ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Class and Emotional Well-Being: Lessons from a Daily Diary Study of Families Engaged in Virtual Elementary School during COVID-19
Author: Cohen, Shana R.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Class,Mental Health,Well Being,Distance Education,Electronic Learning,School Closing,Family Environment,Parent Attitudes,Student Diversity,Family Relationship,Socioeconomic Influences,Adjustment (to Environment),Kindergarten,Parent Role,Activities,Child Rearing,Parent Child Relationship,Emotional Response

To understand how parents adapted to virtual learning expectations during the initial COVID-19 school closures in spring 2020, this study investigated families' daily activities, including parents' emotions and their appraisals of the value of daily activities across two timepoints. Thirty-two parent-child dyads (Mean child age = 78 months, 50% male; 47% Latinx/Hispanic; 28% Spanish speaking) from a Southern California school district serving a diverse population completed a daily diary texting protocol (experience sampling method; ESM) five times per day over five days. Families spent most of their time together engaging in mealtime activities (preparing meals and eating). Families from low socioeconomic backgrounds reported appraising academic activities, social skills, and life skills more highly than families from high socioeconomic backgrounds. Parents reported more positive emotions than negative emotions. Findings provide opportunities for educators to mitigate learning loss by building on children's learning experiences and family adaptations to daily routines during COVID-19.
Community-Centered School Leadership: Radical Care and &quot;Aperturas&quot; during COVID-19
Author: Alvarez Gutiérrez, Leticia
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership,Caring,COVID-19,Pandemics,Administrator Attitudes,Immigrants,Refugees,Family Needs,Videoconferencing,School Community Relationship,Family School Relationship,Equal Education,Elementary Secondary Education,Principals,Assistant Principals

We share school leaders' perspectives on Zoom videos concerning the needs of immigrant and refugee families in Title I schools. In these videos, participants crafted and shared personal narratives about their leadership experiences during the COVID-19 era of education. Rooted in participatory design research methods, the process of designing these videos were both a research project and an intervention to assist families and school leaders to better understand each other. We present a close analysis of administrators' perspectives and describe how our codesigned video methodology enabled participants to coconstruct new meanings of school-community relationships during the pandemic through a radical care framework. We conceptualize these reimaginings as aperturas--cracks in the dominant family engagement paradigm that allow us to collectively work towards transformative ends which we term community-centered school leadership. We conclude the article with recommendations for how both school leadership and research can approach and reimagine family engagement post-pandemic.
The Validity of Measures of Instructional Alignment with State Standards Based on Surveys of Enacted Curriculum
Author: Atchison, Drew
Date: 2022-00-00
Type: Journal Articles
Subjects: Alignment (Education),State Standards,Academic Standards,Test Validity,Curriculum Evaluation,Grade 4,Grade 5,Mathematics Teachers,English Teachers,Elementary School Teachers,Cognitive Processes,Difficulty Level

This paper uses a validity argument approach to examine the validity evidence for measures of instructional alignment based on an instrument adapted from the Surveys of Enacted Curriculum (SEC). Using the instrument, Grade 4 math and Grade 5 English language arts teachers reported the level of emphasis they gave to subject-specific topics and cognitive demands in their instruction, which provided the data for measuring instructional alignment--both overall and by topic and by cognitive demand--with state standards. We found that (a) teachers differentiated topics but not cognitive demands when reporting on the content of their instruction, (b) teachers likely over-reported levels of emphasis on topics and cognitive demands, and (c) overall alignment and alignment by cognitive demand were not significantly associated with teachers' value-added scores. Although this study examined a specific version of the SEC, we believe the findings apply more broadly to SEC-based measures of instructional alignment.
Integrating Social and Emotional Learning: Creating Space for Afterschool Educator Expertise
Author: White, Annie M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Expertise,After School Programs,Community Programs,Administrators,Professional Autonomy,Teaching Methods,Educational Strategies,Teacher Attitudes

A growing movement suggests that social and emotional learning (SEL) should be integrated into educational experiences in and outside schools. Afterschool programs can be particularly well suited for SEL, and afterschool educators can play an important role in skill development. We interviewed 23 experienced afterschool educators in community-based programs to understand how staff encourage SEL and how program directors support staff in doing so. Findings show that afterschool educators describe integrating SEL into their daily interactions with children by creating and catching teachable moments. Program directors served either as compliance enforcers or partners who supported staff's autonomy to encourage SEL despite top-down mandates. Findings suggest that educators can develop substantial expertise integrating SEL into their professional work. By recognizing and empowering such expertise, program leaders can support implementation and innovation of SEL practices. Allocating resources toward intentional integration of SEL is an important next step for this work.
The COVID-19 School Year: Learning and Recovery across 2020-2021
Author: Kuhfeld, Megan
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Elementary Secondary Education,Academic Achievement,Trend Analysis,Elementary School Students,Middle School Students,Mathematics Achievement,Reading Achievement,Racial Differences,Low Achievement

