ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Course Placement Criteria and Mathematics Achievement in an All-Boys Catholic School
Author: McCue, Daniel J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Single Sex Schools,Males,Catholic Schools,High School Students,Mathematics Education,Student Placement,Grade 9,Geometry,Algebra,Mathematics Achievement,College Entrance Examinations,Scores,Success,Correlation,Criteria

This study explored the mathematics course placement process for incoming students in an all-boys Catholic high school. The sequential nature of mathematics significantly impacts students' opportunity to learn; moreover, the mathematics course taken by a student during ninth grade can have far-reaching effects. Previous studies have found that ninth-grade students enrolled in Geometry, rather than Algebra 1, have a greater chance of completing advanced mathematics courses and experiencing increased mathematics success. Thus, adequately prepared students should be placed in Geometry whenever possible. To aid this effort, this study investigated whether a relationship exists between course placement criteria and future mathematics achievement. The study sample was comprised of students who graduated from the subject high school between 2015 and 2019 (N = 1067). The placement criteria examined were Acuity Algebra Proficiency Test results, High School Placement Test mathematics scores, and eighth-grade teacher recommendations. ACT mathematics scores were used as measures of success; binary logistic regression was utilized to determine strength of association between placement criteria and future mathematics achievement. Results indicate that Acuity test performance is strongly associated with future mathematics achievement, while combinations of placement criteria are more effective than individual course placement measures. Implications for further research are discussed.
The Potential of Catholic Schools: Public Virtues through Private Voucher
Author: Prud'homme, Joseph
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Schools,Educational Vouchers,Educational Theories,Cultural Pluralism,School Choice,Religious Schools,Criticism,Inclusion,Educational Policy,Elementary Secondary Education,Aesthetics,Moral Values,Educational Needs,Theater Arts,Ethics,Moral Development

Recent US Supreme Court cases signal a likely increase in calls for K-12 school choice programs that include the option of enrolling in religious schools. In turn, criticism of religious school-inclusive school choice programming is likely to shift to policy and values-based critiques. This article addresses two allegations of Catholic primary and secondary school deficiencies in achieving objectives important to a pluralist society, allegations that would invalidate indirect state support of Catholic schools. By analyzing the aesthetics of Hans Georg Gadamer and Aristotelian moral theory in light of American Catholic schools' potential, this paper rejects claims that Catholic education is unlikely to meet core needs of a contemporary pluralist society.
Experiences of Students Living with Physical Disabilities at a University of Technology in KwaZulu-Natal
Author: Hlengwa, Thobile
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Physical Disabilities,Students with Disabilities,Student Experience,Barriers,Accessibility (for Disabled),Attitudes toward Disabilities,Interpersonal Relationship,Student Attitudes

Society's inadequate response to disability impacts people's physical health, social relationships and lives in general which can be perceived in the realms of family, friends, neighbours, psychological state and level of independence. The consequences of a disability can have an impact on multiple levels, the personal, interpersonal, family and social (Catherin &amp; Shanbhang, 2015). These impacts are mirrored -- and in some ways exaggerated -- in the lives of students living with disabilities. Students living with physical disabilities at universities of technology may experience challenges that negatively affect their studies. The purpose of the study reported in this article was to explore the experiences of students who are living with physical disabilities at a selected university of technology in KwaZulu-Natal. The study adopted a qualitative design. Semi-structured interviews with open-ended questions were employed to collect data from the 10 participants. And participation of students living with physical disabilities was secured through the snowball sampling technique. The findings of the research revealed a variety of challenges that students with physical disabilities encounter at the selected university of technology.
Understanding the Experiences of Mauritian Students at Institutions of Higher Education Overseas
Author: Ammigan, Ravichandran
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Experience,Foreign Students,Foreign Countries,Study Abroad,Student Adjustment,Student Attitudes,Higher Education,Educational Attainment,Correlation,Student Experience,Academic Support Services,Friendship,Internet,Access to Computers,Technical Assistance,Religious Factors,Clergy,Social Life,Undergraduate Students

