ethanporcaro/eric-fulltext-meta huggingface dataset:
Mid-Career Teachers: A Mixed Methods Scoping Study of Professional Development, Career Progression and Retention
Author: Booth, Josephine
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Career Development,Teacher Persistence,Teaching (Occupation),Teaching Experience,Teacher Characteristics,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Program Effectiveness,Barriers,Job Satisfaction,Work Environment,Teacher Surveys,Educational Needs,Foreign Countries

Globally, there are ongoing problems with teacher retention, leading to a loss of experience and expertise. In policy and research, the emphasis is often on the professional development and retention of early career teachers, whereas teachers in later stages of their career are relatively under-represented. This article addresses this imbalance, reporting on a mixed methods scoping study that explores definitions of mid-career teachers in England and their retention and development, via a literature review, primary data collection and secondary analysis of data from the OECD's TALIS 2018 survey. We found that there is no agreed definition of mid-career teacher, relating to time in teaching, role and wider life circumstances and self-definition. Whatever definition is used, mid-career teachers are a heterogenous group, with varying needs, career plans and commitment to the profession. Whilst typically confident in their practice, their learning needs vary and are often experienced as unmet, especially for those looking for progression routes outside leadership and those with family commitments. This indicates that their potential for career development to benefit the profession may not be reached. The article concludes with suggestions for further study, policy and practice to improve understanding of this under-researched group.
Implementation of a Single-Tooth Pre-Doctoral CAD/CAM Dentistry Curriculum at UIC: History, Description, SWOT Analysis, and Quantitative Evaluation
Author: Vlagos, Kristen
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Design,Dentistry,Medical Education,Curriculum Implementation,Computer Uses in Education,Clinical Experience,College Curriculum

A comprehensive CAD/CAM dentistry curriculum that includes broad aspects of single tooth restoration has been implemented at the University of Illinois College of Dentistry (COD) since 2010. The purpose of the program is to promote an educational environment that utilizes current technology to enhance the quality and efficiency of single-tooth dental treatment offered to patients, while also preparing graduating students to apply recent and future clinical advances. This article describes the history, organization, rationale, and objectives of the tooth-supported restorative aspects of our comprehensive pre-clinical and clinical CAD/CAM curriculum and presents the educational and clinical outcomes of this program.
&quot;These Are Normal People&quot;: White High School Students&apos; Responses to Interracial Literary Fiction
Author: Findora, Jessie
Date: 2021-00-00
Type: Journal Articles
Subjects: White Students,High School Students,Student Attitudes,Multicultural Education,Fiction,Literary Genres,Racial Relations,Computer Mediated Communication,Reader Response,Racial Bias,Empathy

When schools present texts through their explicit curricula, they infuse those stories with a certain perceived value (Eisner, 2002). When those accounts all ring with the same voice, they promote the merit of those people represented over those excluded (Haslem, 1998). In this study, we explored how White high school students responded to independently reading and discussing interracial literary fiction in an online forum. Drawing on narrative empathy and imagined intergroup contact theory, the study employed a theoretical framework based on critical reflection and reader response theory. The participants in this study were randomly assigned to White-normative male canon or interracial literary fiction groups, from which they selected texts and subgroups. Over the course of three weeks, the students independently read their books before engaging in an online discussion with their subgroups. In a qualitative analysis, we analyzed those discussions to explore how students responded to their texts. This study suggests that White high school seniors who read interracial literary fiction can achieve the same goals as their counterparts who read a White-normative canon; however, they also may explore issues of discrimination and prejudice--even independent of direct teacher intervention.
Less than One Percent Is Not Enough: How Leading Literacy Organizations Engaged with Climate Change from 2008 to 2019
Author: Panos, Alexandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Conference Papers,Journal Articles,Climate,Change,Literacy Education,Environment,Ecology,Social Justice,English Instruction,Language Arts,Elementary Secondary Education,Postsecondary Education

This paper considers a twelve-year period (2008-2019) and examines to what extent conference presentations and journal publications from three leading literacy and language professional organizations addressed the topic of climate change. Despite it being perhaps the most significant &quot;mega-problem&quot; of the 21st century (Martin, 2007), findings from this study demonstrate that climate change was largely invisible across the thousands of presentations and publications in this data set. It is time literacy and language educators and corresponding professional associations reckon with this troubling reality.
Disciplinary Literacy: Successes and Challenges of Professional Development
Author: Howell, Emily
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Intellectual Disciplines,National Standards,Literacy Education,Research Reports,Content Area Reading,Content Area Writing,Teaching Methods,Barriers,Futures (of Society),Measures (Individuals),Learning Strategies,Individualized Instruction,English Instruction