The schooling disruptions due to the COVID-19 pandemic continue to reverberate across the K-12 educational system more than a year after schools closed for in-person instruction. In this study, we examined the aftermath of these disruptions by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021. The data included test scores from 4.9 million U.S. students in Grades 3 through 8. Although the average student demonstrated positive gains in math and reading during the 2020-2021 school year, students were still behind typical (prepandemic) averages by spring 2021 (0.16 to 0.26 standard deviations behind in math and 0.06 to 0.11 standard deviations behind in reading). Furthermore, growth in math was more variable than in prior years, and much of the gains occurred among initially high-performing students pulling further ahead. Findings support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities.
Servingness in the Borderlands: A Study of Faculty Hiring at a Hispanic-Serving Institution on the Border
Author: Villarreal, Cynthia D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Minority Serving Institutions,Teacher Selection,College Faculty,Search Committees (Personnel),Student Diversity,Hispanic American Students,School Culture,Mentors,Language Usage,Diversity (Faculty)

This evaluation of faculty hiring examines how eight faculty search chairs at a border Hispanic-serving institution (HSI) discuss how they enact an HSI consciousness when making hiring decisions. Using a combined phenomenological case study approach, the author examines hiring through a conceptual framework that brings together organizational culture and Borderlands theory to understand how committee decisions on hiring are informed by their campus's HSI designation and cultural identity. Through analysis of faculty search chair interviews, faculty search chairs at a borderland HSI are committed to hiring with their student population in mind by enacting a Latinx-serving consciousness. Overall, the findings of this study contribute to a broader conversation on servingness as well as scholarship on how educators and administrators can embrace the cultural values that their Latinx students possess to make decisions in hiring.
Varied Institutional Responses to COVID-19: An Investigation of U.S. Colleges&apos; and Universities&apos; Reopening Plans for Fall 2020
Author: Blanco, Tyler D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Responses,COVID-19,Pandemics,School Closing,Colleges,Universities,Predictor Variables,Internet,Regression (Statistics),Decision Making,In Person Learning,Blended Learning,Distance Education,Politics of Education,Institutional Characteristics

The authors investigate coronavirus disease 2019 (COVID-19) risk factors, suitability of online instruction, politics, and institutions' finances as rationales guiding instructional delivery decisions for fall 2020, after COVID-19's emergence. Contributions include estimating multinomial logit regressions with mode of delivery as a categorical variable, integrating resource dependence and crisis response as theoretical frames, and introducing new predictor variables, including a measure of local residential access to broadband Internet. Findings suggest that county populations, local political preferences, and the percentage of revenue derived from auxiliary enterprises were consistent predictors of delivery mode. Political parties of an institution's governor and congressional representative were predictive of delivery mode for institutions in the lowest tercile of endowment per student but not for institutions in the highest tercile. Bottom-tercile institutions substituted from online to in-person reopening as reliance on revenue from auxiliary enterprises increased, but top-tercile institutions appeared only to substitute from hybrid to in-person or from online to hybrid delivery as revenue from auxiliary enterprises or tuition and fees increased.
A Multilevel, Agent-Centered Analysis of Intersectionality in a Hispanic-Serving Institution: The Case of College Internship Access for Latinx Students
Author: Hora, Matthew T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Minority Serving Institutions,Hispanic American Students,Internship Programs,Access to Education,Gender Differences,Majors (Students),Socioeconomic Status,Racial Differences,Ethnicity,Student Attitudes,Equal Education,Undergraduate Students,Barriers,Social Influences,Environmental Influences,Cultural Influences,Student Characteristics,Employment Level

Internships are widely viewed as &quot;door openers&quot; to opportunity, yet students without ample financial, social, and institutional supports are often excluded from these experiences. This exclusion is especially problematic for Latinx students attending Hispanic-Serving Institutions, for whom an internship could be transformative. In this article, we elaborate upon Núñez's (2014) multilevel model of intersectionality to highlight how agents' perceptions, social categories, embodied practices, and broader contextual forces interrelate to shape Latinx students' access to internship opportunities at a university in the border region of Texas. Using inductive thematic, correlational, and social-network analysis techniques to analyze survey (n = 192) and focus group (n = 12) data, we find that gender, academic major, socioeconomic status, and race intersect with organizational (e.g., insufficient information) and contextual (e.g., labor markets) factors to shape students' access and perceptions. We provide recommendations for disrupting systemic inequalities in internship access and culturally appropriate programming and ideas for future research.
A Multilevel Framework of Racism as a Barrier to Teachers&apos; Implementation of Culturally Relevant Pedagogy
Author: Pagán, Olga
Date: 2022-00-00
Type: Journal Articles
Subjects: Racism,Culturally Relevant Education,Student Diversity,Barriers,Teacher Attitudes,Beliefs,Teacher Behavior,Teacher Competencies,Student Development,Social Influences,Educational Environment

