ethanporcaro/eric-fulltext-meta huggingface dataset:
A Reflection upon Capstone ePortfolio Projects and Their Alignment with Learning Theories
Author: Zuba Prokopetz, Rita
Date: 2022-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Educational Technology,Alignment (Education),Learning Theories,English (Second Language),Second Language Learning,Foreign Countries,Capstone Experiences,Adult Education

ePortfolios, initially viewed as a technology in 1990s, gathered momentum a decade later and began to position themselves as a powerful pedagogy in education. Experience over three years with five groups of intermediate-level English as a second language learners (before and during the pandemic) has cemented the notion that the core value of an ePortfolio is predicated on the ability of the students to become aware of their learning history. A blended course (with a capstone project in the fifth and final module) developed for a learning center in Canada helped make visible student engagement during peer-feedback interactions which led to critical reflection throughout the ePortfolio development process. In this paper, I (a language instructor) share direct practical experience implementing ePortfolios as a capstone project in five iterations of a blended course with five stand-along modules. I also describe the evidence-based theoretical constructs undergirding the development of the projects and the interconnectedness with ePortfolio learning episodes in the designing, developing, and evaluating stages of the capstone project. As a robust field of inquiry and a digital transformation pedagogy, ePortfolio projects are part of a growing movement in the field of education. They are a substrate for a variety of learning behaviours among students, demonstrate alignment with some of the learning theories, and capacitate instructor and student philosophical positioning.
Enhancing Emotional Intelligence through ePortfolio Self-Initiated Strategies
Author: Kim, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Educational Technology,Skill Development,College Students,Pharmaceutical Education,Student Attitudes,Scores

The study objective was to determine if self-identified initiated strategies to enhance emotional intelligence (EI) through ePortfolio assignments resulted in EI changes from the first to third years in a professional pharmacy program. The Emotional Intelligence Appraisal (EIA) tool was used to measure proficiency in four EI skill areas (self-awareness, self-management, social awareness, relationship management). Each semester for their ePortfolio, students identified three personal improvement strategies to implement in an EI area. Outcome measures were EIA score changes, activity implementation/success, and the association between P3 GPA and EIA scores. Two class years were included (N = 136). Most students (52%-60%) improved EIA scores from the P1 to P3 years, with increases significantly related to numbers of activities successfully implemented (p = 0.04). For those with perceived successful implementation of all activities in at least one EI skill area, from 73% (relationship management) to 94% (self-awareness) improved their score in that area. With failure to implement any strategies for a specific area, from 73% (social awareness) to 87.5% (relationship management) had a score decrease in that area. No significant correlations were seen with scores and GPA. Self-identified and initiated activities through ePortfolio assignments provide a viable approach for improving students' EI skills.
School Administrators&apos; Perceptions of Electronic Portfolios and the Hiring of K-12 Teachers
Author: Cahill, Alice S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Educational Technology,Administrators,Administrator Attitudes,Personnel Selection,Elementary School Teachers,Secondary School Teachers,Preservice Teachers

The unprecedented pace of technological advances in online interactions and digital identity have created challenges for educators and the communities they serve. Electronic portfolios (ePortfolios) have become a substantive tool that facilitates transference and access to the pertinent achievements highlighting competency, allowing administrators to weigh those strengths against the positions they are trying to fill--yet ePortfolios have limitations maximizing access to digital footprints. The purpose of the study, using mixed-methods, was to determine the views of school administrators involved in the use of ePortfolios during the hiring process of K-12 preservice teachers. Participants' survey responses were used to investigate four research questions regarding pros/cons, school administrators' needs, delivery method, and improvements of ePortfolios for increased use. One important outcome showed 59% of the participants had used ePortfolios in the past two years, and they would be more willing to use ePortfolios if there was a standard format for candidates to follow. Researchers found ePortfolios were a viable asset for the hiring officials in this study; however, new challenges are evident and must be addressed.
Students&apos; Literacy Skills and Quality of Textbooks in Indonesian Elementary Schools
Author: Anwas, E. Oos M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbooks,Literacy Education,Correlation,Indonesian,Foreign Countries,Literacy,Elementary School Students,Textbook Evaluation,Layout (Publications)

