ethanporcaro/eric-fulltext-meta huggingface dataset:
Small Group Learning Is Associated with Reduced Salivary Cortisol and Testosterone in Undergraduate Students
Author: Snopkowski, Kristin
Date: 2019-12-00
Type: Journal Articles
Subjects: Small Group Instruction,Physiology,Biochemistry,Stress Variables,Multiple Choice Tests,Essays,Learning Processes,Lecture Method,Learning Activities,Social Support Groups,Measures (Individuals),Student Attitudes,Undergraduate Students,Correlation,Outcomes of Education,Academic Achievement,Teaching Methods,Anthropology,Tests

Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across five contexts: a) pre-instructional baseline, b) following a traditional lecture, c) after participating in a structured small group learning activity, d) following completion of multiple choice, and e) essay sections of an exam. Results indicate students have lower salivary cortisol after small group learning activities, as compared to traditional lectures. Further, there is no evidence of a relationship between physiological measures of stress and self-reported perceived stress levels. We discuss how structured small group activities may be beneficial for reducing stress and improving student-learning outcomes.
Teachers as Actors in an Educational Design Research: What Is behind the Generalized Formula?
Author: Sterner, Helén Elisabeth,
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Research,Generalization,Mathematics Teachers,Mathematics Instruction,Elementary School Teachers,Pattern Recognition,Equations (Mathematics)

Educational design research provides opportunities for both the theoretical understanding and practical explanations of teaching. In educational design research, mathematics teachers' learning is essential. However, research shows that little consideration is given to teachers and the participation of teachers throughout the entire design process as well as in continued learning. With this in mind, an educational teacher-focused design research was used to explore the challenges teachers face and the opportunities teachers are given when they participate as actors in all the phases of educational design research - designing, teaching, and refining theoretical concepts within the teaching. In this study, the mathematics focus of the design research was generalizations in patterns with Design Principles as the theoretical frame. The results show that the participation of teachers in all the phases of a design process is central for the teachers' learning. Moreover, challenges that the teachers encounter in the classroom provide opportunities and consequences for the continued design process and lead to changes in the teachers' understanding of generalizations. The results also indicate that functional thinking and linear equations contributed to both the teachers' and students' learning about generalizations in patterns.
Towards Student-Centred Solutions and Pedagogical Innovations in Science Education through Co-Design Approach within Design-Based Research
Author: Aksela, Maija
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Educational Innovation,Science Education,National Curriculum,Teacher Collaboration,Foreign Countries,Design,Program Development,Educational Research

The aim of this case study is to demonstrate how a co-design approach could be used within design-based research (DBR) with diverse multi-stakeholders in the LUMA1 ecosystem to promote social creativity towards novel student-based solutions and pedagogical innovations. As a case, a national LUMA2020 development program (2019-2020), organized by the national LUMA Centre Finland and funded by the Finnish Ministry of Education and Culture, was studied in detail. The different data sources (e.g. an action plan, written observations) were analysed through qualitative content analysis. The Edelson's design-based research model used in the program offered a systematic framework or a map for codesigning both the action plan and its implementation. The co-design approach within the model was organised through three stages to engage all multistakeholders (altogether about three hundred participants) for it: (i) a research and societally oriented framework stage, (ii) a practical stage and (iii) a &quot;bottom-up&quot; stage in which teachers from 160 schools were active participants and professional key contributors. The co-design approach and the design decisions were facilitated by using guided face-to-face communication in small group work and digital creative learning spaces as a medium for social creative thinking. The co-designers were teachers, teacher educators, scientists or industry specialists in different stages. The co-design model used could be a way to bridge the newest research and innovations into praxis for supporting the curriculum at the school level and for promoting teachers' professional development by forming creative and diverse learning communities, in which all partners can learn from each other through sharing.
Getting Explicit about Social Justice in Educational Doctoral Programs in the U.S.: Operationalizing an Elusive Construct in Neoliberal Times
Author: Porfilio, Brad J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Doctoral Programs,Neoliberalism,Equal Education,Ethics,Program Content,State Universities,Elementary Secondary Education,Administrator Education,Critical Theory,Diversity,Instructional Leadership,Leadership Training

