ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Students with Disabilities throughout the Year
Author: Barker, Elizabeth
Date: 2022-01-00
Type: Journal Articles
Subjects: Students with Disabilities,Educational Legislation,Equal Education,Federal Legislation,Inclusion,Summer Programs,Academic Achievement,Achievement Gains

Nationwide, over 430,000 thousand teachers serve seven million students with disabilities. The Individuals with Disabilities Education Act (IDEA) mandates a free and appropriate public education (FAPE) for eligible students with a disability in one or more of 13 categories, and to the greatest extent possible, for inclusion, so that students with disabilities are educated alongside their peers without disabilities. The data point up a need for services that extend beyond the school year. This article discusses the need for these services to extend, because these students lose even more ground than peers during summer and other interruptions in their learning--but they do not need to.
The Impacts of COVID-19 on the Experiences of Students with Basic Needs Insecurity: Evidence from a National Survey
Author: Cornett, Allyson
Date: 2022-05-00
Type: Journal Articles
Subjects: Student Needs,Security (Psychology),Mental Health,Financial Needs,Employment,Pandemics,COVID-19,Food,Hunger,Homeless People,Housing,Undergraduate Students,Student Experience

The COVID-19 pandemic has affected college students' basic needs, financial security, academic success, caregiving responsibilities, mental health, and more, according to the Fall 2020 Student Financial Wellness Survey (SFWS) conducted by Trellis Company. Researchers surveyed 37,936 students at 62 two- and four-year colleges and universities from October to November 2020 and found 53 percent (n=20,095) indicated one or more forms of basic needs insecurity (BNI). This brief examines data from students with BNI with a special lens on their mental health, familial responsibilities and finances, employment, and financial security. These results highlight the disparate impacts of the pandemic among basic needs insecure students.
Centering the Marginalized: The Impact of the Pandemic on Online Student Retention
Author: Brown, Joshua Travis
Date: 2022-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Distance Education,Electronic Learning,School Holding Power,Academic Persistence,College Freshmen,On Campus Students,Pandemics,COVID-19,White Students,Minority Group Students,Student Financial Aid,Time

During the pandemic, much of the focus of administrators and scholars has been on its impact on residential students and the sudden shift to online instruction. While justified, researchers have yet to focus on online students--who often represent marginalized communities in higher education--to ask whether they were impacted by factors related to the pandemic other than the modality shift. In this study, we examined how the first-year retention of online students was affected during the pandemic, and whether it differed from first-year residential students who transitioned online. We examined records of two student cohorts (Fall 2017 and Fall 2019) from a university to determine each cohort's retention rate by modality. Holding other relevant factors constant, we found the COVID cohort of students were less likely to persist to the following Fall regardless of modality, although residential students were still much more likely to be retained overall. However, Black and Hispanic students were less likely to be retained across both modalities, and even Black residential students were more vulnerable to not returning than their White counterparts, suggesting that racial inequalities persist across learning modalities. We conclude by suggesting how one retention tool--financial aid--could be used to address the particular needs of online students to improve their retention.
Tuition-Free College in the Context of COVID-19: TN Reconnect Adult Student Narratives
Author: Collom, Gresham Donald
Date: 2022-05-00
Type: Journal Articles
Subjects: Adult Students,Student Experience,COVID-19,Pandemics,Adjustment (to Environment),Distance Education,Educational Quality,Tuition,Costs,Educational Policy,Paying for College,Student Financial Aid,Family School Relationship,State Programs

Utilizing narrative inquiry and thematic analysis, this study followed up with adult students who initially participated in a qualitative project, Understanding How Students Reconnect: A Longitudinal Study (Collom et al., 2021). Five participants shared their experiences as adult students during COVID-19, which included their experiences shifting to virtual learning and the broader effects of the pandemic on their lives. Our findings indicated that while students coped with the transition to virtual learning, the overall perceived quality of education dropped and forced students to make difficult family and employment decisions. Overall, the study illuminated the barriers that exist for adult students who have faced unexpected life-events and demonstrated the need for institutions to build supports for adult students beyond tuition-free college. Our findings highlight the need for supports above tuition for Tennessee Reconnect students. While Tennessee Reconnect has substantially increased adult student enrollment in the state, increased support is essential to realize the full benefits of the policy.
Repositioning the Field of Socio-Cultural Foundations under the Efficiency-Driven Reform in Teacher Education
Author: Jatuporn, Omsin
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education,Educational Change,Teacher Educators,Foundations of Education,Efficiency,Foreign Countries,Educational Policy,Cultural Context,Social Environment,Teacher Attitudes,Curriculum Development