Culturally relevant pedagogy (CRP; e.g., Ladson-Billings, 1995) is a set of beliefs and practices that aim to serve culturally and linguistically diverse student learners. Although a large body of work describes its tenets and permutations, and its implications for students, less work has been done to outline the myriad barriers that teachers face when trying to implement CRP. This paper addresses this gap by proposing a race-conscious, multilevel, ecological framework to illuminate the societal, institutional, and individual obstacles that teachers must navigate in the pursuit of CRP. Implications for teacher training and development are discussed.
Conceptual Change Framework of Instruction (CCFI): An Instructional Model in Teaching Eclipses
Author: Madaiton, Naomi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Concepts,Concept Formation,Science Instruction,Grade 7,Grades (Scholastic),Instructional Effectiveness,Comprehension,Astronomy,Student Attitudes,Difficulty Level

A wide array of conceptual change strategies attempted to address students' persistent alternative conceptions, yet there remained ubiquitous struggles of teachers teaching abstract and highly contentious science concepts. This study investigated the effectiveness of the novel Conceptual Change Framework of Instruction (CCFI) in teaching eclipses among Grade 7 learners (n:40) in a private school in Cebu, Philippines. Using an embedded mixed-method design, a pretest-posttest method with the integration of a two-phased semi-structured interview with students measured the extent of the effect of an intervention on students' understanding, conception, and learning experiences. Quantitative results suggested that students' level of understanding significantly improved after exposure to the instructional model, as evident in their mean gain scores. Students in the experimental group scored above the passing grade compared to those in the control group. Moreover, thematic analysis revealed that students' demonstrated a conceptual change in their conceptions of eclipses from naïve understanding to scientifically accurate concepts. They also signified the efficacy of the CCFI in facilitating positive learning experiences through various engaging teaching strategies. Thus, science teachers may consider the use of CCFI among the array of instructional models in teaching science concepts to enhance conceptual understanding and positive learning experience.
&quot;It&apos;s a Marathon, Not a Sprint&quot;: The Implementation and Outcomes of a Yearlong Racial Justice Intervention
Author: Villavicencio, Adriana
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Racism,Teacher Attitudes,Consciousness Raising,Intervention,Justice,Leadership Responsibility,Barriers,White Teachers,Educational Change,Faculty Development,Attitude Change,Beliefs,Program Effectiveness,Behavior Change

Although scholarship documenting the effects of racism on educational outcomes is extensive, less empirical research has been done on interventions designed to mitigate racism and racial bias in schools. Based on case studies of two elementary schools, we have found that educators participating in a yearlong racial justice program demonstrated a deeper understanding of their own racial biases, developed a shared language to identify and name different forms of racism, and reported greater confidence to disrupt racist incidents in their schools. In one site, however, inconsistent leadership and resistance from a vocal White minority limited the program's potential to change schoolwide practice. In the other site, educators reported changes in curricular materials and changes to disciplinary decisions, but widespread organizational change will likely take longer than a single school year. Drawing on these findings, we discuss implications for anti-racist interventions in other educational contexts as well as recommendations for studying their efficacy.
Effect of Subject Jigsaw and Reading Writing Presentation Techniques on Academic Achievement of 6th Grade
Author: Akkus, Adem
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 6,Cooperative Learning,Reading Skills,Writing Skills,Program Effectiveness,Science Education,Foreign Countries,Public Speaking,Instructional Effectiveness,Constructivism (Learning),Academic Achievement,Interpersonal Competence

In this article a recently developed method, Reading Writing and Presentation (RWP) is introduced and compared with Subject Jigsaw Method (JG) and Control Group (CG). Research was carried out with 68 6th grade elementary school students. Number of students included in RWP group was 26, in JG was 20 and in CG was 22. Pretest, posttest and semi-experimental design used in this research. Before the experimental practice all the students were given pretests. Pretest results revealed that RWP group had statistically significant academic achievement than CG. After implementing the practice, students were given posttests and, both RWP and JG group statistically had better achievement than CG. Students also were given a technique view form. Results revealed that RWP is a useful method in developing social and cognitive skills. It is also concluded by the study that constructivist designed curriculums supported with Cooperative Learning Methods increase academic achievement and students gain positive social skills.
Analyzing Congressional Research Service Reports on Education: How Is Information Used at Congress&apos;s Think Tank?
Author: Rubin, Paul G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Content Analysis,Research Reports,Educational Research,Information Utilization,Federal Government,Educational Policy,Public Policy,Policy Formation,Evidence Based Practice,Public Agencies,Organizations (Groups)

