ethanporcaro/eric-fulltext-meta huggingface dataset:
Counselors and Principals: Collaborating to Improve Instructional Equity
Author: Lashley, Carl A.
Date: 2016-09-00
Type: Journal Articles
Subjects: Principals,School Counselors,Equal Education,Educational Cooperation,Educational Improvement,Data,Information Utilization,Interprofessional Relationship,Faculty Development,Communities of Practice

Data utilization is a key component of school improvement as data can be used to enhance student achievement both systematically and on an individual student level. Through systemically analyzing multiple sources of data, educators can make informed and knowledgeable school improvement decisions. In order to effectively make data-drive decisions that enhance student success, a promising strategy is the partnership, collaboration, and shared decision making between the school counselor and principal (Finkelstein, 2009). This relationship can help advance the effective utilization of data for school improvement, as both professionals utilize leadership skills in order to foster student growth and performance. In this article, the authors address aspects of the partnership principals and school counselors could form to develop the school's data utilization practices and thus enhance the capacity of teachers and other school personnel to improve the performance of students in the classroom and on standardized tests. The article begins with a discussion of the current interest in principal instructional leadership as a factor in school improvement. The authors then turn to the capabilities of school counselors and the roles they might play in collecting, analyzing, and interpreting student data as well as more effectively utilizing their knowledge and skills to work with teachers, other school personnel, students, parents, and community members. Next, they offer recommendations for creating a collaborative working relationship between principals and counselors to use data more effectively to improve classroom planning, instruction, and assessment; motivation and classroom management; and school climate and behavior management.
Locally Developed Performance Assessments: One State's Decision to Supplant Standardized Tests with Alternative Measures
Author: Abbott, Amy Lynn
Date: 2016-09-00
Type: Journal Articles
Subjects: Alternative Assessment,Performance Based Assessment,Case Studies,School Districts,Public Schools,Qualitative Research,Semi Structured Interviews,State Legislation,Elementary Secondary Education

The purpose for this study was to develop a descriptive account of one large Virginia school district's plan for implementation of alternative, locally developed assessments designed to supplant standardized measures. As policy reform with alternative assessments has been under-researched for the past 30 years, there is a need for studies conducted at the district/state level that examine new methods and procedures to assess cognitive growth and complex skill sets (Darling-Hammond, et al., 2013). This research was timely as the action plan implemented by the Longridge City Public School division during the first trial, 2014-2015 school year, was reported. For this descriptive case study (Stake, 1995; Yin, 2014), the research questions are as follows: (1) What are the processes of a school division's leadership team for the development and enactment of alternative assessments? and (2) What are the needs and challenges of a school division's leadership team during the development and enactment of alternative assessment? The present study holds significance as it extends previous investigations of how state policy reform is linked with educational practice at the district level. In light of the reform, placing the focus on support and leadership at the local level was purposeful in discovering the considerations and actions necessary to meet the needs of numerous stakeholder groups across Longridge City Public Schools. To answer the research questions, the Virginia Department of Education 2014 legislative guidelines served as a framework to guide the development of this study. The tradition of case study (Yin, 2014) as an analytical approach was used to uncover the processes enacted by central office personnel (i.e., district leaders) to develop and implement alternative assessment, in the format of &quot;performance-based assessments,&quot; or PBAs. The findings reveal the district's ability to comply with the state's legislative reform mandates, while to navigate new territory of &quot;local control.&quot;
The Influence of Balance within the Competing Values Framework and School Academic Success on Teacher Retention
Author: Gulosino, Charisse
Date: 2016-09-00
Type: Journal Articles
Subjects: Teacher Persistence,Educational Environment,Academic Achievement,Organizational Effectiveness,School Effectiveness,Profiles,Poverty,Teacher Surveys,Statistical Analysis

The primary aim of this study is to use the survey items from the TELL Tennessee Survey (2013) using the Competing Values Framework (CVF) (Quinn and Rohrbaugh's model of organizational effectiveness) to determine whether teachers' observations about a set of topically organized school climate dimensions and school performance levels are associated with their immediate professional plans. Specifically, the study sets out to answer three research questions: (1) Does teacher retention differ for schools with balanced and unbalanced CVF profiles? (2) Does teacher retention differ for schools in different achievement groups (priority, norm and performance)? and (3) Does teacher retention a function of achievement groups and CVF profiles after controlling for school poverty? Knowing the perspectives of teachers with regards to teaching and learning condition and the support and environment within their school can help policymakers and practitioners understand what it will take to improve. While federal and state accountability mandates are clear about student performance results that schools are expected to achieve, they often do not provide the schools with much guidance in terms of how to accomplish these objectives. In this paper, the authors describe the competing values framework (CVF) in more detail, followed by the data and methodological approach. They then present the results and conclude with a discussion of the implications and findings.
Beginning Teachers' Experiences Working with a District-Employed Mentor in a North Carolina School District
Author: Hobbs, Kari S.
Date: 2016-09-00
Type: Journal Articles
Subjects: Beginning Teachers,Mentors,Experience,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,High Schools,Cognitive Processes,Psychological Patterns,Phenomenology,Teacher Attitudes,Beliefs,Rural Schools,School Districts,Interviews,Interpersonal Relationship

