ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrated STEM for Teacher Professional Learning and Development: &quot;I Need Time for Practice&quot;
Author: Burrows, Andrea C.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Astronomy,Preservice Teachers,Pedagogical Content Knowledge,Preservice Teacher Education,Science Instruction,Hands on Science,Lesson Plans,Cooperation,Student Attitudes

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014-May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.
Towards an Understanding of the Testing Opt-Out Movement: Why Parents Choose to Opt-Out or Opt-In
Author: Paladino, Margaret
Date: 2020-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Parent Attitudes,Racial Differences,Ethnicity,Language Arts,Mathematics,Educational Policy,Test Bias,Grade 4,Grade 5,Decision Making,Suburban Schools,English Language Learners,Students with Disabilities,Economically Disadvantaged

The opt-out movement, a grassroots coalition of opposition to high-stakes tests that are used to sort students, evaluate teachers, and rank schools, has the largest participation on Long Island, New York, where approximately 50% of the eligible students in grades three to eight opted out of the English Language Arts (ELA) and Mathematics tests in 2019 (&quot;Projects: ELA and Math Opt-Outs 2016-2019,&quot; 2019). Quantitative research has shown a racial disparity between parents who opted out and opted in with White, middle class parents participating in the opt-out movement at greater rates than Latinx, Black, and Asian parents (Au, 2017; Bennett, 2016; Hildebrand, 2017; Klein, 2016; Murphy, 2017; Phi Delta Kappa &amp; Gallup Poll, 2017; Pizmony-Levy &amp; Green Saraisky, 2016; Ryan, 2016; Tompson, Benz, &amp; Agiesta, 2013). Parents are powerful policy actors that influence policy at the district and school level (Bakeman, 2018). This study has important implications for state legislation that supports a more equitable assessment and accountability system-one that does not undermine the student and teacher relationship. In addition, one that reports reliable individual growth of the students. Providing an equitable system that does not put undue pressure on low-income districts of color to raise scores or get sanctioned. Crafting an accountability system that fosters teaching and learning grounded in comprehensive educational pedagogy instead of test prep materials for corporate profit. This study yielded three major findings. First, the districts' messaging about the state testing and parent's right to opt out was reflected in the opt-out rates. The high opt-out district disseminated the most information about the testing and parents' rights to opt out. Meanwhile, the low opt-out district held pep rallies and pizza challenges to incentivize opting in. Second, although the opt-out movement's original aim was to improve public school education for the greater good, the parents interviewed in this study made individualistic choices for their child about opting out or opting in based on the information they had access to from the district and social networks of information, as well as their philosophies of parenting and education. Finally, regardless of parent involvement levels, race/ethnicity, and socio-economic status, parents' reasons for opting out or opting in were based on superficial reasoning and were more similar than different across the three districts.
Gamification in Science Education. A Systematic Review of the Literature
Author: Kalogiannakis, Michail
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Science Education,Literature Reviews,Student Motivation,Learner Engagement,Technology Uses in Education,Elementary Secondary Education,Higher Education,Research Methodology,Data Collection

The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students' motivation towards science learning and promote scientific thinking. This study's objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.
Zoom in on &quot;Dry Joy&quot;--Dissensus, Agonism and Democracy in Art Education
Author: Skregelid, Lisbet
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,Teaching Methods,Democratic Values,Political Issues,Foreign Countries,Exhibits,Museums,Photography,Controversial Issues (Course Content),Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Discussion (Teaching Technique),Computer Mediated Communication

Literature on art education often emphasizes dialogue as a preferred approach and as a way of practicing democratic education in museums and galleries. Dialogue-based tours in such contexts are often characterized by a sense of harmony and agreement. In contrast, this article discusses the democratic aspect and political potentiality when dissensus and agonism are used as central educational strategies. The point of departure for the discussion was a teaching session on the online platform Zoom with student teachers as part of their module on art and crafts at the University of Agder in Kristiansand, Norway, in spring 2020. Artworks from the exhibition &quot;Dry Joy,&quot; in Sørlandet Art Museum, by Finnish photographer Iiu Susiraja, were the pivot point in the session. Before the lockdown caused by COVID-19, the exhibition caused intense debates. The strong reactions were particularly prevalent amongst parents whose children had witnessed the exhibition as part of a school trip. A central part of the teaching session was encouraging students to come up with and explore arguments both for and against exposure of school children to these images. This article aims to contribute to knowledge about how educational strategies that challenge consensus may enable democratic arenas beyond hegemony.
The Challenge of Educating Purposeful Teachers in Finland
Author: Kuusisto, Elina
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education,Elementary School Teachers,Preservice Teachers,Ethics,Moral Values,Altruism,Goal Orientation,Value Judgment,Psychological Patterns,Interpersonal Relationship,Self Actualization,Professional Identity,Foreign Countries

