ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Justice for Undocumented Students: How School Counselors Encourage Student Persistence in Schools
Author: Crawford, Emily R.
Date: 2016-10-03
Type: Journal Articles
Subjects: Undocumented Immigrants,Academic Persistence,School Districts,School Counselors,Case Studies,Counseling Techniques,Counselor Attitudes,Elementary Secondary Education,Specialists,Advocacy,Social Justice,Poverty,Homeless People,Commuting Students,Psychological Patterns

School counselors are critical intermediaries in K-12 schools who can help students from undocumented immigrant families persist in school. Yet, a dearth of research exists about their advocacy work, or the range of efforts they make to support unauthorized youth. This paper asks, (1) what challenges do counselors face and strive to overcome to promote undocumented students' persistence in school?; and (2) what strategies do counselors use to encourage students to persist? Data come from an embedded case study with seven school counselors and a family intervention specialist in two Texas school districts on the U.S.-Mexico border. The findings revealed that two of participants' biggest challenges in terms of student persistence--and their strategies to help--related to complexities arising from students commuting across the border to school and students' transient living situations. Despite participants networking on behalf of students and families, forming partnerships and seeking services for students and families, counselors recognized limits to their efforts. Policies impeded their assistance, and events that were out of their control inhibited them from potentially acting as empowering agents for students in critical ways. While counselors can develop strong, trusting school-student partnerships to encourage student persistence, more research must explore how school leaders can act as empowerment agents and build capacity to serve newly arrived or undocumented families.
The Academic Achievement of Limited English Proficient (LEP) Youth in New and Established Immigrant States: Lessons from the National Assessment of Educational Progress (NAEP)
Author: Spees, Lisa P.
Date: 2016-10-03
Type: Journal Articles
Subjects: Academic Achievement,Immigrants,Limited English Speaking,Educational Assessment,Public Education,Accountability,Educational Legislation,Federal Legislation,Middle School Students,Grade 8,Scores,Ethnic Groups,Achievement Gap,Reading Tests,Mathematics Tests,Item Response Theory,Student Characteristics,Demography,Family Characteristics,Least Squares Statistics,Regression (Statistics),Language Proficiency,National Competency Tests

The dramatic growth and dispersal of immigrant families has changed the face of public education at a time when states are experiencing increased school accountability pressures under the No Child Left Behind Act and its recent successor, the Every Student Succeeds Act. Of particular concern is how these demographic shifts affect the academic well-being of Limited English Proficient (LEP) youth, the protected sub-group that most directly targets children from immigrant families. Using individual-level data from the National Association of Educational Progress (NAEP), we examine how eighth grade test scores of LEP youth differ across new and established immigrant destination states. Results show that achievement for LEP youth is higher in new than in established immigrant states, but that this advantage is not consistent across ethnic/racial groups. LEP youth in new immigrant states benefit from more favorable demographic characteristics and family and school resources, but these differences only explain a small portion of the achievement gap.
Contexts for Teacher Practice: (Re)Considering the Role of Context in Interventions in Early Childhood Teacher Engagement with New Approaches to Shared Book Reading
Author: Delaney, Katherine K.
Date: 2016-08-22
Type: Journal Articles
Subjects: Early Childhood Education,Educational Practices,Intervention,Educational Research,Context Effect,Child Care Centers,Poverty,Neighborhoods,Educational Change,Futures (of Society),Faculty Development,Story Reading,Preschool Teachers,Teaching Methods,Educational Policy,Reading Aloud to Others,Accountability,Professional Identity

Although the randomized controlled trial has been regarded as the &quot;sine qua non&quot; in recent years, we argue that understanding contexts for teacher practice is a critical factor in the implementation of intervention, but has often been overlooked in educational research design. In this paper, we argue that randomized trials may not be ideal for educational contexts that are multifaceted, complex and often part of other community-based initiatives. To make this argument, we describe a study from &quot;the context out,&quot; a different lens than is typical in education research. In doing so, we consider how varied contexts create both constraints and affordances for teachers to engage in an intervention. Examining how teachers engage with new curricular practices, we focus closely on five early childhood centers in high poverty neighborhoods, using mixed methods to understand both the influence of the intervention as well as the conditions that either supported or thwarted changes in practice. Our findings suggest that context plays a major role in educational practice, which has important implications for approaches to research in the future. Given this reality, we argue that an understanding of the context in which an intervention takes place must be considered in any calculation of &quot;what works&quot; in classrooms.
Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management
Author: Pas, Elise T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teaching Methods,Minority Group Students,Discipline Problems,Behavior Problems,Emotional Disturbances,Coaching (Performance),Faculty Development,Special Education,Disproportionate Representation,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Surveys,Program Effectiveness

Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is one way to support teachers' development of such culturally responsive classroom management strategies; however, there is limited research on the implementation and teacher-perceived acceptability of coaching, both broadly and for this specific skill set. In this article, we focus on the adaptation of the Classroom Check-Up (CCU) coaching model for addressing culturally responsive classroom management strategies; we discuss issues related to the implementation dosage, fidelity, feasibility, and acceptability of the CCU model. Specifically, data from 146 coached teachers are included and summarize how coaches spent their time, the fidelity to the coaching model, and acceptability and feasibility of the CCU model. Findings indicated that the CCU required about 3 hours of active teacher participation. Coaches spent a substantial amount of time collecting data in the classroom as well as building relationships and trust within the schools to facilitate uptake. The results suggested that coaches implemented the model as intended and that the time required of teachers is relatively modest. Teachers provided positive feedback about four domains of the coaching, indicating the acceptability and feasibility of this adapted version of the CCU.
The EDUCO Program, Impact Evaluations, and the Political Economy of Global Education Reform
Author: Edwards, Brent, Jr.
Date: 2016-09-05
Type: Journal Articles
Subjects: Global Approach,Educational Change,Educational Policy,Foreign Countries,Rural Areas,International Organizations,Neoliberalism,Community Involvement,Teacher Selection,Teacher Dismissal,School Administration,Administrative Organization,Policy Analysis,Elementary Secondary Education,Case Studies

During the 1990s and 2000s, a policy known as Education with Community Participation (EDUCO) not only became the cornerstone of education reform in El Salvador but also became a global education policy, one which is known for decentralizing to rural families the responsibility for hiring and firing teachers. As is shown in this paper, its rise to fame was not only a product of the particular political-economic context in which it was borne, but was also a product of the impact evaluations produced by the World Bank, which served as the evidence base through which this and other international institutions could legitimately promote the neoliberal model of community involvement represented by EDUCO. Problematically, however, a reappraisal of these impact evaluations reveals, first, that their findings and conclusions around significant effects were not warranted and, second, that the entire impact evaluation enterprise is fundamentally flawed due to the financial-political-intellectual complex out of which these studies emerged and back into which they fed as they were used to advocate for market-oriented policy solutions around the world. Thus, in addition to explaining the reform dynamics that gave rise to EDUCO, this paper (a) systematically reviews the findings and limitations of each of the six impact studies that constitute the international knowledge base around this policy, (b) reconsiders what we can reasonably claim to know about EDUCO, (c) reflects on the national and international implications of the critical review presented here, and (d) remarks on the shortcomings of--and the alternatives to--impact evaluations as a means to produce policy-relevant findings.
Do Student Characteristics Influence the Effectiveness of the Tools for Getting along Curriculum? An Examination Using a Cognitive-Behavioral Intervention
Author: Barnes, Tia Navelene
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Restructuring,Behavior Problems,Behavior Modification,Program Effectiveness,Intervention,Structural Equation Models,Racial Differences,Ethnic Groups,Socioeconomic Status,Psychological Patterns,Self Control,Aggression,Elementary School Students,Rating Scales,Surveys

Cognitive-behavioral interventions (CBIs) are effective in decreasing externalizing behavior in school-aged children. To ensure that CBIs meet the needs of a diverse student population, it is important to examine whether intervention effectiveness is influenced by characteristics common to students identified with problem behaviors. In this study, we used structural equation modeling to examine whether the effectiveness of Tools for Getting Along, a school-based, universally delivered CBI, was moderated by student race, socio-economic status, and/or levels of anger control prior to intervention, and whether post-intervention anger levels served as a mediator of the intervention effects. Findings suggested that race and socio-economic status did not moderate intervention effectiveness, but effects on externalizing behavior were moderated by levels of anger control prior to intervention. Findings also indicated that post-intervention anger control levels did not mediate intervention effects. We discuss the limitations of our study, along with implications for research and practice.
Effects of a Tier 3 Self-Management Intervention Implemented with and without Treatment Integrity
Author: Lower, Ashley
Date: 2016-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Self Management,Elementary School Students,Response to Intervention,General Education,Behavior Problems,Learner Engagement,Program Implementation,Integrity,Parent Participation,Parent Teacher Cooperation,Computer Mediated Communication,Program Effectiveness,Classroom Observation Techniques,Intervention

