ethanporcaro/eric-fulltext-meta huggingface dataset:
The Job Satisfaction of Principals of Previously Disadvantaged Schools: New Light on an Old Issue
Author: Maforah, T. P.
Date: 2012-08-00
Type: Journal Articles
Subjects: Disadvantaged Schools,Job Satisfaction,Principals,Morale,Mixed Methods Research,Secondary Schools,Questionnaires,Work Environment,Interviews,Equal Education,Social Justice,Andragogy,Instruction,Organizational Effectiveness,Interpersonal Relationship,Collegiality,Self Concept,Self Actualization,Administrator Attitudes,Foreign Countries

The aim of this study was to identify influences on the job satisfaction of previously disadvantaged school principals in North-West Province. Evans's theory of job satisfaction, morale and motivation was useful as a conceptual framework. A mixed-methods explanatory research design was important in discovering issues with which these principals struggled. Thirty principals of secondary schools located in the rural villages and townships in the province were purposefully selected. A structured questionnaire was used during the quantitative phase. The items in the questionnaire determined the principals' views on intrinsic and contextual factors related to their working environment. These items were followed by open-ended questions. Additional qualitative data were obtained through interviews with eight principals selected from the same group. Although the principals enjoyed intrinsic aspects of their work and positive interpersonal relations at their schools, the results were significant in determining how the principals struggled with other issues (e.g. policies and practices of the Department of Basic Education). Underpinning factors were unrealistic expectations and negative perceptions that influenced their professionalism. A key factor that emerged was power versus powerlessness.
On the Use of Visual Methodologies in Educational Policy Research
Author: Nguyen, Xuan Thuy
Date: 2012-11-00
Type: Journal Articles
Subjects: Educational Policy,Educational Research,Visual Aids,Research Methodology,Governance,Policy Analysis,Policy Formation,Educational Practices,Global Education,International Education,International Studies,Social Science Research,Case Studies

This article examines how visual methodologies might be incorporated into educational policy studies. By bringing together theoretical perspectives on critical policy studies and visual methodologies, we aim to demonstrate the ways in which the visual can be an important tool to help us interrogate how knowledge is produced through the constructions and representations of policy texts and discourses. In so doing, we suggest that the use of visual methodologies can help us to rethink policy, particularly in relation to studying social difference in globalizing conditions. While we focus here on one set of documents, the annual Global Monitoring Reports associated with Education For All (EFA), our aim overall is to highlight both the methodological and policy implications that could be applied to a variety of official texts.
Classroom Interaction in Effective and Ineffective Schools: Preliminary Results from Phase III of the Louisiana School Effectiveness Study
Author: Stringfield, Samuel
Date: 2017-00-00
Type: Journal Articles
Subjects: School Effectiveness,Teacher Effectiveness,Interaction,Classroom Environment,Educational Research,Teacher Student Relationship,Elementary Schools,Grade 3,Elementary School Students,Qualitative Research,Interviews,Observation,Basic Skills

A major focus in Phase III of the Louisiana School Effectiveness Study is on the relationship between classroom interaction patterns and school effectiveness. This paper presents observations on similarities and differences between prior teacher and school effectiveness studies, the LSES-III methodology, and preliminary results from one of the eight pairs of schools involved in the year-long study. The data indicate that the use of low-inference classroom interaction observation systems can provide powerful information for differentiating effective from ineffective schools.
&quot;Philosophy for Children&quot; in Africa: Developing a Framework
Author: Giddy, Patrick
Date: 2012-02-00
Type: Journal Articles
Subjects: Foreign Countries,African Studies,Child Psychology,Educational Principles,Mythology,Philosophy,Social Responsibility,World Views,Cultural Education,Teaching Methods,Local Norms,Folk Culture,Cultural Differences

