ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review on Inclusive Education of Students with Visual Impairment
Author: Miyauchi, Hisae
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Students with Disabilities,Visual Impairments,Teacher Attitudes,Academic Accommodations (Disabilities),Academic Achievement,Educational Research,Self Efficacy,Holistic Approach,Mathematics Education,Science Education,Physical Education,Elementary Secondary Education

This was a systematic review on the inclusive education of students with visual impairment. This study focused on two of the most addressed topics: the perceptions of general education teachers and challenges faced by students with visual impairment in accessing academic subjects. It synthesized the findings of 18 peer-reviewed articles published in English from 1980 to 2020. General education teachers' attitudes toward the inclusion of students with visual impairment were both positive and negative and were influenced by teacher-, student-, and environment-related factors. Feeling unprepared, one of the main teacher-related factors, seemed to have a great effect. In terms of access to academic subjects, the most discussed subjects were Mathematics, Science, and Physical Education. Although students with visual impairment seemed to be studying at or above their grade level, their exclusion from participation in classroom activities was apparent. Unfortunately, these challenges lead to short- and long-term consequences. Key elements in increasing accessibility to subjects were: general education teachers possessing a generic set of effective pedagogical strategies, effective teaching-learning tools, and external support. The importance of teacher training and a holistic support system were emphasized.
Educational Inclusion through the Universal Design for Learning: Alternatives to Teacher Training
Author: Diaz-Vega, Miriam
Date: 2020-00-00
Type: Journal Articles
Subjects: Access to Education,Inclusion,Sustainable Development,Higher Education,Foreign Countries,College Students,Students with Disabilities,College Faculty,Teacher Education,Guidelines,Program Implementation,Academic Accommodations (Disabilities),Special Needs Students

Universal design for instruction (UDI) is a teaching strategy that has proved its value in the process of educational inclusion, resulting in a fundamental tool for the achievement of objective 4 of the 2030 agenda for sustainable development. The lack of time of university professors and the scarce training offered in this subject make it difficult to know and implement UDI in university classrooms, increasing the risk of exclusion of students with some kind of disability. This study analyses the level of knowledge and implementation of the principles and strategies of UDI by university professors. Those professors did not have prior training, but they had access to the Curricular Adaptations of University Students with Special Educational Needs (CAUSSEN) tool as guide to implement different guidelines. The CAUSSEN tool is a document, developed by the Unit of Attention to People with Disability, in which there is information about UDI guidelines and accommodations referring to students with special educational needs. Results show a wide implementation of the UDI principles, despite the low level of previous knowledge its principles. This study concludes that there are practical alternatives to the lack of training, and that teachers' self-perception of their own effectiveness and ability to cope with the inclusion of all students should be strengthened.
Heterogeneity versus Homogeneity in Schools: A Study of the Educational Value of Classroom Interaction
Author: Gabaldón-Estevan, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Diversity,Socialization,Interaction,Classroom Environment,Student Diversity,Age Differences,Gender Differences,Racial Differences,Ethnicity,Disabilities,Academic Achievement,Heterogeneous Grouping,Homogeneous Grouping,Inclusion,Social Development

