ethanporcaro/eric-fulltext-meta huggingface dataset:
Advocates and Researchers Working Together to Improve School Health Education
Author: Donnelly, Joseph
Date: 2021-00-00
Type: Journal Articles
Subjects: Advocacy,Researchers,Cooperation,Health Education,Curriculum Evaluation,Intervention,Literature Reviews,Educational Research,Evaluation Methods

Purpose: This article discusses the need for continued evaluation of health education interventions/curricula and provides tools and resources to facilitate the selection of appropriate, evidencebased interventions/curricula for school health education programs. Methods: We review the literature related to the evaluation of school health education programs, provide a review of the basics for understanding evaluation design and results, and identify resources for selecting effective curricula. Conclusions: There is a need for additional rigorously designed evaluations of school health education programs. School health educators and other advocates for school health education must have a basic understanding of evaluation design and how to interpret research results. Recommendations: Advocacy efforts should encourage the adoption of health education programming based on research efforts demonstrating its effectiveness. Advocates and university researchers should work together to ensure rigorous evaluations of programs are undertaken, and to advocate for resources and funding to conduct these evaluations.
Veteran Reintegration and Well-Being Outcomes: A Feasibility Study of the Service Platoon Program for the Mission Continues
Author: Thomas, Kate H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Veterans,Well Being,Feasibility Studies,Program Effectiveness,Life Satisfaction,Goal Orientation,Social Support Groups,Regression (Statistics),Gender Differences,Nongovernmental Organizations,Citizen Participation,Racial Differences

Purpose: This study examined how participation in the Service Platoon program of The Mission Continues (TMC) impacts self-reported purpose in life (PIL), interpersonal support (IS), and civic engagement (CE) among military veterans. Methods: An online survey was given to military veterans upon initial registration with TMC and again 12 months later (n=395). The survey assessed Service Platoon program participation rates, as well as demographic factors, PIL, IS, and CE. Linear regression models were estimated to determine the effect of Service Platoon participation on change scores for PIL, IS, and CE. Results: Posttest scores on all measures were higher at higher levels of event participation, although differences in scores were modest. Conclusions: Results showed that females with participation in seven or more events had significant increases in IS from pretest to posttest, b=4.56 (95% CI=0.44, 8.68). Recommendations: We recommend social networking programming that works to improve interpersonal support and community connectivity among veterans.
Teacher Turnover at the Primary Level: A Qualitative Inquiry
Author: Özdemir, Kübra
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Elementary School Teachers,Teacher Attitudes,Parent Attitudes,Administrator Attitudes,Public Schools,Barriers,Correlation,Foreign Countries

Although the teacher turnover is a known and frequently experienced phenomenon, it is clear literature does not include enough in-depth studies conducted with qualitative designs, especially focusing on instructional dimension. The current study focuses on how teacher turnover was experienced by elementary school teachers, parents and school administrators in Turkey. Qualitative Case Study method was employed in the study. In-depth, one-to-one, semi-structured interviews were conducted with 16 participants by phone due to the COVID-19 pandemic. Content analysis method was adopted to analyze the data obtained in the study. The analysis revealed three themes with rich qualitative comments in the areas of: Academic and professional dimension; communication, cooperation and support; and psychological factors.
Multivariate Analysis on Performance in Statistics, Self-Efficacy and Attitudes of Senior High School Students
Author: Retutas, Mildin Jimenez
Date: 2021-10-00
Type: Journal Articles
Subjects: Statistics Education,Self Efficacy,High School Students,Student Attitudes,Grade 11,Gender Differences,Parent Background,Educational Attainment,Family Size,Family Income,Track System (Education),Performance Factors,Mathematics Achievement,Public Schools,Private Schools,Foreign Countries

Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent's educational level, family monthly income, family size and Senior High School track preference to students' self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students' self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results. Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students' self-confidence and interest in the subject.
The Relationship between Grade 11 Learners&apos; Procedural and Conceptual Knowledge of Algebra
Author: Chirove, Munyaradzi
Date: 2021-10-00
Type: Journal Articles
Subjects: Algebra,Grade 11,High School Students,Correlation,Mathematics Instruction,Problem Solving,Concept Formation,Mathematical Concepts,Mathematics Tests,Foreign Countries,Mathematics Skills