Building on Ndofirepi's plea for an approach to teaching philosophy to high-school learners in Africa that is a hybrid of western and African thought, I argue that a critical touchstone is needed if the traditional wisdom is to be sifted, and that this can be found in the idea of the questioning and responsible subject. Traditional proverbs and myths, whether African or not, reveal a growing sense of responsibility but philosophy, I argue, can contribute the principle of non-contradiction and the foundational norm of responsibility. The principle and the norm can be found to be at the heart of the modern scientific enterprise and can in principle ground a dialogue between African traditional and modern European value-systems.
A Differential Analysis of Effectiveness in Middle and Low Socioeconomic Status Schools
Author: Teddlie, Charles
Date: 2017-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Educational Improvement,School Effectiveness,Low Income Groups,Educational Environment,Neighborhoods,Academic Achievement,Institutional Characteristics,Student Characteristics,Statistical Analysis,Parent Background,Grade 3,State Surveys,Principals,Elementary School Students,Factor Analysis,Multiple Regression Analysis

A major focus of the Louisiana School Effectiveness Study has been the search for characteristics of exemplary schooling in varied economic contexts. In this paper differential results of analyses of effective, typical, and ineffective schools in middle and low socioeconomic neighborhoods are presented. Implications for practitioners and for future research are discussed.
A Study of the Generalizability of Teacher Change Quasi-Experiments
Author: Stringfield, Samuel
Date: 2017-00-00
Type: Journal Articles
Subjects: Generalization,Behavior Change,Time Management,Teacher Effectiveness,Workshops,Academic Achievement,Achievement Gains,Principals,College Faculty,Teacher Behavior,Classroom Techniques,Faculty Development,Consultants,Educational Experience,Observation,Leadership,Statistical Analysis,Quasiexperimental Design,Likert Scales

Quasi-experimental teacher effectiveness studies have indicated that properly designed staff development programs can lead to changes in teacher and student behavior and to gains in student achievement. Those studies involved workshop series led by nationally known scholars. Using instructors from varied backgrounds, the current study examined the extent to which the findings of prior research would generalize to contexts where experimenter effects were less likely to confound findings. Four series of the Stallings Effective Use of Time Program were analyzed for levels of teachers' classroom behavioral change. The leaders of each series were, respectively, an external consultant, university professors, local principals, and local teachers. Classroom observational data gathered before and after the four workshop series provided significant, though limited, support for the generalizability of change from such programs. The leader characteristics variable produced no significant effects, thus increasing the support for potential cost-effective use of prior teacher effectiveness quasi- experiments.
Girls' Career Choices as a Product of a Gendered School Curriculum: The Zimbabwean Example
Author: Mutekwe, Edmore
Date: 2012-08-00
Type: Journal Articles
Subjects: Career Choice,Gender Differences,Case Studies,Discourse Analysis,Foreign Countries,Qualitative Research,Focus Groups,Equal Education,Extracurricular Activities,Classroom Environment,Sex Role,Sex Stereotypes,Teacher Attitudes,Occupational Aspiration,Females,Secondary School Students,Hidden Curriculum,Gender Bias,Participant Observation

The unequal distribution of boys and girls in certain subjects studied at school and its consequent unequal distribution of men and women in the occupational structure suggest some failure by schools and teachers to institute adequate measures to ensure learning equity. In this study we sought to unmask factors in the Zimbabwean school curriculum that orient girls into not only pursuing different subjects at school, but also following careers in fields traditionally stereotyped as feminine. The study was qualitative and utilized an exploratory case study as the design genre. Data were collected through classroom and extra-curricular observations and focus group discussion sessions (FGDS) with girl pupils. A sample size of 40 participants comprising 20 sixth form school girls and 20 teachers was used. These were purposively sampled from four schools. To analyse data we used simple discourse analyses. The main findings of this study were that gender role stereotypes and the patriarchal ideology communicated through the hidden curriculum reflected teachers' attitudes and influence that contributed to girls' career aspirations and choices.
Personal Reflection: Reflections on SoTL by a Casual Lecturer--Personal Benefits, Long-Term Challenges
Author: Dobbins, Kerry
Date: 2011-07-00
Type: Journal Articles
Subjects: Personal Narratives,Reflection,Scholarship,Instruction,Learning,Higher Education,Foreign Countries,Web Sites,Editing,Collaborative Writing,Web 2.0 Technologies

