ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Impact of Field-Based Supervision Practices in Teaching for Social Justice
Author: Price-Dennis, Detra
Date: 2021-00-00
Type: Journal Articles
Subjects: Supervision,Preservice Teacher Education,Preservice Teachers,Social Justice,Clinical Supervision (of Teachers),Elementary Education,Case Studies,Reflective Teaching,Inclusion,Curriculum

The purpose of this study is to understand how field-based supervisory practices support preservice teachers' conceptualizations of reflective practice, curriculum inquiry, and social justice-oriented pedagogies. Moving away from the more traditional supervisory triad model (e.g., preservice student--cooperating teacher--university supervisor), our qualitative investigation examined five supervisory practices: formal observation, Lesson Study, video debriefs/observations, guided observations, and participation in Intellectual Learning Communities (ILCs). Through a case study of two preservice teachers, this study highlights how these supervisory practices helped support preservice teachers' notions of reflective practice and curriculum inquiry but did not deepen their notions of social justice and inclusivity.
Supervision to Deepen Teacher Candidates&apos; Understanding of Social Justice: The Role of Responsive Mediation in Professional Development Schools
Author: Lynch, Megan E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Preservice Teachers,Student Teacher Supervisors,Social Justice,Teaching Methods,Professional Development Schools,Neoliberalism

Those responsible for supervising teacher candidates have an obligation to promote socially just pedagogies. In this paper, I investigate my own supervisory practice as a novice supervisor in my mediation of a teacher candidate's understanding of social justice. I rely on a sociocultural theoretical perspective (Vygotsky, 1978) and the psychological tool of responsive mediation (Johnson &amp; Golombek, 2016) for my supervisory practice and an anti-capitalist interpretation of socially just teaching (Apple, 2004; Ayers, 2010; Bowles &amp; Gintis, 2011). Through a microgenetic analysis (Wertsch, 1985) of a post-observation transcript, I empirically document the developmental opportunities that take place over a span of 15 minutes and how my responsive mediation shaped how the teacher candidate shifted to talking about socially just teaching differently. Implications for an expanding conception of social justice in supervision and the introduction of a theoretical perspective for the dialectical unity of supervision and teacher candidate development are discussed.
Towards a Theory of Critical Consciousness: A New Direction for the Development of Instructional and Supervisory Leaders
Author: Waite, Shannon R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Epistemology,Instructional Leadership,Educational Administration,Educational History,Political Attitudes,Whites,Power Structure,History Instruction,Kindergarten,Elementary Secondary Education,Culturally Relevant Education,Social Environment,Economic Climate,Leadership Training,Racial Bias,Critical Theory,Supervisors,Administrator Education,Race,Minority Groups,African Americans,Racial Discrimination,Higher Education,Educational Change,Justice

COVID-19 and the demand for racial justice caused the dark underbelly of white supremacy to be laid bare during 2020. These events call for a reexamination of the ontological and epistemological frameworks in academe and specifically within the field of educational leadership. The legacy of white supremacist ideology prevails as the existing and accepted ontological and epistemological perspectives of history offered in PreK-12 through post-secondary education. The political, economic, and social context highlights the need for instructional and supervisory leaders to be culturally responsive school leaders. This requires that programs preparing these leaders must grapple with and problematize the existing narratives purported in PreK-12 and post-secondary education; and recognize that racism, implicit bias, discrimination, and anti-Blackness are foundational issues in the field. Reimagining preparation programs by incorporating critical theories and liberatory praxis to support the development of culturally responsive instructional and supervisory leaders is imperative.
A Construct Revalidation of the Community of Inquiry Survey: Empirical Evidence for a General Factor under a Bifactor Structure
Author: Yang, Hongwei
Date: 2021-11-00
Type: Journal Articles
Subjects: Inquiry,Communities of Practice,Factor Analysis,Correlation,Goodness of Fit,Models,Scores,Construct Validity,Reliability,Validity,Online Courses,Educational Practices,Item Analysis,Likert Scales,Graduate Students,Undergraduate Students,Teaching Skills,Teaching Methods,Student Attitudes

The study revisited the community of inquiry (CoI) instrument for construct revalidation. To that end, the study used confirmatory factor analysis (CFA) to examine four competing models (unidimensional, correlated-factor, second-order factor, and bifactor models) on model fit statistics computed using parameter estimates from a statistical estimator for ordinal categorical data. The CFA identified as the optimal structure the bifactor model where all items loaded on their intended domains and the existence of the general factor was supported, essentially evidence of construct validity for the instrument. The study further examined the bifactor model using mostly model-based reliability measures. The findings confirmed the contributions of the general factor to the reliability of instrument scores. The study concluded with validity and reliability evidence for the bifactor model, supported the model as a valid and reliable representation of the CoI instrument and a fuller representation of the CoI theoretical framework, and recommended its use in CoI-related research and practice in online education.
Developing Institutional Open Educational Resource Repositories in Vietnam: Opportunities and Challenges
Author: Truong, Vi
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Open Educational Resources,Archives,Electronic Libraries,Universities,Program Development,Educational Technology,Economic Factors,Educational Policy,Copyrights,Intellectual Property,Legal Problems