The acquisition of procedural and conceptual knowledge is imperative for the development of problem solving skills in mathematics. However, while there are mixed research findings on the relationship between the two domains of knowledge in some branches of mathematics, the relationship between learners' procedural and conceptual knowledge of algebra has not been well explored. This research paper examined the relationship between Grade 11 learners' procedural and conceptual knowledge of algebra. Data for the study was collected using an algebra test administered to 181 grade 11 learners in Gauteng province, South Africa. Descriptive statistics and Pearson's correlation coefficient were used to analyse the data in SPSS. The study revealed that the learners have low levels of both procedural and conceptual knowledge of algebra. However, they displayed better procedural knowledge than the conceptual knowledge of algebra. In addition, a statistically significant moderate positive linear relationship was found between the learners' procedural and conceptual knowledge of algebra.
The COVID-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change
Author: Hofmann, Riikka
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Change Agents,School Role,Achievement Gains,Equal Education,Transformative Learning,Change Strategies,Educational Change,Intervention,Research,Social Theories,Stimuli,Teacher Role,Educational Technology,Distance Education,Electronic Learning,Access to Computers,Child Health,Well Being,Leadership Responsibility,Work Environment,Educational Environment,Faculty Development

This paper advances our understanding of how schools can become change agents capable of transforming local practice to address the challenges arising from the COVID-19 pandemic. It presents a novel application of cultural-historical activity theory to reinterpret evidence on widespread learning loss and increasing educational inequities resulting from the pandemic, and to identify scalable transformative learning opportunities through reframing the crisis as a double stimulation. By reviewing evidence of the emerging educational landscape, we first develop a picture of the new 'problem space' upon which schools must act. We develop a problem space map to serve as the first stimulus to articulate local challenges. Integrating this problem space with research on professional change, we identify conceptual tools to capture learning gaps and implement pedagogic interventions at scale, in order to enhance schools' agency in directly addressing the crisis. These tools can act as the second stimulus, enabling educators to address local challenges. We conclude by discussing the COVID-19 educational crisis as a unique stimulus for professional learning and outline the potential for durable shifts in educational thinking and practice beyond the pandemic. We argue that this unprecedented historic disruption can be harnessed as a transformative professional learning opportunity. In particular, we consider how research on professional change offers local, scalable interventions and tools that can support educators in preventing the new insights from 'slipping away' post-pandemic. Utilising the notions of boundaries and tool-mediated professional change, we examine the ways in which this disruption generates opportunities to envision alternative futures for equitable learning in school.
The Effects of Remote Pandemic Education on Crafts Pedagogy: Opportunities, Challenges, and Interaction
Author: Kouhia, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handicrafts,Art Education,Distance Education,COVID-19,Pandemics,Textiles Instruction,Educational Benefits,Web Based Instruction,Feedback (Response),Teacher Student Relationship,Student Centered Learning,Sustainability,Peer Relationship,Interaction

The COVID-19 pandemic caused many sudden social changes, including a shift to remote education in many countries. In Finland, remote education also concerns crafts as a standard school subject, combining aspects of art, design, textile, and technology in basic education. Accordingly, Finnish craft teachers faced the unprecedented situation of teaching remotely a subject, which often involves hands-on activities with tangible tools and materials. The present study explores how craft pedagogy has been adapted to remote education by looking at the opportunities and challenges it faces and the effects on classroom interaction. The data consist of the output of two webinars (i.e. 27 group assignments from 123 participants) organised in the autumn of 2020 and targeted at craft teachers and student craft teachers at various levels of the education system. The qualitative, data-driven content analysis reveals that remote teaching provides beneficial opportunities for involving students' everyday lives and families in craft education. However, challenges exist relating to the unequal distribution of materials, as well as technical and social resources at different levels of education and in various contexts. Our study also finds that remote teaching is more teacher-centred and task-oriented than classroom interaction. Online teaching facilities allow teachers to provide students with more individual feedback but make maintaining students' peer interaction difficult. Although remote craft education was considered very challenging at first, teachers have managed to create useful pedagogical practices to be utilised in and beyond the era of the COVID-19 pandemic.
The EU&apos;s Education Policy Response to the COVID-19 Pandemic: A Discourse and Content Analysis
Author: Symeonidis, Vasileios
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,COVID-19,Pandemics,Discourse Analysis,Content Analysis,Educational Change,Skill Development,Technological Literacy,Sustainable Development