I have just completed my second year as a casual lecturer and have enjoyed engaging in the scholarship of teaching and learning (SoTL). However, my casual status has brought a number of challenges to ensuring my SoTL work has both long term and institutional impact. As the trend for casualisation in higher education continues across the world, I believe that the potential detriment it can cause to SoTL needs to be addressed by the SoTL community. This paper describes firstly a SoTL project I have carried out using a wiki-based assessment method. Secondly, it presents my reflections on the difficulties I face in continuing my SoTL work and feeding it into my department. Finally, it argues that employment on a casual basis can restrict SoTL potential and, consequently, it is time to ask how SoTL can still flourish in this type of environment.
How Youth Picture Gender Injustice: Building Skills for HIV Prevention through a Participatory, Arts-Based Approach
Author: Wood, Lesley
Date: 2012-11-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Action Research,Prevention,Gender Differences,Social Change,Intervention,Peer Teaching,Consciousness Raising,Focus Groups,Interviews,Art Education,Self Efficacy,Youth,Foreign Countries,Teaching Methods,Sex Fairness,Justice,Socialization,Learning Theories,Freehand Drawing,Sex Stereotypes,Violence,Participatory Research,Secondary School Students,Photography,Video Technology

Based on the existing literature on the positive relationship that exists between high instances of HIV infections and a high degree of gender injustices in southern Africa, there is clearly a need for HIV-prevention interventions, to focus on the need for changing the existing gender norms. Social change begins with change at the individual level, so the question that this article attempts to answer is: How can we engage youth as key actors in educating their peers on HIV prevention, through a gender lens? Proceeding from a critical paradigm, the article describes how a participatory action-research design, using arts-based methods, has enabled youth to develop self-efficacy beliefs in regard to their ability to design and implement peer-education interventions, in order to raise awareness in the school community of the impact of gender injustices on the lives of youth. The data were collected through drawings, focus-group interviews, photographs, and video recordings of peer interventions. Thematic analysis of the data provides convincing evidence that arts-based methods are effective in developing youth agencies to create and disseminate powerful peer interventions around gender injustice that may make a significant contribution to changing gender norms.
Instructors' Decisions That Integrate Inquiry Teaching into Undergraduate Courses: How Do I Make This Fit?
Author: Alkaher, Iris
Date: 2011-07-00
Type: Journal Articles
Subjects: Inquiry,Qualitative Research,Teaching Methods,Undergraduate Study,College Faculty,Teacher Attitudes,Decision Making,Instructional Effectiveness,Barriers,Science Instruction,Biology,Semi Structured Interviews,Coding,Scaffolding (Teaching Technique)

In this qualitative study, we describe and characterize the pedagogical decisions that three college instructors made to mitigate challenges they faced as they taught by inquiry, as well as the rationale for their decisions and their perceptions of the efficacy of their decisions. We found that instructors made a range of decisions, including reorganizing course content and structure, adding more opportunities for and models of inquiry practice, adding more opportunities for feedback and assessment, and enhancing scaffolding of the inquiry. Notably, single instructional decisions had the capacity to mitigate multiple challenges. The instructors were satisfied with many of their decisions, yet they continued to question the efficacy of certain decisions and to generate ideas for further changes to address their students' and their own struggles with inquiry teaching. Although many of their decisions reflected the instructors' responses to external factors, such as their students' needs or the logistical constraints of their classes or institutions, other decisions reflected the instructors' own development as teaching professionals. Our findings serve as concrete examples of how instructors can alleviate the challenges of inquiry teaching at the college level. Our results also highlight the need for appropriate instructional preparation and support for all students during inquiry teaching, regardless of their backgrounds or undergraduate majors.
Rock On! Band Together to Fight Hunger: Results from a Food Insecurity Awareness Project
Author: Tallant, April
Date: 2011-07-00
Type: Journal Articles
Subjects: Service Learning,Hunger,Food,Undergraduate Students,Nutrition Instruction,Consciousness Raising,Volunteers,Assignments,Fund Raising,Teaching Methods,Student Surveys,Student Attitudes,Program Effectiveness