The introduction of open educational resources (OER) provides new opportunities for learners worldwide to access high-quality educational materials at the lowest cost. As a developing country, Vietnam is one of the countries that can most benefit from the OER movement. However, the concept of OER in Vietnam remains little known to the public, with few institutional OER repositories (IOER) developed. This study contends that IOER development in Vietnam is complicated and constrained by many contextual difficulties; it was designed to explore the challenges and opportunities. After a literature review, 20 semi-structured interviews were conducted with relevant stakeholders. Building on the findings from the literature, this study found that IOER development in Vietnam is constrained by five categories of challenges: (a) technological and infrastructure matters, (b) economic constraints, (c) sociocultural characteristics, (d) pedagogical concerns, and (e) legal limitations. Many of these challenges are not identified in the literature and provide insights into potential implications and solutions for future IOER in Vietnam and other countries.
Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective
Author: Nketekete, Malefetsane
Date: 2021-11-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Educational Change,Universities,College Administration,Administrator Attitudes,Department Heads,Coordinators,Program Implementation,Cooperation,Decision Making,Stakeholders,Foreign Countries

This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed interviews and analysis of institutional documents as data collection techniques. Interviews were held with eight programme coordinators, four department heads, and the director of IEMS. Purposive sampling was used to select the participants to the study given their strategic position in the management and implementation of the reform. Qualitative content analysis was used to interpret the data. The findings suggested that the ODL programmes were introduced without a policy and comprehensive plan. The implementation faced several challenges such as finance, as well as infrastructural and human resources. Evidence from the literature has suggested that compared to face-to-face strategy, ODL as an educational strategy requires special resources, support, and funding. Thus, curricular materials should be adapted for the ODL context, taking into account students' characteristics. The study found that these pertinent requirements were not considered, and implementation continued as if the reform still constituted face-to-face or campus-based instruction.
How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions
Author: Morgan, Tannis
Date: 2021-11-00
Type: Journal Articles
Subjects: Open Education,Self Evaluation (Groups),Program Implementation,Universities,Advocacy,Policy Formation,Transformational Leadership,Organizational Culture,Foreign Countries

This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool--adapted from blended learning and institutional transformation research--can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.
Analysis of Students&apos; E-Learning Styles and Their Attitudes and Self-Efficacy Perceptions towards Distance Education
Author: Özaydin Özkara, Betül
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Cognitive Style,Student Attitudes,Undergraduate Students,Self Efficacy,Distance Education,Age Differences,Gender Differences,Departments,Correlation,Young Adults,Foreign Countries

In this study, the effects of different variables such as age, gender, department and learning style on students' e-learning styles, their attitudes towards e-learning and e-learning self-efficacy were investigated. In addition, the relationship between students' e-learning styles, their attitudes towards e-learning and self-efficacy has been examined. In this context, the data were collected from 104 both distance education and formal education students. Results show that e-learning styles vary according to gender, age, type of education and department. The e-learning self-efficacy differs in department, age and type of education, but not in gender. The results also show that students' attitudes towards e-learning differ in the way of learning, but not in age, gender and department. The results revealed that there was a positive relationship between students' e-learning styles and self-efficacy while there was no relationship between e-learning and attitudes. Additionally, a strong relationship was found between students' e-learning self-efficacy and their attitudes towards e-learning.
&quot;I Don&apos;t Know if I Can Handle It All&quot;: Students&apos; Affect during Remote Education in the COVID-19 Pandemic in Brazil
Author: Comelli, Felipe Augusto de Mesquita
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Student Attitudes,Affective Behavior,Psychological Patterns,Gender Differences,Family Influence,Teacher Influence,Peer Influence,Urban Schools,Preadolescents,Adolescents,Grade 6,Grade 7,Grade 8,Grade 9,Coping,Online Courses

The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student's perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students' responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends-home-teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified.
An Investigation of Pre-Service Music Teachers&apos; Attitudes towards Online Learning during the COVID-19 Pandemic
Author: Kilinçer, Özlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Music Teachers,Student Attitudes,Online Courses,COVID-19,Pandemics,School Closing,Electronic Learning,Gender Differences,Instructional Program Divisions,Academic Achievement,Foreign Countries

The aim of this research is to determine the pre-service music teachers' attitudes towards online learning during the COVID-19 pandemic. The study investigated the attitudes of music teacher candidates toward online learning and if they differed by the variables of gender, year of study and academic achievement. The &quot;Online Learning Attitude Scale&quot; was used to collect data for the study. The study was conducted with 164 pre-service music teachers studying at the education faculties of Aksaray University, Çanakkale 18 Mart University, and Necmettin Erbakan University in the 2020-2021 academic year. The independent groups t-test and one-way analysis of variance were used in the data analysis. Results from the study suggested that pre-service music teachers' attitudes regarding online learning in the COVID-19 pandemic were negative to moderate. In addition, the study indicated that the attitudes of music teacher candidates towards online learning differed by gender, year of study, and academic achievement variables during the COVID-19 pandemic.
Impact of 3D Printing on Occupational Therapy Student Technology Efficacy
Author: Davis, Kimberly
Date: 2021-00-00
Type: Journal Articles
Subjects: Occupational Therapy,Allied Health Occupations Education,Technological Literacy,Printing,Computer Software,Assistive Technology,Design,Rehabilitation,College Students,Program Effectiveness,Self Efficacy,Relevance (Education),Student Attitudes