The degree of homogeneity and heterogeneity among schools affects the comprehensiveness and inclusiveness of the school system and the type and scope of classroom interaction. Since the beginning of the 1980s, interest has gradually increased in the effects of homogeneity and heterogeneity of schools on classroom interactions; this research involves various disciplines and has different goals. The present paper contributes to academic debate on the often ignored consequences of socialisation of pupils with diversity. In particular, we revise the evidence on the effect of socialisation (or lack of it) with diversity resulting from the degree of homogeneity or heterogeneity to which school children are exposed through their interactions in the classroom. We aim, in particular, to shed light on what the assumed value of classroom interactions as an argument in favour or either heterogeneous or homogeneous groups. We review work analysing school homogeneity in relation to age, gender, ethnicity and disability and the effect on classroom interactions. Most studies concur with current achievement motivation theories, which highlight the important role of context and agents of socialisation, such as classroom peers, in the development of pupils' beliefs and behaviours. Studies that find support for classroom homogeneity tend to focus narrowly on academic performance, whereas findings that support classroom heterogeneity tend to analyse higher order values such as equity and inclusiveness. The findings in the literature suggest, furthermore, that children's experiences of exclusion and diversity influence their friendship decision-making, suggesting that heterogeneous schools promote a more inclusive society.
Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19
Author: Gelles, Laura A.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Online Courses,School Closing,College Students,College Faculty,Adjustment (to Environment),Educational Technology,Engineering Education,Student Adjustment,Barriers,Self Management,Coping,Teacher Role,Student Needs,Altruism,Interpersonal Communication,Teacher Student Relationship,Natural Disasters,Access to Education,Foreign Countries,Leadership Responsibility

The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students' well-being and success is the faculty members communicating care and incorporating flexibility into their courses.
Education on Old Age and Ageing in School: An Analysis of Students&apos; Conceptions of Old Age and Ageing and Implications for Teaching
Author: Ginschel, Franziska
Date: 2020-00-00
Type: Journal Articles
Subjects: Older Adults,Aging (Individuals),Student Attitudes,Teaching Methods,Grade 9,Secondary School Students,Exercise,Physical Mobility,Positive Attitudes,Negative Attitudes,Foreign Countries,Biology

Issues related to old age and ageing are an imperative topic in a society of long life, concerning everyone. Wherever possible, the age-related issues should also be adequately addressed and integrated into school education. This article gives an overview of perceptions of students in regard to external and self-images of old age, as conceptions from students are an important starting point for the development of teaching approaches. So far, there is an insufficient research situation in Germany regrading images of old age of children and adolescents. Guideline-supported individual interviews with 10 ninth graders (M[subscript age] = 15.2 years) were conducted and analyzed in order to get an insight into prevalent conceptions of old age and ageing in this age cohort. The students' ideas result in a comprehensive category system. In summary, our investigation has shown that students do not hold one-sided positive or negative images of old age in general, although some aspects like the physical condition and exercise capacity are seen more negatively than for example the characteristics of older persons. Teaching approaches for biology lessons and other subjects, deducted from the students' perceptions, are given in the discussion.
The History and Usage of Parenting Newsletter Interventions in Family Life Education
Author: Brotherson, Sean E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Education,Parent Materials,Parenting Skills,Child Rearing,Child Caregivers,Family Life,Educational History,Newsletters,Extension Education,Public Health,Educational Resources

Raising a child engages parents/caregivers in learning knowledge and skills needed for effective, healthy parenting. The field of parent and family education furnishes a variety of approaches and resources intended to assist and guide those raising and working with children. The Diffusion of Innovations Theory presents a clear framework for understanding how particular resources may develop and become more widely used in parent and family education. Among such resources, parenting newsletter interventions represent a unique and valuable approach to facilitating growth in parent/caregiver confidence, knowledge and skills. This paper provides an overview of the history and usage of newsletters in parent education in contexts including public health, extension and other settings. Further, it highlights key findings, challenges and future directions for parent newsletter interventions in the 21st century landscape of family life education.
Unpacking Systems of Privilege: The Opportunity of Critical Reflection in Outdoor Adventure Education
Author: Meerts-Brandsma, Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Reflection,Adventure Education,Social Justice,Power Structure,Transformative Learning,Whites,Consciousness Raising