This article examines how qualification frameworks for Bachelor of Education and the Thai Teachers Council regulations on teaching professional standard affect the status of knowledge of socio-cultural foundations in teacher education institutions. The researcher used document analysis, in-depth interview and field observations with 7 teacher educators from 7 teacher education institutions. Findings indicate that socio-cultural foundations courses are still present in the teacher education program, and there is integration of the subject matters of philosophy and sociology of education. In addition, the everyday life discursive practices of teacher educators are the implementation of the teacher education curriculum reflecting negotiation, resistance, or articulation process between policy and practices. As a critical active agent in their own cultural politics, teacher educators are the most important actors influencing the status of knowledge of the field of socio-cultural foundations in teacher education institutions.
Perceptions of Teachers towards In-Service Training Activities
Author: Bulut, Ayhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Teacher Attitudes,Inservice Teacher Education,On the Job Training,Synchronous Communication,Interaction,Professional Development

This research aims to determine the perceptions of teachers working at various levels of formal education in Turkey towards in-service training activities. The case study design, one of the qualitative research designs, was used in the research. The research was conducted in the fall semester of the 2021-2022 academic year, using a semi-structured interview form with a total of 56 teachers working at various levels in public schools in Erzurum city and voluntarily supporting the research. In the analysis of the data obtained from the research process, both descriptive and content analysis methods were used together. When the results obtained from the research are examined, it is seen that a significant part of the teachers do not find the in-service training activities they participate insufficient in terms of scope and content, and they prefer in-service training on subjects such as information technologies, special education, training coaching, developmental psychology, teaching methods and techniques, software and material preparation. They stated that they prefer to attend on-the-job training activities mostly voluntarily and by using face-to-face training methods.
Understanding Special Education Teacher Shortages
Author: Peyton, David
Date: 2022-01-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Shortage,Certification,State Policy,Educational Policy,Teacher Persistence,Labor Needs,State Boards of Education

Teacher shortages are often viewed as a national issue and through a national lens. But individual states' challenges in addressing special education teacher shortages differ in degree and kind, and states thus enact varied solutions to address them. A state's geography, resources, and political climate are just a few elements that can drive differentiated approaches to shortages or constrain implementation of thoughtful solutions. By and large, state policymakers are well positioned to assess the extent of shortages, navigate the vagaries of regional differences, and carry out effective policies. As state boards of education and other state policy leaders consider their approaches to shortages of special education teachers, it will be instructive to consider how their policies differ from those of other states. In this article, David Peyton and Kelly Acosta recommend state leaders consider the key policy differences in states with lower rates of uncertified special education teachers. And what might be learned from these policies and applied to future policy proposals to address shortages? This is the question the authors set out to investigate. Their research examined what differentiated states with high and low shortages of fully certified special education teachers. Based on their findings, Peyton and Acosta offer strategies state boards can take for recruiting and retaining special education teachers.
Supporting English Learners with Disabilities
Author: Fagan, Drew S.
Date: 2022-01-00
Type: Journal Articles
Subjects: English Language Learners,Students with Disabilities,Disability Identification,Language Acquisition,Cultural Differences,Barriers,State Boards of Education,Equal Education,Educational Finance,Educational Equity (Finance),Access to Education,Special Education,Language Teachers,Faculty Development,Teacher Certification

The Every Student Succeeds Act (ESSA) emphasizes that state and local education agencies (SEAs/LEAs) must provide sufficiently trained staff so that English learners have equal opportunities for attaining English language proficiency and academic achievement across content areas without being &quot;unnecessarily&quot; segregated from non-ELs, thus leading to a well-rounded education. To monitor and evaluate these students' progress toward language proficiency and mastery of grade-level content, all staff--not just specialists in English for Speakers of Other Languages (ESOL)--should have a working knowledge of these culturally and linguistically diverse students' needs. This article begins by asserting that to properly identify these students for appropriate services and address their academic needs, educators must understand a trifecta of factors: disabilities, the language acquisition process for students learning English as an additional language, and cross-cultural differences, including knowing how U.S. expectations and norms for students compare with those of other countries. It goes on to discuss pressing barriers to supporting English learners with disabilities, including funding and professional development challenges. Lastly, given the continuing trajectory of growth in this population of students, the authors propose three overarching courses of action that state boards of education can take to promote excellence, equity, and meaningful access for English learners with disabilities across educational contexts: (1) management of disparate funding streams; (2) ensuring equitable access to services; and (3) revamping licensure.
A Hypothesis of Reading Instruction as a Cause of Dyslexia
Author: Butler, Kevin
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Instruction,Dyslexia,Phonetics,Nature Nurture Controversy,Sight Vocabulary,Memory

