ethanporcaro/eric-fulltext-meta huggingface dataset:
Long-Term Parent-Child Separation through Serial Migration: Effects of a Post-Reunion Intervention
Author: Greenfield, Patricia M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Immigration,Conflict,Adolescents,Interpersonal Communication,Workshops,Perspective Taking,Adjustment (to Environment),Intervention,Immigrants

The goal of this project was to reduce parent-child conflict and promote intergenerational harmony among Central American families who had experienced long-term parent-child separations in the immigration process. Through combining intensive case study of six families with experimental design, we show how a series of four workshops for immigrant parents and their recently immigrated adolescent children could reduce parent-child conflict and emotional distance by scaffolding intergenerational communication. Families were randomly assigned to one of three groups: (1) both parents and adolescent children attended workshops (full experimental group); (2) only adolescent children attended workshops (partial experimental group); and (3) no-treatment control group. The full experimental group achieved the greatest changes in communication patterns: In the posttest, parents and children in this group were more able to express negative aspects of separation and reunion; they also showed more understanding of each other's perspective.
&quot;I Like Being Involved in School Stuff&quot;: Mothers&apos; Perspectives around Their Participation in Family Engagement in Universal Prekindergarten
Author: Liang, Eva
Date: 2020-00-00
Type: Journal Articles
Subjects: Mother Attitudes,Family Involvement,Preschool Education,Knowledge Level,Parent Child Relationship,Play,Learning Processes,Parent Participation,Barriers,Family School Relationship,Parent Teacher Cooperation,Educational Objectives

Family engagement is considered to be a cornerstone of successful universal prekindergarten (PreK) implementation. Using data from interviews with mothers, this study investigates the different ways families are engaged in their child's PreK experience. Multiple themes emerged from the interviews, including: family engagement, parents' knowledge about what their child is learning, learning through play, and parental goals for their PreK children (e.g., reading, writing, counting). Findings revealed mothers' understandings and definitions of &quot;family engagement&quot; varied. Some mothers considered taking their children to school as a form of family engagement, while others believed actively being in their children's classroom and helping the teacher was parental involvement. Still others defined it as spending quality time with their children at home. Mothers who were not engaged in these activities described different barriers contributing to the lack of engagement. The aim of this study is to help school leaders and teachers develop better understandings of family members' perspectives and experiences around family engagement. The goal of this work is to foster reciprocal partnerships between teachers, school personnel, and family members to increase the potential for families to feel included in their children's early educational experiences.
Win-Wins: Contextualized Reading Teacher Education Grows Community Partnerships
Author: Munger, Mary Heather
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Teachers,Reading Instruction,Teacher Education Programs,Preservice Teachers,Teacher Educators,College Faculty,Class Activities,Learning Experience,Small Colleges,Student Attitudes,Emergent Literacy,School Community Relationship,College School Cooperation,Elementary School Students,Preschool Education

In its recent white paper, &quot;A Pivot Toward Clinical Practice,&quot; the American Association for Colleges of Teacher Education (AACTE) echoed the call heralded almost a decade ago by the National Council for Accreditation of Teacher Education's (NCATE) Blue Ribbon Report that highlighted the need for the development of authentic settings in which teacher candidates can learn the skills they need. These organizations' calls for more comprehensive efforts to conduct teacher education set in clinical settings were the inspiration for the research project described in this article. One teacher preparation professor at a small private midwestern university embedded an emergent literacy course into multiple school community settings over the course of one semester. Teacher candidates enrolled in the course participated in traditional classroom activities as well as contextualized learning experiences within school and community settings. The goal was to examine the perceptions of study participants regarding depth of learning and the value of the overall experience. Study participants reported high levels of satisfaction with the course and its meaningful contributions to learning.
Factors of Critical Spatial Thinking for a Geography Metacognition Assessment in Indonesian Senior High Schools
Author: Nursa'ban, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Spatial Ability,Geography Instruction,Critical Thinking,Factor Analysis,High School Students,Foreign Countries,Creativity,Concept Formation,Specialists,Student Evaluation,Maps,Geographic Regions,Concept Mapping,Natural Disasters,Inquiry,Validity,Standards,Competence