Purpose of the study: to find out: 1) basic literacy skills (ability to read, write and count) elementary school early grades students; (2) quality of textbooks in aspects of content, presentation, language, and graphic design; and (3) The significance of the relationship between the quality of textbooks and students' basic literacy skills. Methodology: This research uses a quantitative approach with a survey method. It was conducted in eight provinces in Indonesia. The sampling technique used stratified random sampling, 805 teachers. Data collection used a questionnaire for elementary school teachers who teach in low grades. The data analysis used descriptive statistics and correlation analysis. Main Findings: It was found that there are still relatively many early grades elementary school students who are not fluent in reading, writing, and arithmetic. These students' basic literacy skills have a significant and positive relationship with the quality of textbooks in the aspects of substance, presentation, language, and graphic design. Applications of this study: To improve basic literacy skills (reading, writing, and arithmetic) in early grades elementary school students, it is also necessary to improve the quality of textbooks in the aspects of substance/Content, presentation, language, and graphic design. Novelty/Originality of this study: It was found that there is a significant and positive relationship between basic literacy skills (reading, writing, and arithmetic) of early grades elementary school students and the quality of the textbooks they used both in terms of substance/Content, presentation, language, and graphic design.
Preservice Teachers&apos; Challenges in Teacher-Becoming and Teaching Social Education: A Sociocultural Perspective
Author: Obiagu, Adaobiagu
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Bullying,Instructional Materials,Practicums,Anxiety,Social Sciences,Foreign Countries,Standards,Student Attitudes,Barriers

This study explores the challenges preservice teachers encounter: (a) in their teacher-becoming trajectory; and (b) with the implementation of social education contents in Nigeria. Understanding these is important for effective social education reforms. Narrative and observation methods were used for the study. The study drew on: (a) the stories of 37 social education preservice (SEP) teachers about their teacher-becoming trajectory and teaching practice exercise; and (b) a three-year observation of 110 SEP teachers' teaching practicum fieldworks in 12 schools to realize its objectives. Findings show professional harassment and a lack of standard learning materials as challenges social education preservice teachers encounter in their teacher-becoming. On teaching practicum, SEP teachers noted some benefits (e.g., exposure to different worldviews and nurturing of the younger generation) derived from teaching practicum; they emphasized stress, anxiety, and students' misbehaviors as challenges. SEP teachers had challenges with teaching contemporary social contents: They were oblivious of how their classroom discussions impact global issues, disregarded the sociocultural relevance of their instruction, and reproduced social issues, including political and gender problems, through their classroom practices. Guided by a sociocultural theory perspective, the study concludes with a discussion of social educators' knowledge and competency skill needs in a changing world.
Preservice Teachers&apos; Use of Mathematics Pedagogy to Conceptualize Distortion in World Maps
Author: An, Song A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Geography,Teaching Methods,Geometric Concepts,Mathematical Logic,Social Studies,Maps,Learning Activities,Experiential Learning,Student Centered Learning,Educational Technology,Map Skills,Interdisciplinary Approach,Student Attitudes,Elementary Education,Mathematics Education

This research study focuses on preservice teachers' (n=66) inspection of pedagogical connections between geography and geometrical reasoning. The aim of this study was to empirically investigate the use of mathematical analysis to enrich the social studies topics of the distortion of country sizes on the world map. The analysis of data collected from the 66 participants generated seven specific pedagogical strategies and covered nine identified mathematics and social studies topics during their lesson concepts for introducing the world map to elementary students. Results from this study reveal that after being corrected regarding this misconception, the participating preservice teachers were successful in developing learning activities to address this topic, employing student-centered strategies including technology-based, paper-based, hands-on, and feet-on approaches.
Critical Community Focus in School Improvement Plans: The Absent Imperative
Author: Wronowski, Meredith
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Improvement,Educational Planning,Accountability,Evaluation Methods,Educational Policy,Compliance (Legal),African American Students,Economically Disadvantaged,Educational Change,Community Involvement,Politics of Education,Social Justice,Scoring Rubrics,Interrater Reliability

School improvement plans (SIPs) have become a central feature of schooling. Educational leaders experience tension between balancing compliance with accountability demands and continuous improvement, and neither of these lenses is centered in the social justice necessary for closing opportunity gaps. We propose a new rubric for assessing the extent to which SIPs focus on policy compliance, students, organizations, or community. Assessing SIPs from four U.S. states reveals that schools view families and community stakeholders as external to the improvement planning process and that this issue is exacerbated for schools serving higher percentages of African American/Black students and higher percentages of economically disadvantaged students.
Cultural Values (Mis)Match in Two U.S. Elementary School Classrooms: Examining the Impact of Cultural Theory on Teaching Practice
Author: Isaac, Adrienne R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Hispanic American Students,Cultural Influences,Social Values,Grade 2,Individualism,Collectivism,Elementary School Teachers,Bilingual Teachers,Discourse Analysis,Conflict,Instructional Design,Faculty Development

