ethanporcaro/eric-fulltext-meta huggingface dataset:
The Importance of Community in a Fully Online Program: Establishing Equity, Inclusion, and Access with Nontraditional Students in an Early Childhood Licensure Program
Author: Sharifian, Maryham Sadat
Date: 2023-00-00
Type: Journal Articles
Subjects: Sense of Community,Online Courses,Equal Education,Inclusion,Access to Education,Nontraditional Students,Early Childhood Education,Teacher Certification,Community College Students,Barriers,Communities of Practice

The educational landscape requires an increased variety of teachers entering the field. The Early Childhood Education Bachelor of Individualized Studies program is a new online program within a teacher preparation institution located in a comprehensive university on the east coast of the United States. It is designed for students who have earned their Applied Associate of Science in Early Childhood Education (ECE) from a community college to pursue teacher licensure. This teacher education program was developed to respond to a statewide teacher shortage for teachers who already had earned an Early Childhood Associates degree from a state community college. This program advocates for non-traditional students and continues to be refined as we (the researchers) continue to work to find better ways to support our students. This online early childhood program aims to increase access to students who have valuable attributes to contribute to the field of education (Kaplan &amp; Bellwether Education Partners, 2018). The purpose of this study was to understand the students' sense of community in the online educational environment. As a faculty community of practice, we, the researchers, created and sent out a qualitative survey to students (N=31) to gather participants' perspective of community and perceived barriers of an online licensure program in which 24 students completed the survey. To enhance our knowledge about the sense of community, we utilized Rovai's (2002a) Classroom Community Scale (CCS) to collect data from the most recent cohort of students (N=17). The data suggest that both senior and junior students perceive a relatively high level of Connectedness and Classroom Community, with mean scores above 40. The mean score for Learning was slightly lower, with both groups scoring below 23 on average. In addition, the following themes emerged from the result of the qualitative study followed by interviews: (1) there is a transition period for non-traditional students from the community college to the University online setting; (2) it is important for faculty to be intentional in creating a culture of care and sense of community; (3) licensure assessments are a key barrier; and (4) coaching and mentorship are critical for students' success.
Parent Involvement in Early Childhood Education: Exploring the Role of Korean American Cultural Beliefs and Practices Using the Figured Worlds Approach to Support Learning Success for All Children
Author: Kim, Hyunjin
Date: 2023-00-00
Type: Journal Articles
Subjects: Young Children,Parents,Korean Americans,Parent Participation,Early Childhood Education,Cultural Background,Beliefs,Success,Values,Achievement Gap,Ethnic Groups,Racial Factors,Teacher Behavior,Cultural Awareness,Educational Practices,Learning,Racial Identification,Language,Communication Skills

This paper examines the significance of parental involvement in early childhood education, with a specific focus on the cultural practices and values of Korean American parents and children in schools in the United States (US). It discusses the critical issue of the learning gap among different ethnic and racial groups and how, through the recognition and integration of various cultural beliefs and values, educators can help parents to close this gap. The paper focuses specifically on Korean American children and their parental involvement in the US through the lens of the &quot;figured worlds&quot; approach, in order to better understand differences in educational practices and to support the success of all diverse groups of children in the learning process in American schools.
An Exploratory Sequential Mixed-Methods Approach to Understanding Students&apos; Entrepreneurial Self-Efficacy
Author: Setiawan, Ananda
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Entrepreneurship,Personality Traits,Self Efficacy,Teacher Education Programs,Universities,Foreign Countries,Economics Education,Undergraduate Students,Stress Management,Innovation,Business Administration,Decision Making,Risk Management,Management Development,Competition,Social Networks,Interpersonal Competence

The aim of this study was to analyze the entrepreneurial self-efficcy (ESE) of teacher training students at ULM. This study uses an exploratory sequential mixed-methods approach (ESMMA) to an understanding of the entrepreneurial self-efficacy of economics education students of Universitas LambungMangkurat (ULM), Indonesia to find ways to become successful entrepreneurs. ESMMA analysis uses two research phases, namely the first stage is qualitative analysis with techniques namely data collection, display and conclusion). In the second phase, quantitative analysis was carried out using techniques namely quantitative data collection and data analysis. Data were obtained through developing entrepreneurial self-efficacy research questions: How can entrepreneurs manage stress during work?; Do entrepreneurs have original ideas in developing products?; Does the entrepreneur have a good relationship with anyone?; How do entrepreneurs analyse market opportunities, recruit employees, and be innovative to achieve success?. The results show that students have different personalities so that each decision for entrepreneurship is made in different ways. The analysis found that students need to develop risk management and uncertainty management skills, innovation management and product development skills, and interpersonal and network management to succeed in business competition.
Ecofeminist Pedagogy in Literary Learning to Cultivate Environmental Ethics Awareness
Author: Wiyatmi, Wiyatmi
Date: 2023-00-00
Type: Journal Articles
Subjects: Ecology,Feminism,Environmental Education,Ethics,Higher Education,Foreign Countries,Literature Appreciation,Essays,Books,Sex Fairness,College Students