This study examines a mixed methods experiment, evaluating the impact of 3D printing on Occupational Therapy student's self-reported technology efficacy levels, before and after an educational module focused on 3D printing technology. Utilizing free and online software and university owned 3D printers, students were challenged to create client centered assistive devices. Software included free computer aided drafting software, slicing software, and an online design repository. Copyright and attribution licensing concepts were also addressed for design modification considerations and use in clinical settings. Participants explored adaptations of 3D designs to meet individualized client needs and integration of rehabilitative theories. Project-based implementation of 3D printing with &quot;real world&quot; clients created increased student &quot;buy-in&quot; and engagement. Participants were recruited from private, rural, higher education, occupational therapy students in pre-clinical lab courses. Comparisons between student groups exposed to 3D printing and a control group without exposure are assessed using quantitative and qualitative data. The control group expressed interest in further technology education in their field. Students show significant increases in technology focused self-efficacy between participant groups.
The Effect of Educational Robotic Applications on Academic Achievement: A Meta-Analysis Study
Author: Talan, Tarik
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Educational Technology,Technology Integration,Robotics,Academic Achievement,Educational Research,Effect Size,Sample Size

In this study, it was aimed to investigate the experimental studies regarding the effect of educational robotic applications on academic achievement by the meta-analysis method. Within the scope of the research, the studies carried out on educational robotic applications were scanned from national and international databases and selected according to inclusion criteria. The sample of the study consisted of 2606 participants with 1300 in the experimental group and 1306 in the control group. In the study, the effect size values and combined effect size of each study included in the meta-analysis were calculated by using CMA. As a result of the study, it has been found that educational robotic applications have a positive and low level effect on academic achievement according to the random effects model. As a result of the analyzes conducted to reveal the publication bias status of the study, it has been found that there is no publication bias in the meta-analysis study. In addition, it has been found that the effect size of educational robotic applications on academic achievement does not change depending on the subject area and duration of application but changes depending on the sample size. In the other studies to be conducted, the effectiveness of the students in different variables such as computational thinking skills, problem solving skills, attitude, motivation, and anxiety levels can be examined in addition to the variables studied.
Reflection in Alignment to Professional Standards: What Did the Student Teachers Highlight?
Author: Liu, Ping
Date: 2022-06-00
Type: Journal Articles
Subjects: Student Teachers,Student Teaching,Elementary School Teachers,Preservice Teacher Education,Reflection,Student Teacher Attitudes,Classroom Techniques,Curriculum Development,Lesson Plans,Planning,Faculty Development

This study investigates the professional development of elementary student teachers in a teacher education program. Student teaching is a process for pre-service teachers to apply learning in an authentic school context, and one critical aspect of professional development is through reflection. The participants were primarily examined through their weekly reflections on teaching and learning experiences over an eight-week period. Using the state Standards for the Teaching Profession as a framework, the student teachers chose to reflect on topics they were most interested in exploring. Results indicated that the participants gave predominant attention to classroom management; the standards that received the least reflection were organizing curriculum and planning instruction. Analysis of the reflection journals also revealed how the student teachers grew as individuals and in interaction with others in a learning community. Based on the results, implications for teacher education are proposed. Limitations are also discussed.
Investigating the Effects of Tablet-Based Math Interventions: A Meta-Analysis
Author: Aspiranti, Kathleen B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Mathematics Instruction,Computer Software,Meta Analysis,Handheld Devices,Comparative Analysis,Teaching Methods,Instructional Effectiveness,Mathematics Achievement,Ethnicity,Socioeconomic Status,Achievement Gains,Elementary School Students,Secondary School Students

There is debate over the effectiveness of using touch-screen tablet technology on overall student learning gains. This article provides a meta-analysis of studies that used tablets for the delivery of math interventions, programs, or apps to increase student math achievement. A total of 20 group design studies with 2,805 participants were included in the meta-analysis. Overall, tablet-based math interventions provided moderate positive effects for student math gains. Significant moderator variables included participant ethnicity, and socioeconomic status, selecting a specific app for use, minutes in intervention, dependent variable, and type of control group. Discussion focuses on the need for more rigorous methodology and reporting of participant and design variables in future studies and the implications for researchers and practitioners when using tablets as a delivery method for math interventions.
Teaching Inequality in Brazil: A Study Abroad Exploration of Race, Class, Gender, Sexuality, and Geography
Author: Brito, Edvan P.
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Racial Bias,Gender Bias,Sexuality,Geographic Location,Social Bias,Experiential Learning,Sociology,College Faculty,Preservice Teachers,Student Diversity,Power Structure,Land Settlement,World History

This paper presents and analyzes a case study of a five-week study abroad course called &quot;Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography.&quot; The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become &quot;student-teachers&quot; in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.