ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Technologies--and Teacher Wellbeing?
Author: Passey, Don
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Well Being,Technology Integration,Foreign Countries,Work Life Expectancy,Mental Health,Media Literacy,Teacher Attitudes,Teachers

The concept of teacher wellbeing, the importance of considering teacher wellbeing, concerns for developing digital wellbeing and concerns for using digital technologies to support teaching practices have all been previously studied. The idea that uses of digital technologies can support teacher wellbeing (or not) and ways that uses might do this have not been studied to the same extent. Indeed, it can be argued that this topic requires a complete and focused area of study in its own right. This methodologically focused paper takes an initial step in this direction, exploring existing research and backgrounds to wellbeing, teacher wellbeing, digital wellbeing and uses of digital technologies to support teachers' practices. The paper reviews conceptions of digital technologies supporting teacher wellbeing and offers a newly developed outline conceptual model and framework for this research field. The framework is tested, identifying influencing factors from evidence presented in a number of existing relevant case studies where digital technologies have been used to support teacher practices. The efficacy of the proposed framework is assessed, and the paper concludes by offering a proposed research instrument and strategy to advance knowledge in this area.
A Worldwide Journey through Distance Education--From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic
Author: Pregowska, Agnieszka
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,COVID-19,Pandemics,Electronic Learning,Educational Change,Educational Trends,Educational History,Secondary School Students,College Students,Student Attitudes,Secondary Education,Higher Education,Correspondence Study,Educational Radio,Educational Television,Audiovisual Instruction,Computer Uses in Education,Internet,Computer Simulation,Foreign Countries

Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers' and students' points of view in both secondary and higher education.
Learning Disability, Intelligence, and Fluid Cognitive Functions of the Prefrontal Cortex: A Developmental Neuroscience Approach
Author: Blair, Clancy
Date: 2004-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Intelligence,Cognitive Processes,Brain Hemisphere Functions,Neurosciences,Developmental Disabilities,Neurological Impairments,Children,Neurology,Biology,Measurement Techniques,Abstract Reasoning,Cognitive Ability,Executive Function

This paper examines the neurobiology of fluid cognitive functions of the prefrontal cortex and considers learning disability as a specific example of a group of developmental disorders characterized by fluid skills impairment in the presence of crystallized intelligence in the normal range. Research indicating fluid cognitive impairments in children with learning disability is reviewed and developmental and measurement implications of these findings are discussed. It is concluded that advances in knowledge of the neurobiology of the prefrontal cortex and in the measurement of fluid cognitive functions can play a central role in progress in learning disabilities research.
To Touch the Hearts and Minds of Students with Learning Disabilities: The Power of Mindsets and Expectations
Author: Brooks, Robert B.
Date: 2004-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Expectation,Cognitive Structures,Teacher Effectiveness,Teacher Characteristics,Student Needs,Empathy,Labeling (of Persons),Teacher Influence,Academic Accommodations (Disabilities),Teacher Student Relationship,Parent Teacher Cooperation

We all possess assumptions about ourselves as well as others. We may not think about or be aware of these assumptions, but they play a significant role in determining our expectations and behavior. Even seemingly hidden assumptions have a way of being expressed to others. Not surprisingly, people begin to behave in accord with the expectations we have of them, and, when they do, we are apt to interpret this as a sign that our expectations are accurate. What we fail to appreciate is the extent to which our expectations subtly or not-so-subtly shape the behavior of others. In this article, the mindset of effective educators is described, especially in the process of teaching students with learning disabilities. An appreciation of this mindset can direct educators to become more skilled in reaching both the minds and hearts of youngsters with learning disabilities and helping them to become more motivated, successful, hopeful, and resilient
Restrictiveness and Race in Special Education: Socio-Cultural and Linguistic Considerations
Author: Taylor, Sheryl V.
Date: 2005-00-00
Type: Journal Articles
Subjects: Special Education,Special Needs Students,Minority Group Students,Disproportionate Representation,Culturally Relevant Education,Faculty Development,Student Needs,Racial Differences,Ethnicity,Socioeconomic Influences,Language Usage,Student Placement,Teacher Competencies,Student Diversity,Student Rights,Student Evaluation,Referral,English Language Learners,Intervention

