ethanporcaro/eric-fulltext-meta huggingface dataset:
Are School Leaders Prepared to Reflect? An Action Research Examination of Prospective Principals
Author: McCotter, Suzanne
Date: 2009-00-00
Type: Journal Articles
Subjects: Action Research,Principals,Reflection,Decision Making Skills,Decision Making,Educational Practices,Inquiry,Educational Administration,Transformative Learning,Leadership Qualities,Leadership Training,Leadership Responsibility,Supervision,Content Analysis,Intention,Educational Change,Assignments,Graduate Students,Statistical Analysis

Given the importance of reflection in educators' practice, school leaders should be able to both facilitate teacher reflection and model reflective practice. This action research study examined whether or not emerging school leaders demonstrate the ability to reflect on daily practice and decision-making. Data from three classes of prospective leaders were evaluated using a Reflection Matrix that includes key reflective components of Focus, Inquiry, and Change. The data were also examined for the types of precipitants most likely to encourage reflection. Finally, recommendations for stimulating reflective practice and helping prospective leaders to recognize situations that will need reflection are offered.
Superintendents' Views of the No Child Left Behind Act
Author: Ruiz, Pablo
Date: 2009-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Attitudes,Educational Legislation,Federal Legislation,Surveys,Likert Scales,Program Implementation,Barriers,Administrator Responsibility,Educational Planning,Parent Participation,Information Dissemination,State Boards of Education,Board Administrator Relationship

The views of 33 superintendents in South Texas were obtained concerning the No Child Left Behind (NCLB) Act through a Likert-format survey. Results were that superintendents perceived NCLB as having limited, at best, impact in encouraging the development of more educational services; opening more communication between the district and parents; providing an equal opportunity to disadvantaged pupils; creating strong community relations; and, involving more parents in the education of their children. Superintendents in South Texas are implementing the NCLB requirements with limited information being provided to the parents or the community. Implications are discussed.
The Politics of Education: A Commentary and Action Agenda
Author: Cox, Betty
Date: 2009-00-00
Type: Journal Articles
Subjects: Politics of Education,Educational Policy,Educational Legislation,Educational Change,Higher Education,Elementary Secondary Education,Federal Legislation,Certification,Administrator Attitudes,Leadership Training,Resistance to Change

Policies adopted by legislators impact the future of public and higher education. Unfortunately, educators and legislators are often in disagreement about what constitutes best practices. The purpose of this article is to provide an overview of issues and challenges associated with governmental mandates and suggest an action agenda for educators to influence the attendant politics. More specifically, current trends in administrative licensure and preparation programs exemplify the negative ramifications of legislative policy on higher education while professional opinion on school reform initiatives illustrates the effects on K-12 education.
ESL Teachers' Questioning Technique in an Assessment for Learning Context: Promising or Problematic?
Author: Sardareh, Sedigheh Abbasnasab
Date: 2014-00-00
Type: Journal Articles
Subjects: Questioning Techniques,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students,Elementary School Teachers,Foreign Countries,Case Studies,Qualitative Research,Interviews,Observation,Course Descriptions,Personal Autonomy,Language Teachers,Teacher Attitudes

As a crucial feature of assessment for learning (AfL), questioning technique plays an important part in student learning. In an AfL classroom, questioning technique is not merely a pedagogical tool to elicit evidence of students' understanding but also a means to improve their understanding. Effective classroom questioning underpins AfL; However, research into AfL raises significant doubt about the efficiency of teachers' questioning during AfL especially in Malaysian primary schools where AfL is still in its infancy. The current study illuminates the process of classroom questioning during AfL in a Malaysian primary school ESL context. This qualitative case study was conducted in a selected primary school around Selangor, Malaysia. Three ESL teachers teaching in the selected school took part in the study. In order to collect data, twenty periods of each teacher's classroom were observed. Then, interview was conducted with each individual teacher. Interviews and observations were tape-recorded verbatim and transcribed for further analysis. The results indicated that the low-cognitive level of questioning techniques and strategies were utilized by the three teachers. Many findings of this study point to the fact that teachers are still practicing teacher-centered syllabus. The results of the current study showed that the traditional concept of questioning was maintained and classroom questioning did not seem to fulfill the promise of enhancing learner autonomy which is the focus of AfL. The students were not encouraged to ask questions and engage in self-reflection. Many of them were silent oftentimes during classroom questioning and questions were usually answered by a specific group of students or the teachers themselves. Recommendations were made based on the results of the study.
Aligned or Askew: Faculty Perceptions of Principal Preparation Programs
Author: Scott, Joyce
Date: 2009-00-00
Type: Journal Articles
Subjects: Principals,Leadership Training,Teacher Attitudes,Educational Administration,Leadership Qualities,Literature Reviews,Teacher Surveys,Program Evaluation,Internship Programs,Educational Quality,Theory Practice Relationship,College School Cooperation,Accountability,Statistical Analysis