Literacy research has investigated disciplinary literacy for over a decade. The focus on disciplines as cultures of distinct literacy practice has been integrated into national standards and classroom implementation. Yet, research exploring the professional development in-service teachers receive specific to delivering disciplinary literacy instruction remains limited. This systematic literature review addresses this gap by analyzing 58 articles using the search terms &quot;professional development,&quot; &quot;disciplinary literacy,&quot; and &quot;content area literacy.&quot; The researchers discuss four focused themes that have emerged in disciplinary literacy research in relation to professional development (PD): disciplinary literacy as strategy instruction, differentiation and disciplinary literacy, measures of disciplinary literacy, and a PD model. The authors conclude discussing theoretical codes demonstrating both successes and challenges for PD in disciplinary literacy with implications for future PD.
Collage Praxis: What Collage Can Teach Us about Teaching and Knowledge Generation
Author: Whitelaw, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Art Activities,Teacher Education Programs,History,Art,Literacy Education,Kindergarten,Elementary Secondary Education,Feminism,Guidelines,Models,Inquiry,Literature,Aesthetics,Childrens Literature,Course Descriptions,Teacher Educators,Picture Books,Cooperative Learning,Peer Relationship

In this article, I examine collage in pre-service teacher education as an arts-based theory and practice to interrogate knowledge in the classroom; how it gets generated, by whom, and to what end. I consider how historical legacies of collage that revolutionized modern art by shifting focus away from technique and mastery toward concept, process, and critique of the status quo, can shed light on literacy practices in K-12 and teacher education. Through practitioner inquiry and feminist arts-based frameworks, I examine collage-making and sharing in response to a shared picturebook in a children's literature course. I argue that collage staked claim to an accessible framework and participation structure that disrupted typical linear ways of engaging with story and offered a malleable, material-discursive model for inquiry, process, and concept. To make the argument, I explore how collage re-framed knowledge generation in relational terms that relied upon uncertainty, multiplicity, and an interplay of individual and collective engagement, reclaiming literature as an aesthetic activity and positioning teachers as aesthetic and emergent subjects. I consider implications for how pre-service teachers learn to think about knowledge in the process of becoming a teacher.
Are Decision-Making Styles, Locus of Control, and Average Grades in Exams Correlated with Procrastination in University Students?
Author: Sagone, Elisabetta
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Cognitive Style,Locus of Control,Grades (Scholastic),Time Management,College Students,Foreign Countries,Predictor Variables

In this paper decision-making styles, locus of control, and average grades in exams are examined as correlates of procrastination in a sample of 185 university students (mainly female students) recruited from mandatory courses for degrees in psychology and pedagogy at the University of Catania (Italy). Method: We used the Decisional Procrastination Scale (Ferrari, Johnson, &amp; McCown, 1995), consisting of five Likert-type items useful for analyzing the procrastination; the Decision-Making Styles (Di Nuovo &amp; Magnano, 2013), chosen for measuring the doubtfulness, delay, proxy, and no problem styles with 15 Likert-type items; the Locus of Control of Behavior Scale (Craig, Franklin, &amp; Andrews, 1984) used to evaluate internal and external loci of control. The data were gathered through an online anonymous questionnaire and were analyzed using the multiple linear regression model to assess how styles of decision-making, locus of control, and average grades in exams affect the decision to procrastinate in university students. The main findings of this study indicate that doubtfulness and delay decision-making styles correlate with high decisional procrastination together with low average grades at university exams. Locus of control is excluded by the proposed model. Conclusions: These findings suggest pursuing a deeper investigation of the various types of procrastination and the measures used for analyzing the academic achievement in university students.
Parental Involvement during Pandemic Times: Challenges and Opportunities
Author: Ribeiro, Luísa Mota
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,COVID-19,Pandemics,Distance Education,Electronic Learning,School Closing,Parent Student Relationship,Parent Background,Student Characteristics,Age Differences,Gender Differences,Educational Attainment,Personal Autonomy,Elementary School Students,Secondary School Students,Adolescents,Children,Attention,Public Schools,Private Schools,Time Management,Foreign Countries