Factors of Critical Spatial Thinking for a geography metacognition assessment are a moot point among experts and practitioners. This study aims to develop an understanding about such factors by using a structural equation model to generate a comprehensive and accurate assessment instrument for metacognition in geography. The study is a research and development project for a Thesis. The current research involves 595 participants, consisting of experts and practitioners from eight representative Senior High Schools in Indonesia. The study occurred between August 2017 and February 2019. The results from a confirmatory factor analysis generated 15 indicators for three dimensions of critical spatial thinking. The three dimensions are concept comprehension, concept application, and creativity in producing ideas; and they are used to generate an assessment for metacognition in geography. The indicators involve concept application, location, distance, approach, equation, disaster mitigation, concept map, interaction, map instrument, aura, region, hierarchy, pattern, spatial association, and inquiry. The factors were assessed by nine experts and obtained 0.85 on the Aiken validity index. A chi-square of 330.47, df = 90, p-value = 0.000, and Root Mean Square Error of Approximation = 0.071, t = 4.78, and GFI = 1.96 in the significance level of 5%, proves the items fulfil both the analysis and construct dimensions, and also have a significant influence on the dimensions and factors of metacognition.
The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence Levels of Prospective Social Studies Teachers
Author: Torun, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Preparation,Technological Literacy,Pedagogical Content Knowledge,Educational Technology,Self Efficacy,Preservice Teachers,Social Studies,Scores,Student Attitudes,Undergraduate Students

The aim of this study is to determine the effect of a textbook preparation process supported by instructional technology tools on the TPACK (Technological Pedagogical Content Knowledge) self-confidence level of prospective Social Studies teachers. The research was carried out using a sequential descriptive design with a mixed method design. Quantitative data were collected before and after the implementation process and the qualitative data were collected after the implementation process. Quantitative data were collected by the Technological Pedagogical Content Knowledge (TPACK) Self-Confidence Scale; and qualitative data were collected by a metaphor form and a BLOB tree self-assessment form. Quantitative data were analyzed by a Paired Samples t-test and qualitative data were analyzed by content analysis. A total of 53 prospective Social Studies teachers, from a public university in Turkey, participated in the research. The results of the analyses showed there were statistically significant differences between pre-test and post-test scores in the levels of TPACK self confidence amongst prospective Social Studies teachers. The self-confidence scores were in favor of the post-test. Furthermore, while prospective teachers have created negative metaphors about their TPACK self-confidence before the implementation process, they created more positive metaphors after the implementation process. According to the results of the BLOB tree self-assessment, it was revealed that the TPACK self-confidence levels increased amongst the prospective Social Studies teacher participant group.
Using Four-Tier Diagnostic Tests to Understand the Conceptions Held by Pre-Service Primary School Teachers about Sea Pollutant Migration
Author: Sopandi, Wahyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Diagnostic Tests,Water Pollution,Scientific Concepts,Misconceptions,Foreign Countries,Knowledge Level,Correlation,Marine Education,Environmental Education

The territory of Indonesia is dominated by vast oceans. Therefore, Indonesian citizens should be equipped with a deep understanding about sea currents and sea pollution. This study aims to identify the conceptions held by pre-service primary school teachers about both sea currents and sea pollutant migration. The study also aims to identify whether pre-service primary school teachers see a relationship occurring between those conceptions. The study involved 147 pre-service primary school teachers from one of Indonesia's teacher training institutions. Four-tier diagnostic tests were used to gather data about the conceptions of pre-service primary teachers. The data were interpreted and analyzed in a descriptive quantitative method. The results showed that pre-service primary school teachers' conceptions about sea currents and sea pollutant migration were mostly in the category of 'misconception' and 'have no conception'. The correlation test about the ability of pre-service primary school teachers to explain the concepts of sea currents and sea pollutant migration was also not significant. The results of this study indicate a need to improve the quality of teaching and learning for pre-service primary school teachers about convection by linking it to sea currents and sea pollutant migration.
Never Had It but Now I Have to Teach It: A Study into How Primary Teachers Implemented A New Curriculum Requirement in Teaching Practice
Author: Sexton, Steven S.
Date: 2020-06-00
Type: Journal Articles
Subjects: Science Instruction,National Curriculum,Elementary School Teachers,Technology Education,Teaching Methods,Faculty Development,Information Technology,Teacher Collaboration,Teacher Attitudes,Curriculum Implementation,Foreign Countries,Intervention