The purpose of this research was to evaluate a service-learning project conducted at a public university in the southern United States of America. A sample of 46 undergraduates enrolled in two sections of a liberal studies personal nutrition seminar course participated in a food insecurity awareness project. The service-learning component entailed volunteering at a community kitchen. In addition, students planned, organized and implemented a band concert fundraiser for a regional food bank. Students designed tee-shirts, fliers, and concert tickets. Classroom components of the project included assigned readings, seminar questions, quiz and discussion, and a guest speaker. Students completed a survey at the conclusion of the project. Results showed that volunteering and fundraising, as ranked by students, seemed to be among the most important components to help students understand food insecurity. The findings suggest that students increased their awareness of food insecurity through the mix of pedagogical approaches used.
A Two-Year Follow-Up of a Staff Development Program Designed to Change Teacher Behavior
Author: Schaffer, Eugene
Date: 2017-00-00
Type: Journal Articles
Subjects: Staff Development,Teacher Behavior,Followup Studies,Inservice Teacher Education,Behavior Patterns,Time Factors (Learning),Time Management,Teacher Effectiveness,Behavior Change,Classroom Observation Techniques,Workshops,Statistical Analysis,Elementary Secondary Education

Two years after participating in a replication of the Stallings Effective Use of Time (EUOT) Program, ten teachers were re-observed and interviewed to determine the extent to which they had maintained the measured changes in their behavior patterns. Subjects were selected for the follow-up from a 27 EUOT teacher sample based on having exhibited substantially more, or substantially less than average pre-to post-workshop desired behavioral change. On the behavioral variable, All Academic Statements, both relatively high and low implementers remained somewhat above their pre-workshop means. Neither group remained significantly improved on the aggregated variable, Organizing/ Off-Task Behaviors. Interviews revealed that two years after training the high implementers recalled more specific, behavioral recommendations than did teachers who two years previously had been low implementers. The implications of these findings for research and practice are discussed.
Exploring the Use of Role Play in a School-Based Programme to Reduce Teenage Pregnancy
Author: Taylor, Myra
Date: 2012-11-00
Type: Journal Articles
Subjects: Adolescents,Pregnancy,Pregnant Students,Sexuality,Grade 8,Females,Unwed Mothers,Qualitative Research,Early Parenthood,Prevention,Sex Education,Foreign Countries,Acquired Immunodeficiency Syndrome (AIDS),Role Playing,Risk

Can the use of a method such as role play help reduce sexual risk behaviour among KwaZulu-Natal learners? A study was undertaken of the use of role plays by Grade 8 learners, at eight urban and rural KwaZulu-Natal high schools, as part of a programme to reduce the prevalence of teenage pregnancy. Within the framework of Bandura's Social Cognitive Theory, learners participated in role plays covering five topics--choice, self-respect and emotional abuse; partner coercion/negotiation about having sex; visiting the clinic for contraception; perceived and purchasing value of the child support grant; and testing for HIV. We report on the organisation, implementation and evaluation of the role plays. Data from facilitators, educators and learners were triangulated and suggest that role play has potential for building self-efficacy among learners with respect to sexual behaviour.
How Do Students of Diverse Achievement Levels Benefit from Peer Assessment?
Author: Li, Lan
Date: 2011-07-00
Type: Journal Articles
Subjects: Peer Evaluation,Student Evaluation,Evaluation Methods,Cooperative Learning,Formative Evaluation,Mixed Methods Research,Graduate Students,Student Surveys,Technology Uses in Education,Educational Technology,Inquiry,Web Sites,Knowledge Level,Pretests Posttests,Student Projects,Semi Structured Interviews,Student Attitudes

