ethanporcaro/eric-fulltext-meta huggingface dataset:
What Are &quot;Recovery Curricula&quot; and What Do They Include? A Literature Review
Author: Johnson, Martin
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Program Effectiveness,Curriculum Development,Program Evaluation,Emergency Programs,Educational Objectives,Interdisciplinary Approach,Language Planning,Numeracy,Well Being,Health,Educational Indicators

The concept of educational recovery is relevant to many systems, both those that experience some form of sudden disruption as well as those that historically have been prone to disruption. Our involvement in developing a curriculum framework for displaced learners in the Learning Passport project (UNICEF, 2020) made us more aware of the field of Education in Emergencies. An educational emergency is a situation where &quot;man-made or natural disasters destroy, within a short period of time, the usual conditions of life, care and education facilities for children and therefore disrupt, deny, hinder, progress or delay the realisation of the right to education&quot; (Committee on the Rights of the Child, 2008, p. 1). The COVID-19 pandemic has made the concept of emergency and recovery more relevant to even more education systems. The literature review described in this article was carried out to identify what recovery curricula are (e.g., what they seek to achieve, what information they cover, etc.), as well as to consider any evidence for their efficacy. By exploring the recovery curricula literature, we also wanted to consider the extent to which the concept is a singular, generalisable one, or whether it is tied to specific contexts.
What&apos;s in a Name? Are Surnames Derived from Trades and Occupations Associated with Lower GCSE Scores?
Author: Williamson, Joanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Labeling (of Persons),Identification,Occupations,Scores,Outcomes of Education,Social History,Social Bias,Job Applicants,Personnel Selection,Social Class

In England, there are persistent associations between measures of socio-economic advantage and educational outcomes. Research on the history of names, meanwhile, confirms that surnames in England--like many other countries--were highly socially stratified in their origins. These facts prompted us to wonder whether educational outcomes in England might show variation by surname origin, and specifically, whether surnames with an occupational origin might be associated with slightly lower average GCSE scores than surnames of other origins. Even though surnames do not measure an individual's socio-economic position, our hypothesis was that in aggregate, the educational outcomes of a group defined in this way might still reflect past social history. In line with the research hypothesis, the results showed that the mean GCSE scores of candidates with occupational surnames were slightly lower than the mean GCSE scores of candidates with other surnames. The difference in attainment was a similar size to the difference expected between candidates half a year apart in age, and much smaller than the &quot;gap&quot; between male and female candidates. The explanation for the identified effect was beyond the scope of the current research, but surname effect mechanisms proposed in the literature include the psychological (e.g., implicit egotism), sociological and socio-genetic.
Which Assessment Is Harder? Some Limits of Statistical Linking
Author: Benton, Tom
Date: 2022-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Equated Scores,Definitions,Alternative Assessment,Test Interpretation,Testing Problems,Item Response Theory,Accuracy

Equating methods are designed to adjust between alternate versions of assessments targeting the same content at the same level, with the aim that scores from the different versions can be used interchangeably. The statistical processes used in equating have, however, been extended to statistically &quot;link&quot; assessments that differ, such as assessments of the same qualification type that assess different subjects. Despite careful debate on statistical linking in the literature, it can be tempting to apply equating methods and conclude that they have provided a definitive answer on whether a qualification is harder or easier than others. This article offers a novel demonstration of some limits of statistical equating by exploring how accurately various equating methods were able to equate between identical assessments. To do this, we made use of pairs of live assessments that are &quot;cover sheet&quot; versions of each other, that is, identical assessments with different assessment codes. The results showed that equating errors with real-world impact (e.g., an increase of 5-10 per cent in the proportion of students achieving a grade A) occurred even where equating conditions were apparently favourable. No single method consistently produced more accurate results than the others. The results emphasise the importance of considering multiple sources of information to make final grade boundary decisions. More broadly, the results are a reminder that if applied uncritically, equating methods can lead to incorrect conclusions about the relative difficulty of assessments.
Practicing Care-Centered Leadership in a Pandemic: Narratives and Notes on Care Ethics Experiences and Practices in Extraordinary Times
Author: Schultz, Christie
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Styles,COVID-19,Pandemics,Ethics,Caring,Foreign Countries,Elementary Secondary Education,Higher Education,Group Discussion,Altruism,Role Playing,Barriers,Principals,Students,Teachers,School Closing,Online Courses,Administrator Role,Well Being