In 2017, a change to the national curriculum of New Zealand required primary teachers to implement a new component into the Technology area of The New Zealand Curriculum. This was to be fully implemented by the start of the 2020 school year. However, unless this was a personal area of ability, no primary teacher in New Zealand has been trained or prepared for this new addition. This study reports on how one school worked to implement this new requirement into their teaching practice. This study noted that for the participating teachers, teaching an unknown area of the curriculum required emotional work, political work, and pedagogical work. Over the course of the 2019 school year, these teachers in collaborative professional development (PD) sessions explored, experimented with, and enacted digital technology. Results from this study showed that students' learner was enhanced through teachers' meaningful and purposeful integration of digital technology in their programs of learning. This study offers insight into how primary teachers were able to work in authentic collaborative relationships to support each other in how to implement a new curriculum requirement that was not supported by any ministerial PD.
Level of Computational Thinking Skills among Secondary Science Student: Variation across Gender and Mathematics Achievement
Author: Chongo, Samri
Date: 2020-06-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Secondary School Science,Secondary School Students,Gender Differences,Mathematics Achievement,Foreign Countries,Honors Curriculum,Mathematical Logic

Computational thinking (CT) is often associated with computer science and mathematics in general. However, the involvement of computer science according to gender is seen to be imbalanced. Therefore, this study aimed to identify the level of students' CT skills by gender and their relationship to achievement in mathematics. The study employed survey research design and purposive sampling that involved 128 participants from four science stream students in one of the states in Malaysia (n = 128). The measurement of CT skills was done using a modified CT test adapted from the previous studies. The results of the study were analyzed using descriptive and inferential statistics. Spearman correlational analysis was applied to examine the relationship between CT skill and mathematical achievement and students' t-test analysis was used to determine the difference in CT skills across gender. The study found that the students' CT skills were at the honors level. The relationship between CT skills and mathematics achievement was statistically significant, whereas there exist no significant gender differences in CT skills. This study suggests that the teaching of mathematical logic needs to be considered to improve students' CT skills.
Creating a Learning Activity in the Form of a Writing Retreat for Psychology Undergraduate Dissertation Students
Author: Rentzelas, Panagiotis
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Activities,Writing Workshops,Psychology,Undergraduate Students,Active Learning,Blended Learning,Formative Evaluation,Writing Skills,Student Empowerment,Student Motivation,Instructional Effectiveness,Capstone Experiences,Self Determination

This paper describes the implementation of a new and innovative learning activity created to enhance the learning experience of psychology undergraduate dissertation students. The writing retreat is a student-based learning activity which aims to address students' needs over the final stages of the dissertation module. Involving active-learning, blended learning, and integrating with module assessment strategies (Laurillard, 2007), the event offers workshops on responding to formative feedback, writing skills, preparing the discussion chapter, and putting together the final dissertation document. The event aims to facilitate a learning environment that supports student autonomy, since this type of environment can have a positive effect on students' intrinsic motivation (Hagger et al., 2003, 2006). To assess the effectiveness of the writing retreat, we employed a Self-Determination Theory perspective (Ryan &amp; Deci, 2000) to investigate if the writing retreat facilitated an autonomous -- hence beneficial -- learning environment.
Double the Challenge: Reflections on Supervising Qualitative and Critical Dissertation Projects
Author: Abbott, Keeley
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Supervision,Capstone Experiences,Student Projects,Psychology,Critical Theory,Qualitative Research,Sex,Sexuality,Learner Engagement,Student Development,College Students

Drawing on our own experience, we reflect on the documented challenges of undergraduate supervision faced by qualitative researchers, and extend this discussion by further considering the issues raised by supervising projects that engage with critical perspectives. Concerns are identified regarding the dominance of traditional psychological thought in psychology programmes and the lack of teaching around critical psychology. We outline the implications for students embarking on critical qualitative projects and the additional demands placed on supervisors using examples within the fields of gender and sexuality. We end by emphasising the value of projects that require engagement with critical frameworks for students' future personal and professional development. The importance of teaching critical psychology and critical ideas as a staple and integrated part of the psychology curriculum is made clear.
Final Year Research Project as a Tool for Maximising Students&apos; Employability Prospects
Author: Serbic, Danijela
Date: 2020-00-00
Type: Journal Articles
Subjects: Capstone Experiences,Student Research,Student Projects,Career Readiness,Employment Potential,Foreign Countries,Psychology,Transfer of Training,Undergraduate Students,Job Skills,Reflection

