ethanporcaro/eric-fulltext-meta huggingface dataset:
Under the Wheels of a Juggernaut: Education Programs in the Midst of a Moral Quandary
Author: Hurley, Angela
Date: 2017-00-00
Type: Journal Articles
Subjects: Colleges,Neoliberalism,Language Usage,Educational Policy,Social Justice,Accountability,Elementary Secondary Education,Moral Values,Teacher Role,Instructional Design,Teacher Student Relationship,Accreditation (Institutions)

The authors begin this essay by sharing excerpts taken from two events at their own liberal arts institution. One was from an opening convocation in 1967, and the second from an accreditation visit in 2014. The two episodes have been presented in order to illustrate the major differences in the ways university experiences have been thought about in the past compared to the neoliberal manner in which they are now understood. From reading the two provided scenarios, it becomes difficult to deny that the language related to higher education and the rationale given for attending college has changed since 1967. Language and rhetoric have moved away from having, at least at times, those who &quot;worried&quot; about the role of the academy in such things as the well-being of the community and the development of thinking individuals, or of viewing the university as a site where contested ideas could be verbalized, to now mainly stressing job acquisition and accountability. In this change, corporate language carries the message and curricular cuts narrow educational conversation and possibilities. These changes result, from what is identified in this essay as the neoliberal influence on schooling philosophy and practices. The authors warn that neoliberal language and policies build upon themselves, constantly begetting stricter policies and calls for more data and standards, thus forming a destructive force, a juggernaut, that pushes out other ways of thinking about and forming policies for educational institutions. They assert that this way of life that values free-market economics, capitalism, corporate language, wealth, surveillance, competitiveness, and rugged individualism, avoids participatory processes and a sense of a civic collective that works for a better life for all, not just a privileged few. They go on to point out that this neoliberal juggernaut, utilizing and fueling on corporate language, standardization, and auditing measures, has slowly gained steam over the past twenty years, commencing with the accountability movement in P-12 schools. The article further argues that in the path of this juggernaut, faculty in education programs are in the throes of a moral quandary, one that forces them to not only recognize the faults of the audit, accountability/accountancy culture that now shapes their discipline but also one that places before education faculty the importance of the choices they now must make in designing instruction and interacting with their students.
Man-Made Disaster Undermines Impoverished School District: The Flint Water Crisis
Author: Bravender, Marlena
Date: 2017-00-00
Type: Journal Articles
Subjects: Water Pollution,Urban Areas,School Districts,Poverty,Hazardous Materials,Natural Resources,History,Poisoning,Child Health,School Role,Grants,Leadership Responsibility,Nutrition,Public Opinion,Public Health

In seeking an avenue to save money, an urban city made a choice to alter the drinking water for its residents and created a crisis, which all community stakeholders were unprepared to address. The Flint water crisis has been given national attention by celebrities and politicians, but the long-term issues related to families, children, and educational resources are far from being resolved. Resources have been provided to the community health and education providers, but more assistance is needed and will continue to be required for decades to come. Environmental hazards such as lead poisoning play a critical role in child development. It serves as a wake-up call to national and international communities to examine the water sources available to children.
Trends from the Merit-Based Portion of the Tennessee Education Lottery Scholarship for Historically Black Colleges and Universities, Religiously Focused Institutions
Author: Allison, Aaron A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Selective Admission,Competitive Selection,Admission (School),Black Colleges,Merit Scholarships,Church Related Colleges,Trend Analysis,College Freshmen,Undergraduate Students,Enrollment,Grade Point Average,College Entrance Examinations,Multivariate Analysis,Statistical Analysis

This study examined the trends in enrollment numbers and academic quality of first-year Tennessee students on the merit-based portion of the Tennessee Education Lottery Scholarship (TELS) upon HBCU's and religiously focused institutions in Tennessee from 2005-2014. The researchers hypothesized that the merit-based portion of the TELS was a contributing factor to retaining talented, first-year, undergraduate, Tennessee students at private, accredited, higher education institutions in Tennessee. The average enrollment, average ACT score, and average high school GPA of first-year, undergraduate, Tennessee students at HBCU and religiously focused schools were examined for trends. The data revealed no significant difference in the trend for enrollment of first-year Tennessee students at HBCU private institutes and religiously focused institutes. There was a significant trend of improvement in ACT averages and HSGPA averages at such schools. This is meaningful for institutions in recruitment and retention of high-quality students. Implications and future areas of research are discussed.
Towards Quality Governance and Management of West African Universities: The Way Forward
Author: Etejere, Patricia Agnes Ovigueraye
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,Educational Administration,Universities,Government Role,Accountability,Participative Decision Making,Institutional Mission,Goal Orientation,Institutional Autonomy

