ethanporcaro/eric-fulltext-meta huggingface dataset:
Disputes around Assessments in Early Childhood Education in Brazil
Author: Rodrigues, Cibele Maria Lima
Date: 2022-09-06
Type: Journal Articles
Subjects: Foreign Countries,Standardized Tests,Student Evaluation,Early Childhood Education,Neoliberalism,Politics of Education,Educational Quality,Democracy,Educational Policy,Access to Education,Civil Rights,Discourse Analysis,Articulation (Education)

The debate around standardized assessments became a global agenda imposed by multilateral organizations. These tests, in the neoliberal context, impose an impoverishment of the curriculum and also strong control over the teaching work. On the other hand, it also causes resistance from social movements. This paper addresses this process of disputes for hegemony in the context of early childhood education in Brazil within the last few years. This research analyses the protagonism of the Inter-Forum Movement of Early Childhood Education in Brazil (MIEIB) in the context of the Workers' Party administrations (Lula and Dilma). During this period, the movement had an amicable relationship with the federal administrations, which opened discussions about different ways to evaluate educational quality, based on the discourse of the right to education. Currently, this democratic dialogue no longer exists and the relations between the movement and the federal administration has become antagonistic, as the Bolsonaro administration wishes extend tests to early childhood education.
Equality, Inclusion, and the Opt-Out Movement: Who Chooses to Opt Out?
Author: Casalaspi, David
Date: 2022-09-06
Type: Journal Articles
Subjects: School Districts,Racial Differences,Socioeconomic Status,Activism,Parent Participation,Standardized Tests,Parent Attitudes,Individual Characteristics,Equal Education,Racism,Social Bias,Politics of Education,Stereotypes,Educational Attainment,Ethnic Diversity,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Geographic Location,Rural Urban Differences,Minority Group Students

There is ongoing debate in the United States about just how diverse, inclusive, and equitable the opt-out movement--and grassroots education activism more broadly--has been over the past decade. Today, a prevailing stereotype holds that the opt-out movement predominantly mobilizes white, middle-class, and suburban parents and is therefore a force for educational privilege, not equity. However, this stereotype has never been rigorously tested and it is still an open question as to how opt-out movement participants differ from non-participants, especially along the lines of race and class. Leveraging a comprehensive quantitative dataset of New York school district opt-out rates and community characteristics as well as original case study data collected from four purposefully sampled New York school districts, this study uncovers evidence challenging the dominant narrative of opt-out participation. It finds that the opt-out movement has been active across a diversity of district contexts and, with only small qualifications, has simultaneously mobilized a diverse cross section of parents within districts. However, the most active and longest-tenured opt-out parents do appear to be whiter and wealthier than the movement as a whole. This paper concludes by discussing the implications of these findings for our understanding of the U.S. opt-out movement as well as the potential of grassroots educational activism to be a force for equity and inclusion in U.S. education politics more generally.
Leveraging Data for Policy Change: A Descriptive Analysis of Latino Men&apos;s Postsecondary Enrollment and Degree Attainment Patterns in Texas
Author: Burmicky, Jorge
Date: 2022-08-30
Type: Journal Articles
Subjects: Postsecondary Education,Males,Educational Attainment,Equal Education,Enrollment Trends,Educational Policy,State Policy,Geographic Regions,Grade 8,College Attendance,Racial Differences,Ethnicity,Gender Differences,Two Year Colleges,African American Students,White Students,Hispanic American Students,Academic Degrees

This study examines the educational outcomes of Latino men in Texas by conducting a descriptive policy-focused disaggregate analysis of longitudinal data from the 8th Grade Cohort Longitudinal Study and the Integrated Postsecondary Data System (IPEDS). Based on our analysis, we provide context and understanding of the progress made towards meeting the goals set forth in 60x30TX, a statewide higher education plan led by the Texas Higher Education Coordinating Board. Our findings reveal educational equity disparities by looking at the postsecondary enrollment and degree/certificate completion patterns of Latino men in Texas. In addition, we provide an analysis of differences in educational equity disparities across various regions of the state. We share policy planning implications informed by practitioner input to better contextualize our findings.
Researching the Prospects for Change That COVID Disruption Has Brought to High Stakes Testing and Accountability Systems
Author: Moss, Gemma
Date: 2022-09-06
Type: Journal Articles
Subjects: Educational Research,Educational Change,COVID-19,Pandemics,High Stakes Tests,Accountability,Foreign Countries,Performance Based Assessment,Educational Policy,School Community Relationship,Elementary School Teachers,Family School Relationship,Social Services,Distance Education,Public Opinion