This study investigated the effects of a Tier 3 peer-matching self-management intervention on two elementary school students who had previously been less responsive to Tier 1 and Tier 2 interventions. The Tier 3 self-management intervention, which was implemented in the general education classrooms, included daily electronic communication between the teachers and the children's parents. Results indicated that this intervention effectively reduced disruptive behaviors and increased total engagement when implemented with integrity; without integrity results were variable.
Evaluating Learners's Ability to Use Technology in Distance Education: The Case of External Degree Programme of the University of Nairobi
Author: Omito, Ouma
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Distance Education,Computer Attitudes,Questionnaires,Student Surveys,Elementary School Teachers,Teacher Education Programs,Internet,Teaching Experience,Technology Integration,Case Studies,Undergraduate Students

The study was aimed at investigating the students' ability to use technology for distance education with specific reference to the University of Nairobi's External Degree Program. To achieve this, one specific objective was formulated: To find out the student teacher's readiness to accept and utilize technology for learning purposes in relation to their work experience. The study design used was cross-sectional survey with a well-constructed questionnaire. The study population was 500 External Degree Students of the University of Nairobi who were final year students in the Bachelor of Education (Arts) by distance mode. The study sample of 217 was reached at by the use of a sample table provided by Krejcie and Morgan, (1970). Simple random sampling technique was used to identify the 217 respondents. A total of 110 questionnaires were filled and returned by respondents who were mainly primary school teachers in Kenya. A non-probability sampling technique (purposive) was used to select the cohort under study, that is, the final semester students in the External Degree Program of the University of Nairobi. The results from the pilot study were used to prove content validity as instrument reliability was determined from the internal consistency of responses from the questionnaires after the pilot study. The findings from the study revealed that majority of teachers 19 (50%) who had a work experience between 6 to 11 years were able to gather information from the internet for learning purposes. It was also learnt that as the number of years of work experience increased (21 years and above), the ability to gather information from the internet decreased drastically. When respondents were asked of their ability to troubleshoot computers, all categories of work experience showed low ability. All percentages were less than 50% with the work experience brackets of 21 and above years which recorded 22.2%, emerged as the highest percentage. Finally, when respondents were asked about their feelings towards using computers for their additional research and education, the work experience brackets of 21 and above years overwhelmingly, 6 (67.7%), enjoyed working with computers. It was, therefore, concluded that any institution aiming at introducing e-learning in their institution should assess students' technology literacy levels and prepare them in advance before the launch of e-learning.
A Comparative Study on the Motivation and Attitudes of Language Learners of Online Distance and Traditional In-Classroom Education
Author: Genc, Gulten
Date: 2016-10-00
Type: Journal Articles
Subjects: Comparative Analysis,Student Motivation,Student Attitudes,Second Language Instruction,Online Courses,Distance Education,Conventional Instruction,Undergraduate Students,English (Second Language),Questionnaires,Statistical Analysis,Foreign Countries,Educational Technology,Technology Uses in Education

In recent years, the increase in the use of computer and the internet has led to a change in the traditional concept of formal education today. Distance learning as a more student-centered system has been frequently used at universities. In this context, education has been applied to the individuals consisting of all age groups in accordance with their aspirations, expectations and interest in a more flexible way. This study aims to determine and compare the motivation and attitudes of language learners of online distance and traditional in-classroom education, in a state university in Turkey. Participants were 500 undergraduate university students in various disciplines. About 250 (half) of the participants studied English as a foreign language through traditional in-classroom education whereas the rest of the participants (250) studied English through online distance education in the same university by the same instructors. Two questionnaires (one to evaluate motivation level and one to evaluate attitudes of the participants related to English as a foreign language) and a background information form investigating individual information of the participants were used to collect data from the students of nine faculties at the University (including Faculty of Dentistry, Faculty of Pharmacy, Faculty of Education, Faculty of Arts and Sciences, Faculty of Fine Arts and Design, Faculty of Law, Faculty of Economics and Administrative Sciences, Faculty of Engineering, and Faculty of Medicine). According to the nature of the research, the study used descriptive statistics (frequencies, range, means, and standard deviations), t-test and ANOVA as the statistical analysis methods. All collected data were coded and computerized using the SPSS software and the alpha level for the tests was set at .05. After calculating each participant's motivation and attitudes scores, their scores were compared to the variables selected for the study and each other. The findings indicated statistically significant relationships between motivation and attitudes of the participants and some individual variables. Some conclusions were reached based on the findings of the research and some recommendations and suggestions were made for future research into areas not covered by this study.
Improving Curriculum through Blended Learning Pedagogy
Author: Darojat, Ojat
Date: 2016-10-00
Type: Journal Articles
Subjects: Educational Improvement,Classification,Blended Learning,Teaching Methods,Semi Structured Interviews,Best Practices,Distance Education,Instructional Materials,Online Courses,Open Universities,Foreign Countries,Universities,Comparative Education,Teacher Student Relationship,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Case Studies,Qualitative Research