This study documents patterns of cultural value conflict and harmony for Latino students in two relational domains--among the students themselves and between the students and their teachers--in two second grade classrooms in the Los Angeles area. One of the classrooms was led by a teacher who participated in a professional development program, the Bridging Cultures Project, based on cultural and social psychology research and theory, and one led by a teacher who did not. Invoking the cultural value spectrum of individualism--collectivism, the Bridging Cultures Project engaged Spanish-English bilingual elementary teachers in learning about individualistic values rooted in the design of instruction and behavioral management in U.S. classrooms and how they may differ from the relatively more collectivistic values of their students. Through this program, teachers became researchers themselves, experimenting with new approaches grounded in a collectivistic values paradigm. Discourse analysis revealed that, through her instructional methods, the Bridging Cultures teacher made her classroom activities and interactions relatively more collectivistic. By contrast, the non-Bridging Cultures teacher encouraged relatively more individualistic behaviors. This study demonstrates how explicit learning about cultural values can help a teacher design instruction in a way that reduces cultural value conflicts in the classroom.
Satisfaction of Latina Mothers with Supports Received during HIPPY Program Participation
Author: Brown, Amber L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Mothers,Participant Satisfaction,Preschool Children,Parents as Teachers,Kindergarten,Program Evaluation,Parent Participation,Early Intervention,Family Programs,Parent Attitudes

This study aimed to determine the program satisfaction of Latina mothers who participated in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program in a large, urban area in the Southwest with the purpose of identifying the specific components of HIPPY that Latina mothers feel best supported them in their role as their child's first teacher. In addition, the study examined areas where they were not as satisfied and didn't feel quite as supported. Thirty-seven Latina mothers whose children were in kindergarten and completing their last year in the HIPPY program completed the HIPPY Satisfaction Survey. Mean ratings on the 13 quantitative questions related to satisfaction with the components of the HIPPY program was 8.67, with a range of 1-10. This indicated that, overall, the Latina mothers completing the survey were highly satisfied with the HIPPY program. Analysis of the first open-ended question (&quot;What specific components of the HIPPY program do you think were the most beneficial to you and your child?&quot;) resulted in six themes: general comments about HIPPY being helpful, specific components of the HIPPY program, academic benefits for their child, benefits to their child's social development, changes in their parenting, and changes in their relationship to their child. Analysis of the second open-ended question (&quot;What additional information or training do you feel HIPPY could provide to better support you as your child's first teacher?&quot;) revealed themes related to being completely satisfied with no suggested improvements to the HIPPY program, academic changes, and more parenting support.
The Language Teachers&apos; Perspective on Parental Involvement: A Focus on Primary State Schools in Greece
Author: Giannikas, Christina Nicole
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Parent Participation,Elementary School Teachers,Foreign Countries,English (Second Language),Parent Attitudes,Parent Teacher Cooperation,Expectation

The research literature has shown that teachers' beliefs and attitudes towards parental engagement have an influence on sustaining parents' balanced involvement in education. This current study aims to raise awareness of the issue within the Greek primary English Language Teaching context and provides suggestions on how balanced and effective parental involvement can be achieved. In this study the authors conceptualized teachers' perspective of parental involvement in state school language education as a multidimensional construct and examined the association of these elements with teachers' attitude and confidence regarding their profession. Online surveys were distributed to primary state school English as a Foreign Language (EFL) teachers. The surveys contained 27 questions and addressed several topics, such as background information, parents' attitude towards EFL from the teachers' perspective, teachers' collaboration with the parents, and their expectations of the parents. This article attempts to shed light on the significant issue of parental involvement by examining the language teachers' perspective and offering suggestions for further studies in this underresearched area of language education.
Universal SEL Implementation to Improve Community and Prosocial Skills: A Pilot Study
Author: McDaniel, Sara C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Prosocial Behavior,Pilot Projects,Curriculum Implementation,Elementary School Teachers,Teacher Attitudes,Student Evaluation,Student Behavior,Academic Achievement,Discipline,Attendance,Instructional Effectiveness,Intervention,Elementary School Students,Educational Environment,Fidelity