Most countries in the world have experienced environmental disasters. To ameliorate environmental disasters everyone must take part, including those in schools and universities. The aim of the study was to instil and develop ecofeminism awareness by means of ecofeminist pedagogy in the literature class. The study involved students and lecturers of the three universities in the cities of Yogyakarta and Surakarta, Indonesia. The study was conducted in two semesters (February -- May and September -- November 2018). The findings show that the ecofeminist pedagogical model of learning was able to cultivate and elevate students' ecofeminism awareness as indicated by their willingness to be involved in taking care of and preserving the environment in their daily life activities, individually or in groups. This attitude was evident in the lecturers' and students' knowledge and skills in reading, selecting, and interpreting literary works that raise ecofeminism issues as source texts revealed in the essays that were written and compiled in book form. Publication of this book was one of the efforts to disseminate the ideas and knowledge of ecofeminism. Finally, after attending the ecofeminist pedagogical classes, students were also expected to take part in and be responsible for the preservation of the environment and Earth and appreciate gender equality. These findings can be used as a model for learning other subjects, especially at universities that have a green campus vision.
Facial Masks and Student Engagement in Early Childhood and Exceptional Student Education Classrooms
Author: Frahm, Anna
Date: 2023-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Disabilities,Students,Students with Disabilities,Learner Engagement,Hygiene,Disease Control,Health Behavior,School Safety,COVID-19,Pandemics,Behavior,Emotional Response,Interpersonal Communication

During the advancement of COVID-19, many safety protocols, including facial masks, were incorporated into public settings. The Centers for Disease Control and Prevention (CDC) (2021), due to safety regulations, recommended wearing face masks when in close contact with other people in public environments, such as in a classroom, where social distancing was difficult. Many industries smoothly transitioned to daily use of traditional cloth masks, but other industries that served children sought masking alternatives. This study examined related research to explore whether wearing masks had any impact on student engagement, particularly in Early Childhood Education (ECE) and Education of Students with Exceptionalities (ESE) settings. The synthesis of research here suggested that masks influenced children's engagement, including intellectual, emotional, social, behavioral, and physical aspects, and recommended the use of transparent masks with young children and children with exceptionalities. The paper also provides recommendations for future research.
Student Attitudes towards Distance Learning at a Large Urban Public College
Author: Tuckel, Peter
Date: 2023-06-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,Urban Schools,Public Colleges,College Students,Electronic Learning,Barriers,Asynchronous Communication,Synchronous Communication,Online Courses,In Person Learning,Internet,Environmental Influences,Student Characteristics,Age Differences,Stress Variables,Educational Environment,Socioeconomic Influences,Student Employment,Instructional Program Divisions,COVID-19,Pandemics,Educational Technology

Student attitudes towards distance learning can affect both the acquisition of knowledge and the motivation to learn. This study explores student attitudes towards the following four topics: (1) technological and environmental impediments towards distance learning, (2) asynchronous versus synchronous course preferences, (3) online versus in-person course preferences, and (4) attitudes towards taking online courses in the future. The findings of the study are based on two anonymous online surveys conducted in the spring and fall of 2020 among students at a large urban public college located in New York City. The study reveals that a significant number of students have unreliable internet and live in homes not conducive for online learning. By a narrow margin, students prefer an asynchronous to a synchronous approach to online learning. Along several dimensions covering different facets of the classroom experience, students prefer in-person courses to online courses. The disparities favoring in-person classes are most noticeable with respect to the ability to concentrate in class sessions, feeling motivated to learn, and developing friendship ties with classmates. Distinctive profiles exist among students who opt for these different teaching modalities. Those students who are more positively disposed towards in-person classes tend to be younger (freshmen or sophomores), those experiencing higher stress levels, and those whose physical arrangements at home are not conducive for learning. Importantly, though, a majority of students say they were inclined towards taking more online course in the future.
The Everydayness of Instructional Design and the Pursuit of Quality in Online Courses
Author: McDonald, Jason K.
Date: 2023-06-00
Type: Journal Articles
Subjects: Instructional Design,Educational Quality,Online Courses,Ethnography,Case Studies,Higher Education,Phenomenology,Instructional Innovation