The Congressional Research Service (CRS) is the nonpartisan research and analytical arm of the U.S. Congress and is physically and structurally located within the Library of Congress. Despite the role of CRS as a critical information provider and technical assistant to actors crafting and implementing federal policy, CRS reports, which serve as a key mechanism of information dissemination and influence by the organization, only became widely available to the public following the adoption of the Consolidated Appropriations Act of 2018. This study uses content analysis to examine CRS's education-related reports from the 115th Congress to explore what sources are directly and indirectly informing federal policymaking based on references in CRS reports. Findings offer insights into research utilization in the federal education policy process and contribute to the growing literature on intermediary organizations and knowledge brokering.
Solubility and Solubility Product Phenomena: Papua Senior High School Students Mental Model
Author: Albaiti, Albaiti
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Schemata (Cognition),High School Students,Chemistry,Student Attitudes,Teaching Methods,Evaluation Methods,Scientific Concepts,Concept Formation,Science Instruction,Secondary School Science,Grade 11

This study aimed at determining the category and analyzes the mental models of the students from three senior high school clusters (low, medium, high) on the solubility and solubility product topic, knowing students' opinions on chemistry subject, knowing learning methods and assessment that teacher used in solubility and solubility products learning. This topic includes 10 concepts, namely the concept of solubility, the effect of temperature on solubility, unsaturated solutions, saturated solutions, supersaturated solutions, solubility equilibrium, the relationship between solubility and solubility product constants, the effect of common ions on the solubility of insoluble salts, the effect of changing pH on solubility, and precipitation prediction. This study involved 122 senior high school students in Jayapura, Papua. The researchers applied the descriptive qualitative research method with the triangulation technique of collecting data by examining the apparent tendency of students to explore their mental models. The instruments were a test of the mental model (linking the macroscopic, submicroscopic, and symbolic level), the documentation of the teachers' teaching tools, and the interview protocol. Data were analyzed inductively. Hence, the result of the study emphasized meaning rather than generalization. The result revealed that the students' mental models vary. The majority of the students' mental models of the high cluster are partial while the majority of the students' mental models of the medium and low clusters are not intact. The learning of this topic needs to be designed by linking macroscopic, submicroscopic, and symbolic levels for holistic students' knowledge of chemistry.
Situating Expectancies and Subjective Task Values across Grade Levels, Domains, and Countries: A Network Approach
Author: Tang, Xin
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Middle School Students,Academic Achievement,Student Motivation,Expectation,Student Attitudes,Adolescents,Network Analysis,Foreign Countries

In their recently renamed theory, situated expectancy-value theory (SEVT), Eccles and Wigfield (2020) emphasized the importance of situations in influencing individuals' motivational beliefs and academic choices. Adopting a novel approach--network analysis--this study aimed to examine how situations may impact the associations among expectancies, subjective task values, and achievement from a holistic perspective. In this study, situations were operationalized as grade levels (i.e., 6th-9th grade), subject domains (i.e., language arts and math), and countries (i.e., Finland and Germany). Adolescents from Finland (N = 4,062) and Germany (N = 449) were included in the study. Results showed that, overall, the networks are mostly subject bound, yearly varied, and country specific, supporting the situative nature of SEVT. We also found that expectancies were consistently the closest motivational beliefs to achievement, whereas utility values were the least close, implying that expectancies, not utility, might be the most desirable intervention targets for achievement improvement.
The Effect of COVID on Oral Reading Fluency during the 2020-2021 Academic Year
Author: Domingue, Benjamin W.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Oral Reading,Reading Fluency,Reading Skills,English Language Learners,Low Income Students,Grade 1,Grade 2,Grade 3,Grade 4,Elementary School Students,Student Characteristics,School Districts

Education has faced unprecedented disruption during the COVID pandemic. Understanding how students have adapted as we have entered a different phase of the pandemic and some communities have returned to more typical schooling will inform a suite of policy interventions and subsequent research. We use data from an oral reading fluency (ORF) assessment--a rapid assessment taking only a few minutes that measures a fundamental reading skill--to examine COVID's effects on children's reading ability during the pandemic. We find that students in the first 200 days of the 2020-2021 school year tended to experience slower growth in ORF relative to prepandemic years. We also observe slower growth in districts with a high percentage of English language learners and/or students eligible for free and reduced-price lunch. These findings offer valuable insight into the effects of COVID on one of the most fundamental skills taught to children.