This paper explores the disruption that COVID has brought to the normal functioning of performance-based accountability systems and asks whether this has created new possibilities for those organising against the use of high stakes testing in education. Drawing on a sequence of research projects exploring primary schools' responses to the pandemic in England during 2020-21, this article considers the ways in which the pandemic creates new conditions for dismantling high stakes testing and accountability regimes, and the role of research in making the case for change.
Scaling up Community College Baccalaureates in Washington State: Labor Market Outcomes and Equity Implications for Higher Education
Author: Meza, Elizabeth Apple
Date: 2022-09-13
Type: Journal Articles
Subjects: Community Colleges,Bachelors Degrees,State Policy,Vocational Education,Labor Market,Outcomes of Education,College Graduates,Employment Level,Wages,Age Differences,Work Experience,Gender Differences,Racial Differences,State Legislation,Business Administration Education,Computer Science Education,Information Science Education,Allied Health Occupations Education

Community and technical colleges in Washington state were early adopters in the growing trend to offer bachelor's degrees, actively expanding these degrees over the last 15 years. This study describes the evolving state policy landscape on community college baccalaureate (CCB) degrees in Washington in certain programs previously classified as terminal career-technical education and assesses labor market outcomes for graduates of three high-demand program areas conferring these degrees. Comparing bachelor's graduates of community colleges to regional university graduates, CCB graduates demonstrated slightly higher employment and earnings in the first quarter post-graduation. However, university graduates caught up to approximately the same or slightly higher earnings as CCB graduates by three years post-graduation. Differences in age and prior work experience of graduates in the two groups may help explain these findings but variation in employment and earnings by gender and race were persistent for both groups, with pronounced disparities for female and some racially minoritized graduates. These findings can inform state policy on baccalaureate attainment, CCB degrees as well as university bachelor's degrees, to help address inequities in higher education. Future studies evaluating the effects of college degrees on employment and earnings may also be enriched by these results.
Why Do Opt-Out Movements Succeed (or Fail) in Low-Stakes Accountability Systems? A Case Study of the Network of Dissident Schools in Catalonia
Author: Parcerisa, Lluís
Date: 2022-09-06
Type: Journal Articles
Subjects: Student Evaluation,Standardized Tests,Educational Policy,Accountability,Educational Change,Resistance to Change,Foreign Countries,Social Action,Privatization,Public Education,Criticism,Activism

External and standardized assessments based on student results are a contested education policy among school actors. Movements of opposition have emerged in different countries, especially in those contexts with high-stakes accountability systems. However, this phenomenon has not been analyzed in soft accountability systems. The objective of this article is to study the opt-out movement in Catalonia, understood as an anti-standardization movement in a system of soft accountability. In order to do so, we adopt the case study approach as a methodological strategy, based on the triangulation of semi-structured interviews with activists (n = 14), key stakeholders (n = 3), and document and press analysis (n = 25). The results shed light on the emergence and nature of the movement, its opportunity structures, the discursive frames and the repertoires of collective action. Our results show how accountability instruments have a 'life of their own' beyond their policy design. In this sense, the opt-out movement in Catalonia identifies potential risks and adverse effects similar to those reported in high-stakes systems, developing a repertoire of collective action and discursive frames similar to other emerging anti-standardization movements in high-stakes contexts.
The Effect of Athletic Mental Energy on Sports Mental Training and Sports Courage in Rugby Players
Author: Islam, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletes,Athletics,Energy,Foreign Countries,Mental Health,Psychological Patterns,Attitudes,Training,Team Sports,Psychoeducational Methods

This study aimed to determine whether athletic mental energy played a mediating role between sports mental training and sports courage in rugby players. The study developed an original theoretical model, which was tested using the Sobel test. The sample consisted of 309 rugby players in the 15 men's, 7's women-men, U18 7's men's-women's rugby leagues of the 2021-2022 Turkish Rugby Federation. The sample consisted of rugby players aged 18 to 35 years of age. Data were collected using a sociodemographic characteristics questionnaire, the Sports Mental Training Questionnaire (SMTQ), the Sports Courage Scale-31 (SCS-31), and the Athletic Mental Energy Scale (AMES). There was a positive correlation between mental training and athletic mental energy. There was a positive correlation between athletic mental energy and sports courage. There was a positive correlation between mental training and sports courage. Moreover, athletic mental energy played a fully mediating role between sports courage and mental training. The results confirmed the theoretical model. These results will pave the way for further research and contribute to the literature as they are a reflection of the cycle in the model. Authorities should inform rugby players about the relationship between athletic mental energy, mental training, and sports courage.
The Effect of GeoGebra Software in Calculus for Mathematics Teacher Students
Author: Nongharnpituk, Prapaporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Software,Calculus,Mathematics Instruction,Mathematics Teachers,Preservice Teachers,Foreign Countries,Program Effectiveness,Student Attitudes,Mathematics Skills,Scaffolding (Teaching Technique)