This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris's (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews. Nine beginning teachers participated in the study. Their assignments included elementary (n = 4), middle grades (n = 2), and high school (n = 3). Data collection took place at the end of the school year and included Year 1 and Year 2 teachers. The study uncovered four findings related to these beginning teachers: mentors were helpful; mentor scheduling needed improvement; mentor support varied based on each participant's individual school and mentor; and mentors positively impacted teacher self-efficacy through validation.
Crossing the Suspension Bridge: Navigating the Road from School Suspension to College Success--How Some Students Have Overcome the Negative Implications of School Suspension to Bridge the Road to College
Author: Kirkman, Chris J.
Date: 2016-09-00
Type: Journal Articles
Subjects: Suspension,Middle School Students,High School Students,At Risk Students,Postsecondary Education,Student Characteristics,Resilience (Psychology),Interviews,College Attendance,Family Influence,Family Environment,School Role,Interpersonal Relationship,Student School Relationship,Semi Structured Interviews

Out-of-school suspensions for middle and high school students can have negative, long-lasting consequences. Researchers have documented that suspensions have a negative impact on academic development, increase likelihood of dropping out of school, and are associated with a stronger likelihood that students will be involved in the legal system. However, there are students who overcome these negative statistics and matriculate to post-secondary education successfully. This study examines the lived experiences and personal attributes in students' lives that enabled them to overcome a history of suspension to enter and succeed in higher education. Using Bronfenbrenner's ecological model, the study's researchers interviewed individuals who have a history of middle and/or high school suspensions and matriculated to higher education. Findings suggest that sense of belonging; family, home,/school support; and strength of relationships helped participants neutralize the impact and mitigate the negative aspects of suspension.
Evaluating the Effectiveness of Traditional and Alternative Principal Preparation Programs
Author: Pannell, Summer
Date: 2015-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Administrator Education,Conventional Instruction,Nontraditional Education,Principals,Assistant Principals,Experience,Academic Achievement,Influences,Educational Legislation,Federal Legislation,Public Schools,Accountability,Standardized Tests,Administrator Role,Administrator Qualifications,Elementary Secondary Education,Administrator Evaluation,Quasiexperimental Design,Statistical Analysis,Scores

This study sought to determine the effectiveness on increasing student achievement of principals trained in a traditional principal preparation program and those trained in an alternate route principal preparation program within the same Mississippi university. Sixty-six Mississippi principals and assistant principals participated in the study. Of the 66 participants, 41 competed a traditional principal preparation program, and 25 completed an alternate route principal preparation program at the same university. The data included the type of principal preparation the participant received, the number of consecutive years served as a principal or assistant principal, and student achievement data for their assigned schools. The results of this study suggested the type of principal preparation program had no significant impact on student achievement in Mississippi public schools.
Balanced Reading Basals and the Impact on Third-Grade Reading Achievement
Author: Dorsey, Windy
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade 3,Reading Achievement,Basal Reading,Mixed Methods Research,Reading Programs,Program Effectiveness,Reading Comprehension,Teacher Surveys,Interviews,Rural Schools,Elementary School Students,Emergent Literacy,Reading Fluency,Reading Tests

This convergent parallel mixed method sought to determine if the reading program increased third-grade student achievement. The research questions of the study examined the reading achievement scores of third-grade students and the effectiveness of McGraw-Hill Reading Wonders™. Significant differences were observed when a paired sample t test measured progress on the Reading 3D composite, Text Reading Comprehension, and North Carolina Beginning of Grade/North Carolina End of Grade from the beginning of the year to the end of year. Responses from a teacher survey and interviews provided data that revealed teacher perceptions of McGraw-Hill Reading Wonders™ basal program and the impact on student achievement. The overall findings suggest that McGraw-Hill Reading Wonders™ had a positive effect on student reading achievement. The findings of this study can be used to help educators make data-driven decisions about utilization of balanced reading programs in the classroom.
Assessment of Teacher Competencies in Handling Physically Challenged Pupils in Public Primary Schools in Kericho County
Author: Maiwa, Jeniffer Chepkoech
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Foreign Countries,Inclusion,Statistical Analysis,Qualitative Research,Special Education,Elementary School Students,Special Needs Students,Research Methodology,Questionnaires,Interviews,Correlation,Public Schools,Teaching Methods,Classroom Environment,Elementary School Teachers,Teacher Education,Physical Disabilities,Learning Disabilities,Preservice Teachers,Inservice Teacher Education

