ethanporcaro/eric-fulltext-meta huggingface dataset:
Shifting Paradigms: Redesigning a Principal Preparation Program's Curriculum
Author: Reames, Ellen
Date: 2010-10-00
Type: Journal Articles
Subjects: Curriculum Development,Administrator Education,Educational Change,Instructional Leadership,Curriculum Design,Leadership Training,Field Experience Programs,Program Descriptions,Educational Innovation,Alignment (Education),Best Practices,Partnerships in Education,Performance Factors,Barriers

The purpose of this paper is to describe Auburn University's story of developing an innovative field-based master's level principal preparation program. Our goal was to align the program's curriculum and internship experiences with state and other accrediting agency standards, current leadership preparation research, and local educational agency (LEA) partner input and support. As a faculty, we decided to model best practices throughout the redesign and approached the curriculum development project using a variety of data collection processes. What emerged was a creative Instructional Leadership Program (ILP) curriculum, involving multiple partnerships, best practices research, and an understanding that it was a living, breathing document which would change as implementation occurred and data were collected to suggest needed changes. As the program is constantly evaluated and the university revisits with LEA partners, 2008 educational leadership cohort students, other stakeholders and researchers are beginning to see richer results than originally anticipated. Similar to Murphy's (2002) &quot;New Blueprints&quot; discussion of new educational leadership foundations, several important paradigms are emerging from the program: leadership based on school improvement and student achievement, and creating schools as socially just, democratic learning communities (Furman &amp; Shields, 2005; Green, 1999; Smylie, Bennett, Konkol, &amp; Fendt, 2005; Strike, 1999).
Providing Authentic Leadership Opportunities through Collaboratively Developed Internships: A University-School District Partnership Initiative
Author: Havard, Timothy S.
Date: 2010-10-00
Type: Journal Articles
Subjects: Instructional Leadership,Partnerships in Education,College School Cooperation,Internship Programs,Administrator Education,Leadership Training,Experiential Learning,Program Descriptions,Program Design,Program Development,College Programs,Performance Factors,Barriers,Educational Opportunities

Programs designed to develop future educational leaders must include practical learning experiences that connect the theoretical content of university coursework with the realities of the K-12 workplace. Internships, which offer a common method of providing these experiences, have been generally lacking in the degree to which aspiring leaders actually ever have a chance to lead. Wilmore (2002) suggests that internships should provide aspiring administrators the opportunities to do the things that real live administrators do each day. If leaders in real schools actually lead, then internships must provide opportunities for their participants to go beyond traditional observational roles and allow for real leadership experiences. Just as other professions prepare their aspiring professionals to actually do the job they are being prepared to do through intensive, authentic residencies and internships, educational leadership programs must similarly provide candidates those same opportunities. Auburn University, through extensive collaboration with its K-12 partner districts, has designed an internship model that will integrate all learning into a set of practical activities that will allow students the opportunity to practice, through real life leadership, those skills they have developed in their academic studies. (Contains 1 table.)
Designing and Using Program Evaluation as a Tool for Reform
Author: Ross, Margaret E.
Date: 2010-10-00
Type: Journal Articles
Subjects: Program Evaluation,Program Implementation,Evaluation Methods,Instructional Leadership,Educational Planning,Program Descriptions,Program Design,Decision Making,Partnerships in Education,Administrator Education,College Programs,Field Experience Programs,Educational Change

The Auburn University Educational Leadership Team and its K-12 practitioner and community partners collaboratively developed a comprehensive, on-going evaluation plan to assess a newly implemented field-based graduate program. The purpose of the present manuscript was to describe the evaluation guidelines and plans. The leadership team and partners designed the assessment and evaluation plan to incorporate and integrate components from a variety of evaluation approaches to address various program, stakeholder, and governing body data needs. By drawing on a variety of evaluation approaches the team and partners generated an array of data or sources of knowledge to better inform decisions about program implementation processes and outcome effectiveness and, thereby, enhance the team's ability to reform and reshape the program to meet on-going and changing stakeholder and participant needs.
Educational Leadership Redesign in Alabama: Deans' Perspectives on Organizational Change
Author: Kochan, Frances K.
Date: 2010-10-00
Type: Journal Articles
Subjects: Organizational Change,Instructional Leadership,Deans,Administrator Attitudes,College Programs,Program Design,Program Descriptions,Interviews,Administrator Education,Administrator Role,Performance Factors,Barriers,Formative Evaluation,Program Development,Middle Management