The objectives of these mixed methods were to (1) improve students' performance in calculus by using GeoGebra software and (2) investigate students' experiences with and perspectives on using GeoGebra software in calculus. The participants were 58 mathematics teacher students at a university in Thailand. The instruments in this study were a test; this was called the Calculus Achievement Test (CAT), which consists of limits and continuity; a derivative of function; and its application; and a questionnaire with an interview with a student. The statistics for qualitative data were gathered from instruction; we used percentages, mean scores, standard deviations, and a one-sample t-test; while quantitative data was gathered from students' reflections and interviews. The results showed: (1) the results of the one-sample t-test show that using GeoGebra Software in Calculus is effective in students' performance; (2) the data, the quantitative findings show that students were more interested and excited during the intervention. Students could better show their creativity and learn about themselves because of the intervention. Teaching calculus with GeoGebra embedded is a good and effective way to do things. The finding shows a good chance of developing technology-integrated math curricula for teaching and learning calculus.
The Effects of the SQ4R in Developing Grade 6 Students&apos; Pronunciation of Consonant Clusters
Author: Charoenchai, Wachirawit
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Models,Pronunciation,Pronunciation Instruction,Phonemes,Grade 6,Foreign Countries,Teaching Methods,Instructional Effectiveness,Lesson Plans,Student Satisfaction

The ability to pronounce consonant clusters is essential for the communicative processes of a language. The SQ4R teaching model, normally employed in reading comprehension development studies, could be adapted to benefit a speaking classroom. The purposes of the study were (1) to investigate the effects of the SQ4R technique on Thai students' consonant cluster pronunciation and (2) to study student satisfaction with the SQ4R technique in developing consonant cluster pronunciation. The participants were 40 grade 6 students in a public school in Thailand. The participants were chosen using the purposive sampling method. The criteria emphasize the heterogeneous characteristics of first language, experiences in foreign countries, and dialects. The instruments were (1) a learning management plan designed using the activities of the SQ4R technique in developing the pronunciation of consonant clusters, (2) consonant clusters pronunciation assessment form, and (3) a satisfaction questionnaire. The data were analyzed using percentages, mean scores, standard deviation, and an effective index with the determining criteria of 75/75. The results of the study indicate the benefits of the SQ4R technique to both in-process and end-product outcomes. Moreover, it was also found that the participants were satisfied with the processes provided by the learning management. The results of the study provide academic implications for further research and pedagogical implication for educational personnel seeking to solve problems in developing students' pronunciation.
Occupational Stress and Academic Staff Job Performance in Two Nigerian Universities
Author: Akah, Levi U.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,Work Environment,Job Performance,College Faculty,Public Colleges,Teacher Salaries,Predictor Variables,Compensation (Remuneration),Faculty Workload

Available reports provide an account of academic staff's poor job performance in higher education institutions and universities in particular. Consequently, a growing body of research has been attracted to this area, including those seeking ways to understand the problem and others aimed at proffering solutions. This study contributes to the literature by investigating the influence of occupational stress on the job performance of academic staff in universities. Three null hypotheses directed the study in line with the quantitative ex-post facto research design. A sample of 150 respondents was obtained using the systematic random sampling technique from a population of 400 lecturers in the Faculty of Education from two public universities in Nigeria. A 31-item questionnaire was used for data collection. The null hypotheses were tested at the .05 alpha level using simple linear regression analysis. It was revealed that remuneration is a significant positive predictor of academic staff job performance. The prediction of workload was negatively non-significant on the job performance of academics. The provision of institutional amenities has a positive but non-significant prediction on academic staff job performance in the two public universities. It was concluded that occupational stress significantly influences the job performance of lecturers in universities. The study recommended that the government constantly pay lecturers' salaries as and when due. Institutional managers should reward lecturers with outstanding performance to boost their morale for effective service delivery.
An Examination of the Community Action Poverty Simulation in Rural Education
Author: Miller, Jan
Date: 2022-09-00
Type: Journal Articles
Subjects: Community Action,Poverty,Simulation,Rural Education,Preservice Teachers,Student Attitudes,Teacher Attitudes,Program Effectiveness,Faculty Development,Teachers

