ethanporcaro/eric-fulltext-meta huggingface dataset:
Assumption Validation Process for the Assessment of Technology-Enhanced Learning
Author: Pauline-Graf, Denise
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Validity,Educational Researchers,Training,Computer Games,Educational Games,Evaluation Methods,Self Efficacy,Foreign Countries,Cognitive Processes

&quot;Technology-enhanced learning&quot; (TEL) is a broad term to denote the incorporation of digital technology to mediate activities that support education. Educational researchers need to validate critical assumptions about any new system that involves TEL early and throughout its development course to make quick, informed, de-risked decisions about the progress of TEL. We introduce an assumption validation process for educational researchers to consider utilizing when evolving ideas or prototypes of TEL. We present a preliminary study conducted in Russia of a knowledge sharing (KS) training program using digital games to illustrate the proposed four-stage process. The first stage is listing the assumptions that apply to initiatives of TEL. The second is identifying the methods most useful for testing those assumptions. The third is executing tests on each of those assumptions. The last stage is determining assumption validity. In the illustrative study, a single pilot trial was considered the appropriate approach to validate the assumptions selected in the first stage. We found that determining assumption validity requires testing many of the assumptions individually and in aggregate. Educational researchers can use this assumption validation process to assess the potential of TEL in a variety of settings before investing resources into its further development.
Digital Literacy in UK Health Education: What Can Be Learnt from International Research?
Author: Matthews, Barry
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Health Education,Teaching Methods,COVID-19,Pandemics,Electronic Learning,Labor Force,Information Literacy,Communication Skills,Social Media,Required Courses

Introduction: To meet the ambition of the UK becoming the global leader in health technology, the future workforce needs to have a developed digital literacy. The influence of the COVID-19 pandemic on the move to online learning has also increased the requirement for a reinvention of traditional teaching methodologies (Sá &amp; Serpa, 2020). Methodology: A systematic review was conducted using a mix of Boolean search terms in twelve education and health journal databases to discover the extent of current international research of digital literacy in health programmes. Papers were selected for their specificity to digital literacy in health education pre-registration professional programmes. Results: The initial search included 5359 papers, 3925 after duplicates removed, 134 remained after title review which were then input into Covidence for full reading, finally 47 papers being included for thematic analysis. This thematic analysis identified a number of key themes within these papers: digital literacy of the educator, digital literate workforce, technical skills limit adoption, information literacy, a curriculum requirement in education, institutional infrastructure or personal access, preparedness for entering academia, concerns over the use of digital skills, personalised digital literacy experience, increased communication skills with digital literacies, competency frameworks, COVID-19 and social media in education. Conclusion: This research identifies areas of good practice and areas that need to be considered in higher education programmes and by academics to ensure the digital literacy of the future healthcare workforce.
Effectiveness of In-Service Elementary School Teacher Professional Development MOOC: An Experimental Research
Author: Tzovla, Eirini
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Faculty Development,Online Courses,Program Development,Open Educational Resources,Elementary School Teachers,Self Efficacy,Biology,Science Instruction,Educational Technology,Technology Uses in Education,Foreign Countries

Teachers' Professional Development Massive Open Online Courses (TPD-MOOCs) are a new form of MOOCs and have influenced an intense research interest. This study reports on the design and implementation of a TPD-MOOC which utilizes digital educational content and Open Educational Recourses (OER) and supports in-service elementary school teachers to enhance their self-efficacy beliefs. In the design framework we take into consideration the findings of previous research and the educational needs of the participants. We conducted an experimental design research and compared the teachers' self-efficacy beliefs before and after their participation in a TPD-MOOC. A total of 251 teachers enrolled in this course and 142 of them completed it. We used quantitative data to measure the enhancement of teachers' self-efficacy beliefs and the effectiveness of the course. The results provide evidence that our TPD-MOOC improved in service elementary school teachers' self-efficacy beliefs in teaching biological concepts. Recommendations are made for future research.
COVID-19-Induced Learning Disabilities and the Academic Experiences of U.S. College Students
Author: Mannah-Blankson, Theresa
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Learning Disabilities,Student Experience,College Students,Academic Achievement,Enrollment,Distance Education,Electronic Learning,School Holding Power