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.
Changes in Students&apos; Achievement Motivation in the Context of the COVID-19 Pandemic: A Function of Extraversion/Introversion?
Author: Smith, Jonathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Achievement Need,Student Motivation,Competence,Self Efficacy,Mastery Learning,Goal Orientation,Context Effect,Pandemics,COVID-19,Expectation,Value Judgment,Attitude Change,Extraversion Introversion,High School Students,Adolescents,Urban Schools,Academic Achievement,Foreign Countries

Students' mental health has been an increased concern since the outbreak of the COVID-19 pandemic. However, academic outcomes have received very little attention. In this study, changes in students' achievement motivation are investigated using an expectancy-value framework. Participants (n = 90) were high school students (grades 9 and 10) who reported on their expectancy and value perceptions in regard to learning before and during the pandemic (i.e., January and November 2020). Changes over time and as a function of extraversion/introversion were analyzed using repeated measures multivariate analyses of variance (MANOVAs). Most perceptions were found to be stable with the exception of interest in learning, which increased as a function of extraversion. Results are discussed in light of relevant pre-pandemic evidence.
Student Burnout: A Case Study about a Portuguese Public University
Author: Salgado, Sofia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Stress Variables,Drug Therapy,Coping,College Faculty,Leisure Time,Exercise,Expectation,College Students,Student Attitudes,Student Characteristics,Burnout,Student Responsibility,College Environment,Environmental Influences,Intellectual Disciplines,Gender Differences,Age Differences,Instructional Program Divisions,Student Employment,Income,Athletics,Freedom,Teacher Influence,Teacher Student Relationship,Peer Relationship,Depression (Psychology),Grades (Scholastic),Well Being

Burnout is increasingly present in organizations and in the most diverse professions, namely, in university students. Burnout can have negative repercussions on their well-being and can even lead them to abandon their studies. The objective of the study focuses on academic burnout and taking medication as a consequence of the requirements of the academic path of students at a Portuguese public university. To achieve this goal, a quantitative methodology was used, consisting of the distribution of a questionnaire to a sample of students from the analyzed university. The first study questionnaire obtained 207 responses, all valid. To perform the analysis of the quantitative data, the program IBM SPSS Statistics, version 25 was used. Inferential statistics were used, namely, Student &quot;t&quot;-test and one-way ANOVA (parametric tests), Spearman's correlation coefficient, and the Chi-square test, to test the previously defined research hypotheses. Among the variables for which statistically significant relationships with burnout were found, the following stand out: the arithmetic mean (course average); the professional situation; participation in extracurricular activities; the practice and frequency of physical exercise; the choice and expectations regarding the course; the uncertainty felt about the professional future; the evaluation of the relationship with colleagues.
When Authenticity Goes Missing: How Monocultural Children&apos;s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds
Author: Adam, Helen
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Literature,Inclusion,Diversity,Cultural Pluralism,Foreign Countries,Early Childhood Education,Teacher Attitudes,Racial Bias,Social Bias

The importance of recognising, valuing and respecting a child's family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children's literature can support children's human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators' understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children's literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and 'othering' of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of &quot;othering&quot; those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children's books. This research contributes to discussion on the value of children's literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.
Stability of Literacy Profiles of Adolescents with Autism Spectrum Disorder and Associations with Stakeholder Perceptions of Appropriate High School Support Needs
Author: McIntyre, Nancy S.
Date: 2021-01-00
Type: Journal Articles
Subjects: Adolescents,Autism,Pervasive Developmental Disorders,Students with Disabilities,Student Needs,High School Students,Predictor Variables,Nonverbal Ability,Symptoms (Individual Disorders),Language Skills,Communication Skills,Reading Comprehension,Academic Ability,Parent Attitudes,Teacher Attitudes,Academic Support Services,Student Personnel Services