Following the severe impact of the COVID-19 pandemic on education systems in Europe, the EU has been called upon to provide a concerted response to the crisis in a context where member states provided their own diverse responses. Against this background, the aim of this article is to uncover and critically examine the EU's education policy discourse and promoted narratives since the outbreak of the COVID-19 pandemic, and by doing so evaluate the EU's response-ability for education recovery during the crisis. A conceptual framework has been devised to analyse the responsiveness of an international entity, such as the EU, based on organisational and neo-institutionalist theories. Data were collected through a combination of discourse analysis and computer-assisted content analysis, which was applied to official EU education policy documents published in 2020. The following categories emerged from the analysis process, indicating that the EU perceives education recovery as: &quot;upskilling and reskilling&quot;, &quot;digital transformation&quot; and &quot;sustainable development&quot;. The findings suggest a substantial continuation between the EU's pre- and post-COVID-19 strategy in the education sector, and even an acceleration in the same direction, revealing a lack of real change in the EU's response, which was focused predominantly on the economic and employability approach to education.
The Opinion of Slovene (Mother Tongue) Teachers on Distance Learning in Primary Schools
Author: Petek, Tomaž
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Language,Slavic Languages,Foreign Countries,Teacher Attitudes,Distance Education,Elementary School Teachers,COVID-19,Pandemics,Web Based Instruction,Barriers,Teacher Empowerment,Technological Literacy,Computer Mediated Communication

The Slovene language has several roles in the educational process in the Republic of Slovenia, including its role as a subject in the curriculum in its own right. It is a basic general education subject in public primary schools and has the most hours of all of the subjects. All teachers were forced to teach remotely for the first time in the history of education (first during the 2019/20 school year and then in the 2020/21 school year) during the COVID-19 coronavirus pandemic. The results of a survey comprising 348 teachers with the ability to teach the mother tongue at primary school level (grades 1-9 of primary school; 59% were class curriculum teachers and 41% were Slovene language teachers) show, among other things, that teachers mostly have a good attitude towards distance teaching and feel empowered for this type of teaching, although they feel that this method makes them mentally and physically more tired than teaching in the classroom. Among the advantages of distance teaching, teachers mention the greater use of modern information and communication technology, more use of e-material and the opportunity for formal monitoring of students. In their opinion, the biggest problems of distance teaching (of the Slovene language) include: lack of student participation; lack of non-verbal communication, thus creating difficulties in understanding; and technical issues. Most teachers believe that students acquire less knowledge or far less knowledge by distance education than they would from education in the classroom. Teachers who feel more empowered to teach remotely also have a better attitude towards teaching their mother tongue and are more satisfied with the communication aspect with students in distant teaching. Teachers who have received the necessary training for distance teaching as part of their work feel more empowered to teach this way than teachers who have not had such training.
Linking a Community-Based ESL Program with the MA TESOL Practicum Course: The Tale of a Program
Author: Kamhi-Stein, Lia D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Programs,Second Language Learning,Second Language Instruction,English (Second Language),Masters Programs,Individualized Education Programs,Immigrants,Language Teachers,Practicums,Teacher Education Programs,Student Teachers,Program Design,Program Implementation,Outcomes of Education,Teacher Educators,Meetings,Adult Education,Educational Philosophy

Immigrant adults in the United States often have limited opportunities to learn English. To address this issue and to strengthen the preparation of future English language teachers, a practicum course offered in a Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) program in California was modified to engage student teachers in the design and implementation of a community-based ESL program. This article describes how a teacher educator and three student teachers collaborated to design and implement the program; identifies the program's teaching philosophy, centered around the communicative approach; and discusses the program's learning outcomes, ranging from introducing oneself to participating in the Individualized Educational Plan meeting. As explained in the article, breaking down the walls that existed between the MA TESOL program and the community of students about whom the program theorized not only helped the ESL students the community-based program served, but it also strengthened the MA TESOL program as a whole.
Output as a Source of Input: Collaborative Writing Tasks for Developing the Grammar and Linguistic Resources of L2 Writers
Author: Goins, Mitchell
Date: 2021-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Grammar,Second Language Learning,Second Language Instruction,Role,Teaching Methods,Writing Instruction,Applied Linguistics,Linguistic Input,Task Analysis,Peer Evaluation,Revision (Written Composition)