Internal governance in West African universities is faced with considerable government participation in the performance of their traditional functions. External governing relationship is a function of government policies of the institutions and their commitments to stakeholders. The pressure to &quot;deliver the goods&quot; in good quality as well as the desire to meet international standards in the twin era of globalisation and information and communication technology have put a lot of strain on governance and management of West African universities. This paper therefore sets out to re-visit governance and management roles in the university system as they relate to West African universities. The paper discusses the concepts of management and governance and it highlights some empirical information relating to governance and management in selected universities in developed countries. The status of ranking of some West African universities is depicted in the write-up. Suggestions on the way forward include emphasis on current practices in management orientation, autonomy, accountability and participation in university decision-making. The paper concludes that West African universities should articulate clearly their mission. Recommendations are then put forward for better governance and management of the university system.
African American Women Superintendents in Texas: An Exploration of Challenges and Supports
Author: Wiley, Kanisha
Date: 2017-00-00
Type: Journal Articles
Subjects: African Americans,Females,Women Administrators,Superintendents,Phenomenology,Semi Structured Interviews,Critical Theory,Race,Feminism

School superintendents who are African American women are understudied. In this study, researchers explored the lived experiences of African American women superintendents in the state of Texas. The purpose of the study was to identify the challenges, supports, and personal background characteristics that participants believed influenced their ascension to superintendent positions. A phenomenological research approach was used, and data were collected through individual interviews with superintendent participants. Data were analyzed and interpreted using Moustakas' (1994) phenomenological reduction approach. Three major themes emerged in the results: (a) desire to impact others at various levels, (b) sources of personal strength, and (c) external support systems. Subthemes were identified and described for each larger theme. Findings suggest a need to expose aspiring African American women administrators to the challenges and rewards of superintendent positions and increase mentorship opportunities and quality preparation programs.
Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units
Author: Cakiroglu, Unal
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Literacy,Basic Skills,Animation,Computer Simulation,Video Technology,Quasiexperimental Design,Classroom Techniques,Class Activities,Control Groups,Experimental Groups,Misconceptions,Interviews,Concept Teaching,Student Attitudes,Instructional Effectiveness,High School Students,Vocational High Schools,Pretests Posttests,Foreign Countries

This article draws on a one-semester study to investigate the effect of videos and 3D animations on students' conceptual understandings about basic computer units. A quasi-experimental design was carried out in two classrooms; videos and 3D animations were used in classroom activities in one group and those were used for homework in the other group. A three-phase concept test was used to determine the misconceptions, and clinical interviews were conducted to explain the improvements in conceptual understandings. The results indicated that using videos and 3D animations positively affected to remedy misconceptions and no significant difference was found among two groups in terms of conceptual change. Students' perspectives reflected that the videos and 3D animations facilitated the conceptual understanding via concretization, pausing, slowing down, replaying, and enlarging features. Along with the study findings, some implications were included for the use of videos and 3D animations in conceptual learning studies.
Student Response Systems for Formative Assessment: Literature-Based Strategies and Findings from a Middle School Implementation
Author: Fuller, Julia S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Literature Reviews,Middle Schools,Program Implementation,Technology Integration,Audience Response Systems,Middle School Teachers,Faculty Development,Best Practices,Technological Literacy,Pedagogical Content Knowledge,Classroom Techniques,Teaching Skills,Classroom Observation Techniques,Interviews,Student Behavior,Student Participation,Learner Engagement,Instructional Effectiveness,Teaching Methods