The novel coronavirus disease 2019 led to learning disruptions for most college students in the United States. These disruptions illuminated certain learning disabilities, which had varied effects on students' academic experiences. Our study reviewed the impact of the COVID-19-induced learning disabilities on student academic performance and enrollment. The findings reveal an uneven impact of the pandemic on specific groups of students. Some factors contributing to the observed impact on students' academic experiences are limited access to technological resources, transactional distance, mental health, economic and health shocks. Possible policy interventions must include addressing the inequities associated with access to educational resources, improving existing curricula to adapt to recent changes in the labor markets, and adopting measures to address student mental health issues.
Teachers&apos; Perceptions of Cultural and Linguistically Diverse Students with Special Needs in Inclusive Settings
Author: Reddig, Kim
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Diversity,Cultural Differences,Special Needs Students,Inclusion,High School Teachers,Academic Achievement,Students with Disabilities,Regular and Special Education Relationship,Pedagogical Content Knowledge,Parent Participation,Disproportionate Representation,Minority Group Students,Culturally Relevant Education,Social Support Groups,Teacher Student Relationship

The purpose of the study is to examine special and general education teachers' perceptions of culturally and linguistically diverse students with disabilities in 3 urban high school settings. A focus group and interviews were conducted with 13 teachers using a semi-structured interview format. A qualitative non-experimental research design was used to obtain teachers' perceptions on the academic achievement of CLD students with disabilities in an inclusive setting. Recorded data were transcribed, analyzed, and reduced into thematic categories. To provide trustworthiness of the data, an audit trail was created to allow for all researchers on the project to review each other's findings (Phillippi &amp; Lauderdale, 2017). Member checking, also known as participant or respondent validation, a technique for exploring the credibility of results, was employed. Five themes emerged from the data: (a) social support, (b) collaboration between special education teacher and general education teacher, (c) teachers' lack of knowledge of culturally and linguistic diversity (CLD) strategies, (d) parental involvement, and (e) overrepresentation of African American and Hispanic students with disabilities.
Through an Equity Lens: Teaching Practices for Children Who Are Bilingual with Learning Disabilities during Mathematics Discussions
Author: Silva, Juanita M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingual Students,Students with Disabilities,Learning Disabilities,Mathematics Skills,Problem Solving,Fractions,Mathematics Instruction,Teaching Methods,Learning Strategies,Group Discussion,Word Problems (Mathematics),Elementary School Students,Grade 3,Grade 4

This study presents three students who are bilingual with learning dis/abilities in small group mathematics discussions. The three students showcased their abilities as problem solvers, justifiers, and evaluators of basic operation and fractional understanding. This paper presents the teaching practices used to support the mathematical agency of three students who were bilingual with learning dis/abilities. The students were able to exhibit mathematics agency by using their own math strategies, explaining their thinking, convincing peers of their ideas, and take risks during group discussions. Overall, this study provides a documentation of what is possible when teachers use the strengths of students who are bilingual with learning dis/abilities to support the learning of basic operations and fractions.
Lessons from the COVID-19 Pandemic for Lifelong Learning
Author: Lopes, Henrique
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Lifelong Learning,Adult Education,Health Promotion,Disease Control,Group Behavior,Sustainable Development,Public Health,World Problems,Foreign Countries,Prevention,Well Being,Knowledge Level,Access to Computers,At Risk Persons,Resilience (Psychology),Social Justice

After more than a year of living with the COVID-19 pandemic, much experience has been accumulated by countries around the world. There have been many failures, and there have been some things that have gone well. Adult learning and education in some form has played a significant role in public health since, without the ongoing continuing educational interventions mainly via the mass media, the number of doctors and hospital beds would likely have been insufficient. In this paper we focus on the role of group behaviours in relation to the risk of contagion and we argue that any attempts to define a strategy to combat the pandemic must include a strong commitment to information dissemination and to the training of the populations in order to encourage behaviour change necessary to mitigate the spread of the virus. Against the backdrop of the United Nations Sustainable Development Goals, this article argues for commitment by governments to use adult learning and education as a tool for health prevention and health awareness and to prepare populations for whatever pandemics and national disasters that might emerge in the twenty-first century, the &quot;century of pandemics&quot;. We therefore argue that populations must have at least a basic level of literacy and numeracy as foundational skills essential for enabling citizens to receive and act on vital information during a pandemic or disaster in order to engender greater resilience.
Australian Gifted and Talented Education: An Analysis of Government Policies
Author: Jolly, Jennifer L.
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Gifted Education,Educational Policy,Policy Analysis,State Policy,Elementary Secondary Education,Guidance,Alignment (Education),Academic Standards