The relationship between achievement and cultural, ethnic/racial, and linguistic diversity cannot be ignored given that students who struggle to learn are often the ones that are referred to special education even though the failure may not be due to a disability on the part of the student (Presidential Commission on Special Education, 2002). In particular, Fierros and Blomberg's article, &quot;Restrictiveness and Race in Special Education Placements in For-Profit and Non-Profit Charter Schools in California,&quot; presents readers with urgent concerns regarding the overrepresentation of minority students in Special Education. After a review of the authors' findings, this commentary presents an overview of considerations relevant to pre-referral interventions grounded in the field of culturally responsive instruction as well as suggestions for the professional development of teachers, both general education teachers and special educators, relevant to addressing the needs of students from diverse ethnic/racial, socio-cultural, and linguistic backgrounds.
Perceptions about the Use of Language in Physical Science Classrooms: A Discourse Analysis
Author: Semeon, Nasimu
Date: 2021-02-00
Type: Journal Articles
Subjects: Discourse Analysis,Science Education,Foreign Countries,Sociocultural Patterns,Science Teachers,Language Usage,High School Students,Grade 10,Grade 11,Grade 12,School Districts,Teacher Attitudes,Teaching Methods,Instructional Effectiveness,Classroom Communication,African Languages,Language of Instruction,English (Second Language),Second Language Learning,Indo European Languages,Academic Language,Scientific Concepts,Concept Formation,Science Tests,Enrollment Trends

The low enrolment, lack of interest, exacerbated by the general poor performance in physical science in South Africa paints a gloomy picture about the status of physical science in the country. Despite the fact that there might be other factors at play, one factor which cannot be ignored is the discourse about the use of language in the science classroom as viewed by physical science teachers. In the study reported on here a quantitative methodology was followed in which a closed-ended questionnaire survey was used as data collection tool. In the study we examined South African physical science teachers' perceptions about the language use in science classrooms, and the study was informed by the Vygotskian socio-cultural theory (SCT). The target population from which a sample size of 37 physical science teachers was systematically sampled was high school classroom teachers and learners in Grades 10, 11 and 12 in the Ngaka Modiri Molema district of the North West province of South Africa. The study revealed that physical science teachers encountered difficulties with meanings of non-technical words used in science context. The conclusion drawn was that many physical science teachers were not proficient in the discourse of the science classroom and this often compromised their effectiveness in the teaching and learning of science. The main difficulty was confusion in differentiating between technical and non-technical words and the lack of convincing explanations of meanings of these words in teaching and learning. Key among the recommendations of this study was the need to address teachers' challenges with regard to the language use and the implications thereof.
The Implementation of the Progression Policy in Secondary Schools of the Limpopo Province in South Africa
Author: Mogale, Makobo Lydia
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Educational Policy,Program Implementation,Dropout Prevention,Grade Repetition,Program Effectiveness,Parent Role,Secondary School Students,Secondary School Teachers,Grade 11,Grade 12,Parent Attitudes,Teacher Attitudes,Parent Participation,Participative Decision Making,School Role,Progress Monitoring,Teaching Conditions

Globally, policy implementation in the education system has been found to be a challenging area of development. The South African education system is no exception to the ineffective implementation of policies. For example, in South Africa, the progression policy was introduced by the Department of Education in 2013 for the purpose of minimising school drop-out rates. It was intended particularly for learners who had been retained for more than 4 years in a phase. However, progressed learners have been said to be contributing to the decline of Grade 12 national results in 2015 and 2016. We argue that due procedures in the implementation of this policy could have affected the performance of progressed learners, and in turn the overall matriculation results. A qualitative approach was followed and a descriptive case study design was adopted in the study reported on here. Data were collected through document analysis and semi-structured interviews from 2 secondary schools in the Dimamo circuit, Limpopo province. We found that the progression policy was not implemented according to the stipulations. Communication breakdown, negative teacher attitude, overcrowded classrooms, a lack of knowledge and support were found to be contributory factors in the ineffective implementation of the policy.
Full STEAM Ahead, but Who Has the Map for Integration? -- A PRISMA Systematic Review on the Incorporation of Interdisciplinary Learning into Schools
Author: White, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Interdisciplinary Approach,High Schools,Educational Research,Integrated Curriculum,Outcomes of Education