Each year, a significant number of students from the Indian Ocean island of Mauritius seek higher education opportunities abroad. Yet, limited research exists on these students' expectations, preferences, and experiences in their academic and non-academic university settings overseas. This quantitative study investigates the experiences of Mauritian degree-seeking students at universities in Australia and the United Kingdom, which have been two of the most preferred destination countries for these students over the years. Precisely, this research examines associations between overall university satisfaction and various aspects of the student experience in the arrival, learning, living, and support services environment. Analyses reveal that a number of satisfaction variables were important to students, namely the opportunity to make friends on campus, the availability of social activities and facilities, internet access and IT support, and chaplaincy or multi-faith provision. Implications for international educators, university administrators, and guidance counsellors are discussed.
The Experiences of Low German-Speaking Mennonite Men in Alternative Education Programs in Southwestern Ontario
Author: Brubacher, Cameron
Date: 2017-00-00
Type: Journal Articles
Subjects: German,Native Language,Religious Cultural Groups,Nontraditional Education,Males,Educational Experience,Program Development,Student Attitudes,Foreign Countries,Teacher Student Relationship,Rural Areas,Educational Attainment,Dropouts,Religious Factors,High School Equivalency Programs,Language Maintenance,Cultural Maintenance

The tradition of leaving high school and finding full-time employment after grade 8 has put Low German-speaking (LGS) Mennonites in rural Southwestern Ontario in a vulnerable economic position. Consequently, alternative education programs have been developed by Ontario public school boards in areas containing high numbers of LGS Mennonites. The programs strive to keep LGS Mennonite youth in school by creating spaces where primarily male LGS Mennonite students feel more comfortable and can pursue a high school diploma while maintaining their religious beliefs, cultural identity, and work responsibilities. This article draws from qualitative interview data and open-ended survey responses to explore perceptions of LGS Mennonite men's experiences in alternative education programs, and it highlights factors that caused the men to avoid or leave the programs. This article offers recommendations on how to strengthen the programs to increase the number of LGS Mennonite students attending them. It emphasizes the importance of LGS Mennonite students receiving strong messages from educators that their language, culture, and religious beliefs are valued even if that means separating the youth from Canadian society rather than integrating them on equal terms to minimize their marginalization.
&quot;They Want a Reply Immediately!&quot; Teachers&apos; Perceptions about Contact between Home and School
Author: Hedlin, Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Family School Relationship,Parent Teacher Cooperation,Parent Participation,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Interpersonal Communication,Information Technology,Internet,Electronic Mail,Time Management,Teacher Responsibility,Leisure Time

In many countries today, there is emphasis on teachers' interaction with parents. Also, parents are expected to be involved in their children's schooling. Teacher education, however, has been criticized for not preparing the prospective teachers sufficiently for the task. International studies have found on the one hand that digital technology facilitates teachers' communication with guardians, and on the other hand that communication via email risks leading to negative consequences. The aim of this study is to explore how the contact between home and school is perceived from a group of Swedish teachers' perspective. The empirical material consists of questionnaires directed to schoolteachers. In this paper, we analyse how teachers have answered open-ended questions posed in the questionnaire. The teachers report that it has become much more common for parents to contact them, in particular via email, and parents expect teachers to be available for them and respond quickly. The teachers try to establish their own individual guidelines for how to handle parental contacts. Our conclusion is that collegial cooperation could facilitate the teachers' tasks involving parents, and that teacher education should address the issue of how to combine good working conditions with a professional approach and good relations with the parents.
Exploring the Impact of Community-Engaged Programs on Undergraduate Students&apos; Attitudes toward Intellectual Disability
Author: Jones, Jennifer L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Intellectual Disability,Attitudes toward Disabilities,Program Effectiveness,Attitude Change,Adults,Behavior Change,Knowledge Level,Community Programs,Inclusion,Service Learning,Consciousness Raising

Positive outcomes for students have motivated educators to identify effective strategies for advancing diversity, equity, and inclusion (DEI) in people with intellectual disability (ID), a minoritized population often excluded from DEI efforts. The current study investigated undergraduate student attitudes toward ID and compared changes in attitudes following participation in one of two community-engaged programs alongside adults with ID. Findings indicate both programs were effective in changing all three components of students' attitudes: affect, cognition, and behaviors.
Supporting Young Children with Disabilities during the COVID-19 Pandemic: Evidence from Caregivers in Virginia
Author: Shapiro, Anna
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Caregiver Attitudes,Parent Attitudes,Stress Variables,Child Development,Disabilities,Students with Disabilities,Access to Education,COVID-19,Pandemics,Barriers,Well Being,Mental Health,Anxiety,Child Care Centers,Preschool Education,Individual Characteristics,Electronic Learning,In Person Learning,Child Behavior,Academic Ability,Interpersonal Competence

