ethanporcaro/eric-fulltext-meta huggingface dataset:
Catholic Theological and Equity Framework to Champion Hispanic Representation in Catholic Schools
Author: Pena, Jorge
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Schools,Equal Education,Educational Practices,Hispanic American Students,Spiritual Development,Catholic Educators,Teacher Student Relationship,Self Concept,Cultural Background,Inclusion,Race,Ethnicity,Religious Factors,Student Diversity,Diversity (Faculty),Human Dignity,Educational Change,Culturally Relevant Education,Elementary Secondary Education

How do Catholic schools create inclusive, equitable environments that embrace the identities of their students, including their race, ethnicity, and culture? What does Catholic theological spirituality say about diversity, equity, and inclusion to address racism? What is the connection between Catholic theological spirituality and equitable school practices to bring about equity in Catholic schools? In response to increased diversity of students, educators, communities, and societal challenges, there is a need for a framework for Catholic schools with a culturally diverse student body, or with a student body and staff with dif­ferent cultures. We synthesize Catholic theological spirituality and research about equity in public and Catholic schools to create a framework for Catholic school educators in their support of students whose cultural identity is dif­ferent from the faculty and staff. The framework uses Catholic theological spirituality and equitable school practices to promote equity in Catholic schools using equitable school practices.
The Scholarship of Teaching and Learning Critical Thinking: Finding a Way Forward with Evidence from a Medical Teaching Context
Author: Gamble Blakey, Althea Jane
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Barriers,Teacher Attitudes,Undergraduate Study,Medical Education,Student Development,Curriculum Development

The scholarship of teaching and learning (SoTL) in higher education has a deep- seated concern with developing critical thinking, now a common learning outcome and desired graduate attribute. The prolific inquiry into what critical thinking might be has, however, resulted in a complex literature, with multiple definitions used both explicitly, and implicitly, in practice. Unfortunately, this lack of shared meaning creates barriers for those who need to develop thinking in the classroom. In a year-long action research project, six teacher participants developed a three-part strategy to overcome these barriers in undergraduate small group medical teaching. Iterative thematic data analysis revealed how teachers (1) avoided using the term 'critical thinking,' (2) used short phrases to identify types of thinking desired, (3) offered students guidance in 'thinking language.' Findings are supported by literature, adding the idea that currently, avoiding use of the term 'critical thinking' might better enhance students' thinking development.
Cultivating Talent: Insights from the 2022 National Study Examining Pathways to Increase the Presence of Hispanic Teachers and Leaders in Catholic Schools
Author: Ospino, Hosffman
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Schools,Hispanic Americans,Leaders,Teacher Recruitment,Diversity (Faculty),Hispanic American Students,Student Recruitment,Racial Discrimination,Disproportionate Representation,Catholic Educators,Minority Group Teachers,Career Pathways,Social Support Groups

This article draws extensively on data from &quot;Cultivating Talent: A National Study Examining Pathways to Increase the Presence of Hispanic Teachers and Leaders in Catholic Schools,&quot; conducted by Boston College researchers and released in January 2022. The report looks to understand and appreciate the various ways in which Hispanics educators are transforming the American Catholic school experience. Our findings clearly show that Catholic schools in the United States are and will be further enriched by the presence and contributions of Hispanic teachers and leaders. The report encourages stakeholders of Catholic education and pastoral leaders at all levels, across the nation, to make a renewed commitment to investing and cultivating talent within the Hispanic community.
Critical Transformation: A Conceptual Framework for Examining the Impact of UCCE Programs on Latinx Catholic School Teachers
Author: Felix, Antonio
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Catholic Educators,Catholic Schools,Hispanic Americans,Minority Group Teachers,Consortia,Guidelines,Teacher Education Programs,Universities,Critical Theory,Dialogs (Language),Partnerships in Education,Models,Spiritual Development,Religious Education,Christianity,Faculty Development

Our paper represents a conceptual framework designed to (a) help current stakeholders within the University Consortium of Catholic Education (UCCE) critically reflect on their respective programs' support of Latinx Catholic school teachers and (b) provide guidance for Catholic education researchers in their future inquiry into the UCCE model of teacher formation. Our conceptual framework centers on three principles derived from both critical theory and empirical research into the support of Latinx teachers: critical consciousness and praxis, dialogue, and partnership. We use these principles to raise issues and pose reflection questions that can help UCCE stakeholders and Catholic education researchers explore how UCCE programs can further transform their efforts in developing the next generation of Latinx Catholic school teachers.
Cultivating the Talent of Educators for Learning and Belonging
Author: McMahon, Molly
Date: 2022-00-00
Type: Journal Articles
Subjects: Talent Development,Hispanic Americans,Minority Group Teachers,Catholic Schools,Catholic Educators,Teacher Student Relationship,Educational Environment,Student School Relationship,Inclusion,Culturally Relevant Education,Teaching Methods,Social Emotional Learning,Equal Education,Trauma,Faculty Development,Leadership Training,Language Usage,Child Development