This case explores experiences of practicing care-centered leadership during the COVID-19 pandemic. The case narrative is the author's anonymized account of responding with care ethics to specific challenges encountered during the pandemic and the complexities of transitioning into a new leadership role in 2020. The teaching notes and activities invite readers to consider the ways in which care-centered leadership practices might continue beyond pandemic times by asking: In what ways might pandemic-enabled compassion for students be sustained post-pandemic; in what ways might flexibility for teaching and learning modalities persist; and how has this crisis offered an opportunity to critically examine the ways in which we lead in educational settings?
School Leadership for Decolonization and Indigenization
Author: Hill, Joshua
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Decolonization,Culturally Relevant Education,Indigenous Knowledge,Indigenous Populations,COVID-19,Pandemics,Educational Practices,Educational Change,Elementary Secondary Education,Indigenous Personnel,Management Development,School Community Relationship,Needs Assessment,Personnel Selection,Resistance to Change,Racism,Leadership Responsibility,Stakeholders

Decolonization and Indigenization of k-12 schooling is pressing and important and must move forward within the significant challenges and unique circumstances of the COVID-19 pandemic. In this paper I share what I learned in partnership with school leaders about leading Indigenization in a global pandemic. Through findings from a design-based study I present the needs and challenges of school leaders and chronicle what school leadership looked like towards decolonization and Indigenization. I conclude with questions intended to inspire critical reflection and open up possibilities for educators, policy makers, and educational researchers leading this work in the ongoing pandemic and beyond.
Still Thriving: A Case Illustrating How COVID-19 Affected Indigenous Health and Wellness
Author: Cranston, Jerome
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Populations,COVID-19,Pandemics,Health,Wellness,Racism,Barriers,School Closing,At Risk Persons,Poverty,Minority Group Students,Well Being,Canada Natives,Foreign Countries,Social Bias

The myriad of social, financial, material health, and educational inequities that continue to plague Indigenous communities was exacerbated by COVID-19. In order to place on spotlight on them, this case follows Star, an Indigenous Student Success Coordinator, as she navigated the policies and practices couched in the rhetoric of supporting the success, health and wellness of students and families during a global pandemic. The case and teaching notes that follow illustrate the limitations that Westernized models of health and wellness create for Indigenous and non-Indigenous educators when it comes to maintaining their students' and own well-being. As an alternative to the dominant Westernized models, the teaching notes offer a more holistic and integrated model of Indigenous health and wellness. The elements of the model situate health and wellness as encompassing all aspects of an individual's life by connecting them relationally to their families and communities, nations, and the land.
Post-Secondary Educational Leadership Working Remotely during a COVID-19 Pandemic in Saskatchewan, Canada: Exploring Best Practices, Experiences, and the &quot;New Normal Post-Pandemic&quot;
Author: Papp, Theresa A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postsecondary Education,COVID-19,Pandemics,School Closing,Instructional Leadership,College Administration,Technology Uses in Education,Teleworking,Administrator Attitudes,Barriers,School Personnel,Health,Work Environment,Females,Well Being

This mixed methods research design focuses on post-secondary institutions in Saskatchewan, Canada, its employees' experiences of working remotely, and the impact of the global COVID-19 pandemic on school leadership. Presented are the perceived challenges as well as the benefits of the &quot;new&quot; workplace since the COVID-19 crisis. Administrative and instructional leadership had changed dramatically. Most identified their quality of work as better or the same because of having fewer distractions, interruptions, and less wasted time at the workplace. The participants' interviews and survey responses describe the necessary adaptation, flexibility, mental health and wellness, accountability, workload intensification, and future expectations of the workplace and leadership once the pandemic is over.
Ontario Teachers&apos; Policy Leadership during the COVID-19 Pandemic
Author: Farhadi, Beyhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Educational Policy,Leadership Responsibility,Teacher Role,COVID-19,Pandemics,Administrator Role,Context Effect,Distance Education,In Person Learning,School Closing,Educational Technology,Government Role,Boards of Education

In this article, we combine theories of teacher leadership, policy leadership, street-level leadership, and policy enactment to inform our novel conceptualization of teachers' policy leadership. We draw on data collected through a series of 3 focus group interviews with 31 secondary school teachers in Ontario between July 2020 and February 2021 to show how the dynamism of the first year of the COVID-19 pandemic impacted this aspect of their work. Specifically, our findings show the influence of administrative support and the shifting external, situated, and spatial contexts on teachers' policy leadership. The findings also highlight the role of refusal and creative reinterpretation of educators who prioritized student well-being during the pandemic as schooling transitioned from more flexible emergency remote learning to a less flexible &quot;business as usual&quot; approach.
Exploring School Principals&apos; Experiences during the First Four Months of the Pandemic as a Way to Reimagine Inclusive Education
Author: Anderson, Daniel John
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Experience,COVID-19,Pandemics,Inclusion,Foreign Countries,Special Education,Distance Education,Family School Relationship,Student Experience,Administrator Attitudes