Through a case study of two doctoral programs situated in the United States, this essay highlights how doctoral programs designed to prepare leaders in K-16 institutions and other contexts can be &quot;framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice&quot; (CPED, 2016; Buss, Zambo, Zambo, Perry, &amp; Williams, 2017; Zambo, Buss &amp; Zambo; 2015). More specifically, we argue that programs should be able to clearly and explicitly articulate their distinctive understanding of &quot;social justice&quot; and trace the ways that this understanding is operationalized in particular facets of their program. In the following sections, we first offer a brief overview of our educational contexts, our programmatic definitions of social justice, and the ways we put that definition to work in our courses. Importantly, we offer the following as work-in-progress examples to serve as entry points into a larger conversation about operationalizing specific understandings of social justice in education doctorate programs, rather than as exemplars or models.
Montessori Middle School: The Erdkinder
Author: Casquejo Johnston, Luz M.
Date: 2019-12-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Middle Schools,Middle School Students,Adolescents,Secondary Education,Educational Theories,Educational History,Teacher Education,Individualized Instruction,Educational Environment,Caring,Student Centered Learning

Montessori Education is over a century old. Since its inception, Montessori schools have been opened worldwide. While most are pre-schools serving three- to six-year-old children, many people are not aware that Montessori spoke and wrote about middle level education before her death in 1952. Her concept for the Erdkinder, an intentionally designed learning environment for the adolescent ages 12 to 15, is described in this essay.
Exploring Identity of Prospective Math and Science Teachers through Reflections in Early Field Contexts
Author: Coddington, Lorelei R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Identity,Mathematics Teachers,Science Teachers,Preservice Teachers,Context Effect,Reflection,Communities of Practice,Career Choice,Classroom Environment,College School Cooperation,High School Teachers,Cooperating Teachers,Student Teaching,Teaching (Occupation),Student Development

This qualitative study examined written reflections of nine prospective math and science teachers to explore the influence of contexts in early field experience on identity development and future career decisions. Prospective teachers' entrance essays, as well as weekly open-ended reflections and end-of-semester reflections on classroom experiences were collected and analyzed inductively. Coded analysis of these reflections revealed differences in classroom placement, temporality, and focus. Findings showed that even when prospective teachers had similar classroom placements, they negotiated the contexts differently. Results suggest that prospective teachers' normative and personal teacher identities can be shaped by context. Examining how personal identity coincides with or is in opposition to normative identity in a classroom context may shed light on critical points when prospective teachers are grappling with their ability to replicate elements of good teaching. Furthermore, reflections can provide insight into prospective teachers' placement of themselves, their potential teaching trajectories, as well as potential challenges to their developing identities.
Stepping to Center Stage: The Rise of Higher Education as a Field of Study
Author: Jensen, Devon
Date: 2019-00-00
Type: Journal Articles
Subjects: Postsecondary Education as a Field of Study,Higher Education,Educational History,Educational Philosophy,Foundations of Education,Scholarship,Role of Education,Governance,Student Personnel Services,Community Colleges,Global Approach

Higher Education as a Field of Study is multi-disciplinary in its origin. Given the relative youth of the field, as it was only founded less than 130 years ago, it does not yet have standalone theories or philosophies as the scholarship in the field frequently borrows from its epistemological, methodological, and philosophical ideas from more established social science disciplines and fields. The objective of this paper is to use an historical exploration of higher education in North America to articulate both higher education's foundation, purpose and philosophy. This analysis will aid in categorizing the types of questions the public and government ask of higher education and how higher education as a field of scholarship can impact the future of the governance, pedagogy, the nature of research, and university's societal role. The cumulative effect of this work is ultimately moving this field of study to the center stage of the discussions around higher education.
Tempted by Whiteness?: Linguistic Capital and Higher Education in Japan
Author: Koshino, Kako
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,Global Approach,Student Attitudes,Teacher Attitudes,Whites,Racial Factors,Power Structure,Race,Racial Relations,Self Esteem,Identification (Psychology),Racial Bias,English (Second Language),Foreign Students,Social Values,Social Bias,Language of Instruction,Language Usage