Principal preparation programs in colleges throughout the country are being initiated and redesigned using diverse models and approaches. Creating change in any organization requires the involvement and support of supervisory personnel in leadership positions. Thus, although supervisory roles in colleges and universities tend to be less direct than those in K-12 and private enterprise (Gornitzka, 1999), the college deans have a strategic role in program redesign within their colleges. This paper describes research the author conducted to examine an educational leadership redesign process as perceived by the deans involved. It begins with an overview of the redesign process nationally, followed by a description of the Alabama initiative. The next section presents the author's perceptions of this effort at her institution. This is followed by a description of the research questions, the data collection and analysis process, and the findings. The paper concludes with a discussion of the findings and implications for the future.
The Gender Dynamics of Educational Leadership Preparation: A Feminist Postmodern Critique of the Cohort Experience
Author: Killingsworth, Molly F.
Date: 2010-10-00
Type: Journal Articles
Subjects: Administrator Education,Educational Opportunities,Instructional Leadership,Postmodernism,Gender Bias,Gender Issues,Cohort Analysis,Disproportionate Representation,Personal Narratives,Phenomenology,Doctoral Programs,Critical Theory,Social Justice,Womens Education,Womens Studies,Group Dynamics

The purpose of this study was to examine gender dynamics in educational leadership doctoral cohorts and explore the propensity for educational leadership programs to unintentionally perpetuate inequity through continued silence and unawareness of issues related to gender. The study includes narratives from two women cohort members and two professors (one man, one woman), detailing their experiences in an educational leadership preparation program at the pseudonymous Southern University. The authors conclude that it is important for students and faculty to proactively engage gender inequity in both professional venues and during informal interactions. Professors who engage in these conversations create opportunities for students to facilitate discussions regarding gender inequity in educational leadership. The cohort model allows students to be in a supportive environment where difficult conversations can take place, but it can also perpetuate inequity and oppression unless gender dynamics are interrogated and dismantled. (Contains 1 figure.)
Creating a New System for Principal Preparation: Reflections on Efforts to Transcend Tradition and Create New Cultures
Author: Reed, Cynthia J.
Date: 2010-10-00
Type: Journal Articles
Subjects: Administrator Education,Principals,Instructional Leadership,Leadership Training,Masters Programs,Best Practices,Educational Cooperation,State Government,Government School Relationship,Alignment (Education),Curriculum Development,Reflection

When selected as a pilot redesign site, we decided to both refocus the underlying assumptions guiding our program and to engage in processes allowing us to model best practices while creating a new program. This article summarizes key aspects of our redesign work and offers reflections on the processes used and challenges faced. Murphy's (2006) guiding principles for "fostering the reculturing of preparation programs" serves as our point of reference for conducting this programmatic critique, examining where we were, where we are now, and where we are headed.
Canadian Teachers' Associations and the Inclusive Movement for Students with Special Needs
Author: Winzer, Margret
Date: 2011-01-18
Type: Journal Articles
Subjects: Social Justice,Inclusion,Mainstreaming,Access to Education,Equal Education,Educational Change,Disabilities,Special Needs Students,Foreign Countries,Teacher Associations,Teacher Attitudes,Educational Finance,Financial Support,Program Implementation,Faculty Development,Educational History,Faculty Workload