This article reports research into the everydayness of instructional design (meaning designers' daily routines, run-of-the-mill interactions with colleagues, and other, prosaic forms of social contact), and how everydayness relates to their pursuit of quality in online course design. These issues were investigated through an ethnographic case study, centered on a team of instructional designers at a university in the United States, and using the dimensions of everydayness articulated by Troubé (2021) as an interpretive framework. Designers were observed spending significant amounts of time engaged in repetitive practices of course refinement, meaning mundane, workaday tasks like revising, updating, fine-tuning, or fixing the courses to which they were assigned. Refining practices were interrelated with, but also experienced as distinct from, the specialized processes of instructional design or innovation that the designers also applied, largely because of their adjustable nature and the background of neutrality they provided (or the way they faded out of designers' explicit awareness and attention). Refinement also contributed towards the normative structures of meaning designers shared around their work (both positive and negative). Refining played a meaningful role in designers' pursuit of course quality, both to help them achieve quality, as well as to understand what the ideal of quality meant in specific instances. The article concludes by exploring what implications these findings have for the study and practice of pursuing quality in the context of online course development.
Refugees and Online Engagement in Higher Education: A Capabilitarian Model
Author: Witthaus, Gabi
Date: 2023-06-00
Type: Journal Articles
Subjects: Refugees,Distance Education,Higher Education,Masters Programs,Scholarships,Online Courses,Program Descriptions,Learner Engagement,Personal Autonomy,Models,Instructional Design,Delivery Systems,Disproportionate Representation,College Graduates,College Students,Student Attitudes,Student Characteristics,Foreign Countries

There are almost 90 million forced migrants around the world, many of whom could benefit from online higher education, and yet there is evidence that displaced people face challenges in online learning environments. This paper reports on a study in the context of a UK university's master'slevel distance learning program that offers Sanctuary Scholarships to forced migrants. The study's aims were: (1) to identify practical ways in which higher education institutions can support displaced learners to engage in online learning, and (2) to add to our theoretical understanding of refugees' and asylum seekers' engagement in online degree programs. The methodology included a theoretical and an empirical component. In the theoretical analysis, the indicators from Redmond et al.'s (2018) Online Engagement Framework were mapped onto capability lists drawn from the literature on the Capability Approach, generating a set of proposed underpinning capabilities for online engagement. The empirical analysis, which was carried out in parallel, was based on semistructured interviews with ten online Sanctuary Scholars. Thematic analysis of the empirical data showed how the research participants had enacted behavioral, emotional, cognitive, social, and collaborative engagement and revealed some of the ways in which engagement fueled further engagement, alongside the mediating role of personal agency. When combined with the theoretical analysis, the findings enabled the creation of a capabilitarian online engagement model. The paper concludes with a discussion of the implications for institutional policies and practices around learning design and delivery to support online engagement among displaced learners, and potentially also among other underrepresented students.
The Representation of Differing Abilities in Children&apos;s Literature: A Local Analysis
Author: Hartenstein, Jamiee
Date: 2023-00-00
Type: Journal Articles
Subjects: Childrens Literature,Public Libraries,Metropolitan Areas,Disabilities,Content Analysis,Childrens Attitudes,Attitudes toward Disabilities,Fairy Tales,Learning Theories,Preschool Children

One hundred popular children's books for ages 0-6 were selected from a local metropolitan library system with data from 10 library branches. These frequently checked out books were then analyzed for how disabilities were represented in the books. This study found that only a few books checked out of the library represent children with differing abilities. Out of one hundred books, only thirty-six books show differing abilities with all of them depicting visual impairment (e.g., glasses) and four depicting a mobility impairment (e.g., wheelchair) in addition to the visual impairment. Understanding that children's literature influences children's attitudes, it is vital to find opportunities to engage children in books depicting children with disabilities as children begin to develop their understanding and attitudes at a young age. [Note: The volume number (7) shown in the header on the PDF is incorrect. The correct volume number is 8.]
Lessons Learned from IEP Meeting Experiences of Parents and School Professionals during the COVID-19 Pandemic
Author: Martinez, Briceida Nuñez
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Students with Disabilities,Individualized Education Programs,Teleconferencing,Parent Attitudes,Teacher Attitudes,School Personnel,Attitudes,Public Schools,Meetings,Readiness,Technology Uses in Education,Interpersonal Communication,Adjustment (to Environment),Cooperation,Hispanic Americans