In the past several years, social and emotional learning (SEL) has become a widely discussed and more frequently addressed area of need in schools. SEL curricula can enhance behavioral practices at the universal tier to be able to comprehensively address the social, emotional, and behavioral needs in school buildings. With the COVID-19 pandemic, these SEL needs have become more pronounced. This case example presents a pilot evaluation of the &quot;Open Circle&quot; SEL curriculum implementation, delivered universally, at Tier 2 for all students. Universal SEL instruction was conducted weekly across an entire elementary school in the southeastern United States which had other universal, preventative strategies in place. Across the year, pre- and post-implementation teacher ratings of student SEL skills and teacher perceptions of school climate and school-level descriptive outcomes (e.g., academic achievement, office discipline referrals, attendance) were evaluated. Results indicated that the universal SEL implementation yielded differential effectiveness noted by grade level, with the intervention being more effective in increasing prosocial skills for third grade students. There were also moderate improvements in teacher perceptions of school climate and the school-level variables across grade levels. Implications for future research and practice are presented.
Prospective Teachers&apos; Perception on Possible Classroom Situations with Problem Behavior: An Investigation through Discipline Models
Author: Iflazoglu Saban, Ayten
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Behavior Problems,Classroom Techniques,Discipline,Elementary School Teachers,Foreign Countries,Intention,Student Behavior

Coping with problem behaviour depends on teachers' perspectives of classroom management strategies, which can be regarded as discipline models teachers implement in the class. How teachers avoid problem behaviours or their strategies and techniques to deal with them may reveal teachers' understanding of discipline. To understand prospective teachers' views on discipline models, this study investigates how prospective teachers evaluate and respond to the situations that they may encounter in the classroom. This is a qualitative study with phenomenology design, and with 50 prospective teachers attending the Primary School Education Department of a state university in Türkiye as the participants. The data were collected through participants' reflection on two sample cases. The participants were asked how they would evaluate the given cases and how they would respond to them. The first case addressed the stereotype &quot;the student is the source of the problem behaviour&quot; and the second one was related to how prospective teachers perceived the difference between punishment and logical consequences. The findings revealed prospective teachers reported different responses to the given cases. For the first case, prospective teachers stated the source of the problem behaviour was teacher-driven. Their response was more on the discipline model in which the teacher control was high. As for the second case, the participants focused on the students' intentions while evaluating the behaviours. It was found that although the participants took the intentions into account, they evaluated the situations according to the consequences. Finally, the study showed that prospective teachers used interventionist strategies (high teacher control) in coping with problem behaviours.
Assessing Inclusive Education Provision at a United Nations Relief and Works Agency (UNRWA) Elementary School in Lebanon
Author: El Ahmad, Ali Hussein
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Refugees,Special Education,Special Needs Students,Students with Disabilities,Elementary Education,Foreign Countries,Elementary School Teachers,Elementary School Students,Teacher Attitudes,Student Attitudes,Parent Attitudes,Teaching Methods,Assistive Technology,Educational Quality,Grade 1,Grade 2,Grade 3

Inclusive education (IE) has become one of the top issues on the international educational agenda over the past two decades. The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) (2013a) developed an IE policy to cater for learning, health, and psychosocial needs for Palestine refugee students with special educational needs and disabilities (SEND) across its five fields of operation; however, the implementation of this policy in UNRWA schools across Lebanon is still weak and inconsistent. The purpose of this study is to assess IE provision for Palestine refugee students with SEND at an UNRWA lower elementary school in Lebanon. The study employed quantitative approach and adopted descriptive design. Data were collected through questionnaire surveys and structured classroom observations from 142 purposefully and conveniently sampled participants, including teaching staff, parents of students with SEND, and their children in grades 2 and 3. The results showed that students with SEND receive an IE to a large extent, yet teachers' inclusive teaching practices are inconsistent, in addition to poor availability of assistive technologies (AT) and exclusion of students with SEND from classroom routines procedures. The large extent of IE provision for students with SEND reflects UNRWA's commitment to providing high-quality IE for all children, including students with SEND. Recommendations for policymakers and practitioners are provided, and suggestions for future research are presented.