ethanporcaro/eric-fulltext-meta huggingface dataset:
Reframing the Praxis of School Leadership Preparation through Digital Storytelling
Author: Guajardo, Miguel
Date: 2011-12-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Training,Administrator Education,Story Telling,Self Concept,Reflection,Personal Narratives,Computer Mediated Communication,Self Disclosure (Individuals),Self Evaluation (Individuals),Technology Uses in Education

This article introduces a social innovation that contributes to the formation of educational leaders. Digital storytelling is employed as a process for data creation, analysis, and synthesis. Emerging educational leaders are guided through a process to better understand the experiences and social constructs that inform their identity. Through a dialogical and reflective mode this article employs a student's story, where the text of story emerges as the unit of analysis as it is embedded into the text as primary data. Technology complements the storytelling process to construct a digital story of self as the student embarks in a leadership program. (Contains 4 figures.)
Constructing Collective Understanding in School: Principal and Student Use of Iterative Digital Reflection
Author: Janson, Christopher
Date: 2011-12-00
Type: Journal Articles
Subjects: Principals,Professional Development,Reflection,Student Journals,Journal Writing,Video Technology,Participatory Research,Action Research,Grade 9,College Preparation,College Readiness,High School Students,Administrators,Perspective Taking

Principal preparation around the development of reflective practices has traditionally focused on the individual reflective practices of principals. Recently, reflective discourse between principals and students has facilitated principals' understanding of student perspectives regarding school policies and processes. We explore the use of digital video to facilitate principal and student reflection by recasting reflection as a collaborative process in which collective understandings are developed through reflective discourse. Specifically, this participatory action research (PAR) approach examined a case example of the Iterative Digital Reflection (IDR) process between a high school principal and a 9th grade student that focused on practices, processes, and programs that they perceived to facilitate student college preparedness and readiness. (Contains 1 figure.)
A Tale of Two Forums: One Professor's Path to Improve Learning through a Common Online Teaching Tool
Author: Nash, John
Date: 2011-12-00
Type: Journal Articles
Subjects: Online Courses,Best Practices,Asynchronous Communication,Discussion Groups,Distance Education,Role,Educational Environment,Teacher Role,Adjustment (to Environment),Student Attitudes,Management Development,Graduate Students,College Faculty,Teacher Student Relationship

As institutional and market pressures move more faculty into the online teaching space, renewed discussions are occurring about how to best teach online, and what features of online courses are best to employ. A distance learning staple, the online discussion, or asynchronous discussion forum (ADF) is an easy strategy for faculty to employ in an online course. However, tying ADFs to course goals, and ensuring they are deployed in ways that truly advance student learning is more difficult. This article provides an overview of ADFs and their role in the online teaching environment. The author reviews his own experiences with ADFs in a graduate educational administration course. Using a theoretical framework for quality distance education, the author critiques his own early efforts and subsequent improvements, ultimately providing a structure for other faculty to use as a model for their own ADF implementations. (Contains 2 figures.)
Teaching in Educational Leadership Using Web 2.0 Applications: Perspectives on What Works
Author: Shinsky, E. John
Date: 2011-12-00
Type: Journal Articles
Subjects: Educational Administration,Educational Technology,Instructional Leadership,Web 2.0 Technologies,Technology Uses in Education,Technology Integration,Teaching Methods,Best Practices,Educational Strategies,Course Descriptions,Instructional Design,Instructional Development,Educational Practices,Administrator Education,Leadership Training

To prepare 21st Century school leaders, educational leadership professors need to learn and teach the utilization of increasingly sophisticated technologies in their courses. The co-authors, a professor and an educational specialist degree candidate, describe how the use of advanced technologies--such as Wikis, Google Docs, Wimba Classroom, and Discussion Board--have served as a catalyst for learning among educational leadership students. Details regarding how technology has been used in one course are described, demonstrating how various apps and software applications can easily be applied in other courses. (Contains 6 figures.)
From Ground to Distance: The Impact of Advanced Technologies on an Innovative School Leadership Program
Author: Korach, Susan
Date: 2011-12-00
Type: Journal Articles
Subjects: Instructional Leadership,Administrator Education,Principals,Blended Learning,Asynchronous Communication,Discussion Groups,Online Courses,Portfolios (Background Materials),Electronic Publishing,Communities of Practice,Cooperative Learning,Professional Development,Delivery Systems,Technological Advancement,Program Effectiveness,Educational Technology,Program Development,Educational Experience