During the 1980s Canadian teachers' associations became deeply immersed in the reform movement that called for the inclusion of students with special needs into general classrooms. Associations raised issues surrounding inclusive schooling, particularly in regard to the conditions of teaching and learning. As inclusion evolved into a dominant paradigm for schooling, the associations assumed more positive and conciliatory stances. To illustrate the manner in which Canadian teachers' associations confronted the inclusive schooling policy, this paper discusses common overlapping elements found in their collective dialogue surrounding three major themes--implementation, funding and supports, and professional development. It considers initial association responses and gradual shifts in stances by many associations as they increasingly supported inclusive schooling and assimilated its concepts under the banners of teacher professionalism and social justice. (Contains 1 footnote.)
Examining the Anatomy of a Screencast: Uncovering Common Elements and Instructional Strategies
Author: Sugar, William
Date: 2010-10-00
Type: Journal Articles
Subjects: Tutorial Programs,Computer Mediated Communication,Electronic Learning,Instructional Materials,Content Analysis,Check Lists,Educational Strategies,Inquiry,Instructional Design,Internet,Researchers

The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how to add a table in a word processor). The researchers analyzed their own self-produced screencasts as well as those that were professionally produced. Analyses of the screencasts led the researchers to discover common structural components (i.e., bumpers, screen movement, and narration) and common instructional strategies (i.e., provide overview, describe procedure, present concept, focus attention, and elaborate content). By synthesizing the common structure and common instructional strategies, the researchers offer a framework for considering the role of screencasts as online instructional tools. To introduce a practical application of the framework, the researchers created a screencasting checklist, which may be used by online instructors and instructional designers to develop and assess their own screencasts. This initial work invites additional research and development in order to refine the screencasting framework and checklist. (Contains 3 tables and 1 figure.)
Development of Interactive and Reflective Learning among Malaysian Online Distant Learners: An ESL Instructor's Experience
Author: Murugaiah, Puvaneswary
Date: 2010-10-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Foreign Countries,Team Teaching,English (Second Language),Second Language Learning,Language Teachers,Educational Change,Teaching Methods,Writing Instruction,Metacognition,Cultural Differences,Tutors,Teacher Role,Teacher Attitudes,Teaching Experience

Technology has brought tremendous advancements in online education, spurring transformations in online pedagogical practices. Online learning in the past was passive, using the traditional teacher-centred approach. However, with the tools available today, it can be active, collaborative, and meaningful. A well-developed task can impel learners to observe, to reflect, to strategize, and to plan their own learning. This paper describes an English as a Second Language (ESL) instructor's attempt to foster interactive and reflective learning among distance learners at a public university in Malaysia, working within the framework proposed by Salmon (2004). The authors found that proper planning and close monitoring of a writing activity that incorporates interactive and reflective learning helped to raise the students' awareness of their own learning process and consequently helped them to be more responsible for their learning. The students acquired significant cognitive benefits and also valuable practical learning skills through the online discussions. However, there were challenges in carrying out the writing task to promote this form of learning, including students' professional and family commitments and cultural attitudes as well as communication barriers in the online environment. To overcome these challenges, the authors recommend the following: ensure tutor guidance, enforce compulsory participation, address technical problems quickly, commence strategic training prior to the beginning of a task, and implement team teaching with each instructor taking on certain roles. (Contains 2 figures.)
A Review of Trends in Distance Education Scholarship at Research Universities in North America, 1998-2007
Author: Davies, Randall S.
Date: 2010-10-00
Type: Journal Articles
Subjects: Distance Education,Educational Research,Scholarship,Trend Analysis,Graduate Students,Student Research,Research Design,Data Collection,Data Analysis,Doctoral Dissertations,Masters Theses

This article explores and summarizes trends in research and scholarship over the last decade (i.e., 1998-2007) for students completing dissertations and theses in the area of distance education. The topics addressed, research designs utilized, and data collection and analysis methods used were compiled and analyzed. Results from this study indicate that most of the distance education research conducted by graduate students in this period of time has been descriptive, often addressing the perceptions, concerns, and satisfaction levels of various stakeholders with a particular distance education experience. Studies of this type typically used self-report surveys and analyzed the data using descriptive statistics. Validating the concern of many distance education scholars, there was a lack of graduate student research aimed at developing a theory base in distance education. On a positive note, projects directly comparing distance education with traditional face-to-face classrooms to determine the merit of specific programs declined significantly in 2007 as compared to 1998. This result might indicate that distance learning is becoming accepted as a viable and important educational experience in its own right. Another encouraging finding was the decreased emphasis on studies focused on technology issues, such as those analyzing the quality of distance education technology and questioning educators' ability to provide an acceptable technology-enabled distance learning experience. (Contains 6 tables.)
Student and Faculty Perceptions of the Quality of Online Learning Experiences
Author: Ward, Michael E.
Date: 2010-10-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Quality,Online Courses,Learning Experience,College Faculty,Graduate Students,Teacher Attitudes,Student Attitudes,Synchronous Communication,Constructivism (Learning),Learner Engagement,Interaction