Early care and education (ECE) experiences shape children's developmental trajectories, particularly for children who have or may have disabilities. However, caregivers of children with disabilities have faced considerable challenges finding care for their children, which have increased during the COVID-19 pandemic. Using survey data from nearly 3,000 caregivers of preschool-age children in Virginia collected in December 2020 and January 2021, we find that caregivers of children with disabilities were less likely to find ECE programs that met their needs, more likely to experience high levels of stress, and more likely to be concerned about their children's development than were caregivers of children without disabilities. Concerns about child development were particularly pronounced among caregivers of children with disabilities in remote instructional settings. Our findings suggest a disproportionate impact of ECE disruption on caregivers of children with disabilities and the need for targeted supports for these caregivers moving forward. [Note: The correct volume number is 8, and the correct issue number is 1.]
Improving the First-Year Experience of Chinese International Students through Responsive Pedagogy: Insights from F&amp;M in Shanghai
Author: Mann, Nadia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,Foreign Countries,College Freshmen,Student Needs,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Blended Learning,Teacher Student Relationship,Synchronous Communication,International Cooperation,English Language Learners,Teacher Attitudes,Multilingualism,Program Development,Faculty Development,Learner Engagement,Student School Relationship,Academic Persistence,School Holding Power,Academic Achievement

This article discusses lessons learned from the development and execution of F&amp;M in Shanghai, a hybrid residential-remote program created for Franklin and Marshall College's first-year Chinese students in Fall 2020. The F&amp;M Office of International Programs worked with the Institute for Study Abroad (IFSA) to develop the residential portion of the program, and coordinated the curriculum and remote engagement framework. F&amp;M in Shanghai represented an opportunity to craft a constructive environment for first-year Chinese students by intentionally considering and meeting their specific needs. Utilizing creative, well-designed pedagogy, thoughtful programming, and a multipronged approach to student support, we were able to operate the program with great success. Assessments of F&amp;M in Shanghai resulted in a great deal of data, and some results we observed run counter to received wisdom. This article discusses how these results suggest avenues for future research.
Internationalization of Higher Education in Universities in the Global South during COVID-19: A Case Study of a Mexican University
Author: Neria-Piña, Liz
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Global Approach,School Closing,Barriers,Study Abroad,Cultural Awareness,International Cooperation,Research,Student Mobility,Faculty Mobility,Coping,Change Strategies,Networks,Institutional Cooperation,Partnerships in Education,Educational Technology,Technology Uses in Education,College Students,College Faculty,Teacher Role

The internationalization of higher education (IHE) is beneficial for students, universities, and society. Hence, higher education institutions (HEIs) carry out diverse strategies in this regard; mobility being the most important one. But the outbreak of COVID-19 has harmed internationalization activities, especially in universities in the Global South. The objective of this case study was to describe the strategies for internationalization that a Mexican university adopted during the COVID-19 pandemic. Using qualitative analysis, findings reveal two main themes: the response of the International Affairs Office and the future of internationalization. Implications include the potential for collaboration among stakeholders and the use of technology to deal with uncertain times. Future research may inquire into students' perspectives and development of intercultural competencies through virtual mobility.
Vietnam&apos;s Policies in COVID-19 Pandemic: What Are Consequences to Its Higher Education?
Author: Tran, Bich Thi Ngoc
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Higher Education,Public Policy,Disease Control,Equal Education,Access to Education,Educational Quality,Institutional Autonomy,Barriers,Educational Policy,Educational Administration,Governance,Online Courses,Distance Education

The COVID-19 pandemic and the shutdown of schools created disruptions in Vietnamese education, which has not been evaluated to date. This paper reviews the effect of COVID-19 policies on teaching and learning in higher education in Vietnam. We first contextualize higher education in Vietnam before the COVID-19 pandemic. We then analyze the Vietnamese government's policies to curb the virus spread. In doing so, we highlight on Vietnam's inequalities of access to higher education, quality of curriculum and instruction, and institutional autonomy. Our analysis focuses on how Vietnam's COVID-19 policies simultaneously responded to the pandemic and moderate prior educational issues. This review contrasts the advantages and disadvantages of the policies and highlights the challenges Vietnamese universities face in policy implementation. We conclude this paper by discussing the implications of changes made during the pandemic to comment on higher education in Vietnam post-COVID-19.
Teachers&apos; Time Use and Affect before and after COVID-19 School Closures
Author: Jones, Nathan D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Time Management,COVID-19,Pandemics,School Closing,Teacher Responsibility,Affective Behavior,Teaching Conditions,Teacher Attitudes,Suburban Schools,Minority Group Students,Low Income Students,Faculty Workload