Although the potential of peer assessment activities in promoting student learning and fostering student cognitive development has been widely studied and well documented across the world, it is unclear how peer assessment may benefit students of diverse achievement levels. This study examined this issue via a mixed methodology approach that combined students' project scores and survey responses with a qualitative interview technique. Findings of this study suggested that peer assessment activities employed in this study had a differentiated impact on students' learning and perceptions. Students in early learning development stages showed more learning gains than high achieving students in terms of point increase in their grades. Nevertheless, students across diverse achievement levels generally held positive attitudes towards their peer assessment experience. [Note: The issue month (1) shown on this PDF is incorrect. The correct citation is Jul 2011.]
Impact of Peer Evaluation Confidentiality on Student Marks
Author: Peterson, Christina Hamme
Date: 2011-07-00
Type: Journal Articles
Subjects: Peer Evaluation,Confidentiality,Grades (Scholastic),Grading,Group Behavior,Underachievement,Group Activities,Graduate Students,Cooperative Learning,Correlation,Grade Inflation,Statistical Analysis

Although group work is commonly used in university-level instruction, social loafing, domineering team members, poor attenders, and inequitable distribution of marks have been identified as obstacles to team-based learning. Peer evaluation has been proposed as one vehicle to address these issues. For use in grading, peer evaluations are often anonymous; however, as tools to address team functioning, they should not be conducted anonymously, but rather with the results discussed as feedback. It has been suggested, however, that non-confidential peer evaluations will artificially elevate students' marks. In this study, we investigated the impact of peer evaluation confidentiality on students' marks. Without a weighted correction, confidential evaluations significantly dropped students' marks while non-confidential evaluations raised them. Implications for practice are discussed.
Methods, History, Selected Findings, and Recommendations from the Louisiana School Effectiveness Study, 1980-85
Author: Teddlie, Charles
Date: 2017-00-00
Type: Journal Articles
Subjects: School Effectiveness,State Surveys,Longitudinal Studies,Effective Schools Research,History,Futures (of Society),Research Methodology,Elementary Secondary Education,Multivariate Analysis,Regression (Statistics)

An overview of the first five years of the Louisiana School Effectiveness Study (LSES) is described. The longitudinal nature of the study has allowed the research team to develop an evolving methodology, one benefiting from prior external studies as well as prior phases of LSES. Practical implications and recommendations for future research are presented. [For the original article: &quot;Methods, History, Selected Findings and Recommendations from the Louisiana School Effectiveness Study, 1980-85&quot; (v20 n2 p22-30 Sum 1985), see EJ330695.]
Best Practice in Developing Critical Analyses: An Empirical Study of Self-Efficacy from an Interdisciplinary Perspective
Author: Sams, Coleen
Date: 2011-07-00
Type: Journal Articles
Subjects: Best Practices,Critical Thinking,Self Efficacy,Interdisciplinary Approach,Models,Case Studies,Graduate Students,Business Administration Education,Majors (Students),Longitudinal Studies,Hypothesis Testing,Formative Evaluation,Feedback (Response),Written Language,Scaffolding (Teaching Technique),Statistical Analysis

Despite substantial usage of case study analyses as learning tools in diverse fields of study, business graduate students often arrive with little to no prior knowledge in how to effectively use this tool. Using the Sams efficacy model (2009) strategic to business education this study identified a dearth in the usage of case study analyses in business graduate courses and also provides a step-by-step process to increase critical analysis and efficacy through the usage of case studies. Findings demonstrate that critical analysis is developed through a combination of teaching tools through additive strategies to impact more learning modalities at the graduate education level. A counter-intuitive finding was that formative written feedback did not significantly increase the development of case study analyses skills; this finding supports the additive model. This research brings forward universal best practices for developing critical analysis, as self-efficacy in business applications also increases.