Science, Technology, Engineering and Mathematics or &quot;STEM&quot; focused pedagogy has been influenced changes in education for decades. Responding to the need for interdisciplinary skilled workforces, the STEM approach has been revised firstly to reflect the incorporation of Arts, (STEAM) and, more recently, to place stronger emphasis on cross-disciplinary connections. However, there is little empirical evidence to drive the development of a practical model for classroom implementation. This systematic review aims to consolidate existing empirical evidence on the incorporation of interdisciplinary learning via a STEM/STEAM approach in high-school environments using a PRISMA review scaffolding. The review identified ninety-nine articles that addressed interdisciplinary learning. However, the majority of them were excluded due to the lack of empirical evidence for such improvements, resulting in only eleven studies being included in the final synthesis. This suggests that more research is required prior to wide-scale implementation within high school education systems. Of those that met the selection criteria, the overarching theme was that improved outcomes were best achieved via either a real-world project-based or problem-based learning pedagogy with the use of community and industry support. However, due to the low number of studies found to fit the criteria, it is recommended that further research is conducted to provide greater empirical evidence to support this finding.
Promoting STEAM Learning in the Early Years: &quot;Pequeños Científicos&quot; Program
Author: Cabello, Valeria M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Early Childhood Education,Developing Nations,Foreign Countries,Extracurricular Activities,Enrichment Activities,Program Design,Program Implementation,Preschool Children,Elementary School Students

Education in the early years is an excellent space for promoting integrated learning. The STEAM education model combines Science, Technology, Engineering, Arts and Mathematics holistically and has gained force globally, mostly in developed countries. However, in developing countries of Latin America, STEAM education programs are incipient and still unfamiliar to many early childhood and primary school educators. &quot;Pequeños Científicos&quot; is a pioneer educational program in Chile aimed at providing extracurricular academic enrichment to students 3 to 10 years old, with a gender-empowering approach. With a cross-sectional design and integrating data from students, researchers and educators, this article documents program design and implementation issues based on a partial application of SWOT analysis grounded on strengths, weaknesses and opportunities. The strengths were identified the strongest elements that might be transferred to similar interventions, for instance, students were positively engaged in the learning processes and actively communicating their advances through diverse artistic formats. The weaknesses were mainly difficulties that can be prevented in future replication, such as teachers' management of children's behavior. Opportunities present alternatives to these types of programs to improve and grow; for example, through articulation of the courses and including children with additional needs. We call for tackling the weaknesses for more efficient application and discuss the promotion of STEAM learning in the early years in the contexts of high educational inequality for future replication in diverse contexts.
Promoting Student Interest in Science: The Impact of a Science Theatre Project
Author: Schulze Heuling, Lydia
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Interests,Art Education,STEM Education,Theater Arts,Secondary School Students,Secondary School Science,Foreign Countries,Student Projects,Instructional Effectiveness,Art Expression

Researchers have often noted the potential of the performing arts to support STEM education -- especially in heterogeneous classrooms. This article reports on the implementation of a science theatre project in a secondary school class located in a disadvantaged area of Hamburg (Germany). In the accompanying research study, effects on students' interest in STEM and artistic expression were surveyed. Data analysis using &quot;t&quot;-tests shows that the artistic work significantly increased students' interest in physics and chemistry, and specifically in the process of galvanization, the project's focus topic. The analysis also revealed a growth in students' knowledge of cultural practices, self-confidence, joy in individual artistic expression, and classroom spirit during the course of the project.
Exploring Undergraduate Leadership Program Attributes from the Alumni Lens
Author: Egan, John D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Leadership,Leadership Training,Experiential Learning,Program Effectiveness,Undergraduate Study,College Graduates,Alumni,Young Adults,Communities of Practice,Peer Teaching,Coaching (Performance),Career Development,Reflection,Value Judgment