As schools endeavor to implement the recommendations of &quot;Cultivating Talent: A National Study Examining Pathways to Increase the Presence of Hispanic Teachers and Leaders in Catholic Schools&quot; (&quot;Cultivating Talent&quot;), this education in practice article presents research-informed recommendations that can be implemented immediately by Catholic schools in order to strengthen student teacher relationships and create a positive school climate that increases all students' learning and sense of belonging.
Decolonization of Education: How Educators Can Aid Transcultural Acculturation to Advance Communities Committed to Social Justice
Author: Mudambi, Aradhana
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Schools,Cultural Awareness,Social Justice,Educational Change,Decolonization,Colonialism,Acculturation,Resistance (Psychology),Immigrants,Kindergarten

Cultures recreate themselves constantly, sometimes through natural transformations, sometimes through imposition. While colonialism was atrocious, partly because it transformed cultures by imposing disfigured identities and understandings (Fanon, 1963), we cannot reset cultures to how they were before conquest. That would require erasing languages now spoken for generations, dismantling religions and beliefs now practiced for hundreds of years, and purifying food habits now valued by the palettes of those formerly colonized. We can, however, work towards decolonizing our present-day society. Specifically, we can identify how colonialism continues to position some populations and their cultures as inferior (minoritized) and others as superior (majoritized; Vaccaro, 2021). We can also explore how colonized cultures adapted to colonialism, leading to the fusion or mestizaje of cultures that, in spite of colonial atrocities, led to new, intersectional identities that have now fallen prey to the same hegemonic perspectives of the past. And we can examine how natural mestizaje that occurs with immigration can be subject to contradictory pressures to assimilate to colonial ideals and to resist colonial influences. This paper proposes that Catholic schools are in a privileged position to contribute to decolonization by aiding students' transcultural acculturation (Mudambi, 2021a; Mudambi, 2021b). Furthermore, this article offers specific actions in which Catholic schools can engage to mobilize education towards decolonization and, in doing so, foster a Christian culture of equity and justice, while serving as a model for other education systems.
The Impact of Academic Aspirations and Career Uncertainty on Students&apos; College Outcomes
Author: Edwin, Mary
Date: 2022-12-00
Type: Journal Articles
Subjects: High School Students,Academic Aspiration,Careers,Ambiguity (Context),Outcomes of Education,College Students,College Applicants,College Enrollment,Enrollment Rate,College Attendance,Decision Making,Predictor Variables

Between the fall of 2009 and 2019, total postsecondary instituion enrollment in the United States decreased by 5%, and for those students who do enroll in college, many who lack clear career objectives drop out, making the U.S. the nation with the highest college dropout rate in the industrialized world. Students' academic aspiratoins and career certainty have been shown to impact college outcomes. However, the impact of career uncertainty and academic aspirations on students' college outcomes has not been studied nationally. Using binomial regression analyses and a nationally representative sample (N = 23,503) of high school students, we investigated the impact of high school students' career uncertainty and academic aspirations on their college outcomes. Findings indicate that academic aspirations were a significant predictor of students' college application, enrollment, attendance, and major decision status. Career uncertainty was a significant predictor of students' college enrollment status. We discuss implications for practice and future research.
A National Investigation on the Effect of College Readiness Counseling on Postsecondary Outcomes
Author: Brookover, Dana L.
Date: 2022-12-00
Type: Journal Articles
Subjects: High School Students,School Counseling,Outcomes of Education,College Readiness,College Attendance,Socioeconomic Status,Low Income Students,Multiracial Persons,Academic Persistence,Educational Attainment,Educational Benefits,Disproportionate Representation,Sex,First Generation College Students,Race,Ethnicity,Self Efficacy,Grade Point Average