The process of having inclusive education in Kenya has been very slow for children with special needs yet many of these children are still at home and have attained school going age. The purpose of this study was to assess teacher competencies in handling physically challenged pupils in public primary schools in Kericho County. The study was informed by Lev Vygotsky Social-Cultural Constructivism Theory. The study utilized a descriptive survey design. The objective of the study was to assess the level of competence of the teachers to handle the physically challenged pupils in public primary schools. Both qualitative and quantitative research methods were employed. The target population was composed of 214 teachers. A sample size of 42 teachers were used. Stratified and simple random sampling techniques were used to select the study sample. The data collection instruments used were the questionnaire and interviews. Spearman rank order correlation was then be used to compute the correlation coefficient in order to establish the reliability of the instrument .The instrument got a coefficient of 0.87. Data were analysed using the Statistical Package for Social Sciences (SPSS) computer programme and presented using tables, pie charts, bar graphs, frequencies and percentages to form part of the descriptive statistics. The study found that many of the teachers, 29 (69%), teaching in the public primary schools have not undergone training on Special Needs Education (SNE). The recommendation is that the government should provide in-service training to all the teachers teaching in public primary schools on how to handle physically challenged pupils. This will therefore make public primary schools inclusive to all learners.
The Representation of Black People in History Textbooks
Author: de Souza Santos, Kátia Silva
Date: 2017-00-00
Type: Journal Articles
Subjects: Blacks,Textbooks,History Instruction,Foreign Countries,Public Schools,Racial Bias

The objective of this study is based on the sense of rethinking the representation of the black population within history textbooks. The research was carried out in a public school in the countryside of the municipality of Dormentes (Pernambuco State, Brazil) through the application of questionnaires. The way a black person is represented within the Global, Brazilian and General History was analyzed under a social and interactionist vision of learning and auto reflection. It is necessary to review the concepts and recreate new ideologies within the textbooks to present the black figure. Otherwise, the pre-conceived ideas of the ugly, rude and dirty man will remain. In a country with about 50.7% of the population that declares itself to be black, it is at least strange not to notice the prejudiced interpretations of the black image in school books, denoting a serious problem of social representation and marginalization of Afro-Brazilian culture, in this way. This work becomes fundamental for those who believe in education as an instrument of emancipation of the human being.
Relating Communication Competence to Teaching Effectiveness: Implication for Teacher Education
Author: Okoli, Alexander C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Communication Skills,Teacher Effectiveness,Teacher Education,Pedagogical Content Knowledge,Teacher Education Curriculum,Introductory Courses

There is wide practice of attributing students' achievement to teacher effectiveness. Some school authorities take this further by querying teachers over poor performances of their students. Although the teacher is just one factor among many that determine students' performances, the teachers' attributes and qualities are very important in the teaching and learning processes. Thus, it is important that teacher education emphasizes those qualities that will make the teacher more effective. The teacher has need of knowledge of content and communication skills to be effective. While several attributes have been used to describe an effective teacher, content knowledge and communication skills remain outstanding. This paper posits that teacher education should emphasize both content knowledge and communication skills instead of relegating communication skills because one cannot be achieved without the other. It follows up the contention by conceptualizing communication, exploring teacher communication competence, and finally suggesting the introduction of Teacher Communication Skills (TCS) course in the curricula of teacher education across levels.
Relationship between Implicit Leadership and Proactive Behaviors of School Principals
Author: Keskinkilic-Kara, Sultan-Bilge
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Leadership,Administrator Behavior,Elementary Schools,Middle Schools,High Schools,Personality,Administrator Surveys,Statistical Analysis,Age Differences,Educational Background,Self Concept,Administrator Attitudes,Books,Correlation