This study uses the lens of Critical Whiteness Studies to examine how students and faculty at a Japanese university viewed 'global education' and 'internationalization'--two concepts that have been ardently promoted and pursued in Japan. This investigation and analysis focus on the critical juncture of the modern Japanese higher education system and Whiteness. It sheds light on the under-addressed issue of the racial power dynamics that affect one's perception towards race and race relations and, the impact of Whiteness on Japanese students' self-esteem and identity. By selecting and adopting privileged standpoints, higher education in Japan has reinforced &quot;the White vistas that centuries of racism have carved in our society&quot; (Ross, 2002, p. 255). The findings of this study suggest that views and attitudes toward English education are influenced by Japan's Westernization movement during the Meiji era (i.e., the second half of the 19th century) that privileged and pursued the cultural assets and linguistic capital of Western/White states.
The Way It Was Done: Considering Race in Classroom Placement
Author: Howard, Joy
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Decision Making,Student Placement,Elementary School Students,Racial Attitudes,Racial Bias,Critical Theory,Critical Incidents Method,Race,Stereotypes,Equal Education

Based on data from an ethnographic study of teachers, the author applies analytical tools from critical race theory to make sense of how teachers made decisions about classroom placement in an elementary school in the U.S. South. The article is organized around the questions, In what ways did teachers in this study make sense of race in classroom placement decisions? What implications might this have for teachers and teacher education? Findings are organized and analyzed in three sections: the melting pot framework; legit, mixed, and others; and everybody needs to be put in a box. The author provides specific recommendations for making race-visible classroom placement decisions and shares implications for the role of teacher education in preparing teachers to make race-visible decisions
The Double Consciousness of African American Students Who Desegregated Atlanta Public Schools
Author: Crawford, Tanya T.
Date: 2019-00-00
Type: Journal Articles
Subjects: African American Students,School Desegregation,High School Students,Desegregation Litigation,Racial Segregation,Educational History,United States History,African Americans,Urban Areas,Student Motivation,Student Participation,Coping,Program Effectiveness,Public Schools,Civil Rights,Equal Education,Student Adjustment,Identification (Psychology),Whites,Expectation,Student Characteristics

Six years after &quot;Brown v. Board of Education&quot;, Atlanta reluctantly complied with the order to desegregate its school system rather than risk having schools closed due to noncompliance. Out of 132 students, nine black high school seniors desegregated four of Atlanta's all-white high schools. The purpose of this study is to explore and document the missing voices of Atlanta's 1961 school desegregation movement and provide an analysis of the students' experiences. W. E. B. Du Bois's double consciousness theory serves as a lens for understanding and explaining the experiences of the Atlanta students who were first to desegregate schools in &quot;the city too busy to hate.&quot;
The Role School Administrators Play in Creating Healthy Ecosystems for Black Male Preservice Teachers
Author: Walker, Larry J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Administrator Role,African American Students,Preservice Teachers,Males,Educational Environment,Public School Teachers,Barriers,Urban Schools,Suburban Schools,Rural Schools,Ethnic Stereotypes,Misconceptions,Racial Bias,Gender Differences,Interpersonal Relationship,Student Experience,Student Teaching,Student Teachers

Nationally Black males comprise less than 2% of public school teachers. The startling figure is not sustainable in a diverse society. Increasingly researchers have focused on the experiences of Black male inservice teachers. However, there is scant research that investigates the role school administrators in urban, suburban, and rural districts play in creating supportive environments for Black male preservice teachers. This article fills in a gap in the research by examining the barriers Black male preservice teachers encounter and provides actionable steps school administrators in urban, suburban, and rural districts should take to create healthy ecosystems for Black male preservice teachers.
Professional Development Practices and Practitioner Use of Recommended Early Childhood Intervention Practices
Author: Dunst, Carl J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Practices,Early Childhood Education,Intervention,Coaching (Performance),Feedback (Response),Early Childhood Teachers,Special Education,Capacity Building

