ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Validation of the &quot;Tübingen Inventory to Measure Teachers&apos; Profession-Specific Value Orientations&quot; (TIVO)
Author: Merk, Samuel
Date: 2021-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Construction,Test Validity,Values,Preservice Teachers,Teachers,Teaching (Occupation),Foreign Countries,Factor Structure

Broadly understood, values represent orientation guidelines for daily action, thinking, and feeling. Thus, they affect teachers' everyday work and are among their professional competencies. While general values and some single profession-specific values of teachers (e.g., responsibility) have already been investigated empirically, the current study aims to cover a broader range of profession-specific values by developing and validating the Tübingen Inventory to Measure Teachers' Profession-Specific Value Orientations (TIVO), based on three independent studies with pre-service (Studies 1 and 2; N[subscript 1] = 334, N[subscript 2] = 239) and in-service teachers (N[subscript 3] = 308). The results demonstrate that the TIVO is appropriate to assess four profession-specific values in a second-order model: caring, justice, responsibility, and truthfulness as first-order factors, with fairness as a second-order factor loading on the latter three first-order factors. The results from preregistered experiments and confirmatory factor analysis provide consistent evidence for the construct validity of the TIVO.
When the Kids Are Not Alright: School Counseling in the Time of COVID-19
Author: Savitz-Romer, Mandy
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Role Perception,Role Conflict,Ambiguity (Context),Expectation,Responsibility,Professional Autonomy,Student Needs,Barriers,Stress Variables,Leaders,Distance Education,Elementary Secondary Education,Pandemics,COVID-19,Rural Urban Differences

The unprecedented arrival of COVID-19 upended the lives of American children with rapid shifts to remote and hybrid schooling and reduced access to school-based support. Growing concerns about threats to students' mental health and decreased numbers of students transitioning to postsecondary education suggest access to school counselors is needed more than ever. Although previous research on school counselors finds they promote positive postsecondary, social emotional, and academic outcomes for students, further studies highlight the organizational constraints, such as an overemphasis on administrative duties and unclear role expectations, that hinder their work. Drawing on survey and focus group data, our mixed methods study documents school counselors' experiences during the COVID-19 crisis, including the opportunities and constraints facing their practice. Findings suggest there should be a concerted effort to reduce the role ambiguity and conflict in counselors' roles so they are better able to meet students' increased needs.
Egypt&apos;s ICT Reform: Adoption Decisions and Perspectives of Secondary School Teachers during COVID-19
Author: Badran, Alaa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Secondary School Teachers,Teacher Attitudes,Technology Integration,Technological Literacy,Barriers,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Innovation

This descriptive quantitative survey study explored the perspectives of 221 secondary school teachers from 19 Egyptian governorates on the ICT (information and communications technology) component of the 2017 education reform. Data were collected during the novel context and mandates dictated by the widespread COVID-19. The main indicators of teachers' perspectives were adopted from Rogers's diffusion of innovation theory, while their digital competencies were aligned with the levels of the UNESCO ICT Competency Framework. The study found that the majority of participants hold positive perspectives on the relative advantage of ICT integration, average perspectives on its complexity, and negative perspectives on its compatibility with Egypt's education needs and main priorities. Findings further highlight the presence of multiple challenges that may affect teachers' decision to adopt/reject the ICT reform, including the human and technological infrastructures as well as communication. The insights gained from this study may assist in understanding teachers' level of persuasion, possible sources of social resistance, and need for effective capacity building.
Nationally Representative Evidence on the Association between Preschool and Executive Function Skills throughout Elementary School
Author: Little, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Education,Elementary Education,Preschool Children,Elementary School Students,Executive Function,Children,Longitudinal Studies,Surveys,Short Term Memory,Cognitive Ability,School Effectiveness,Attendance,Private Schools,Public Schools,Student Characteristics,Outcomes of Education

Executive function skills are a set of cognitive processes that help individuals to engage in goal-directed behavior and have been linked to benefits in academic achievement and other learning-related outcomes. Recently, there has been interest in understanding how attending center-based preschool may relate to the development of executive function skills. This study used the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (n [approximately] 9,270) to examine the association between preschool attendance and executive function skills in each grade of elementary school. The results of the analysis suggest small initial associations of preschool attendance with some subdomains of executive function (working memory) but not others (cognitive flexibility). These associations are heterogenous based on preschool type (i.e., public vs. private). The longitudinal analysis revealed rapid attenuation of initially positive associations, but also some indications of so-called &quot;sleeper effects&quot; emerged in late elementary school for working memory. Implications for research and policy are discussed.
An Exploratory Case Study to Investigate Perceived Pronunciation Errors in Thai Primary School Students Using Audio-Visual Speech Recognition
Author: Graham, Steven
Date: 2021-00-00
Type: Journal Articles
Subjects: Pronunciation,Reading Difficulties,Error Patterns,Elementary School Students,Audiovisual Aids,Computer Software,Computer Assisted Instruction,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Small Schools,Rural Schools,Foreign Countries