Institutions of higher education espouse the importance of developing future leaders, although limited research assesses undergraduate leadership programs from the alumni lens. Interviews with alumni from a student affairs leadership program revealed the importance of incorporating leadership experiences, learning community, formal learning, peer coaching, and reflection in leadership programming. Alumni valued the program due to skills learned and experiential capital gained. This study provides practitioners with evidence-based practices for leadership program development and highlights the importance of the alumni perspective.
A Qualitative Study Exploring the Decision-Making Experiences to Participate in High-Impact Practices
Author: Grabsch, Dustin K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Participation,Student Characteristics,Decision Making,Barriers,Internship Programs,Study Abroad,Communities of Practice,Student Research,State Universities,Alumni,Program Effectiveness,Student Development,Equal Education

High-impact practices in education can have a transformative influence on students' educational growth and personal development; however, research suggests that not all students participate in these educationally purposeful activities. Some institutions have integrated high-impact-practice programs into the curriculum to center these opportunities within the student experience, yet participation varies by student demographic. The present qualitative research study explores the decision-making experiences of 23 former program participants, including a specific focus on barriers, for participating in six high-impact-practice programs.
The Relationship between School Administrators&apos; Leadership Styles and Organisational Cynicism from Teachers&apos; Perspectives
Author: Inandi, Yusuf
Date: 2021-02-00
Type: Journal Articles
Subjects: Correlation,School Administration,Principals,Leadership Styles,Organizational Climate,Negative Attitudes,Teacher Attitudes,Elementary School Teachers,Middle School Teachers,Gender Differences,Sex Role,Teacher Administrator Relationship,Foreign Countries

This study reported on here aimed to determine the relationship between leadership styles (democratic, autocratic and transformational) and organisational cynicism in addition to examining whether leadership styles predict organisational cynicism. The data were collected from 426 teachers (183 male and 243 female teachers) from primary and secondary schools in the central districts of Mersin. The sample was formed by availability sampling, which is one of the improbable sampling techniques. Data were collected using the Leadership Style Scale (Tas, Çelik &amp; Tomul, 2007) and the Organizational Cynicism Scale (Kalagan, 2009). Descriptive statistics, t-test, correlation and multiple regression analysis results show that views of teachers on autocratic and democratic leadership differ significantly by gender and also that male and female teachers experience behavioural cynicism to different extents. The findings of the study also reveal that all leadership styles were associated with all sub-dimensions of organisational cynicism. Furthermore, the leadership styles were found to be significant predictors of all 3 types of organisational cynicism. As a result, leadership styles of school administrators are associated to a considerable extent with organisational cynicism experienced by teachers. Thus, it would be recommended that school administrators attend training or seminars on leadership behaviour and also be evaluated by their subordinates.
Correlates of South African Subject Leaders&apos; Perspectives and Their Perceived Competence on Instructional Leadership
Author: Moeketsane, Maribaneng
Date: 2021-02-00
Type: Journal Articles
Subjects: Correlation,Instructional Leadership,Leadership Responsibility,Leadership Role,Role Perception,Department Heads,Middle Management,School Administration,Elementary Schools,Competence,Self Efficacy,Knowledge Level,Foreign Countries

Too often, instructional leadership is perceived as an area of competence for principals with less focus on teachers, especially those with subject leadership responsibilities. In the study reported on here we investigated the perspectives of subject leaders and their perceived competence in instructional leadership as a basis for its correlation. Two hundred and five subject leaders from a purposive sample of 100 primary schools across 5 education districts of the Free State province in South Africa were surveyed on their knowledge, beliefs and perceptions of instructional leadership, in relation to their perceived competence. Data were analysed using descriptive statistics, correlation coefficients and regression. The results show that beliefs about instructional leadership tend to correlate negatively with perceived competencies and make no impact on such competencies. On the other hand, knowledge and perceptions showed significant correlation and are thus considered to be the better predictors of subject leaders' perceived competencies on instructional leadership. Further examination using regression analysis shows that perceptions may have a high impact on perceived competence. Consequently, we recommend interventions to deliberately target subject leaders' perceptions of instructional leadership to promote a more distributed practice of subject leadership in schools.