Results from a study of the relationship between different types of professional development practices and early childhood practitioners' use of 10 different recommended early intervention/early childhood special education practices are reported. The participants were 955 practitioners employed in early intervention, preschool, preschool special education, Early Head Start, Head Start, and other early childhood programs in one state in the USA. The practitioners were asked to indicate if their school districts, agencies, or programs (1) provided information about recommended practices, (2) had professional development specialists demonstrate the use of the practices for the practitioners, (3) provided practitioners opportunities to learn to use the practices, and (4) practitioners were provided coaching and performance feedback by professional development specialists. Responses to these four types of professional development practices were used to partition practitioners into three subgroups, with each subgroup receiving different combinations of professional development practices. Findings showed that practitioners who reported receiving a combination of all four types of professional development practices reported more frequent use of recommended practices compared to practitioners in the other two groups. Implications for in-service professional development are described.
Exploring Wobble through Collaborative Dialogue to Reconcile Theory and Practice
Author: Stewart, Trevor Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: English Teachers,Theory Practice Relationship,Standardized Tests,Educational Change,Student Teachers,Problem Solving,Seminars,Student Teaching,Teacher Collaboration,Dialogs (Language),Teaching Methods,Ideology,Conflict

This study investigated a framework for supporting English teacher candidates' efforts to reconcile theory and practice in classrooms that are subject to the tensions and challenges presented by contemporary, standardized education reforms that often ignore students' diverse cultural contexts, needs, and interests. Using the transcripts of seminar meetings in which teacher candidates engaged in structured, collaborative discussions focused on solving problems encountered during student teaching, this study used a dialogic, sociocultural perspective to consider how teacher educators can support teacher candidates as they make the transition from student to teacher. Data from a longitudinal qualitative study were used to examine the utility of problem-posing seminars as tools that can help English teacher candidates embrace the tension they encounter as competing ideologies collide during student teaching. In particular, participants' efforts to enact the tenets of dialogic approaches to teaching studied during university coursework were explored against the backdrop of contemporary, standardized curricula and classroom settings. Findings suggest that making collaborative problem-solving activities a key facet of English teacher education creates opportunities for teacher candidates to reconcile competing ideologies. This article provides a rationale and a structure for making inquiry, collaboration, and dialogue key components of teacher education programs.
Strengths and Shortcomings of a Teacher Preparation Program: Learning from Racially Diverse Preservice Teachers
Author: Sharp, Laurie A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Diversity (Faculty),Minority Group Teachers,Critical Theory,Race,Educational Benefits,Hispanic Americans,Racial Bias,Barriers

Racially diverse teachers are valuable sources of knowledge in school systems. However, a lack of diversity among teachers has demonstrated long-standing issues with how racially diverse teachers are prepared for teaching. The present study sought to expand on prior research by examining the viewpoints of racially diverse preservice teachers concerning the strengths and shortcomings of their teacher preparation program using a transformative qualitative research design. We recruited participation among six racially diverse preservice teachers enrolled in a teacher preparation program affiliated with a university identified as a Hispanic-Serving Institution. We collected data through focus group interviews held during a two-week period and analyzed data systemically with two levels of coding. Our findings consisted of three main themes: Interactions with Peers and Teacher Preparation Program Stakeholders, Navigating Teacher Preparation Program Complexities, and Views of Preparedness/Unpreparedness to Teach. We provided a discussion of these themes, used critical race theory to identify examples of institutional racism, and issued three recommendations to university administrators for ways in which they may remove systemic barriers for racially diverse preservice teachers.
The Mediating Effect of the Trust of Managers in Teachers in the Relation between Manager Support and Organizational Justice
Author: Atik, Servet
Date: 2019-00-00
Type: Journal Articles
Subjects: Trust (Psychology),Teacher Administrator Relationship,Principals,Elementary School Teachers,Justice,Teacher Attitudes,Organizational Culture,Foreign Countries

This study aims to examine the relationship between perceived principal support of teachers who are working in primary schools under the Ministry of National Education and school principals' trust in teachers and organizational justice with structural equation modeling. The population of the study was 2217 teachers working in the districts of Eyyubiye and Karaköprü in the province of Sanliurfa in the 2016-2017 academic year. The sample of the study was 332 teachers who were determined by the convenience sampling method. Data were collected through the Turkish versions of a principal support scale and an organizational justice scale. Findings show that first, teachers' perceived principal support directly affected the school principal's trust in teachers from the perspective of the teachers; second, teachers' perceived principal support directly affected their perceptions of organizational justice and indirectly influenced it through the school principal's trust in teachers; and finally, teachers' perceived principal trust directly affected teachers' perceptions of organizational justice. In conclusion, principal support for teachers directly affects principal trust in teachers. In addition, principal support and principal trust in teachers explain approximately 34% of the variance in organizational justice.