An explorative case study has been conducted at a small rural school in the north east of Thailand to investigate the pronunciation errors that primary school students make when reading English aloud. This paper illustrates the opportunities and challenges of employing speech recognition software in rural classrooms by using it with specifically designed audiovisual materials based on the Thai curriculum to identify English language reading and pronunciation difficulties. A comparison is made between this study and published literature.
Cognitive Apprenticeship in STEM Graduate Education: A Qualitative Review of the Literature
Author: Minshew, Lana M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Apprenticeships,STEM Education,Graduate Study,Graduate Students,Student Research,Academic Advising,Program Development

The future is dependent on the STEM graduate education system, emphasizing the importance of STEM graduate programs in producing highly trained expert researchers. The cognitive apprenticeship (CA) framework provides guidance to experts (i.e., faculty) on how to explicate their knowledge through the creation of learning opportunities that foster and support students in developing expertise in a particular discipline. This review examines the current landscape of research focused on the use of the CA framework in STEM graduate education. The research suggests the CA framework is a useful and effective model for supporting faculty in cultivating rich learning opportunities for STEM graduate students.
Safety and Belonging in Immigrant-Serving Districts: Domains of Educator Practice in a Charged Political Landscape
Author: Lowenhaupt, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Sense of Community,Immigrants,Politics,Educational Practices,School Districts,School Safety,Educational Environment,Teacher Attitudes,Administrator Attitudes,Elementary Secondary Education,Minority Group Students

Drawing from a context of reception framework, this article asks the following questions: How do educators describe issues of safety and belonging in the context of a charged immigration policy climate? What practices have educators developed to support immigrant-origin youth? And, what are the relationships between educators' perceptions of safety and belonging and educator practices? We analyze educators' survey responses administered across six school districts in different contexts across the United States, including the Northeast, Midwest, South, and West. We synthesize four domains of educator practice: signaling affirmation, building shared knowledge and capacity, finding and mobilizing resources, and creating space for conversation. Through this work, we connect the domain of safety as a perennial theme to safety as a practice. We discuss the implications of this and the need for future work that critically analyzes educators' practice in relation to immigrant-origin youth for more generative contexts-contexts of development, not merely reception.
Enhancing EAP Learners&apos; Academic Vocabulary Learning: An Investigation of &quot;WhatsApp&quot;-Based Reporting and Receiving Activities
Author: Arifani, Yudhi
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Vocabulary Development,Computer Mediated Communication,Learning Activities,Second Language Learning,Foreign Countries,Instructional Effectiveness,Student Attitudes,College Students,Teaching Methods

Previous studies have indicated inconsistencies in utilizing the mobile application known as &quot;WhatsApp&quot; in academic vocabulary learning. This study attempts to overcome those inconsistencies by addressing three research aims, namely a) to examine any significant difference of employing vocabulary learning between using &quot;WhatsApp&quot;-based reporting and receiving on the one hand, and traditional-based reporting and receiving strategies on the other; (b) to determine the best predictor of vocabulary learning, and (c) to draw learners' attitudes among the four types of strategies. A mixed randomized experimental type of research with pre-test and post-test design as well as survey design has been consecutively applied for these purposes. The results of the study reveal that English Academic Purposes (EAP) learners who expand their academic vocabulary using &quot;WhatsApp&quot;-based reporting activities achieve better having been exposed to these three different treatments. Learners' endeavours to find out the mixed Indonesian-English vocabulary definitions by themselves, followed by reporting these to their teacher using &quot;WhatsApp&quot; turn out to be the best vocabulary learning predictor. Learners' attitudes observed in this cohort also show positive responses. Since the aspect of familiarity with academic vocabulary learning is not incorporated into this study, future researchers may find filling up this lacuna worth pursuing.
Nested Contexts of Reception and K-12 Schools: Addressing Immigration Status
Author: Murillo, Marco A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Urban Schools,Immigration,Undocumented Immigrants,Public Schools,Public Policy,Student Needs,Family Needs,School Role,Court Litigation,Student Rights,Refugees,Minority Group Students,College Readiness,Access to Education,Legal Aid