Due to COVID-19, many countries implemented emergency plans, such as lockdown and school closures. This new situation has significantly affected families, namely, the involvement required to support children's learning at home. The current study aimed to analyze Portuguese parents' perceptions of their home-based parental involvement in their children's learning during the lockdown and school closures in 2020 due to COVID-19. An online survey, using a closed-ended questionnaire, was employed. Variables included parents' sociodemographic and COVID-19 related characteristics; students' sociodemographic characteristics; distance learning context; parental involvement; and students' autonomy. Data were collected from a sample of 21,333 parents with children from elementary school to secondary education, and statistical data analysis was performed using IBM SPSS Statistics 26. Findings revealed that Portuguese parents supported their children during the pandemic mainly through the monitoring of attention in classes and task realization. However, several variables appear to significantly determine parental involvement time, which is higher when students attend public schools, when they are less autonomous and younger, when parents' level of education is lower, when the child is a boy (except in secondary education where gender is not relevant), and when the online school time is higher. Findings highlight the need for a significant investment of time from parents, particularly of primary school children, making it difficult to cohere work or telework with school activities. Implications for policies, schools, families are discussed in order to promote children's learning and success.
Federal Sentencing Disparities and Marginalized Offenders: Revisiting Cumulative Disadvantage Theory through Individual-Level Variables
Author: Terry, April
Date: 2018-00-00
Type: Journal Articles
Subjects: Law Enforcement,Disadvantaged,Age Differences,Racial Differences,Gender Differences,Crime

Over the past several decades, sentencing reforms have claimed to establish guidelines to reduce sentencing disparity; yet, recent studies continue to find discrepancies in sentencing outcomes. The current study explored individual factors using data from the U.S. Sentencing Commission (FY 2010) to further analyze these variables through the lens of cumulative disadvantage theory. The factors included the influence of age, race, sex (gender), offense type, instant offense score, and overall criminal history score on sentencing length (in months). Hierarchical regression revealed being identified as Black, committing fraud/white collar crime or a property offense, and overall criminal history were able to significantly predict sentence length--findings consistent with cumulative disadvantage theory. Contrary to previous studies, the current results suggest that age may have a positive relationship with sentencing length. The findings are not without limitations but do provide a modern-day picture of continued marginalization of certain defendants within the criminal justice system.
International Students&apos; Reflections on Employability Development Opportunities during a One-Year Masters-Level Program in the UK
Author: Fakunle, Omolabake
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,Graduate Students,Student Attitudes,Employment Potential,Work Experience Programs,Job Placement,Career Development,Reflection,Global Approach,Program Length,Masters Programs,Foreign Countries

This article explores reflection and reflective thinking, drawing upon qualitative research on international students' perceptions of developing their employability while studying in the UK. It addresses a gap in the literature by making a connection between internationalization and employability, concepts that are mainly framed as separate discursive realms. The literature on internationalization is focused around international student recruitment and the benefits to the host institution; the employability discourse is oriented towards national policies on the development of human capital through home students in the domestic market. The reflective thinking demonstrated by the international students illustrates the challenges they faced in seeking opportunities to enhance their employability within and outside the university; and to (re)assess learning opportunities that are integrated with work experience. The findings suggest that there is scope for embedding employment development opportunities (EDOs) at a systemic level in order to enhance the experience of international students.
A New Country, New University, New School - How Do I Cope? International Student Experiences
Author: Hartwig, Kay
Date: 2020-00-00
Type: Journal Articles
Subjects: Coping,Foreign Students,Student Adjustment,Teacher Education Programs,Educational Experience,Socialization,Practicums,Educational Benefits,Reflection,Student Attitudes,Barriers,Cultural Differences,Global Approach,Foreign Countries,International Education,Preservice Teachers,Program Descriptions,Cultural Awareness

Many students embark on an international experience (study tour and/or practicum/placement) during their teacher education program. There are benefits and challenges for those participating in such programs. Reflection is a useful tool in enabling the students to reflect on their experiences; capitalise on the benefits and assist in meeting the challenges that may arise. This paper reports on how reflection was used in a three-week program for international students conducted in a school in The Netherlands. Reflection is an important part of the program as the students are required to socialise into a new country and culture; a new university setting; and then a new school site -- multi socialisation (Barton &amp; Hartwig, 2017). The aim of this specific program was the development of participants both as global citizens and as global teachers (Stokhof &amp; Fransen, 2017). Reflection enabled the students to appreciate and understand their experiences in the community of multi international students, foreign pupils and teachers in a foreign school context, thus supporting their development as global citizens and global teachers.
Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development
Author: Zur, Agnieszka
Date: 2021-00-00
Type: Journal Articles
Subjects: Workplace Learning,Corporate Education,Online Courses,Electronic Learning,Technology Integration,Adoption (Ideas),Expectation,Administrator Attitudes,Affordances,Barriers,Positive Attitudes