Education policy signals the level of support or importance for high-performing or gifted and talented students to school leaders, educators, parents, and other stakeholders. These policies communicate the value or goals of departments of education. Given the importance of education policy, there remains a void in the analysis of gifted and talented education policy, which accounts for less than 1% of the empirical literature. We sought to understand how publicly available individual state and territory departments of education's gifted and talented education policies and guidance documents coalesce with the NAGC (2019) Pre-K-Grade 12 Gifted Education Programming Standards. Although not developed for the Australian context, they provide a common index from which to gauge alignment. Results indicated an uneven approach in both policy and guidance and this imbalance exposes opportunity gaps to address the specific learning needs of this student population.
Overcoming Challenges in Assessing Mathematical Reasoning
Author: Herbert, Sandra
Date: 2021-08-00
Type: Journal Articles
Subjects: Mathematical Logic,Elementary School Teachers,Foreign Countries,Teacher Collaboration,Barriers,Student Evaluation,Knowledge Level,Logical Thinking,Elementary School Students,Worksheets

Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post-lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers' collaborative efforts to assess their students' reasoning from students' work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers' knowledge of reasoning; Teacher noticing and interpretation of student reasoning; Students' difficulties in articulating their reasoning; Assessing progress in reasoning; Inadequacy of work samples; and Challenges in tracking and reporting student progress in reasoning. The discussion presents strategies to overcome these challenges.
Supporting Pre-Service Secondary Mathematics Teachers&apos; Professional Noticing of Student Thinking
Author: Hine, Gregory
Date: 2021-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Observation,Thinking Skills,Foreign Countries,Preservice Teacher Education,Intervention

A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs' ability to notice and make pedagogical decisions based on student thinking evidenced in video and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, participants outlined that the IM helped to shift their beliefs about teaching and learning, and helped promote productive teacher dispositions. Furthermore, these shifts were enabled through opportunities to engage with authentic student work, and the access they were given to new forms of responding.
Teachers&apos; Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
Author: Premier, Jessica
Date: 2021-08-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teaching Experience,Professional Identity,Professional Development,Leadership Effectiveness,English Language Learners,Second Language Learning,Inclusion,Student Needs,Student Diversity,Cultural Pluralism,Specialists,Correlation,Immigrants,Foreign Countries

Many schools in Victoria, Australia, are multicultural, with students coming from a variety of cultures and backgrounds. Content area teachers often educate EAL students in their classrooms, even though they may not have specialised EAL teaching qualifications. This paper presents the experiences of primary and secondary teachers working in multicultural schools in Victoria. It explores the way in which teachers meet the needs of EAL students in their classrooms, and the support that is available to assist them to do so. This paper reports that teaching practice, school leadership, professional learning, and identity, influence the way in which teachers educate EAL students. However, this paper reveals that teachers require more support to assist them with educating EAL students. The most beneficial forms of support are professional learning, collaboration between staff, and understanding different cultures. This paper also argues that experienced teachers require relevant ongoing professional learning throughout their careers.
Division of International Special Education and Services (DISES) Information Brief, February 2021
Author: Kealy, Mary
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Special Education,Students with Disabilities,Educational Practices,Global Approach,Program Implementation,Individualized Education Programs,Teacher Education