Scholarship on the intersection between immigration, legal status, and education has grown over the past decade. Given that schools are intended to be purveyors of democratic values, schools represent an ideal context to examine how immigration and legal status are considered in a community that aims to support the academic and social success of all students This study investigates how members of an urban, K-12 school community in California addressed immigration issues over nearly a decade-long period. The study details three ways in which the school addressed immigration status issues across time. They include college-going supports, addressing newcomer/unaccompanied students' needs, and delivery of legal services. The study's implications highlight how K-12 schools can address immigration issues in intentional, ethical, and supportive ways.
Learners&apos; Writing Skill and Self-Regulation of Learning Awareness Using Computer-Assisted Argument Mapping (CAAM)
Author: Robillos, Roderick Julian
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Skills,Self Management,Self Efficacy,Concept Mapping,Computer Software,Computer Assisted Instruction,Persuasive Discourse,Instructional Effectiveness,Progress Monitoring,English (Second Language),Second Language Learning,College Freshmen,Late Adolescents,Foreign Countries

Software and digital visual mapping tools have recently been implemented by educators and academics for several educational and related purposes. The current study was set out to explore the effect of using CAAM on Thai EFL learners' argumentative writing performance and their self-regulation of learning awareness. A total of 28 freshman students were purposively selected as the subjects of the study. The researcher used a mixed-mode method type of research involving a pre- and post-test design. Data was collected from a single group of participants who participated in eight sessions based on the use of CAAM in their writing processes. A Self-Regulation of Learning Scale (SRS) was utilized to identify the students' awareness of their self-regulation of learning. The results reveal that the CAAM method used by the respondents made noteworthy gains on their argumentative writing performance across task achievement, coherence-cohesion, lexical resource and grammatical range and accuracy, as indicated by a significant difference between their pre- and post- test results. Furthermore, four out of six components of SRS reveal a significant relationship with their writing performance indicative that the respondents have become more cognizant of their self-regulation in terms of planning, self-monitoring, effort and self-efficacy. Finally, qualitative findings reveal that the respondents had positive feelings about using CAAM in their writing processes as well as enhanced their awareness on their self-regulation of learning.
Students&apos; Perception of Paperless English Classroom: A Case Study of a Japanese IT University Campus
Author: Ochi, Kentaro
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Foreign Countries,Integrated Learning Systems,College Students,Student Characteristics,Computers,Handheld Devices,Telecommunications,Language Skills,Vocabulary Development,Notetaking

This exploratory study analyzed students' perception of a paperless English classroom to identify participants who successfully used the paperless environment. The participants (n = 179) were tasked to answer a questionnaire. Results only showed a significant difference in the amount of time the participants used their PCs to work on their assignments; however, PCs' prior use was not a factor. The transition from a traditional paper-based classroom to a paperless one cannot be taken for granted. Sufficient instruction on how the digital materials can be accessed is necessary for some learners to embrace a paperless classroom.
Online or In-Person Instruction? Factors Influencing COVID-19 Schooling Decisions among Latinx Families in Houston, Texas
Author: Szabo, Julia
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Conventional Instruction,COVID-19,Pandemics,School Choice,Decision Making,Hispanic American Students,Student Experience,Charter Schools,Employed Parents,Child Care,Risk,Parent Attitudes

Throughout the COVID-19 pandemic, families have faced a difficult decision between online and in-person instruction. In many school districts, a higher proportion of non-White families selected online instruction for fall 2020, but the factors influencing these patterns are unclear. Using a case study approach, I focus on the experiences of 21 Latinx families whose children attend the same majority-Latinx charter school in Houston, Texas, and explore the factors families balanced when deciding between online and in-person instruction. Drawing on 37 in-depth interviews with mothers and their children, I find that Latinx families made schooling decisions informed by their shared school context, the needs of family networks, and community infection rates. Health and safety concerns drove most families to select online instruction while acknowledging it was an academic sacrifice, but maternal employment and access to child care shaped their ability to make this choice. This study highlights the influence of nonschool factors in pandemic schooling decisions.
Understanding In-Service Teachers&apos; Learning Experience While Developing an Electronic Portfolio
Author: Espinoza, Angie Quintanilla
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Language Teachers,Second Language Instruction,English (Second Language),Teacher Attitudes,Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Reflective Teaching,Technology Integration,Program Implementation,Learning Experience,Foreign Countries