This study involved interviewing Canadian principals (N = 37) to determine how they responded to students with special education needs during the COVID-19 pandemic. Yamamoto et al.'s (2014) concept of critical incidents and Heine et al.'s (2006) meaning maintenance model were used to evaluate the transformational power of principals' pandemic experiences in order to reimagine inclusive education. Findings revealed that these critical incidents broadly fell into four categories: 1) family support and the complications associated with partnering with parents virtually, 2) meeting students' needs in new and often innovative ways, 3) disparities in student experiences as a result of virtual schooling and 4) responses required in light of logistical and technical challenges.
More Pivots than a Centipede on Ice Skates: Reflections on Shared Leadership in a Post-Secondary Institution during COVID-19
Author: Smith, Dan
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Leadership Styles,Crisis Management,Higher Education,Administrative Organization,Governance,Participative Decision Making,Administrator Role,Leadership Responsibility,Power Structure,Foreign Countries,Online Courses,Distance Education,Committees

This article is a case study describing the University College of the North's (UCN) response to the COVID-19 pandemic, outlining pandemic planning and management processes at UCN from March 11, 2020, to September 30, 2021. UCN's planning processes evolved from a top-down approach led by administration to an approach that saw greater shared leadership in the crisis. Shared leadership included senior leaders, middle management, faculty, and staff who both addressed the immediate crisis and engaged in post-pandemic planning. Lessons learned may help post-secondary institutions gain greater resiliency and sustainability as the post-COVID environment emerges.
Navigating Turbulent Waters: Leading One Manitoba School in a Time of Crisis
Author: Tamtik, Merli
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership,Adjustment (to Environment),Change,Change Strategies,Crisis Management,COVID-19,Pandemics,Principals,Emotional Response,Physical Health,Sanctions,Influences,Schools

The COVID-19 pandemic has profoundly changed the practice of school leadership, requiring greater flexibility, creativity, and innovation. Guided by institutional theory, this paper suggests that leadership adaptations are influenced by environmental pressures such as coercive (e.g., from governmental or regulatory agencies), mimetic (e.g., attempts to emulate best practices from other schools), and normative pressures (e.g., professional standards endorsed by professional societies or unions). By using a qualitative co-constructed autoethnographic approach (See Kempster &amp; Iszatt-White, 2012), the paper presents the Covid-19 timeline in Manitoba, identifying stakeholders and associated environmental pressures. It also features the personal leadership adaptations experienced by a school principal (Susan). The findings suggest that coercive pressures are mostly associated with creativity and inventive leadership practices. Mimetic pressures may lead to copying behaviours, and normative pressures are associated with enhanced foundational knowledges, all depending on contextual factors. The findings also highlight the significant emotional and physical toll the pandemic has taken on school principals.
Turning Leadership Upside-Down and Outside-In during the COVID-19 Pandemic
Author: Briscoe, Patricia
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Elementary Schools,Principals,Leadership Responsibility,School Closing,Adjustment (to Environment),Distance Education,Crisis Management,Beliefs,Leadership Styles,Well Being,Teleworking

COVID-19 has led many to question how education and schooling are supposed to continue in a world of uncertainty. This case follows the journey of Mariam, an Ontario elementary school principal, as she pivoted her leadership while transitioning between in-person and virtual schooling during the COVID-19 pandemic. The case narrative describes the events that turned Mariam's leadership upside-down and required her to adapt to meet the needs of the school community; in the process, however, she forgot about her own needs. Crisis leadership forced her to learn, unlearn, and relearn her beliefs about her leadership choices and purpose. The case includes teaching notes and two activities: (a) using a crisis leadership framework for reflecting on the learning, unlearning, and relearning of education, schooling, and the purpose of educational leadership during a pandemic, and (b) strategies to help leaders refocus from the outside in using self-care. Instructors can use this case in graduate-level leadership courses and for professional development.
Young People&apos;s Use of Technology and Its Implication for Second Language Education in Formal Settings
Author: Zeng, Shuang
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Information Technology,Learning Processes,Educational Policy,Teaching Methods,Computer Simulation,Computer Games,Computer Assisted Instruction

