedback process. The pre-service teachers received written and verbal feedback during the process; however, they decided themselves to do revisions or not. Consequently, the second purpose of the study was to investigate why the pre-service teachers did not make revisions entirely based on the feedback which was given by researchers. This was a case study with 41 pre-service science teachers participating in &quot;Education Technologies and Material Design&quot; class. Data was collected using perception form including open ended questions as well as interviews conducted with the participants. The written explanations provided by the pre-service teachers to the open-ended questions and interview data were analysed using descriptive analysis. The participants' perceptions of the alternative assessment tools created using a feedback process were categorized themes including suitability to the objectives, daily life association, visual aspects, and higher-order thinking. The study results revealed that the participants perceived themselves as deficient especially in terms of higher-order thinking and daily life association categories. Additionally, the rate of participants benefiting from the feedback process was limited. Study results suggested that practice-based classes in undergraduate teacher training programs may be conducted using rubrics and feedback process. Feedback given to teachers about their performances would be beneficial.
Cognitive Structures of Music Teacher Candidates about &quot;Voice Training&quot;
Author: Özaydin, Nilay
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Music Teachers,Preservice Teachers,Teacher Education Programs,Singing,Training,Human Body,Human Posture,Cognitive Structures,Teaching Methods,Music Techniques

The study aims to examine the cognitive structures of music teacher candidates about voice training. To this end, a qualitative research method was used. The participants of this study consisted of 123 music teacher candidates studying at Necmettin Erbakan University, Turkey. Free word association test has been used as the data collection method. The stimulus word -voice training- was chosen and presented to music teacher candidates through a free word association test. A total of 43 responses were gathered and arranged in the form of word frequency tables. The obtained response words were then divided into 7 categories with the help of content analysis. The findings of the study revealed that music teacher candidates associate the chosen stimulus word -voice training- with the diaphragm, breathing, posture, resonance, technique, etc., and the categories created using response words such as the respiratory system, voice training methods and techniques, reflective system and so on. According to these results, it can also be said that there are some deficiencies in which students make valid associations with the stimulus concept of voice training. The examples of the sentences that the students have formed regarding the voice training stimulus concept were examined and it was determined that the sentence samples containing the non-scientific or superficial knowledge and misconceptions are in the majority compared to the sentence samples containing the scientific facts; which is a conflicting outcome deemed significant. [This study was presented as an oral presentation at 4th International Symposium on Educational Sciences (ASOS- 2018), Turkey.]