ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Teacher Shortages: An Analysis of Teacher Supply and Demand in the United States
Author: Sutcher, Leib
Date: 2019-04-08
Type: Journal Articles
Subjects: Teacher Shortage,Teacher Supply and Demand,Enrollment,Teacher Student Ratio,Faculty Mobility,Elementary Secondary Education,National Surveys,Beginning Teachers,Reentry Workers,Teaching Conditions,Costs,Geographic Location,Special Education Teachers,Mathematics Teachers,Science Teachers,English Teachers

This paper reviews the sources of and potential solutions to teacher shortages in the United States. It describes the sources of current and projected increases in teacher demand relative to enrollments, shifts in pupil-teacher ratios, and attrition. It places these in relation to recent declines in teacher supply and evaluates evidence of shortages in fields like mathematics, science, special education, and educators for English learners, as well as in particular parts of the country. Our analysis using national databases through 2016 predicted an estimated annual teacher shortage of approximately 112,000 teachers in 2017-18. Our recent review of state teacher workforce reports estimated 109,000 individuals were uncertified for their teaching positions in the US in 2017, roughly approximating our projections. We discuss the factors driving shortages and, based on previous research, identify responses that might ameliorate these trends.
Enhancing Pre-Service Teachers&apos; Socio-Emotional Competence
Author: Aspelin, Jonas
Date: 2019-04-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Video Technology,Intervention,Teacher Student Relationship,Teacher Education,Preservice Teachers,Language Usage,Cues,Teaching Methods,Empathy,Nonverbal Communication,Foreign Countries,Emotional Response

A rapidly growing body of research reveals that teachers' abilities to build positive relationships with students play a vital role in education. However, there is a lack of research regarding teacher education. This article aims to contribute by reporting from a project focusing on pre-service teachers' relational competence. More specifically, it focuses on a phenomenon labelled socio-emotional competence. The first section discusses meanings of the concept, using a relational framework, and it highlights three aspects: i) the teacher acts sensitively and responsively; ii) the teacher is directly present to the student and manages feelings; and iii) the teacher confirms the student and supports the student's emotional development. The next section discusses indications of improvement in pre-service teachers' socio-emotional competence, based on data from an intervention study using digital video as the main method. The findings show that pre-service teachers' relational understandings improved in several respects: they began to use a variety of words for specific emotions, to understand emotions as aspects of interaction, and to support their interpretations with behavioral cues. The concluding section considers why the intervention was successful and why socio-emotional competence seems to play a subordinate role in teacher education.
I Am Me: Adolescent Perspectives of a School-Based Universal Intervention Program Designed to Promote Emotional Competence
Author: Lakes, Kimberley
Date: 2019-04-00
Type: Journal Articles
Subjects: Intervention,Emotional Intelligence,Adolescents,Student Attitudes,School Activities,Interpersonal Competence,Public Schools,Grade 10,Grade 11,Grade 12,Self Esteem,Anxiety,Emotional Development,Program Effectiveness,High School Students,High Schools

The aim of this paper is to describe a school-based universal intervention (the Tilly's Life Center &quot;I Am Me&quot; program) to promote emotional competence and social-emotional skills in adolescents. We present results of a mixed-methods program evaluation conducted in public schools in Southern California. In Study 1, sixteen students (grades 10-12) participated in focus groups after twelve weeks of intervention. In Study 2, fifty-four students (grades 9-10) participated in either the universal intervention program (I Am Me) or a no-intervention comparison group for thirty-six weeks. We conducted focus groups with 50 adolescents in the I Am Me program and used quantitative methods to measure self-esteem and perceived stress at four time points for both groups in Study 2. Descriptive data suggested improvements in self-esteem and perceived stress among individuals participating in the I Am Me group. Thematic analysis of focus group data indicated that participants perceived improvement in key areas of emotional development, including: emotional competence (understanding, expressing, and regulating emotions), self-regulation, self-esteem, and social skills. Moreover, participants perceived the intervention as relevant and as having a positive lifelong impact on their development. Further research is needed to empirically validate these outcomes using a randomized experimental design.
&apos;I Get to Learn More Stuff&apos;: Children&apos;s Understanding of Wellbeing at School in Winnipeg, Manitoba, Canada
Author: Huynh, Elizabeth
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Childrens Attitudes,Teacher Student Relationship,School Attitudes,Positive Attitudes,Negative Attitudes,Teaching Styles,Student Experience,Children,Preadolescents