Dyslexia is a reading disability affecting a large number of people worldwide. People with dyslexia have at least normal levels of intelligence, yet they nevertheless have significant difficulties with reading. Dyslexia is known to have genetic causes; however, some researchers believe that there are also environmental factors at play. Specifically, the way in which a child is taught to read can possibly influence whether or not that child ultimately ends up with dyslexia or other reading difficulties. This paper presents the hypothesis that the way a child is taught to read can be a major factor in the development of dyslexia. There has been speculation about this idea in previous literature, but that speculation has been based only on anecdotes and case studies; empirical research is added in this paper. This hypothesis is based on research showing that certain approaches to teaching reading can induce difficulties with phonetic skills (in other words, difficulty associating written letters with spoken sounds in a language that uses an alphabetic writing system) and fMRI-measurable brain patterns matching those of people with dyslexia. Additionally relevant is that those approaches are widespread in the English-speaking world--most specifically in the United States. Reading difficulties not related to phonetic skills would not be implicated in this hypothesis. The literature justifying this hypothesis is discussed, as well as the challenges to the hypothesis and a way that it can be tested. The importance of proposing this hypothesis is that if flawed reading instruction is indeed one primary cause of dyslexia, then reform in elementary schools is vital.
Closing the Achievement Gap in the Classroom through Culturally Relevant Pedagogy
Author: Hernandez, Awilda
Date: 2022-00-00
Type: Journal Articles
Subjects: Teachers,Teacher Attitudes,Concept Formation,Culturally Relevant Education,Classroom Environment,Teacher Education,Achievement Gap,Second Language Learning,English (Second Language),Low Income Students,Minority Group Students,Authentic Learning,Poverty,Racial Factors,White Students,Hispanic American Students,Teacher Competencies

It has been shown that Culturally Relevant Pedagogy is beneficial in schools with a wide range of populations because of its emphasis on academic achievement for all students, cultural competency, and social justice issues. This study focused on teachers' perceptions about how to use a Culturally Relevant Pedagogy model in the classroom. Interviews with 20 in-service teachers across eight states revealed the following themes: (a) teachers' ideas about Culturally Relevant Pedagogy and the classroom environment, and (b) school and district support on Culturally Relevant Pedagogy and social community, resources, and teachers' training to understand Culturally Relevant Pedagogy. This paper explores themes to reveal how in-service teachers perceived their preparedness to teach using CRP strategies in the classroom. In order to close the achievement gap, a paradigm change is required. It is necessary to employ CRP strategies to create this change and integrate students' everyday life with classroom learning objectives so that achievement disparity in classrooms may be reduced. English Language Learners (ELLs), students with low socio-economic status, and racial/ethnic minorities were the focus of this study.
Creating Autonomy in the Advance of Teacher and Moral Educator Development
Author: Wagner, Paul A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Ethics,Self Evaluation (Individuals),Personal Autonomy,Teachers,Professional Development,Best Practices,Measures (Individuals),Students,Teaching Methods

The demand for character development in many of the Western World's public schools is increasing. Yet there are substantive steps being taken beyond manipulating student behavior in rigidly constructed contexts. Unfortunately manipulating behavior only develops self-interest as the measure of all good and might makes right the legitimation of authority. Yet as any anthropologist can explain it is role-modeling family and village elders that decides which of two instincts will dominate human development: self-interest or cooperation (Tomasello, 2019). As Aristotle famously observed, it makes no small difference what habits humans develop rather, it makes all the difference. But to be truly conducive to moral development those habits must reflect autonomous conviction to develop organizational well-being over the pandemonium self-interest leads towards. The Moral Self-assessment Protocol discussed herein creates the conditions for teacher and other leaders to track their own moral development to role model for those growing into organization membership, in schools, cities, states, countries and businesses.
Reenvisioning the Future with Universal Design for Learning
Author: Basham, James D.
Date: 2022-01-00
Type: Journal Articles
Subjects: Access to Education,COVID-19,Pandemics,Equal Education,Educational Discrimination,Information Literacy,Student Characteristics,Educational Technology,Technology Uses in Education,Student Needs,Barriers,Justice