Some faculty members are reluctant to offer online courses because of significant concerns relative to the impact of such formats on the quality of instruction, learning, and participant interaction. Faculty members from The University of Southern Mississippi implemented synchronous interactive online instruction (SIOI) in the spring of 2007. This article explores the rationale for use of the particular technology, faculty conclusions regarding implementation of the technology, and the impact of the technology on instruction and learning. Comparisons by students of the quality of the learning experience in this environment with the quality of learning in face-to-face and asynchronous online learning environments were also analyzed. The study finds that instructors and students view SIOI favourably. The mean student ratings for the dimensions of instructional quality were the same for SIOI and face-to-face course formats in all but one dimension, but mean ratings for SIOI and face-to-face formats were consistently higher than those for asynchronous online instruction. The single exception was for the dimension, ease of access to the course; the SIOI and asynchronous online formats were rated higher than the face-to-face format in this quality dimension. These findings suggest that it is possible to achieve levels of effectiveness in an online instructional format similar to those that are realized in face-to-face delivery. However, there is slight, though not statistically significant, evidence of concern about the quality of student collaboration in SIOI-enabled courses. Thus, instructors will need to capitalize on available mechanisms for interaction and collaboration. (Contains 6 tables.)
Teaching and Learning Social Justice through Online Service-Learning Courses
Author: Guthrie, Kathy L.
Date: 2010-10-00
Type: Journal Articles
Subjects: Virtual Classrooms,Student Diversity,Social Justice,Student Attitudes,Educational Experience,Student Participation,Online Courses,Service Learning,School Community Relationship,Social Action,Teaching Methods,Leadership

Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.
The Pedagogical Enhancement of Open Education: An Examination of Problem-Based Learning
Author: Gurell, Seth
Date: 2010-10-00
Type: Journal Articles
Subjects: Open Education,Test Validity,Problem Based Learning,Educational Resources,Computer Software,Universities,Teaching Methods,Web Sites

Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009; di Savoia, 2009). Problem-based learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity.
Using Collaborative Course Development to Achieve Online Course Quality Standards
Author: Chao, Ining Tracy
Date: 2010-10-00
Type: Journal Articles
Subjects: Instructional Design,Distance Education,Online Courses,Internet,College Faculty,Curriculum Development,Cooperative Planning,Educational Quality,Educational Technology,Case Studies,Colleges,Collegiality,Teaching Experience

The issue of quality is becoming front and centre as online distance education moves into the mainstream of higher education. Many believe collaborative course development is the best way to design quality online courses. This research uses a case study approach to probe into the collaborative course development process and the implementation of quality standards at a Canadian university. Four cases are presented to discuss the effects of the faculty member/instructional designer relationship on course quality, as well as the issues surrounding the use of quality standards as a development tool. Findings from the study indicate that the extent of collaboration depends on the degree of course development and revision required, the nature of the established relationship between the faculty member and designer, and the level of experience of the faculty member. Recommendations for the effective use of quality standards using collaborative development processes are provided. (Contains 1 figure and 1 footnote.)
Online Instructional Effort Measured through the Lens of Teaching Presence in the Community of Inquiry Framework: A Re-Examination of Measures and Approach
Author: Shea, Peter
Date: 2010-10-00
Type: Journal Articles
Subjects: Distance Education,Research Methodology,Online Courses,Content Analysis,Teaching Methods,Critical Thinking,Adult Education,College Students

With more than 4 million students enrolled in online courses in the US alone (Allen &amp; Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, &amp; Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, &amp; Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort. (Contains 8 tables and 4 figures.)