Purpose: For many individuals with autism spectrum disorder (ASD), postsecondary outcomes are poor. This may be due to insufficient academic supports, particularly with regard to literacy skills, during high school. More information is needed about skill profiles so that we can better differentiate support for students with varying social, communication, cognitive, and academic proficiency levels. This study was designed to (a) identify unique literacy profiles of high school students with ASD, (b) assess profile stability over time, (c) identify predictors of profile membership, and (d) analyze stakeholder reports of required school support intensity. Method: Participants were a diverse sample of high school students with ASD, 14-21 years old (N = 544), their parents, and their teachers who participated in a randomized controlled trial of a comprehensive treatment model for high school students with ASD. Standardized measures were administered to assess nonverbal IQ, autism symptomatology, language/adaptive communication, reading comprehension, academic knowledge, and parent/teacher report of school support needs intensity. Latent transition analysis was conducted to examine sample heterogeneity and to explore the stability of the profiles. Associations between profiles and reports of support intensity were examined. Results: Four literacy profiles were identified that were stable over 2 years: Emergent Literacy/Comprehensive Support, Low Literacy/Intensive Support, Average Literacy/ Moderate Support, and Average Literacy/Limited Support. Parent and teacher reports of school support intensity generally aligned with the profiles. Conclusions: These analyses provide insight into the diverse literacy and support needs in ASD. Implications for practice and the role of speech-language pathologists in assessment and intervention are discussed.
The Status of Service and Support Provision for Diploma-Track High School Students on the Autism Spectrum
Author: Orsmond, Gael I.
Date: 2020-09-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,High School Students,Student Needs,Academic Support Services,Mental Health,Counselor Role,Teacher Role,School Counselors,Special Education Teachers,Interpersonal Competence,Study Skills,Administrator Role,High Schools,Specialists,Role,Student Characteristics,School Districts,Graduation,Pupil Personnel Services,Students with Disabilities

Students on the autism spectrum who complete a regular high school diploma are a growing population; little is known about how these students are currently supported. A large sample of special education administrators, special education and general education teachers, and related school personnel completed an online survey that documented levels and types of educational support provided to these students in one Northeast state. School personnel reported that they regularly provided services and supports to address these students' academic (organizational and study skills) and social skills. Few participants reported providing supports or services to address disability disclosure or advocacy, self-care, and mental health symptom management for this population. Special education teachers, general education teachers, and school counselors provided most supports and services. Students on the autism spectrum who complete a regular high school diploma are a growing population; little is known about how these students are currently supported. A large sample of special education administrators, special education and general education teachers, and related school personnel completed an online survey that documented levels and types of educational support provided to these students in one Northeast state. School personnel reported that they regularly provided services and supports to address these students' academic (organizational and study skills) and social skills. Few participants reported providing supports or services to address disability disclosure or advocacy, self-care, and mental health symptom management for this population. Special education teachers, general education teachers, and school counselors provided most supports and services.
Fit for Fire: A 10-Week Low-Cost HIFT Experiential Learning Initiative between Underrepresented Kinesiology Undergraduates and Hypertensive Deconditioned Firefighters Improves Their Health and Fitness
Author: Poudevigne, Melanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Experiential Learning,Kinesiology,Undergraduate Students,Fire Protection,Health Behavior,Physical Fitness,Hypertension,Obesity,Program Evaluation,Program Costs

The aims of this study were to investigate the feasibility of an experiential learning initiative led by minority exercise science undergraduates and to observe the adaptations after a 10-week high-intensity functional training (HIFT) program in 34 underrepresented, hypertensive, and overweight/obese professional firefighters (PFF; age: 36.8 ± 11.0 years, body weight: 97.3 ± 21.5 kg, height: 181.7 ± 6.6 cm; BMI: 29.2 ± 4.9 kg/m2). Data were analyzed for muscular strength and endurance, cardiorespiratory endurance, body composition, agility, flexibility, and readiness for change. The PFFs trained two to three times weekly during their work shifts at vigorous intensity for 40 min. Their resting diastolic blood pressure and resting heart rate significantly decreased. Improvements in agility, muscular strength, and readiness for change were observed. This HIFT experiential learning initiative was feasible and beneficial and improved the PFFs' health and physical fitness with limited resources. Accredited programs in exercise science participating in low-cost initiatives may aid in mitigating public service workers' compensation and injury rates to better respond to occupational demands.
Empirical Research on Leadership Capacity of Secondary Vocational Teachers in Yunnan Province of China
Author: Yue, Xiaoyao
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Educational Change,Secondary School Teachers,Vocational Education Teachers,Teacher Attitudes,Teacher Competencies,Educational Objectives,Reflection,Innovation,Participative Decision Making,Governance,Supervision,Academic Achievement,Cooperation,Work Environment,Leadership Responsibility,Instructional Leadership

Teacher leadership continues to be a growing educational reform initiative across the world. With the rapid development of Chinese language education, the role of teacher leadership in education reform is becoming more and more prominent. Based on the survey data of 104 teachers in a secondary vocational school in Yuxi City, this study investigated the level of teacher leadership capacity and discussed their promotion strategies. Based on Lambert's (2003a) theory of teacher leadership capacity, the author developed a research questionnaire that including four structures of teacher leadership capacity, which focus on the vision, reflection and innovation, shared governance, supervision, and response to student achievement. This study adopted the five-likert point scale. Data analysis shows that the average scores of 17 items does not exceed 4.00 points, while the highest and lowest score are from &quot;focus on the vision.&quot; To improve the teacher leadership capacity, the study suggests that leaders should concentrate on the school's vision as well as establish collaborative culture and atmosphere among teachers.