A central lesson driven home by the struggles of schools around the globe during the pandemic is that education systems are inadequate to meet society's future needs, according to James D. Basham. He believes it is time for systems that are learner-centered and flexible enough to meet the needs of all students--from those with disabilities and diverse learning needs to those who are gifted and high performers. Such a system would produce technologically adept, information-literate, adaptable, expert learners. The framework of Universal Design for Learning (UDL) provides a stable, evidence-based foundation for this vision of the future of education. , many problems the pandemic highlighted in the education system were set in motion well before COVID19. Two overarching reflections should ground thinking about the future of the education system: (1) there is no average student; and (2) information literacy is the bedrock for all students' ability to thrive in the information age. The article examines the reflections and the role of UDL in education.
Protecting Our Most Vulnerable Youth: An Evaluation of Bullying and Harassment in Indiana Schools
Author: Horton, Alexandrea
Date: 2022-00-00
Type: Journal Articles
Subjects: Bullying,Victims,State Legislation,School Culture,School Safety,Educational Environment,Elementary Secondary Education,Federal Legislation,Civil Rights Legislation,Educational Legislation,Gender Discrimination,Students with Disabilities,Minority Group Students,Court Litigation,Sexual Harassment

Students in the present educational landscape are experiencing issues of bullying and harassment at an alarming level. A primary duty of a school administrator is to ensure the safety of all students from the repercussions of unattended to bullying and harassment issues, which has become a significant challenge with the increase in remote education and internet access of youths around the globe. This article will first discuss key federal anti-bullying and harassment laws to provide a background of the nation's present stance on the issue, along with a narrowed examination of key anti-bullying and harassment laws in Indiana. Recommendations for school administrators to prevent bullying and harassment cases and to remediate school culture challenges will follow. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2022.]
Survey Fatigue--What Is Its Role in Undergraduates&apos; Survey Participation and Response Rates?
Author: Fass-Holmes, Barry
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Surveys,Student Attitudes,Undergraduate Students,Response Rates (Questionnaires),Student Participation,Databases,Criticism,Research Reports,Outcomes of Education,Fatigue (Biology)

Undergraduates' low participation/response rates on interdisciplinary (campus-wide) and disciplinary (specific department) surveys have been attributed to survey fatigue. To investigate this attribution's merits, the present study conducted a systematic literature search (five electronic databases plus one search engine) and critiqued findings of relevant publications returned by the search. This study found that (a) survey fatigue has not been rigorously defined, (b) the number of relevant peer-reviewed publications is unexpectedly limited, and (c) their findings are contradictory. These results have implications for policies and practices that restrict undergraduate survey administrations to minimize survey fatigue and boost participation/response rates. The present report recommends improving undergraduates' participation/response rates by requiring instruction about surveys combined with assessments of student learning outcomes.
Examining the First Peer-to-Peer Mentorship Program (F1Doctors) for International Medical Students
Author: Chehayeb, Rachel Jaber
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,Foreign Students,Medical Students,Premedical Students,Grade Point Average,College Entrance Examinations,Medical Schools,Barriers,Program Effectiveness,Scores,Student Characteristics

In this study, we report international medical students in the United States and conduct an analysis of the first, peer-to-peer, national mentorship program for international medical students and international pre-med applicants in the US (F1Doctors). We used analyzed survey data collected through F1Doctors and the Association of American Medical Colleges yearly matriculation reports. Results indicated that the average college grade point average (GPA) and Medical College Admission Test score (MCAT) of international applicants was higher than that of all applicants. Additionally, non-US applicants reported facing numerous unique challenges such as limited access to extracurricular opportunities and difficulty finding mentors who are familiar with the application process. International applicants have the potential to increase the diversity of healthcare professionals, and F1Doctors is the first platform to support international healthcare applicants in the US.
Student and Faculty Coping and Impacts on Academic Success in Response to COVID-19
Author: Goldman, Jacqueline A.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Coping,Stress Management,COVID-19,Pandemics,Academic Achievement,Rural Schools,Grades (Scholastic),School Closing,Online Courses,Electronic Learning

This study explored how faculty and students differed in their coping strategies to handle the severe stress brought on by COVID-19 and how this stress impacted student academic achievement. For this study,103 students and faculty at a rural southern university participated in the study where they reported on their coping mechanisms during the pandemic. Student grade data from midterm and final course grades were collected to measure academic achievement. Results of the study indicated that students were more likely than faculty to engage in maladaptive coping strategies, specifically emotional disengagement. The findings have theoretical and practical implications for teaching in higher education such as consideration of how students cope with severe stress compared to faculty and how it impacts academic achievement.