Outdoor adventure education has an extensive history of considering how its students should wrestle with privilege. Recent events have brought issues of privilege to the forefront, which raises the question of whether outdoor adventure education can play a role in learning to see and affect systems of privilege. This paper examines several elements of outdoor adventure education that make it an ideal environment for teaching about systems of privilege, and makes the argument that Jack Mezirow's critical reflection, wherein people question the principles that underlie their ideas, should be a key element of outdoor adventure education curriculum in the 21st century. The authors' perspectives are grounded in critical theory and the assumption that power dynamics need to be examined in order to be changed. By combining critical reflection with the unique characteristics of outdoor adventure education, outdoor adventure educators may be able to successfully teach participants to recognize and impact systems that operate around them.
Gateway to Outdoors: Partnership and Programming of Outdoor Education Centers in Urban Areas
Author: O'Farrell, Paige
Date: 2020-00-00
Type: Journal Articles
Subjects: Outdoor Education,Partnerships in Education,Outreach Programs,Community Involvement,Agency Cooperation,Social Networks,Environmental Education,Conservation (Environment),Educational Facilities,Urban Areas,Recreational Activities,Employee Attitudes,Program Effectiveness,Educational Innovation

The purpose of the study is to understand the challenges and opportunities of urban outdoor education centers in partnership and programming. The context for this study involves efforts by all-season outdoor education centers, Outdoor Campus (OC), in two urban areas in South Dakota (SD). Outdoor education scope and social-ecological framework were applied to guide this qualitative study. Semi-structured interview questions were used to interview eight outdoor educators in 2019, including four individuals from each service location composed of three males and five female educators. Qualitative content analysis was applied to identify common themes and essential quotations that emerged from the data analyzed through the interviews. Three main themes emerged: (1) gateway to our outdoor legacy (2) working together for outdoor education, including three sub-themes: formal partnership, programmatic partnership, and finding balance in partnership, (3) challenges as opportunities in outdoor education programs, including two sub-themes: common challenges and evolving process.
Emotions and Construction of National Identities in Historical Education
Author: Ortega-Sánchez, Delfín
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Identification (Psychology),History Instruction,Nationalism,World Views,Political Attitudes

In this study, the authors analyzed the relationship between emotions and the construction of identities, particularly national identity. We reviewed the current debate on the role of emotions and feelings in people's actions and in the configuration of their worldviews and practical actions. The world is witnessing a revival of ideologies that seemed to have been definitively banished from human thought and political action in the 20th century; however, it is being proved not only that they have survived and grown, but that they are also widely disseminated through networks and have come to shape the thinking of the many people who use them when deciding the future of their societies and how they want them to be governed. The growth of populism is based on emotions and on the most extremely nationalistic discourses. We analyzed, first of all, the influence of emotions on the perception of social reality and on the construction of historical and social knowledge. Next, we focused on the implications that emotions have had on the teaching of history and on the results of an international exploratory selection of particularly relevant research. Finally, as a conclusion, we suggest some ideas for the search of a balance that considers the weight of reason and emotion in the teaching and learning of history.
Holistic Learning versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research
Author: Lovat, Terence
Date: 2020-00-00
Type: Journal Articles
Subjects: Holistic Approach,Learning Processes,Teacher Education,Foreign Countries,Values Education,Policy

This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains.
The Effect of Person Misfit on Item Parameter Estimation and Classification Accuracy: A Simulation Study
Author: Mousavi, Amin
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,Educational Testing,Psychological Testing,Item Response Theory,Test Items,Test Bias,Goodness of Fit,Classification,Accuracy,Simulation,Test Length

Often, important decisions regarding accountability and placement of students in performance categories are made on the basis of test scores generated from tests, therefore, it is important to evaluate the validity of the inferences derived from test results. One of the threats to the validity of such inferences is aberrant responding. Several person fit indices were developed to detect aberrant responding on educational and psychological tests. The majority of the person fit literature has been focused on creating and evaluating new indices. The aim of this study was to assess the effect of aberrant responding on the accuracy of estimated item parameters and refining estimations by using person fit statistics by means of simulation. Our results showed that the presence of aberrant response patterns created bias in the both b and a parameters at the item level and affected the classification of students, particularly high-performing students, into performance categories regardless of whether aberrant response patterns were present in the data or were removed. The results differed by test length and the percentage of students with aberrant response patterns. Practical and theoretical implications are discussed.
Safe Spaces for Enabling the Creative Process in Classrooms
Author: Fuss, Monique
Date: 2020-08-00
Type: Journal Articles
Subjects: Creative Activities,Artists,Art Teachers,Space Utilization,School Space,Interdisciplinary Approach,Classroom Environment,Physical Environment,Social Environment,Time Management,Self Management