This study was conducted to focus attention on the issues involved in the preparation of school leaders and to provide an enhanced profile of the perceptions of faculty members involved in principal preparation. Results were used to provide information on the current status of principal preparation programs, suggestions about additional areas needing reform, and recommendations for long term, broad- based research efforts in developing a comprehensive understanding of Educational Administration and Leadership Departments.
Online Courses, Instructional Quality, and Economics: A Conceptual Analysis
Author: Jones, Craig H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Effectiveness,Educational Quality,Economics Education,Higher Education,Program Costs,Student Recruitment,Academic Persistence,Educational Planning,Curriculum Development,Program Development,Electronic Learning,Benchmarking,Outcomes of Education,Expenditures,Political Influences,Economic Factors,Input Output Analysis,Cost Effectiveness

In this article, we discuss the development of online courses in higher education in terms of the in- structional quality and economic costs. In our conceptual analysis, we point out problems in developing online courses with sufficient quality due to limited funds being made available for online course development. Moreover, economic costs exist in terms of student recruitment and retention. We urge higher education administrators to think through decisions more carefully than they currently do regarding online instruction. Just because everyone else is doing it does not necessary mean it is a good idea.
Building Leadership Skills with Evaluation Techniques
Author: Hutton, Dawn
Date: 2009-00-00
Type: Journal Articles
Subjects: Leadership Training,Skill Development,Evaluation Methods,Administrator Education,Power Structure,Participative Decision Making,Beginning Principals,Leadership Role,Criticism,Feedback (Response),Instructional Leadership,Leadership Responsibility

The career of educational administrator does not lend itself well to allowing new principals to practice their skills. Because of the element of responsibility for administrators, most principals are reluctant to relinquish power to interns in fear of their failure. As a result, educational leadership programs struggle to find appropriate methods of instruction to fill the gaps in the practice field. New administrators need to be prepared to delegate appropriately and find ways for everyone to work toward a common goal. Principal preparation programs at many universities have established the foundation of making this process a learned behavior; however, there is much more work needed to achieve competence in delegating. An ongoing practice must occur for future administrators to learn the skills necessary to delegate. All activities and discussions should revolve around the practice of deciding who the leader is, what each person's responsibility should be, and how can the team works.
Which One Is Just Right? What Every Educator Should Know about Formative Assessment Systems
Author: Militello, Matthew
Date: 2009-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Accountability,Educational Assessment,Evaluation Needs,Evaluation Utilization,Student Evaluation,Academic Achievement,Progress Monitoring,Mathematics Tests,Benchmarking,Feedback (Response),Scaffolding (Teaching Technique),Norm Referenced Tests

Recent legislative and local school accountability efforts have placed a premium on the collection, analysis, and use of student assessment data. Beyond state-based summative student achievement data, schools are searching for in-year information about student performance. As a result, school leaders are searching for the formative assessment system that meets their needs; they are looking for the formative assessment system that is just right.
21st Century Theories of Education Administration
Author: Makolandra, Joseph
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Administration,Educational Theories,Educational Practices,Praxis,Theory Practice Relationship,Leadership,Essays,Emotional Intelligence,Leadership Effectiveness,Rural Areas,Spiritual Development,Beliefs,Ethics,Transformational Leadership,Participative Decision Making,Leadership Styles,Technology Integration,Educational Environment,Case Studies,Learning Activities,Literature Reviews,Definitions,Doctoral Programs,Evidence,Decision Making,Accountability

Educational administrative practitioners evaluate theories, implement practices, and refine leadership strategies daily. The exploration of the leadership gap between theory and praxis is a quantum undertaking. Leadership from the educational perspective takes many forms and presents many challenges. This document examines leadership from several diverse perspectives in the following essays: (1) Leadership: A Practitioner's Bridge from Theory to Practice (Foreword); (2) Emotional Intelligence and Effective Leadership: Implications for School Leaders; (3) Leading in Rural Appalachia; (4) Spiritual and Ethical Leadership; (5) Synergistic Leadership Theory; (6) Transformational Leadership and Servant Leadership: Is There a Difference?; (7) Leading from Below the Surface: A Non-Traditional Approach to School Leadership; and (8) Technology in Leadership. This collection of essays is authored by Virginia Tech Doctoral students as part of their requirements for the course, Theories of Educational Administration, Summer 2009. The authors posit that much of the &quot;formal and traditional&quot; theory is not especially applicable in today's complex and fast-paced school environments. Individual chapters contain references.
Conflicting Discourses on Content Reduction in South Korea's National Curriculum
Author: So, Kyunghee
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Discourse Analysis,Specialists,Educational Policy,Correlation,Sociocultural Patterns,Cultural Influences,Social Influences,Curriculum Development,Content Analysis,Difficulty Level,Course Content,Educational Quality,Academic Standards,Evidence,Compliance (Legal),Statistical Analysis,Preferences,Conflict,Qualitative Research