An educational leadership preparation program for the 21st Century not only makes use of innovations in teaching and learning, but pushes the educational experience forward through the effective use of advanced technologies. This idea frames the delivery methodology for a blended online principal preparation program. The blended online program was designed upon the foundation of an existing innovative classroom-based principal preparation program. The technology enhanced program relied on three instructional technologies: high-participation threaded online discussions through Blackboard, the use of digital portfolios for project management and evaluation, and the establishment of online communities of inquiry and supportive networks. Since the classroom-based and blended online principal preparation programs share a common evaluation framework and project design, this consistency offers a unique opportunity to explore the impact of the utilization of advanced technologies in the delivery of a professional preparation program. Initial findings reveal that program participants in the blended online program report similar outcomes as those in the classroom-based program. The power of the field-based inquiry projects and the implementation and impact of the technologically advanced delivery system are discussed along with implications for program development. (Contains 2 figures.)
Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills
Author: Friend, Jennifer
Date: 2011-12-00
Type: Journal Articles
Subjects: Video Technology,Public Speaking,Leadership Training,College Faculty,Simulation,Administrator Education,News Media,Interviews,Graduate Students,Attitude Measures,Peer Evaluation,Cooperation,Portfolio Assessment,Communication Skills,Educational Technology

This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several applications of advanced technologies, including one-on-one video simulations with the instructor and collaborative peer review of video portfolios. Finally, the authors provide links to multimedia examples of these digital artifacts from an advanced educational leadership course, titled Effective Practices: Media, Government &amp; Public Communications, offered at the University of Missouri-Kansas City.
Immersive, Interactive, Web-Enabled Computer Simulation as a Trigger for Learning: The next Generation of Problem-Based Learning in Educational Leadership
Author: Mann, Dale
Date: 2011-12-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Training,Teaching Methods,Problem Based Learning,Video Technology,Vignettes,Computer Uses in Education,Computer Simulation,Decision Making Skills

This paper describes the use of advanced computer technology in an innovative educational leadership program. This program integrates full-motion video scenarios that simulate the leadership challenges typically faced by principals over the course of a full school year. These scenarios require decisions that are then coupled to consequences and scored in the background to create a profile of learner strengths and needs. Because the content has been filmed in an operating school and because of the unique choice-consequence sequences, the immersive and interactive simulation triggers more potent learning than is possible with either previous paper-and-pencil or discussion-based techniques. The scenarios are embedded in a Web-enabled framework that facilitates the provision of individualized feedback tailored to the specific choices made by the learner, and supports the collection of multiple metrics that relate to the performance of the learner and the learning framework itself. Project Authentic Learning for Leaders (ALL) demonstrates the future of teaching and learning in either hybrid (face-to-face instruction plus digital teaching and learning) or in individual anywhere, anytime learning. (Contains 5 figures.)
Studies of Technology Tool Usage Are Not Enough: A Response to the Articles in This Special Issue
Author: McLeod, Scott
Date: 2011-12-00
Type: Journal Articles
Subjects: Change Agents,Leadership Training,Educational Change,Instructional Leadership,Teaching Methods,Administrator Education,Educational Administration,Educational Technology,Technology Integration

The research in this special issue of the "Journal of Research in Leadership Education" (JRLE) is critically important for moving forward the practice of school leader preparation. The articles are well done and each includes at least one multimedia example of technology-suffused educational leadership pedagogy in practice. Every one of these authors is to be commended for tackling a much-needed and under-represented area of educational leadership scholarship. They should also be commended for venturing into new realms of teaching and learning with digital tools. The rapid technological transitions occurring within the society often create upheaval and fear. The authors and organizers of this special issue not only tried new approaches, but also had the courage to openly share their ideas, visions, failures, and successes with their colleagues in this outlet. It is these change agents that are boldly leading the leaders. The authors of this response summarize their work and categorize it within three technology leadership change domains. But in doing so, they also challenge everyone in the field to take further steps forward.
An Assessment of the Level of Influence of Family Life and HIV/AIDS Education on Knowledge, Attitude and Decision Making among Adolescents with Hearing Impairment in Some States in Nigeria
Author: Adeniyi, S. O.
Date: 2011-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Research Design,Family Life,Hearing Impairments,Adolescents,Foreign Countries,Statistical Analysis,Decision Making,Knowledge Level,Surveys,Hypothesis Testing,Adolescent Attitudes,Health Education,Sex Education,Instructional Effectiveness,Educational Improvement,Young Adults