Based on interviews with five creative professionals this article looks to investigate the creative experience as a source of data on how educators might create space for enabling the creative process in the classroom. Looking toward professional artists who are also committed educators provides core commentary on how to maximise creative experiences in the classroom. Whilst acknowledging the importance of physical space, the following article looks purposefully toward how to enable space as an internal state of being, with the intent toward establishing transdisciplinary discussions that stimulate and provoke creative pedagogical research across an interdependent continuum. The research concludes that enabling space for the creative process lies in the educators' ability to create safe physical, social and emotional spaces for exploring creative processes. Implications for initial teacher education, professional development and classroom practice are identified.
Implementing Alternative Assessment Strategies in Chemistry amidst COVID-19: Tensions and Reflections
Author: Lau, Poh Nguk
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Alternative Assessment,Student Evaluation,School Closing,Evaluation Methods,Science Instruction,Chemistry,Foreign Countries,College Science,Student Attitudes,Teacher Attitudes,Concept Mapping,Barriers,School Schedules,College Freshmen

The COVID-19 pandemic in the first quarter of 2020 resulted in the worldwide disruption of teaching and learning in main stream schools and in institutes of higher learning. Singapore was not spared. With the closure of schools in early April, it was imminent that the delivery and assessment of our freshman general chemistry course must be overhauled for the new semester. While the delivery of Home-based Learning (HBL) was a challenge for all educators, it was a mammoth roadblock for chemistry courses because of laboratory classes. Besides being thrusted to learn and use new technology tools for online lessons, instructors also had to quickly explore and design alternative assessments to substitute in-person written examinations and tests. This paper documents the struggles that played out in the decision to implement concept map assessments and &quot;split-half&quot; laboratory classes for safe distancing. Although these interventions are not novel, we confronted tensions as we sought to address academic integrity, administrative guidelines, and our own inadequacy particularly in concept map assessments. In light of positive and negative feedback from both staff and students, lessons were drawn to enhance future implementation and for further research.
Relationship between Personality and Academic Motivation in Education Degrees Students
Author: Fuertes, Ana María de Caso
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Traits,Achievement Need,Academic Achievement,Student Motivation,Preservice Teachers,Correlation,Age Differences,Gender Differences,Teamwork,Self Efficacy,Recognition (Achievement),Altruism,Early Childhood Education,Social Sciences,Personality Measures,Foreign Countries

The present study aims to understand the relationship between the big five factors of personality and academic motivation. In addition, the following variables are taken into consideration; sex, age and type of educational studies. A quantitative methodology is used, in base to a not experimental, correlational study. The sample is composed of 514 students of the Faculty of Education of Leon's University, between the three education degrees. To gather the information, participants were asked to complete the Learning and Motivation Strategies Questionnaire (CEAM) and the Personality Questionnaire Five Factor Inventory (NEO-FFI). The results show the significant relationship between personality facets and motivation variables. It should be noted that female results were higher in the values of intrinsic motivation, motivation towards teamwork, neuroticism, and kindness, and the male results were higher in self-efficacy. Additionally, it was observed that intrinsic motivation decreases progressively from the first to the fourth year of the degree, the need for recognition decreases in the two last study years, and the openness to experiences is higher in the last year of the degree. Finally, Social Education students are those that show a higher intrinsic motivation, self-efficacy, total motivation, openness to experiences, and neuroticism, while Primary Education students' results were higher in the need for recognition.