The COVID-19 pandemic forced many Individualized Education Program (IEP) teams to hold virtual IEP meetings for students with disabilities instead of conducting them in person. Prior to the pandemic, research explored school professionals' and parents' perceptions of the IEP meeting experience in the context of in-person meetings. The purpose of this phenomenological study was to explore how IEP meeting experiences changed for parents and school professionals as a result of the transition to virtual meeting collaboration due to the COVID-19 pandemic. Ten school professionals and nine parents from two public school districts in the United States participated in semi-structured interviews about their perceptions of the IEP meeting experience before and after this transition. Six themes emerged from the analysis: (1) prioritizing preparedness; (2) conquering technology; (3) negotiating new communication norms; (4) building rapport; (5) adapting to a new kind of collaboration; and (6) harnessing flexibility. Findings identified challenges faced while preparing for and conducting virtual IEP meetings as well as opportunities to leverage virtual collaboration to improve the IEP meeting experience for school professionals and families of students with disabilities.
The Worlds of UCL: Teaching, Learning and Institutional Histories
Author: Brewis, Georgina
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Units of Study,Educational History,Foreign Policy,Archives,Library Materials,Universities,Academic Libraries

This article discusses an undergraduate module which introduces students to the study of the history of education through the lens of our own institutions -- UCL (University College London, UK), founded in 1826, and the IOE (Institute of Education, UCL's Faculty of Education and Society), founded in 1902. The module critically examines the close, but often hidden, connections between British education and empire, asking what impact these imperial legacies have today. After outlining the module's origins and relationship with the history of UCL and the IOE, the article sets its creation in the wider context of initiatives that seek to critique and reimagine institutional histories within higher education for a variety of purposes. The article also explores the developing role of the IOE Archives team in teaching, and explores how academics and archivists work together to teach institutional histories, and how this work can prompt change.
The University Role in New Teacher Learning -- Why It Matters: Teach First Trainee Perspectives
Author: Tillin, Jane
Date: 2023-00-00
Type: Journal Articles
Subjects: College Role,Preservice Teacher Education,Foreign Countries,Universities,Partnerships in Education,Graduate Study,Preservice Teachers,Student Attitudes,Scaffolding (Teaching Technique),Professional Autonomy

An emphasis on school-led initial teacher training (ITT) in England has marginalised the university role and led to instrumental models of new teacher learning. Rather than commit to continued university involvement in new teacher learning like the rest of the UK, England appears to be following in the footsteps of the USA, where new graduate schools of education (nGSEs) train teachers without university input. School leaders and academics have sought to articulate the value of the university role in initial teacher education (ITE), but there is little understanding of trainee teacher perspectives. This article presents findings from in-depth qualitative research with Teach First trainees at IOE, UCL's Faculty of Education and Society (University College London, UK). Trainee perspectives on the university role in their learning are explored, before the implications for the future of ITE and ITT are considered. Findings indicate a need to reposition the university as an inspirational learning environment for teachers from the beginning of, and throughout, their careers, enabling sustained critical and creative thinking away from the school context, so that, as one trainee articulates, teachers do not 'stagnate because there is no distraction from the day job', but continue to develop and maintain their commitment to the profession.
The Master&apos;s Element in Initial Teacher Training: What Is Its Value?
Author: Merchant, Georgina
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Educational Benefits,Masters Programs,Graduate Study,Student Teachers,Student Teacher Attitudes,Attitude Change,Reflection,Essays,Theory Practice Relationship,Self Efficacy

A theory-practice divide has beset initial teacher training (ITT) for many decades. In England, there are multiple ways to gain qualified teacher status, which can be broadly categorised into school-led or university-led, with underlying arguments about the relative importance of theory and practice, and how far learning to teach should be seen as an apprenticeship. Government policy has moved towards more prescription with its ITT Core Content Framework, a curriculum that suggests that there is a right way to learn to teach. In this climate, it is important to establish what value universities -- and, in particular, the master's element of the Postgraduate Certificate in Education -- add to student teachers. Thus, this article asks: What is the contribution of a research-informed master's module to ITT? The findings of the research indicate that the master's module offered opportunities to alter preconceptions and beliefs about teaching and learning; the process of essay writing enhanced critical reflection, which inspired more confidence in the classroom; and the potential theory--practice divide can be viewed as offering opportunities for enhancing self-efficacy. These findings suggest that master's study has an impact on teachers within their ITT period and beyond it, and have implications for learning processes and content for programmes both in England and internationally.