This study investigated knowledge, attitude and decision making on HIV/AIDS among adolescents with hearing impairment in Oyo, Lagos and Kwara States. Seventy-six respondents participated in the study with age range between 16 and 20. The research adopted a descriptive survey research design. Seventy-six students with hearing impairment participated in the study. Three hypotheses were postulated and tested. The main instrument use to gather data was Family Life and HIV/AIDS Education inventory with reliability coefficient of 0.73. Chi square and student t-test methods at alpha level of 0.05 were used to analyze the data collected. The findings revealed that there were significant differences in knowledge, attitude and decision making of adolescents with hearing impairment as a result of Family Life and HIV/AIDS Education (FLHE). On the basis of the positive outcome, the study further recommended some ways of improving the effectiveness of Family Life and HIV/AIDS Education to be able to achieve the desired result among adolescents with hearing impairment and adolescents generally. (Contains 3 tables.)
An Examination of Teacher Acceptance of Handheld Computers
Author: Adiguzel, Tufan
Date: 2011-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Intention,Educational Technology,Special Education Teachers,Handheld Devices,Laptop Computers,Teacher Attitudes,Technology Integration,Use Studies,Computer Attitudes,Teacher Surveys,Statistical Significance,Usability,Technological Literacy,Teacher Competency Testing,Time Perspective,Mail Surveys,Self Disclosure (Individuals),Predictor Variables,Individual Differences

As states and federal legislation have invested in integration of new technologies into education, the teacher's role as the user of such technologies in the classroom becomes more prominent (Telecommunications Act of 1996). However, relevant prior research suggests that teacher resistance to new technologies remains high. This study explores teachers' acceptance of handheld computer use, and identifies key intention determinants for using this technology based on a modified version of the technology acceptance model. The new model with five constructs--(1) perceived ease of use, (2) perceived usefulness, (3) subjective norms, (4) intention to use, and (5) dependability--was tested using the handheld computer acceptance survey responses from 45 special education teachers grouped into four groups by experience of using technology for data collection. The results showed that the direct effect of two constructs, perceived usefulness and perceived ease of use, on intention to use a handheld computer was statistically significant. The dependability factor, which was not included in any prior technology acceptance literature, had a statistically significant effect on perceived ease of use and usefulness, and intention to use a handheld computer, respectively. Groups of participants differed on only subjective norm. Theoretical and practical implications were also discussed. (Contains 2 figures and 5 tables.)
Attention-Deficit and Hyperactivity among School-Age United Arab Emirates Children
Author: Khamis, Vivian
Date: 2011-00-00
Type: Journal Articles
Subjects: Incidence,Attention Deficit Hyperactivity Disorder,Family Environment,Foreign Countries,Children,Socioeconomic Status,Symptoms (Individual Disorders),Parenting Styles,Conceptual Tempo,Correlation,Regression (Statistics),Gender Differences,Discipline,Predictor Variables

The prevalence of ADHD was studied among 200 UAE school-age children. Variables that distinguish ADHD and non-ADHD children were examined, including child characteristics, parents' sociodemographics, socioeconomic status, family environment, and parental style of influence. Results indicated that 12.5 % of the children had ADHD symptomatology, and that the prevalence ratio varied across the three ADHD subtypes, with the following rates; 1.5 % for the combined type, 7.5 % for the inattentive type, and 3.5 % for the hyperactive-impulsive type. The results of the logistic regressions indicated that ADHD inattentive type was positively associated with gender, and harsh discipline. Children with ADHD inattentive type were predominately males and were more likely to experience harsh disciplining compared to children without ADHD. On the other hand, none of the child characteristics, parent's sociodemographics, family environment and parenting were significant predictors of ADHD hyperactivity-impulsivity type. The clinical and policy implications of the findings are discussed. (Contains 2 tables.)
Classroom Structure and Teacher Efficacy in Serving Students with Disabilities: Differences in Elementary and Secondary Teachers
Author: Shippen, Margaret E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Strategies,Teacher Effectiveness,Disabilities,Multivariate Analysis,Special Education Teachers,Teaching Methods,Classroom Environment,Self Efficacy,Special Needs Students,Individual Differences,Teacher Characteristics,Questionnaires,Cognitive Style,Classroom Techniques,Individualized Instruction,Educational Practices,Regular and Special Education Relationship,Academic Accommodations (Disabilities),Elementary Secondary Education,Measures (Individuals)

The purpose of this study was to investigate the differential classroom structure and efficacy reported by general and special educators at the elementary and secondary level. General and special educators (n = 774, return rate of 37%) from a large school district in the southeast US participated in the study. The participants completed a modified version of the Bender Classroom Structure Questionnaire in order to determine their use of cognitive strategies, management strategies, and individualized instructional strategies. In addition, the teachers completed a modified version of the Teacher Efficacy Scale to probe their efficacy in serving students with disabilities. A Multivariate Analysis of Variance (MANOVA) was conducted to determine level of variance within and between participants. Findings indicate differences in classroom structure between elementary and secondary settings and that special and general educators differed in their instructional practices. (Contains 5 tables.)
Disability and Adulthood in Mexico: An Ethnographic Case Study
Author: Skivington, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Disabilities,Urban Areas,Foreign Countries,Social Services,Case Studies,Ethnography,Interviews,Observation,Cultural Context,Barriers,Social Indicators,Social Characteristics,Social Influences,Accessibility (for Disabled),Elementary School Students,Elementary School Teachers,Parent Attitudes,Teacher Attitudes,Urban Schools,Disadvantaged Youth,Special Needs Students,Educational Practices