The aim of this research is to define the school principals' implicit leadership theory and to reveal its relationship with the proactive behavior. The study is conducted in Bagcilar and Basaksehir districts in Istanbul and the target population of the research is 153 school principals working in state elementary schools, middle schools and high schools in these districts. Samples not used in the research and the research is conducted on the population. 137 school principals participated in the study. Implicit Leadership Scale is used to determine the theories of implicit leadership of school principals and Proactive Personality Scale is used to determine their proactive personality traits. The study concluded that school principals perceive individuals as leaders who have high moral values, are skillful, sensitive, strong and powerful and who can influence his/her colleagues. Another conclusion of the study is that a low level of significant relationship was found between the personal morals, sensitivity, power and impressiveness factors of school principals' implicit leadership theories and their proactive personalities; and a medium level of significant relationship was found between the skillfulness factor of implicit leadership theories and their proactive personalities.
Self Help Groups and Household Asset Acquisition and Income among Women Group Members in Kisumu East Sub County, Kenya
Author: Atieno, Paul Okello
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Help Programs,Females,Program Effectiveness,Credit (Finance),Family Income,Marketing,Questionnaires,Interviews,Ownership

Many studies covering Self-Help Groups (SHGs) have delved extensively on their impacts on food security, livelihoods, socio-economic empowerment, and enterprise enhancement. However, little attention has been paid to the impact of SHGs on household assets acquisition. Traditionally, SHGs are formed by people (mainly women) who are not in formal employment and who are unable to acquire credit or loans from financial institutions. Thus, it is interesting to enquire whether membership of SHGs can enable credit asset acquisition. The purpose of this study was to establish the impact of SHGs on asset acquisition among women group members trading in open air markets in East Kolwa location of Kisumu East Sub County, Kenya. Specific objectives of the study were to establish the status of household assets of members before joining SHG; assess the nature of assets acquired after joining SHG; to determine the level of household income due to asset acquisition after joining SHGs. The target population was 25 market trader groups operating in East Kolwa location, comprising 375 members. Through simple random sampling 30% of the membership (113 women from 8 SHGs) were selected for questionnaire administration. One official of each group was also selected for interview. Descriptive statistics was used to analyse data. The study found that all the respondents (100%) of the SHG members had received at least one type of asset through membership to a SHG; 80% reported an improvement in asset acquisition; Moreover, those with income between 2000 and 3000 Shillings increased from 19.47% to 37.17%; those with income of between 3000 and 4000 Shillings also increased from 7.08% to 15.04%; those with monthly income of between 4000 and 5000 Shillings increased from 2.65% to 3.54%; and those with monthly income of between 5000 and 6000 Shillings increased from 0.88% to 1.77% after acquisition of household assets. The study recommended that assets that enhance agricultural production to SHG members need to be encouraged to boost household food security. Further, studies should also be done on the effect of SHGs members' supervision on repayment of loan obtained through credit among women market traders.
Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?
Author: Bozkurt, Gulay
Date: 2017-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Mathematics Education,Cognitive Processes,Learning,Piagetian Theory,Interpersonal Relationship,Cognitive Development

This article examines the literature associated with social constructivism. It discusses whether social constructivism succeeds in reconciling individual cognition with social teaching and learning practices. After reviewing the meaning of individual cognition and social constructivism, two views--Piaget and Vygotsky's--accounting for learning from social constructivist perspectives including the differences and similarities between them are argued. This paper also reviews some research that is conducted from a social constructivist perspective.
Teachers' Views on Cyberloafing and Impression Management Tactics
Author: Nartgün, Senay Sezgin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Secondary School Teachers,Social Desirability,Computer Use,Antisocial Behavior,Teacher Behavior,Statistical Analysis,Correlation,Gender Differences,Status

The aim of this study is to identify secondary school teachers' employed in Nevsehir central district views on impression management tactics and cyberloafing. It also aims to determine whether there is a significant relationship between their views. The study was conducted in relational screening model. On the other hand, the universe of the study consisted of 316 secondary school teachers employed in Nevsehir central district during 2015-2016 academic year. Of the participants 55,4% were females and 44.6% were males. 40.5% of them had 1-10 years experience, 50% of them had 11-20 years experience and 9.5% had 21 and more years experience. 18% of the participants aged between 20-30; 62.3% of them aged between 31-40; 17.1% aged between 41-50 and finally 2.2% were 51 and over. Considering their graduation 94.3% had undergraduate while only 5.7% of them had graduate degree. Data were collected through Impression Management Tactics Scale and Cyberloafing Scale. In the analysis of the data, means and standard deviations were calculated; Mann Whitney U, Kruskal Wallis H and Spearman's Rho correlation analysis were conducted. According to results of the study, teachers apply to impression management tactics but not very frequently and the level of cyberloafing behavior was &quot;occasionally.&quot; A positive low level significant relationship was found between teachers' views on impression management and cyberloafing.