The role of grammar instruction within second-language writing instruction has been a subject of debate for several decades. Researchers have debated the necessity of grammar instruction, different methodologies of grammar instruction, and grammar instruction's effectiveness for second-language writing development. Despite research indicating the benefit of grammar instruction for second-language learning and writing development, practical applications of grammar instruction to second-language writing instruction remain sparse within the discourses of second-language learning. Drawing upon theory, research, and practice from within the fields of Second Language Acquisition and Applied Linguistics, this article articulates three practical form-focused collaborative writing tasks that facilitate explicit focus on grammar and language form within the context of L2 writing.
More than Learning English? The Impact of University Intensive English Language Program Attendance on International Student Academic Achievement
Author: Clark, Adam T.
Date: 2021-03-29
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,College Students,Intensive Language Courses,Attendance,Foreign Students,Academic Achievement,Language Proficiency,College Freshmen

This study frames intensive English language programs (IEPs) in institutions of higher education as potential vehicles for social justice among marginalized international students. In this study we examine the differences in academic achievement between international students who enter a university through an English proficiency test and those who pass through an IEP. We compared both populations through nearly 900 cases, out of a sample of 4888, who had similar language proficiency at the time of enrolling at a large research-intensive university in the Southwest of the United States. The results revealed great similarity between the populations of students indicating that as an intervention-style program, the IEP was successful in meeting the linguistic and academic needs of the students. The study also revealed potential implications for higher education policy in ensuring both program quality and benefit to students. The paper also raises issues of equity in terms of the lack of analysis in long-term outcomes for these types of programs compared to other interventions, the need for expansion of international student data collection by institutions of higher education and overall transparency in pre-university programs.
School, University, and Community Collaboration to Promote Equity through Inclusive Cultural Competence
Author: Ellis-Robinson, Tammy
Date: 2021-03-29
Type: Journal Articles
Subjects: College School Cooperation,School Community Relationship,Equal Education,Inclusion,Cultural Awareness,Preservice Teachers,Action Research,Social Justice,Teacher Education,Special Education Teachers,Multicultural Education,Family Involvement

In a series of action-research forums university researchers/faculty, school, family, and community stakeholders engaged collaboratively to explore and identify effective practices and ongoing needs related to the development of inclusive cultural competence for pre-service and in-service teachers, and the institutions that develop and employ them. Forum participants discussed plans for future collaborative projects focused on equity and social justice in local schools and community organizations. The collaborative relationships extended beyond the forums to include additional projects focused on equity. Researchers used a qualitative analysis of forum input and researcher field notes, including deductive category application of codes derived from literature and modeling of intersections of theory and forum output to identify problem areas, analyze themes of best practice, and formulate ideas for future action.
Because We Know: Toward a Pedagogical Insistence on Black Mattering
Author: Okello, Wilson K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Legislation,State Legislation,Racial Bias,Critical Theory,Race,Educational Practices,Social Justice,Student Development,Curriculum,African American Students

Black mattering is contested terrain. As we write this, more than 25 states and municipalities have proposed or passed legislation banning critical race theory (CRT) and the incorporation of material(s) that upset the normative curricular and pedagogical conditions of whiteness. Against this backdrop, &quot;what is mattering for Black people?&quot; This essay interrogates the formations and utilizations of educational pedagogies and curriculum. It raises questions about the implicit intent of these mechanisms on and for the lives of Black people, with specific attention to the notion of mattering. Plainly, pedagogies and curriculum that have failed to center or theorize the ways anti-Blackness facilitates projects of unmattering have engendered a set of conditions that reproduce anti-Black racism in and beyond the educational context. To address these conditions, we conceptually trouble the notion of mattering by meditating on a set of priorities urgently embodied by Black passage into and through anti-Black spaces and places.