This study examines the discourses on content reduction of South Korea's national curriculum shaped by policymakers and subject specialists, as well as compares the two discourses to uncover the differences between the two. For this purpose, the paper collected academic articles that discuss the issue of content reduction from the past thirty years and analyzed the statements enunciated in the articles. The resulting analysis shows that the policymakers' discourse tends to rely on inconclusive evidence to diagnose the problems in content reduction. Additionally, the discourse reveals that policymakers impose subject specialists to monolithic and coercive guidelines, while using a quantitative approach that emphasizes measurable and demonstrable figures. On the other hand, the discourse of subject specialists reveals certain differences. The specialists adopt a strategy of ignoring and rejecting the policymakers' guidelines by pretending to accept them; they instead emphasize the distinctiveness of each subject and value a qualitative approach to diagnose/solve the issue of content reduction. Based on these results, this paper suggests that the differences between the two discourses have been shaped by an underlying temporal and spacious condition of developing South Korea's national curriculum. This paper ends with the argument that there should be an effort by policymakers and subject specialists to understand the discourse of &quot;the other&quot;; they should also establish an institutional environment that encourages mutual understanding between the two stakeholders.
Inclusive Approach to the Psycho-Pedagogical Assistance of Distance Learning
Author: Akhmetova, Daniya Z.
Date: 2014-00-00
Type: Journal Articles
Subjects: Distance Education,Inclusion,Electronic Learning,Educational Quality,Skill Development,Educational Technology,Technology Uses in Education,Accessibility (for Disabled),Educational Practices,Psychoeducational Methods,Facilitators (Individuals),Performance Factors,Quality Assurance,Educational Resources,Faculty Development,Teaching Methods,Foreign Countries

Author focuses on three groups of problems: quality of distance learning and e-learning; necessity to develop the facilitation skills for teachers who work using distance learning technologies; realization of inclusive approach for the organization of distance learning in inclusive groups where people with disabilities study with people without any disabilities. The conclusions and main ideas of author are based on the theoretical researches and her perennial experience as a head of big department which trains student by distant form and which realizes creative projects also at Russian and international level.
Inculcating Noble Values for Pre-Service Teachers
Author: Hasan, Anita Abu
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Values,Values Education,Ethnicity,Ethnic Diversity,Racial Relations,Statistical Analysis,Teacher Surveys,Questionnaires,Knowledge Level,Course Content,Lesson Plans,Teaching Methods,Educational Practices,Likert Scales,Scores,Correlation,Teacher Competencies,Familiarity,Preservice Teacher Education,Teacher Educators,Foreign Countries

This study aims to identify the noble values that are being cultivated and practiced in the process of teaching and learning of Ethnic Relations Course for pre-service teachers. Element values investigated including the identity, loyalty, patriotism, tolerance, cooperation and pride as a Malaysian. This quantitative research employs a survey method involving 35 lecturers from five different institutes of teacher education in Malaysia. The participants were selected using stratified random sampling. It was then followed by a simple random sampling. A set of questionnaire was constructed based on the earlier publications and previous empirical research report. Questionnaire data were analyzed using the Statistical Package for the Social Sciences software (SPSS). Findings indicated that the level of lecturers' knowledge in the curriculum for Ethnic Relations Course is high. Overall mean score of lesson plans and teaching preparation by the lecturers for Ethnic Relations Course in applying the noble values are at a very high level. Similarly, the overall findings of the mean score for teaching and learning practices carried out by the lecturers in applying the noble values are also at very high levels. The results of the Pearson Correlation test showed a strong relationship between the lecturers' knowledge and teaching activities, and a strong relationship exists between the lectures' knowledge and learning practices. This means that the cultivation process to promote noble values by the lecturer is associated with knowledge possessed by the lecturers. Indeed data from this study indicated that the curriculum and pedagogical knowledge are prerequisite for the cultivation of noble values. In general, this study demonstrated the importance of early planning done by the lecturers in terms of learning and teaching in order to make the cultivation process of noble values can be achieved.
Assessing Argumentative Representation with Bayesian Network Models in Debatable Social Issues
Author: Zhang, Zhidong
Date: 2014-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Debate,Secondary Education,Liberal Arts,Social Problems,Discourse Analysis,Bayesian Statistics,Models,Mixed Methods Research,Grade 8