Despite the wide acknowledgement of the knowledge-based economy, the need for life-long learning and quickly growing open online resources, Massive Open Online Courses (MOOCs) are not common means of corporate learning and development programs. The aim of this study is to identify key factors determining the adoption of MOOCs in corporate workplace learning programs. In this exploratory research, the authors employ empirical data from 36 in-depth interviews with corporate managers directly responsible for learning and development practices. Findings provide potential explanations for the mismatch between a generally positive attitude towards MOOCs and their still low adoption rate by identifying expectations towards MOOCs, as well as major reservations. We find that while corporations recognize the opportunities MOOCs can introduce into workplace learning, elevated expectations, negative first-time experiences and objective barriers inhibit MOOC adoption in corporate learning and development programs. It is among the first to expose the perspective of organizations at an early stage of adopting MOOCs. The findings provide a novel contribution to both workplace learning scholarship as well as practical recommendations which can inform HR managers' decisions in regard to adopting digital means in workplace learning.
Digital Health in Pharmacy Education: Preparedness and Responsiveness of Pharmacy Programmes
Author: Mantel-Teeuwisse, Aukje K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Pharmaceutical Education,Educational Technology,Technology Uses in Education,Pharmacy,Technological Literacy,Access to Health Care,College Faculty,College Students,Foreign Countries,Professional Personnel,Attitudes,Barriers,Computer Mediated Communication,Internet,Access to Information,Knowledge Level,Artificial Intelligence,Teacher Competencies

To ensure the sustainability of pharmacy practice and provide health for all, pharmacy as a profession must embrace the digital transformation that has been changing healthcare at a rapid pace. The International Pharmaceutical Federation (FIP) has conducted a global study on digital health in pharmacy education to describe the readiness, adaptability, and responsiveness of pharmacy education programmes to train the current and future pharmaceutical workforce on digital health and to identify the knowledge and skill gaps of the existing pharmaceutical workforce with regard to digital health. An online survey was distributed to collect feedback from academics, pharmacy schools, pharmacists, and pharmacy students. The findings showed that a large proportion of pharmacy schools do not offer any digital health education, and the skillsets and knowledge of how to apply digital health technologies to solve existing clinical problems and improve care have been identified as a gap. The future of pharmacy and pharmaceutical sciences is digital and exciting. A digitally enabled and agile pharmaceutical workforce will capitalise on the benefits of digital health to serve the higher purpose of providing good health and wellbeing for all, leaving no one behind. Therefore, pharmacy and pharmaceutical sciences education should act now.
Student Surveys: Measuring the Relationship between Satisfaction and Engagement
Author: Kandiko Howson, Camille
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Surveys,Student Satisfaction,Learner Engagement,College Seniors,National Surveys,Foreign Countries,Student Experience,Benchmarking

This study explores the relationship between satisfaction and engagement survey items through an institutionally based survey, drawing on the two largest higher education student experience surveys in the world. The UK-based National Student Survey (NSS) was designed to inform student choice and drive competition and the US-based National Survey of Student Engagement (NSSE) was developed to provide actionable data for institutional enhancement. Comparing these surveys leads to a critical review of how such data can be used for policy decisions and institutional enhancement. The Institutional Experience Survey thus draws on findings from a survey of 1480 non-final year undergraduate students in a research-intensive UK university. Those who reported higher levels of engagement, measured across 17 engagement benchmarks, also reported significantly higher levels of satisfaction. Results are used to discuss the application of engagement-based surveys in the UK, compared to satisfaction-based surveys, and the benefits and challenges of both approaches. Conclusions are made about the usefulness of nationally standardised experience surveys, the different outcome goals of engagement and satisfaction, such as responsibility for learning and change, audience and results and lessons for other countries looking to measure the student experience. The paper highlights the need for a shift in perspective in relation to the role of student surveys in determining national and institutional policy from a student-as-customer approach to one that sees students and institutions as co-responsible for learning and engagement.