This paper is a study of blended learning pedagogy in open and distance learning (ODL), involving two universities in Southeast Asia, STOU Thailand and UT Indonesia. The purpose of this study is to understand the issues related to the implementation of blended-learning pedagogy. Qualitative case study was employed to optimize my understanding of the blended learning phenomena gathered through semi-structured interview and documentary analysis. Whilst they operated in different educational settings, these two universities shared similarities. They have developed blended learning pedagogy to promote students' learning classified into three dimensions: printed learning materials, F2F sessions, and online learning. Printed materials, however, may be identified as a major one and online learning have been regarded as strategic policies for further development. They have been equipped with their VLE; the use of VLE helped these universities to provide two-way traffic communications. This study identifies some strategic best practices in developing blended learning pedagogies in ODL universities in Southeast Asia. This study also provides practical recommendation that internet-based instruction is now becoming a strategic choice for ODL in developing countries to widening access and to meet challenges for better future.
Culturally Sustaining Leadership: A Pacific Islander's Perspective
Author: Hattori, Mary Therese Perez
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership,Social Justice,Cultural Relevance,Pacific Islanders,Culture,Praxis,Leadership Training,Values,Intelligence,Time Perspective,Physical Environment,Beliefs

Social justice in educational settings can be advanced through culturally sustaining leadership development programs for indigenous students, faculty, and administrators. The state of Hawai'i has been a fertile ground for culture-based development experiences for emerging leaders from islands throughout the Pacific. These opportunities arise from the recognition of dissonance created by customary leadership programs which often give little or no attention to native cultures of the Pacific islands and prioritize other models. This essay highlights elements of my Chamoru culture that form the foundation of a culturally responsive leadership praxis within the context of American educational institutions. I offer this as an example that may help others develop their own culturally sustaining practices and inspire creation of leadership development programs which honor native cultures while facilitating effective professional practices in mainstream settings.
Seeing through Transparency in Education Reform: Illuminating the &quot;Local&quot;
Author: Koyama, Jill
Date: 2016-09-29
Type: Journal Articles
Subjects: Educational Change,Accountability,Community Organizations,School Administration,State Agencies,Ethnography,Agency Cooperation,Policy Analysis,Politics of Education,Social Networks,Discourse Analysis,Interviews,Observation,Evidence,Advocacy,Change Agents,Expertise,Educational Administration

Utilizing &quot;assemblage,&quot; a notion associated with Actor-Network Theory (ANT), we explore what discourses of transparency can, and cannot, accomplish in a network of education reform that includes schools, government agencies, and community organizations. Drawing on data collected between July 2011 and March 2013 in an ethnographically-informed case study, we interrogate the ways in which notions of transparency illuminate, and also conceal, information, as well as reveal how they reorder power dynamics and relationships, impacting what it legitimized as reform in a city in Western New York. We problematize the linkages between the political conditions in which mandatory transparency and accountability in schooling become connected to voluntary transparency in local education reform, and we examine the investment made by schools and reform organizations in using transparency as a proxy for meeting accountability demands and establishing education expertise. The findings show that discourses and enactments of transparency can be effective in drawing targeted and repeated attention to select things, such as funding inequities. However, such discourses can also be utilized to obscure other issues, such as persistent disparities in academic achievement by race. When used synonymously with accountability, transparency can, and is, incorrectly positioned as an education solution.