This study seeks to obtain argumentation models, which represent argumentative processes and an assessment structure in secondary school debatable issues in the social sciences. The argumentation model was developed based on mixed methods, a combination of both theory-driven and data-driven methods. The coding system provided a combing point by which the theoretical framework and data integrated into the model. Bayesian networks were used to assess and update student progress. The study examined how to explore argumentation knowledge structure and argumentative skills as a whole via data analysis and theoretical considerations. Effective argumentative representation is a crucial step to bridge argumentative learning and assessment.
English for Specific Purposes (ESP) for Jordanian Tourist Police in Their Workplace: Needs and Problems
Author: Aldohon, Hatem Ibrahim
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,Tourism,Police,Needs Assessment,Questionnaires,Communicative Competence (Languages),Intercultural Communication,Listening Skills,Speech Skills,Reading Skills,Writing Skills

With the rapid development of the global tourism industry, designing ESP-based curricula is now more vitally needed than ever. To work towards this goal, analyzing learners' problems and needs has become merely unavoidable. Therefore, this study aimed at examining the needs, functions and problems of 46 tourist police serving in different workplaces in Jordan. A questionnaire was used for this purpose and data were collected and analyzed. The results revealed that speaking and listening are the most important skills, followed by reading and writing. Concerning the English language functions, the results indicated that general conversation, answering questions and solving problems, then providing services were the most important functions. The results also showed that speaking too fast in English by foreign tourists is the most serious problem for Jordanian tourist police. The other difficulties they encountered included, using inappropriate English in speaking, lexis shortage and inability to use grammar for writing. Data analysis showed that tourist police faced problems with English language skills especially, listening, conversation and reading respectively. Recommendations and pedagogical implications were suggested.
Investigation of Teaching Competencies to Enhance Students' EFL Learning at Taif University
Author: Tawalbeh, Tha'er Issa
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Competencies,Language Teachers,College Students,College Faculty,Teacher Qualifications,Check Lists,Observation,Educational Environment,Teacher Effectiveness,Foreign Countries,Faculty Development,Statistical Analysis,Questionnaires

The paper aimed to investigate the teaching competencies implemented by instructors to enhance EFL students at Taif University in Saudi Arabia. The first two questions discussed the degree of implementing the teaching competencies, which either enhance or hinder learning. The third and fourth questions were an attempt to examine if there were any significant differences at (a = 0.05) due to instructors' qualifications and years of experience. The researcher developed an observation checklist to investigate the degree of implementing the competencies. There were four domains: preparation, instruction, assessment, and educational climate. The findings of the first two questions showed that preparation and educational climate include the competencies where the instructors displayed satisfactory performance. However, instruction and assessment include the competencies which were rarely or not demonstrated. The results of the third question showed that there were significant differences. However, there were no significant differences due to years of experience. The findings of the first two questions could be due whether or not instructors have undergone professional development to equip them with the competencies required to enhance students' learning. The results of the third question could be due to the fact that instructors having a diploma after the bachelor degree helped them make difference. The result of the fourth question could be due to the educational context that didn't support instructors' years of experience.
Glamorous Education: Main Features and Manifestations
Author: Mikhailovna, Nikolaeva Evgeniya
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Practices,Educational Change,Popular Culture,Student Surveys,Educational Trends,Educational Sociology,Teacher Surveys,Mass Media Effects,Higher Education,Influences,Competence,Recreational Activities,Creativity,Cognitive Ability,Values,Foreign Countries,Graduate Students

Being a powerful social trend glamour culture has significant effect on a high education that results in the phenomenon of glamorous education (glam-education). Prerequisites of this type of education are democratization of high school that introduces stereotypes of glam-culture in educational environment; commercialization of education that uses glamour as marketing instrument. The aim of this article is to reveal specifics of content, communicative, value, existential components of glam-education. In content dimension glam-education is characterized by reduction of fundamental component of education. Communicative practices of glam-education are filled with the spirit of hedonism, they articulate entertainment and recreational components of education as it is revealed in the article. The authors prove that in value dimension glam-education has the character of image benefit: the value of knowledge is replaced by its symbols (diploma, certificate). Glam-education is one of manifestations of existential crisis of personality in modern society because individual tries to compensate for his/(her) alienation from real qualifications and competencies by glam-image of his/(her) education.