This study sought to better understand the cultural meaning of adulthood and disability in a large city in central Mexico. Using an ethnographic case study research design that included interviews and observations, this study addressed the research question: What is the cultural meaning and accompanying challenges of becoming an adult with disability in Cuernavaca, Morelos, Mexico? Results indicate that the adult life of a person with a disability is difficult. Corruption, societal rejection, and inadequate school and social services are challenges this population faces. Analyses also revealed that Wolfensberger's (1972) original depiction of the social roles people with disabilities play in society was still accurate in today's Mexico. Research findings and implications for future study are also discussed.
Establishing the Relative Importance of Applying Gray's Sentence Ratio as a Component in a 10-Step Social Stories Intervention Model for Students with ASD
Author: Tarnai, Balazs
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Interpersonal Competence,Story Telling,Intervention,Sentences,Comparative Analysis,Instructional Effectiveness

Literature on Social Stories cautions that there is little empirical evidence for their effectiveness. Researchers have called for further investigations to determine the components of Social Stories intervention packages that contribute to their efficacy. Gray has introduced a ratio of sentence types to be used in Social Stories. The present study seeks to investigate if Gray's recommended sentence ratio is an essential component of Social Stories. For this purpose, a 10-Step Social Stories intervention model using Gray's sentence ratio (i.e., a &quot;contextual&quot; Social Story), and one omitting Gray's sentence ratio (i.e., a &quot;directive&quot; Social Story), was compared in teaching social skills to students with ASD. Contextual Social Stories consistently yielded fewer trials to criterion and maintained stable performance at criterion. (Contains 2 figures and 4 tables.)
Exploration of Reading Interest and Emergent Literacy Skills of Children with Down Syndrome
Author: Ricci, Leila A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Children,Down Syndrome,Reading Interests,Emergent Literacy,Questionnaires,Parents,Parent Attitudes,Receptive Language,Reading Comprehension,Family Literacy,Family Environment,Mental Age,Predictor Variables

This study examined the reading interest and emergent literacy skills of 31 children with Down syndrome (DS) ages 7 to 13. Parents completed questionnaires on their children's interest in reading, home literacy environments, and parental beliefs about reading. Children were then assessed on their cognitive and emergent literacy skills. Correlational analyses revealed that parental beliefs related to children's receptive vocabulary and comprehension, especially when parents reported asking questions during book reading, encouraging children to ask questions and help tell the story, and guiding them to learn lessons and life skills from books. Home literacy environments predicted children's interest in reading, and children's mental age predicted their emergent literacy skills. A mental age of 3.50 years appears necessary (but not sufficient) for children with DS to achieve beginning literacy skills. (Contains 6 tables.)
If Only I Had Known...: Young People's Participation in the Construction of Their Learning Disability Labels
Author: Savaria, Elizabeth
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Labeling (of Persons),Young Adults,Participation,Self Concept,Disability Identification,Childrens Rights,Sociology,Interviews,Foreign Countries

This study explores how young people participate in the construction of their learning disabilities and how the experience impacts their self-concept. None of the interviewees in the study participated in the Identification Placement and Review Committee (IPRC) meetings conducted in Ontario. The interviewees did participate in a variety of other forums such as psychological testing, university development centers, and conversations with family members, and teachers. Thematic analysis identified two key concepts that emerge from experiences of disablement in school systems: the importance of knowledge and the construction of identity through experiences in educational settings. A children's rights framework and the new sociology of childhood are used to explore the construction of self-concept for children and young people with disabilities. Further, the nature and timing of children's participation in matters regarding them and their label of exceptionality in the Ontario education system are explored. (Contains 1 table.)
Improving Expository Writing Skills with Explicit and Strategy Instructional Methods in Inclusive Middle School Classrooms
Author: Cihak, David F.
Date: 2011-00-00
Type: Journal Articles
Subjects: Expository Writing,Sentences,Writing Instruction,Writing Skills,Teaching Methods,Inclusion,Middle School Students,Grade 8,Learning Disabilities,Student Improvement,Statistical Analysis,Instructional Effectiveness

Forty eighth grade students with and without learning disabilities in an inclusive classroom participated in an adapted Step-Up to Writing (Auman, 2002) intervention program. The intervention targeted expository essays and composing topic, detail, transitional, and concluding sentences. A repeated-measures ANOVA indicated that both students with and without disabilities made significant improvements in expository writing skills as measured on the state's criterion reference test for written expression. (Contains 3 tables.)