In this article we share how a district-level technology integration specialist used literature on implementing student response systems (SRS) for formative assessment, based on Desimone's (2009) core features of professional development design, Guskey's Levels of Professional Development Evaluation (1998, 2000, 2002), and Danielson's Observation Cycle (2007), to support 12 middle school teachers in using SRS in their classrooms. The work reported here provides an example of incorporating literature-based best practices to support teachers in effectively using technology in the classroom. The findings of this study indicate that the teachers learned to use the SRS technology and associated strategies to collect formative data and appropriately adjust instruction to meet learners' needs. This work has implications for SRS in K-12 classrooms, technology integration professional development, and for preservice teacher education.
Creating Meaningful Grades
Author: Kunnath, Joshua
Date: 2017-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),Grading,Summative Evaluation,Academic Achievement,Educational Change,Report Cards,Academic Standards

Student grades that appear on assessments and report cards have no universal meaning and therefore require teachers to explicitly define and communicate the meaning in a clear manner to students and parents. Grading experts recommend the meaning to be student learning of academic standards, which requires teachers following this recommendation to create report card grades consisting only of summative assessment grades. In addition, grades strictly representing student learning require assessments and assignments that reflect and reinforce this meaning. However, establishing a sound grade meaning is not the end of the grading reform process--it is just the beginning. But this work does put educators on the path of grading reform, and their grading practices will be stronger as a result. Further, by doing so reformers begin the important, yet challenging process of transforming grading culture. With over 100 years of poor grading practices in our country, even the most zealous reformer cannot enact grading reform over night. But a focus on clearly establishing grade meaning can be the catalyst for this long-awaited reform that students so desperately deserve.
Just Starting Out. Advice and Opportunities for Emerging Admission Professionals
Author: Patton, Carol
Date: 2017-00-00
Type: Journal Articles
Subjects: Admissions Counseling,College Admission,Family Work Relationship,Social Networks,Admissions Officers,Student Recruitment,College Administration,Mentors,Professional Development

Whether it's your first day or first year on the job as an admission counselor at a university or college, you may be struggling with balancing the demands of your job with family needs, positioning yourself for advancement, or finding valuable programs that offer growth opportunities. Every generation of admission counselors at higher education institutions has experienced similar challenges. Career success and longevity in the admission field isn't mysterious or even complicated. Experienced administrators across the country, many who started out as admission counselors, often cite numerous reasons behind their professional growth and accomplishments. However, some believe three practices are key to helping newcomers survive and thrive in their job: observe work-life balance to avoid burnout; cast a wide net to take advantage of resources, tools, and networking opportunities, both on and off campus; and break out of your silo to develop new skills, experiences, and professional relationships beyond the world of admission.
Toward a Better Letter
Author: Paterson, Jim
Date: 2017-00-00
Type: Journal Articles
Subjects: College Bound Students,College Students,College Admission,High School Students,College Preparation,College Applicants,Admission Criteria,Letters (Correspondence)

Letters of recommendation consume a lot of time and thought as they are solicited, written, and read, and, while many high school and college admission officials say that work pays off by providing a university with valuable and sometimes unique information about prospective students, most everyone also agrees they could be more effective. Some admissions directors feel that letters of recommendation are often superfluous, because they are written by people the applicant thinks will impress a school. Often, they fail to provide the school with a different angle of who the student is or could be as a member of the school community. This article offers tips on how all three players in the recommendation process could be more helpful in serving the purpose intended: helping the college and the student find the right fit.
Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories
Author: Shanley, Lina
Date: 2017-11-00
Type: Journal Articles
Subjects: Numbers,Mathematics Skills,Mathematics Achievement,At Risk Students,Kindergarten,Grade 1,Intervention,Elementary School Students,Skill Development,Comparative Analysis,Mathematics Instruction,Elementary School Mathematics,Experimental Groups,Control Groups,Achievement Tests,Standardized Tests,Pretests Posttests,Statistical Analysis

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for mathematics difficulties in a kindergarten intervention study. Results indicated strong relationships between formal number skills gains and mathematics achievement across kindergarten and Grade 1. Intervention participants demonstrated larger informal and formal early number skills gains compared with their control peers, and relations between early number skills gains and first-grade mathematics achievement were moderated by intervention participation. Importantly, these findings suggest that formal and informal number skills gains may be critical components of later mathematics achievement for at-risk students. Implications for special education and intervention in tiered instructional systems are discussed.
Findings across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis
Author: Brock, Matthew E.
Date: 2017-10-00
Type: Journal Articles
Subjects: Special Education,Educational Research,Literature Reviews,Meta Analysis,Special Education Teachers,Paraprofessional School Personnel,Training,Fidelity,Educational Practices,Disabilities,Elementary Secondary Education

Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case-design studies in which researchers tested the efficacy of practitioner training on implementation of educational practices to students with disabilities. We found publication of studies has proliferated in recent years, and most studies involved a multiple-baseline or multiple-probe design, researchers as training agents, in-service special education teachers or paraprofessionals as trainees, and students with learning disabilities or autism spectrum disorder as recipients of intervention. Through visual analysis, we detected 521 effects out of 626 opportunities across studies. The mean d-Hedges-Pustejovky-Shadish effect size was d = 2.48. Behavioral-skills training was associated with the most consistent improvement of implementation fidelity. We found statistically significant associations between implementation fidelity and modeling, written instructions for implementation, and verbal performance feedback.
Cross-Cohort Evidence of Disparities in Service Receipt for Speech or Language Impairments
Author: Morgan, Paul L.
Date: 2017-10-00
Type: Journal Articles
Subjects: Speech Impairments,Language Impairments,Cohort Analysis,Disproportionate Representation,Race,Ethnicity,Longitudinal Studies,Surveys,Special Education,African American Students,Hispanic American Students,Non English Speaking,Kindergarten,Young Children,Multiple Regression Analysis,Statistical Analysis

We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten--when the delivery of these services might be expected to be most effective--have changed over a 12-year period in the United States. Logistic regression modeling of 2 nationally representative cohorts (N = 16,800 and 12,080) indicated that children who are Black (covariate-adjusted odds ratios = 0.39 and 0.54) or from non-English-speaking households (covariate-adjusted odds ratios = 0.57 and 0.50) continue to be less likely to receive services for SLIs. Hispanic children are now less likely to receive these services (covariate adjusted odds ratio = 0.54) than otherwise similar non-Hispanic White children. Disparities in special education service receipt for SLIs attributable to race, ethnicity, and language presently occur in the United States and are not explained by many potential confounds.
Using an Ever-English Learner Framework to Examine Disproportionality in Special Education
Author: Umansky, Ilana M.
Date: 2017-10-00
Type: Journal Articles
Subjects: English Language Learners,Special Education,Disproportionate Representation,Disabilities,Longitudinal Studies,Cohort Analysis,Comparative Analysis,Classification,Elementary Secondary Education

Whereas most existing research has examined the prevalence of current English learners (ELs) in special education, we propose and test the use of the ever-EL framework, which holds the subgroup of EL students stable by following all students who enter school classified as ELs. Drawing on two administrative data sets, discrete-time hazard analyses show that whereas current EL students are overrepresented in special education at the secondary level, students who enter school as ELs are significantly underrepresented in special education overall and within most disability categories. Reclassification patterns, in part, explain these findings: EL students with disabilities are far less likely than those without disabilities to exit EL services, resulting in large proportions of dually identified students at the secondary level. These findings shed new light on EL under- and overrepresentation in special education and offer insights into policies and practices that can decrease EL special education disproportionality.
The Effects of School Turnaround in Tennessee&apos;s Achievement School District and Innovation Zones
Author: Zimmer, Ron
Date: 2017-12-00
Type: Journal Articles
Subjects: School Turnaround,School Districts,Public Schools,Charter Schools,Institutional Autonomy,Educational Change,Academic Achievement,Governance,School Administration,Federal Aid,Educational Legislation,Federal Legislation,Federal Programs,Longitudinal Studies,School Effectiveness,Comparative Analysis,Elementary Secondary Education

In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement School District (ASD), which directly managed them; (b) placed schools under the ASD, which arranged for management by a charter management organization; and (c) placed schools under the management of a district Innovation Zone (iZone) with additional resources and autonomy. We examine the effects of each strategy and find that iZone schools, which were separately managed by three districts, substantially improved student achievement. In schools under the auspices of the ASD, student achievement did not improve or worsen. This suggests that it is possible to improve schools without removing them from the governance of a school district.