Several large-scale survey efforts have attempted to understand teachers' experiences in the early months of the pandemic. Our study complements this literature by providing direct evidence of teachers' work prior to and after the onset of COVID-19. We leverage unique longitudinal time use and affect data on 131 teachers from one district across the 2019-2020 school year. Specifically, we provide a full accounting of teachers' instructional activities, their reports of their positive affect and negative affect while engaged in these activities, and the extent to which teachers' work experiences changed post-COVID. Our results suggest a large reduction in teachers' daily instructional minutes, which were replaced with increased planning, paperwork, and interactions with colleagues and parents. Teachers' overall positive and negative affect did not change post-COVID. But teachers' affective responses to specific work activities did. Post-COVID, we saw increases in teachers' positive affect when with students.
Higher Education in India in the Time of Pandemic, Sans a Learning Management System
Author: Roy, Sudipta
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Higher Education,Videoconferencing,Interaction,Educational Technology,Technology Uses in Education,Access to Computers,Internet,Barriers,Student Evaluation,Online Courses,Faculty Development,Training,Technological Literacy,Evaluation Methods

Higher education in India was caught completely unawares by the COVID-19 pandemic and the necessitated closure of educational institutions. Despite almost a decade of experience with online and distance learning at some top-tier and private institutions, the vast majority were unprepared and looked for quick solutions for different components of teaching-learning depending on the need of the hour. The immediate tool sought was a videoconferencing platform to substitute in-class lectures. With no access to a learning management system, faculty chose one platform for videoconferencing, one for interaction with students, and another for uploading class notes. Disparity in students' access to devices and the internet presented challenges. Assessment of learning, which hitherto was largely pen and paper based, was delayed for lack of a viable solution. Experiences documented in this study demonstrate faculty resilience, but lack of institutional leadership and preparedness is starkly evident.
Learning-Mode Choice, Student Engagement, and Achievement Growth during the COVID-19 Pandemic
Author: Darling-Aduana, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,In Person Learning,Preferences,Family Attitudes,Learner Engagement,Academic Achievement,Attendance,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The COVID-19 pandemic resulted in an unanticipated, near-universal shift from in-person to virtual instruction in the spring of 2020. During the 2020-21 school year, schools began to reopen, and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and associations between virtual education, student engagement, and academic achievement. Family preference for virtual (versus face-to-face) instruction was highly associated with subsequent school-level infection rates and appeared relatively uniform within schools. We find that students assigned to a higher proportion of instructional days in virtual mode experienced higher rates of attendance but negative achievement growth compared to students who were assigned a higher proportion of instructional days in face-to-face mode. Insights from this study can be used to better understand family preferences as well as to target and refine virtual learning in a post-COVID-19 society.
The Mental Health Impacts of COVID-19 on PK-12 Students: A Systematic Review of Emerging Literature
Author: Naff, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Mental Health,COVID-19,Pandemics,Preschool Education,Elementary Secondary Education,Caregivers,Parents,Children,Correlation,Stress Variables,Anxiety,Depression (Psychology),Age Differences,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Disabilities,Coping,School Closing,Access to Information,Physical Health,Sleep,Computer Use,Parent Child Relationship,Suicide,Psychological Patterns,Behavior Problems,Resilience (Psychology)

The mental health impact of the coronavirus disease 2019 (COVID-19) pandemic on PK-12 youth is likely an urgent and enduring concern, yet research on this topic is still emerging. To synthesize current knowledge, the researchers conducted a systematic review of empirical studies exploring the mental health impacts of COVID-19. Five themes emerged across 104 included studies: (a) the pandemic proved widely disruptive to PK-12 youth; (b) there was a clear connection between the mental health of caregivers (e.g., parents) and children; (c) the pandemic broadly increased levels of stress, anxiety, and depression in PK-12 youth; (d) students were particularly affected on the basis of age, gender, race/ethnicity, socioeconomic status, and previous mental health or disability diagnosis; and (e) youth demonstrated negative and positive coping strategies and even saw some positive mental health outcomes during the pandemic. Implications for research, practice, and policy are discussed.