This purpose of this study was to explore how school-aged children understand dimensions of wellbeing in a Canadian context in participation of the Multi-national Qualitative Study -- Children's Understanding of Wellbeing. Twenty-one school-aged children (boys = 8, girls = 13) participated in semi-instructed interviews facilitated by tactile, tasked oriented interview tool. Participants were recruited from seven before-and-after-school child-care programs throughout the city of Winnipeg, Manitoba, Canada. The wellbeing of children at school was influenced by the quality of the relationships they had with their teachers. Children recognized teachers as being essential agents in their learning process and teaching them essential skills for their future. Children who described feeling positive about school were children who felt that their teachers were supportive, provided creative ways to learn, and listened to their ideas and concerns. Conversely, children who described negative feelings about school discussed experiencing teachers who did not value their ideas and concerns, and were not supportive in their individual needs as a learner. The teaching style of teachers affect children's wellbeing at school. Teachers who promote wellbeing at school and positive feeling associated with learning are those who consider the voices and needs of their students, as well as make efforts to incorporate those considerations in their curriculum.
Self-Study with the Educational Technology &quot;Tell Me More&quot;: What EFL Learners Do
Author: Gyamf, George
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Undergraduate Students,Teaching Methods,Independent Study,Program Effectiveness,Student Attitudes,Teacher Role,Time Management,Foreign Countries,Educational Technology,Computer Uses in Education,Learning Strategies,Reading,Persistence

This study investigated 350 English as a foreign language (EFL) undergraduate students' use of &quot;Tell Me More&quot; (TMM), a language learning technology, for self-study in a university in the south of Thailand. Two questions guided the study: 1) What were learners' self-study practices with the TMM program? 2) How did learners' self-study practices enhance or undermine the purpose of using the TMM program? Self-report questionnaire with subscales from Students Approaches to Learning and a semi-structured focused group interview were used to investigate the participants' practices, effort and persistence on the TMM. The findings indicated that the learners multitasked to compensate for the lack of support from instructors and for assessment purposes, sometimes left the program on to count the time. The findings on the time of use suggested that self-study practices do not depend only on learners' attitude or features of the learning environment but also goals set by instructors. Additionally, the findings showed that learners made moderate effort of use and were inconsistent in their self-study practices. The findings shed new light on what accounts for the effective use of educational technologies and how practices could be improved. This study would guide developers of online learning curriculums and educators on learning goals and assessment types to be incorporated in online self-study programs.
The Complexity of Transnational Distance Students: A Review of the Literature
Author: Stewart, William H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Distance Education,Global Approach,Demography,Foreign Students,Internet,Foreign Countries,International Education,College Students,Higher Education

Transnational education is a rapidly evolving and constantly changing field. The Internet has enabled virtually global access to distance education opportunities, however transnational distance students in particular have often been miscategorized, oversimplified, or overlooked in prior research. This literature review synthesizes research and publications over a ten-year period focusing on the emerging phenomenon of transnational distance students. Contrary to the allure of flexible, any time, any place learning often ascribed to distance education, diverse and complex situations are highlighted that paint a more nuanced picture of student circumstances and motivations, counterintuitive and underrepresented conditions that may influence students in their decisions to enroll in transnational distance education programs.
Recruitment, Employment, Retention and the Minority Teacher Shortage
Author: Ingersoll, Richard
Date: 2019-04-08
Type: Journal Articles
Subjects: Teacher Recruitment,Employment,Teacher Persistence,Minority Group Teachers,Educational History,Teacher Shortage,Public Schools,Poverty,Minority Group Students,At Risk Students,Urban Schools,Whites,Teaching Conditions,Labor Turnover,Elementary Secondary Education

This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-up Survey (TFS). Our data analyses document the persistence of a gap between the percentage of minority students and the percentage of minority teachers in the US. But the data also show that this gap is not due to a failure to recruit new minority teachers. In the two decades since the late 1980s, the number of minority teachers almost doubled, outpacing growth in both the number of White teachers and the number of minority students. Minority teachers are also overwhelmingly employed in public schools serving high-poverty, high-minority and urban communities. Hence, the data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in disadvantaged schools have been very successful. But, these efforts have also been undermined because minority teachers have significantly higher turnover than White teachers and this is strongly tied to poor working conditions in their schools.
The Trouble with Teacher Turnover: How Teacher Attrition Affects Students and Schools
Author: Carver-Thomas, Desiree
Date: 2019-04-08
Type: Journal Articles
Subjects: Faculty Mobility,Labor Turnover,Teacher Persistence,Teacher Shortage,Geographic Regions,Intellectual Disciplines,Minority Group Students,Low Income Students,Teaching Conditions,Minority Group Teachers,Administrator Role,Teacher Salaries,Alternative Teacher Certification,Elementary Secondary Education,Disadvantaged Schools

Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.
Strategies for Attracting and Retaining Educators: What Does the Evidence Say?
Author: Podolsky, Anne
Date: 2019-04-08
Type: Journal Articles
Subjects: Teacher Selection,Teacher Persistence,Teacher Effectiveness,Faculty Development,Educational Policy,Teacher Salaries,Teaching Conditions,Educational Strategies,Faculty Mobility,Decision Making,Compensation (Remuneration),Beginning Teacher Induction,Teacher Administrator Relationship,Collegiality,Accountability,Housing,Incentives

A highly competent teacher workforce is a necessary foundation for improving children's educational outcomes, especially for those who rely most on schools for their success. Yet in the United States, shortages in the teaching force have been growing across the country, reaching crisis proportions in some teaching fields--such as mathematics, science, and special education--and in locations where wages and working conditions are least attractive. We analyzed recent research and representative survey data to identify the drivers of teacher recruitment and retention. We also reviewed the policy literature to identify district, state, and federal policy strategies that have been effective at addressing the factors influencing teachers' professional decisions. These policies include increasing their compensation and improving their preparation, professional support, and working conditions, as well as improving district and school management practices that otherwise create obstacles to recruitment and retention.
Equitable Access to Capable Teachers: The States Respond
Author: Sykes, Gary
Date: 2019-04-08
Type: Journal Articles
Subjects: Equal Education,Teacher Distribution,Low Income Students,Educationally Disadvantaged,Teacher Effectiveness,State Programs,Educational Legislation,Federal Legislation,Elementary Secondary Education,Change Strategies,Statewide Planning,Educational Policy

This study examined a sample of plans that states submitted to the U.S. Education Department in 2015, pursuant to requirements in the Elementary and Secondary Education Act Title I, Part A. Plans were aimed at redressing inequities in access to qualified teachers as this problem has emerged in states and districts across the country. A considerable body of research has demonstrated that teachers are inequitably distributed to the disadvantage of low income and historically under-served students. Based on descriptive and inferential coding of these plans, the study reaches several conclusions. First, the federal planning mandate has served as an impetus for developing state data systems that track teacher distributions. Second, many of the strategies states are proposing are not directly relevant, targeted, or fully committed in terms of resources and implementation. Third, in states with highly rated plans, the strategies address fundamental, underlying conditions while offering a comprehensive range of targeted strategies to improve recruitment, support, and retention of teachers in schools serving concentrations of low income and under-served students. Progress on this issue is underway with much that remains to be done.
Improving Graduation Rates: Legitimate Practices and Gaming Strategies
Author: Edwards, Noralee R.
Date: 2019-04-15
Type: Journal Articles
Subjects: Graduation Rate,High School Students,Accountability,Ethics,Educational Practices,Deception,Disclosure,Incidence,Student Records,School Districts,Audits (Verification)

Accountability pressures faced by teachers and leaders may lead well-intentioned educators to engage in strategic reporting and operational practices to increase test scores, graduation rates, and other indicators of student success. Such practices are referred to as &quot;gaming behaviors.&quot; School district personnel attending a Georgia educational conference (N=146) reported a significant prevalence of two such practices -- purging data for students enrolled for a short period of time and fabricating withdrawal forms in case of audit. Exploratory factor analysis yielded three categories of strategies employed by school districts to improve reported graduation rates: (a) practices that directly contradict the rules governing ethical reporting of data (Factor1); (b) legitimate educational practices aiming to enhance student learning (Factor2); and (c) possible gaming strategies aiming to exclude low performing students from the computation of graduation rates (Factor3). Latent profile analysis distinguished a) a group with average scores on all factors (N=120); and b) a group with significantly higher scores on Factor1 and Factor3 (N=26). The second group included a significantly larger proportion of individuals from districts with 5,000- 10,000 students; districts of this size may have the expertise in-house to understand calculations and take strategic action with their data reporting practices.
Schools for Well-Being? Critical Discussions with Schoolchildren
Author: Kutsar, Dagmar
Date: 2019-04-00
Type: Journal Articles
Subjects: Well Being,Educational Environment,Bullying,Children,Childrens Attitudes,Foreign Countries,Student Satisfaction,Grade 6,Urban Schools,Rural Schools,Gender Differences