Embedding employability in higher education is a key Teaching Excellence Framework requirement, and psychology departments across the UK recognise that this is indeed important for students' employability prospects. The Final Year Research Project is the most important independent piece of work that psychology undergraduate students undertake, contributing considerably to the overall degree classification. Therefore, it can provide a fertile ground for embedding employability and allows for innovation in teaching and supervision of projects. Yet, based on our extensive Final Year Research Project supervision and coordination experience, this opportunity tends to be overlooked by psychology departments, project coordinators and supervisors; often resulting in projects being given insufficient attention in students' job and further study applications and interviews. In this practice exchange paper, we first detail how employability is built into Years One and Two of our undergraduate degree, before outlining how it is integrated in Year Three within Final Year Research Projects. We then describe and discuss several initiatives that we developed and implemented to embed employability in Final Year Research Projects. We developed the 3R approach to helping students Recognise and Reflect on their skill development and Relate them to the next step in their career.
Why School Climate Matters for Teachers and Students
Author: Kraft, Mathew A.
Date: 2020-05-00
Type: Journal Articles
Subjects: Educational Environment,Educational Quality,Teaching Experience,Faculty Development,Work Environment,Teacher Persistence,Academic Achievement,Educational Policy

Over the past decade, education reformers have focused much of their attention on raising teacher quality. This focus on individual teachers has caused policymakers to lose sight of the importance of the organizational contexts in which teachers work and students learn. The quality of a school's teaching staff is greater than the sum of its parts. School environments can enable teachers to perform to their fullest potential or undercut their efforts to do so. State education agencies and boards of education that are working to improve instruction across school systems would do well to recognize the interconnected nature of teachers' work and the environments in which they perform their craft.
Creating Equitable School Climates
Author: Ross, Randy
Date: 2020-05-00
Type: Journal Articles
Subjects: Educational Environment,Equal Education,Culturally Relevant Education,School Community Relationship,Board of Education Policy,Educational Legislation,Federal Legislation,Elementary Secondary Education,Social Development,Emotional Development,Bullying,School Safety,State Departments of Education,Crisis Management,Educational Improvement,COVID-19,Pandemics

The authors believe it is time to expand the term school climate to reflect an intention of giving all children access to positive school environments. Their expanded definition recognizes that equitable school climates are central to education equity, and it calls on educators and policymakers to deepen awareness of race, ethnicity, gender, socioeconomic status, and geographic differences. This article discusses how states and districts are weaving equity into their efforts to improve climate. Five state examples provide a window into some dynamics and options for educational leaders who see equity and school climate improvement as essential to their mission: Minnesota, Connecticut, New Jersey, Pennsylvania, and Maryland.
Measures of SEL and School Climate in California
Author: Allbright, Taylor
Date: 2020-05-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Elementary Secondary Education,Holistic Approach,Educational Environment,School Culture,Student Diversity,Self Efficacy,Self Management,Teaching Methods,Student School Relationship,Discipline,School Safety,Student Behavior,Interpersonal Relationship,Leadership Responsibility,Teamwork,Data Collection,Data Use,Equal Education

California's CORE Districts--a consortium of eight school districts serving a racially and socioeconomically diverse population of over one million students--have since 2014 led the way in deploying measures of social and emotional learning (SEL) and school climate and culture. Influenced by surging interest and research support over the past decade, these districts have collected data in hopes of continuously improving how their K-12 schools address the social and emotional dimensions of student development. In recent years, many advocates have called for schools to pay greater attention to holistic aspects of schooling, arguing for whole-child education, attention to noncognitive factors, and programming to support student SEL. In this article, the authors describe how the CORE Districts plumbed the possibilities of using holistic measures to improve schools.
Removing Barriers to LGBTQ Student Safety and Achievement
Author: Ridings, Aaron
Date: 2020-05-00
Type: Journal Articles
Subjects: LGBTQ People,Educational Environment,School Safety,Bullying,Elementary Secondary Education,Social Bias,Barriers,Well Being,State Boards of Education,Board of Education Role,Victims,State Legislation,Social Justice,Discipline,Faculty Development,Data Collection,Student Needs,Teaching Conditions,Teacher Characteristics,Student Characteristics

Students who are lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ) continue to experience bullying and harassment from their peers in K-12 education. LGBTQ students experience discrimination based on their sexual orientation and gender identity, as well as intersecting identities that encompass race, disability status, ethnicity, religion, color, national origin, among other categories. These lived experiences create barriers to short-term and long-term educational attainment and well-being. Barriers to LGBTQ students' safety and achievement are persistent, but state boards can help.