Electronic portfolios have become popular in teacher education programs as they allow learners to document and reflect upon their work and learning process. This cross-sectional study examines data gathered from 19 primary and secondary EFL teachers enrolled in a postgraduate program. The study aims at understanding these teachers' learning experiences while developing an electronic portfolio. A survey questionnaire with Likert-type, checkboxes-type and open-ended questions were used to collect data. The results indicated that teachers valued e-portfolios as an authentic and process-oriented assessment tool that involves reflection, documentation, and dissemination of their work.
Do Career-Engaging Courses Engage Low-Income Students?
Author: Plasman, Jay Stratte
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Low Income Students,High School Students,Vocational Education,Longitudinal Studies,Course Selection (Students),Educational Legislation,Federal Legislation,Technical Education,Student Participation,Predictor Variables,STEM Education

Encouraging school engagement is crucial to promoting positive outcomes for high school students. One potential means to promote school engagement may be through career and technical education (CTE) coursework, which is specifically designed to be educationally engaging, particularly for vulnerable populations such as those from low-income backgrounds. Yet, little is known about whether these courses do in fact link to higher school engagement. Through analysis of the High School Longitudinal Study of 2009--a nationally representative data set--we explored the link between STEM-focused CTE (STEM-CTE) coursetaking and school engagement for low-income students. To do so, we employed an instrumental variable estimation technique and found that taking STEM-CTE courses related to higher school engagement for low-income students. We conclude with a discussion of implications for students, practitioners, and policymakers.
Seeking to Serve or $erve? Hispanic-Serving Institutions&apos; Race-Evasive Pursuit of Racialized Funding
Author: Aguilar-Smith, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Hispanic American Students,Minority Serving Institutions,Educational Finance,Federal Aid,Race,Grants

This critical qualitative study explores Hispanic-serving institutions' (HSIs) pursuit of racialized federal funds and theorizes the connection between grant seeking and servingness at HSIs. Specifically, the study's guiding research question was: Why do HSIs pursue racialized Title V funding? Based on interviews with 23 institutional actors at 12 HSIs, including public Hispanic-serving community colleges and both public and private 4-year institutions, the findings suggest that HSIs vie for Title V grants for assorted and, at times, conflicting reasons. Specifically, they seek this racialized funding to (a) pool money, (b) address broad-based institutional needs, (c) signal legitimacy, and (d) support all students. Importantly, some of the reasons have little to do with immediately serving students generally or Latinx students more specifically. Thus, I argue that in their race-evasive pursuit of Title V funds, many HSIs capitalize on their Latinx students, rendering serving into $erving and ghosting the &quot;H&quot; and &quot;S&quot; in HSIs.
The Relationship between Immigration Enforcement and Educational Attainment: The Role of Sanctuary Policies
Author: Corral, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigration,Public Policy,Correlation,High School Graduates,College Attendance,Undocumented Immigrants,Hispanic American Students,State Government,Law Enforcement,Educational Attainment,National Surveys,Outcomes of Education,Role,Educational Trends,Laws

This study explores the association between sanctuary policies and the high school completion and college enrollment of Hispanic undocumented youth. Sanctuary policies, which city, county, and/or state governments implement, prohibit local political leaders and police officials from cooperating with federal immigration enforcement officers regarding the questioning, detention, and deportation of undocumented immigrants. This study uses data from the American Community Survey and applies a difference-in-differences design. On average, my preferred specification detected no association with high school completion or college enrollment. These findings suggest that although these policies may help counteract immigration enforcement, they may not reduce uncertainty enough to have a significant relationship with educational outcomes.
Constructing a Monolith: State Policy, Institutional DEI Plans, and the Flattening of Latinx Identity at Hispanic-Serving Institutions
Author: Casellas Connors, Ishara
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Serving Institutions,Hispanic American Students,Student Diversity,Inclusion,School Policy,State Policy,Educational Policy,Community Colleges,Two Year College Students,Racial Bias,Critical Theory,Race,Ideology,Social Justice,Experience,Racial Composition,Minority Group Students,Institutional Characteristics

As racialized institutions, Hispanic-serving institutions educate large portions of racially minoritized students within organizational and policy structures that advance Whiteness. This research considers how the institution-level diversity, equity, and inclusion (DEI) plans, produced in response to state-level DEI policies in Florida, California, and New York, construct narratives of intersectional diversity and a racialized Latinx identity at Hispanic-serving community colleges (HSCCs). Engaging critical discourse analysis, drawing together critical race theory and LatCrit, the analysis expands the consideration of DEI policy implementation at HSCCs. The findings illustrate the interconnectedness of state-level policy, policy implementation guidance, and institution-level discourse related to defining intersectional diversity and demographic data. Furthermore, it captures a lack of attention to racial composition among Latinx students and the limited characterization of HSI status. This study highlights how the implementation of state-level DEI policies can advance or erase the considerations of intersectionality among Latinx students.