This paper considers the opportunities and challenges posed to formal second language education given the penetration of digital technologies in young people's daily lives. This paper broadly discusses the issues of information technology (IT) infrastructure, classroom management and IT use restrictions in relations to language learning. The paper concludes by making suggestions for policy makers and language educators in terms of supporting technology-enhanced formal language education with more advanced IT educational programs and the development of virtual learning environment (VLE) system at school.
Factors Causing Learners&apos; Anxiety in FL Speaking: The Case of GFP Learners at UTAS, Nizwa, Oman
Author: Khouni, Ouarda
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Anxiety,Speech Communication,Public Speaking,Teacher Attitudes,Student Attitudes,Learning Strategies,College Preparation,Undergraduate Students,Business Administration Education,Computer Science Education,College Faculty,Course Descriptions,Self Motivation,Task Analysis,Test Anxiety,Units of Study,Item Analysis,Communication (Thought Transfer),Likert Scales,Measures (Individuals)

Research proved that anxiety plays an essential role in foreign language speaking, especially when it comes to speaking in front of others. Learners in the department of English always show a negative attitude in speaking presentations and tasks in full view of people. The aim of this paper is to investigate the factors that contribute to learners' anxiety in foreign language speaking from learners' and teachers' perspectives. The study aims to answer the following questions: what are the factors that cause learners' speaking anxiety and what types of anxiety do students have, and what are some strategies to lower it? The study was conducted through mixed method research to achieve the purposes of both qualitative and quantitative methods. The subjects of the study were 240 students and ten teachers in the foundation program. These students are studying at different levels from 1 to 4 to be prepared for the academic programs, which are business, IT and engineering. The research data was collected through a questionnaire for learners and an interview with teachers. The questionnaire is based mainly on Horwitz's scale, which is always considered the best scale to measure anxiety and anxiety indicators. The data revealed that most of the students face all types of anxiety in speaking, including communication apprehension, fear of negative evaluation and speaking test anxiety. From the teachers' perspective, anxiety was also related to the syllabus itself and the types of tasks given. To solve the issue of anxiety, the self-system model of motivation was implemented with a group of students giving them speaking tasks using the motivational model of Hadfield and Dornyei (2014), where we adopted some tasks to make a unit of teaching relying on Willis' Task-based framework where we added the language focus to each task.
Current Issues in the Evaluation Research of Writing Materials in Saudi Arabia
Author: Kalfut, Thamer
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Writing Instruction,Instructional Material Evaluation,Foreign Countries,Likert Scales,Check Lists,Learning Activities,Content Analysis,Textbook Evaluation,Accuracy,Teacher Attitudes,Student Attitudes,Administrator Attitudes

Over the last two decades, there has been a growing trend in Saudi Arabia toward research on English language textbooks, such as Alamri (2008), Alenezi (2019), Al-harbi (2017), Aljouei and Alsuhaibani (2018), Al-Sowat (2012), and Alsulami (2021). The use of a Likert scale checklist approach to evaluate strong and weak points in L2 textbooks is a prominent feature of this trend. Teachers, administrators, supervisors, and/or students are inquired to complete a survey that includes a variety of questions, including language activities. However, such an approach has failed to address four major issues that hinder appropriate evaluation of writing activities in English textbooks. Thus, this study contributes to our understanding of how future studies should take current issues into account.
Implementing Wiki as an Asynchronous Tool to Enhance the Grammatical and Lexical Accuracy of Saudi Secondary-School Learners&apos; EFL Writing
Author: Sahla, Shereen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Instruction,Educational Technology,Technology Uses in Education,Grammar,Language Skills,Accuracy,Females,Secondary School Students,Web Sites,Collaborative Writing,Web 2.0 Technologies

Wikis have been increasingly integrated into English-writing teaching and have served as one of the Web's most crucial social-networking tools, improving the writing of EFL learners worldwide. The purpose of this study has been to examine the positive effects of wiki-mediated collaborative writing and peer feedback on the grammatical and lexical accuracy of Saudi EFL learners' writing. To this end, 26 female secondary-school learners participated in the study and were selected from a private school in Riyadh. They were randomly assigned to a control group (N=12) and an experimental group (N=14). Both groups were given an identical writing task. However, in the control group, members individually completed the task, which was then reviewed by the teacher, while in the experimental group, members collaboratively completed the task, which was then reviewed by peers on a wiki platform. The data collection for this study rests on pre- and post-writing tests. The obtained data suggest that collaborative writing and peer feedback on wiki significantly improved the participants' grammatical, but not lexical, accuracy in their writing. However, the results of the post-test data also reveal that the experimental group outperformed the control group regarding the average total errors. The results confirm the efficiency with which wiki-based writing-oriented instruction can improve learners' accuracy.