International quantitative studies among children, such as the &quot;Health Behaviour of School-Aged Children&quot; and the &quot;Programme for International Student Assessment&quot; have revealed a gap between learning outcomes and children's subjective well-being across countries. The &quot;Children's Worlds&quot; international study showed that liking school decreases from the second to the sixth grade. Compared to other countries the decrease is one of the biggest among schoolchildren in Estonia. The aim of the study is to find in-depth evidence to explain the low level of satisfaction with school life and reasons for the decrease in children liking school in Estonia. The analysis is based on data from eight focus group interviews with 12-year-old children in rural and urban schools. The study showed that children develop negative feelings from various aspects of school life that leads to criticism and a dislike for school. Bullying among children and behavioural shortcomings of teachers (including coping with personal distress) are the key factors that decrease the well-being of many children and cause a dislike of school. An ideal school-for well-being would promote physical, social and mental well-being for both children and teachers.
The Role of Language in the Relationship between Emotion Comprehension and Theory of Mind in Preschool Children
Author: Sarmento-Henrique, Renata
Date: 2019-04-00
Type: Journal Articles
Subjects: Language Role,Correlation,Theory of Mind,Preschool Children,Foreign Countries,Preschools,Language Tests,Emotional Intelligence

For several decades, there has been an interest in understanding how Emotion Comprehension (EC) and Theory of Mind (ToM) are related during the preschool years. In addition, the links between language and ToM and language and EC have been studied. Although prior work shows the influence of language on ToM and EC, the relationships among these three variables have not been sufficiently studied until now. The aim of this short research report is to test the relations among these three skills during a critical period of development, using a wide range of ToM, EC, and language components. To do so, the authors evaluated EC through six components of the TEC (Pons &amp; Harris, 2000) and ToM through the seven tasks of the Wellman and Liu Theory of Mind Scale (2004). Language was evaluated by the PLON-R, a Spanish test of language development that includes four different dimensions. Results show that at four years of age, the relationship between ToM and EC is mediated by language, suggesting that language is a key process in the development of socio-emotional competence. The results suggest the need to work on EC and ToM through language from early ages. Through their discourse, adults influence the child's comprehension of mental and emotional realities and model their narrative skills. These narrative skills allow the child to construct coherent and structured explanatory frameworks, making explicit what in most cases is implicit.
Teachers&apos; Perceptions and Practice of Social and Emotional Education in Greece, Spain, Sweden and the United Kingdom
Author: Loinaz, Edurne Scott
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Social Development,Emotional Development,Teaching Methods,Teacher Attitudes,Teacher Education,Teacher Responsibility,Skill Development,Teacher Student Relationship,Interpersonal Competence,Emotional Response,School Policy,Correlation

The central motive for conducting this research was to investigate how Greece, Spain, Sweden and the United Kingdom treat social and emotional education (SEE) within pedagogical practice. The study used a sequential quantitative-qualitative analysis with a comparative design, with 750 teachers in the initial quantitative phase participating in a questionnaire, and 22 teachers in the following qualitative phase participating in semi-structured interviews. Significant cross-cultural differences were found in SEE provision, as well as in teachers' beliefs about the purpose of SEE. Teacher education in SEE was found to be available to only a minority of teachers in all four countries. In terms of practice, SEE was more likely to be introduced in schools by teachers themselves (or a partnership between teachers and headteachers) rather than by educational policy. Furthermore, the findings show that SEE provision was more likely to be implicit (taken into consideration in existing classes but not taught as a separate subject), than explicit (having dedicated time and curriculum devoted to SEE).
Explorations on the Benefits of a Holistic Family Language and Literacy Program in a Latino Community: Multiple Perspectives
Author: Halpern, Clarisse
Date: 2019-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Family Programs,Family Literacy,Literacy Education,Program Effectiveness,Holistic Approach,Community Programs,Family School Relationship,Early Childhood Education,Parent Education,Adult Education,English (Second Language),Parenting Skills,Parent Child Relationship,School Readiness,Teacher Attitudes,Principals,Administrator Attitudes

Latino families face several challenges when they immigrate to the United States. School-based early childhood programs involving families with a holistic approach indicate effectiveness toward integrating both children and families into the school community. This paper explores, through informal conversations with administrators, teachers, and parents, their beliefs regarding the benefits of a high-quality family program. In this paper, as a consequence of assuming a holistic perspective, the authors describe prospects for academic gains, positive progress regarding social-emotional benefits, and overall improved inclusive community-related benefits for both children and their families. Additionally, recommendations include strategies to support the challenges confronting newly immigrated Latino families.