Given the benefits of inclusive education on children with and without disabilities, the Division of International Special Education and Services (DISES) developed an Information Brief to acquaint the international community with effective global inclusive education practices, policies, and frameworks for engaging students with disabilities, while addressing common challenges and resource issues experienced by students and their educators. In this brief, the authors highlight specific strategies for promoting inclusive education underscored in the 2017 peer-reviewed report conducted by Anne M. Hayes and Jeanne Bulat, titled &quot;Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries.&quot; The purpose of the Hayes and Bulat report was to inform and guide practice for professionals and advance policies and practices for the successful implementation of effective inclusive education. The brief summarizes four of Hayes and Bulat's key strategies in the following categories: (1) International Policies and Frameworks Supporting Inclusive Education; (2) Individualized Education Programs; and (3) Teacher Training, and Adaptable Learning Environments. In addition to highlighting key aspects of the Hayes and Bulat report, this information brief shares a list of resources for additional information on international inclusive education that may be helpful to the global community.
Special Education in Saudi Arabia: A Descriptive Analysis of 32 Years of Research
Author: Alqahtani, Rashed Fehaid
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Educational Research,Research Design,Sampling,Research Methodology,Authors,Periodicals,Language Usage,Students with Disabilities,Educational Environment,Instructional Program Divisions,Researchers

Saudi Arabia has produced more peer-reviewed research in the past 10 years than ever before (El-Showk, 2016). The country is leading its Arab counterparts in the annual number of both published scientific research and obtained patents. A review of the published research across topics and fields of study, the research designs used, and the populations targeted, is needed in various fields to move related scientific research forward. The current review addresses the Saudi Arabian research related to special education during a 32-year period; that is, between 1984 and 2016. This review identified 3,381 relevant publications, yielding 499 publications that met the criteria for inclusion in the analysis. These studies were analyzed to determine any trends of publication, language used for publications, use of interventions, research design, participants, settings, research topics, and affiliation of the authors. The discussion notes drawbacks and highlights areas for further consideration by special education researchers in Saudi Arabia.
School-to-Work Transitions for Students with Intellectual Disabilities: Teachers&apos; Perceptions and Experiences of a Recent Workplace-Based Reform in Sweden
Author: Ineland, Jens
Date: 2021-00-00
Type: Journal Articles
Subjects: Individualized Transition Plans,High School Students,High School Teachers,Teacher Attitudes,Students with Disabilities,Intellectual Disability,Supported Employment,Labor Market,Teaching Conditions,Teacher Role,Workplace Learning,Educational Policy,Foreign Countries

Having a job, or being employed, is associated with a number of positive effects. Although policies in Sweden support the right of people with disabilities to work and highlight access to employment as a priority, this group of people continues to lose out in employment against other citizens. However, little is known about actions or initiatives implemented to enhance labor market participation among people with disabilities. This study contributes useful findings on a promising implementation of a school-to-work transition initiative, workplace based learning (WBL), in special needs upper-secondary schools in Sweden. The aim of the study was to identify how teachers, having a key role in the implementation process, view and experience WBL and its actual functioning to enhance school-to-work transitions for students with intellectual disabilities. Drawing on 13 interviews with teachers working as supervisors and coordinators in the WBL training, our findings lead to three main conclusions. First, the teachers had significant reliance on WBL and its potential to prepare students for the labor market. Second, the teachers hesitated with regard to whether and to what extent WBL actually enhances school-to-work transitions. Third, the WBL reform has had significant negative effects on the working conditions of the supervising teachers involved. Our study uncovers a number of barriers for WBL to function as an actual bridge to work for students with intellectual disabilities, which we argue have important messages to bring for both policy and practice.
A Model of Learning Technology Partnership with Vendors: A Systematic Process
Author: Jung, Eulho
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Technology Integration,Educational Technology,Vendors,Partnerships in Education,Program Implementation,Program Evaluation,Learning Analytics,Outcomes of Education

Higher education institutions partner with technology providers to stay competitive in the fast-evolving innovations of technological advancements. The purpose of this study is to reflect on and investigate technology integration cases at a mid-sized public university in the U.S. Taking a qualitative research approach, this study utilizes critical reflection and multiple case studies (Stake, 2006). After reviewing the data, a technology partnership model was created that is composed of five phases: (1) analysis, (2) negotiation, (3) pre-implementation, (4) implementation, and (5) evaluation. The findings indicate that a systematic process must be utilized to ensure efficiency in vendor-university partnerships. Discussions, limitations, and implementation are provided.