The purpose of this study was to determine if participation in the Community Action Poverty Simulation (CAPS) had an impact on rural educator candidates' and practicing rural educators' attitudes toward poverty (ATP). The group of rural educator candidates are students pursuing an undergraduate degree in education at a small, rural university in Alabama. Practicing educators who participated in the research were from a rural school in west Alabama. The CAPS is a one-hour simulation made up of four 15-minute weeks. Each 15-minute time segment simulates one week in poverty. In each week, participants have various tasks to complete in the allotted time. Participants in the simulation take on the roles of individuals living in poverty. Data was examined from two different simulation groups, rural educator candidates and practicing rural educators. All participants completed a demographic information sheet and the Pretest before participation in the CAPS. Following the simulation, all participants are involved in the debrief session. This session, led by the facilitator, allows participants to discuss the range of feelings they experienced during the simulation. After the debrief portion of the simulation, participants completed the Posttest. Statistical analysis using SPSS was conducted. Data were analyzed using a paired samples t-test. The results indicated an increased (more positive) ATP score (M[subscript 1] = 3.65, M[subscript 2] = 3.68) for rural educator candidates, but there was not a statistically significant difference (p=0.578). However, the data for practicing rural educators indicated an increase in the ATP score (M[subscript 1] = 3.51, M[subscript 2] = 3.68) and a statistically significant difference (p=0.000). Based on the data analysis, it was concluded that participation in the CAPS has a greater impact on practicing educators versus undergraduate education majors. Rural school leaders grapple with ways to ensure students living in poverty have the same learning opportunities as other students to thrive academically. Often school accountability is focused on high-stakes testing results. Across the nation, there is an increase of children from homes of poverty, who have unique educational needs. Rural schools are faced with barriers such as funding, isolation, and community support. School leaders must ensure faculty and staff have a clear understanding of poverty and how poverty can affect a student's educational journey; hence, the need to provide poverty simulation training.
Teachers&apos; Communities of Practice in Response to the COVID-19 Pandemic: Will Innovation in Teaching Practices Persist and Prosper?
Author: Yi, Pilnam
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,School Closing,COVID-19,Pandemics,Distance Education,Online Courses,Coping,Elementary School Teachers,Middle School Teachers,Adjustment (to Environment),Teacher Collaboration,Teaching Experience,Foreign Countries

This study explores how teachers' communities of practice facilitated the transition to emergency remote teaching after school closures in South Korea during the coronavirus disease 2019 (COVID-19) pandemic. We also investigate whether and how teachers' online education experiences in times of crisis continue to influence face-to-face teaching practices. We first conducted a literature review on teachers building communities of practice to cope with the pandemic and their execution of emergency remote teaching with collective professionalism. Five experienced teachers from elementary and middle schools participated in a semi-structured interview to share their experiences since the outbreak of COVID-19 until Spring 2022. We found that in response to significant pandemic-related challenges, teachers rapidly adapted to the digital educational environment, with assistance from their peers, through online and offline learning communities. Moreover, teachers' online education experiences have contributed to innovative teaching practices with technological integration. We present the implications for teacher education research and practice in the post-COVID-19 era.
AI-Integrated Mobile-Assisted Language Learning: Is It an Effective Way of Preparing for the TOEIC Test in Classroom Environments?
Author: Kim, Na-Young
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Tests,Test Preparation,Teaching Methods,Second Language Instruction,Computer Assisted Instruction,Telecommunications,Handheld Devices,Listening Comprehension Tests,Reading Tests,Scores,Comparative Analysis,Undergraduate Students,Artificial Intelligence,Foreign Countries

The purpose of this study was to examine the impacts of AI-integrated MALL on Korean students' TOEIC preparation, by comparing with AI-integrated CALL. A total of 496 freshmen students participated in this study. They were arbitrarily assigned to AI CALL (n = 190), AI MALL (n = 164), and the control (n = 132) groups. During a 2021 academic semester, the two experimental groups studied TOEIC through computers or mobile phones, integrated with AI technology. The control group was taught by a human teacher, in a traditional classroom setting. Before and after the treatment, TOEIC listening and reading tests were administered. Paired samples t-tests and one-way ANOVAs, were used to analyze collected data. Findings show that all groups significantly increased listening and reading test scores. Group comparison results show that the AI CALL group outperformed the control group for both tests. This group also outperformed the AI MALL group for the reading test. Based on this, pedagogical implications are invaluable.