The current study utilized the High School Longitudinal Study of 2009, from the National Center for Education Statistics, to conduct a longitudinal investigation into how access to school counseling impacts postsecondary outcomes. Findings indicate that school counselor time spent college readiness counseling, in addition to lower student socioeconomic status and identifying as multiracial, were predictive of lesser odds of college attainment and persistence. The results of the current study offer practice, policy, and training implications.
Leading in Literacy: The Growing Demand for Improvement
Author: Meyer, Bobbi Lynn
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Academic Achievement,Literacy Education,Leadership Effectiveness,Accountability,Leadership Training,Principals,School Effectiveness,Program Development,Administrator Role,Elementary Secondary Education,Administrator Effectiveness,Faculty Development

The heart and soul of any successful organization is outstanding leadership. In education, school divisions are always striving to increase school achievement and as such hold school leaders accountable for this growth. Leaders require explicit leadership skills. This article shares a proposal in which school leaders participate in direct literacy leadership instruction required to be effective literacy leaders.
An Instructional Approach to Teaching Spelling: Word Study
Author: Caines, Angela
Date: 2022-00-00
Type: Journal Articles
Subjects: Spelling Instruction,Teaching Methods,Elementary School Students,Instructional Effectiveness,Literacy Education

Spelling programs in elementary school grades are a controversial topic among teachers, parents, and researchers in the field of best practices. Because spelling is a foundational skill of literacy, recent education publications continue to stir contention among teachers to resolve what is the best approaches to spelling instruction. Proficient spelling enhances the quality of writing and proficient reading, so a developmental word study approach is essential. In this article, the author presents a research-based case demonstrating how the instructional program Words Their Way is an effective method to assess and instruct spelling, which may be integrated in balanced literacy programs in preschool to secondary grades.
The Impact of Optional: Investigating the Effects of Test-Optional Admissions Policies
Author: Paris, Joseph H.
Date: 2022-12-00
Type: Journal Articles
Subjects: College Admission,Admission Criteria,College Entrance Examinations,Standardized Tests,Test Bias,Educational Policy,College Applicants,Minority Group Students,Federal Aid,Grants

An increasing number of postsecondary institutions in the United States have introduced test-optional admissions policies primarily due to criticism of standardized admissions tests as potentially biased predictors of student success. However, the impact of the test-optional movement is largely unknown and continues to evolve amid the COVID-19 pandemic. Using institutional isomorphism as our theoretical framework, we update and extend existing research by broadening the number and type of test-optional institutions represented in the literature. We use 2x2 repeated measures multivariate analysis of variance (MANOVA) to examine change in applications received, acceptances, enrollment, and the racial and socioeconomic composition of the student body upon the implementation of a test-optional admissions policy. Findings demonstrate that test-optional policy implementation results in a statistically significant increase in applications and enrolled students. However, we find that test-optional policy adoption does not result in a statistically significant increase in the percentage of underrepresented racial minority students or Pell Grant recipients.
The Fountas and Pinnell Levelled Literacy Intervention as a Whole-Classroom Approach
Author: St Denis, Brad
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy Education,Intervention,Supplementary Education,Reading Instruction,Reading Difficulties,Small Group Instruction,Educational Benefits,Program Implementation,Reading Achievement,Junior High School Students

In this article, the author explores the Fountas &amp; Pinnell Levelled Literacy Intervention efficacy as a tool to enhance both supplemental and whole-classroom instruction to support literacy gains for students. Exploring the efficacy of Levelled Literacy Intervention will also act as a vehicle to explore how school divisions can more proficiently support teachers in implementing resources and policies in schools.
Digital Skills and Online Collaborative Learning: The Study Report
Author: Kwiatkowska, Wioletta
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Electronic Learning,Cooperation,Distance Education,Foreign Countries,College Students

This paper discusses digital skills and their role in collaborative distance learning. Collaboration is considered to be one of the most effective, yet challenging, methods of teaching and learning. Many learners avoid collaborative tasks, for different reasons. We believe that the level of digital skills may be a key to understanding their attitude. A study was conducted at Nicolaus Copernicus University in Torun, Poland. The respondents assessed, amongst other items, the level of their own digital skills. Based on this assessment, three groups of students with different skill levels were distinguished. Further analyses showed that students with different level of digital skills vary according to their own experiences in collaborative online learning, but not in terms of views on the phenomenon, technologies used, or computer hardware. Most differences are between the low and high skill groups. However, they are also present between the low and average, and the average and high skill groups. These results contribute to the discussion on the need to individualise the teaching and learning process and highlight the roles of digital competence development for all participants in the learning process.
Dual Language Catholic Schools: Innovation and Equity--Considerations for Making the Transition to Dual Language
Author: Fuller, Carrie
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingual Schools,Bilingual Education Programs,Catholic Schools,Catholic Educators,School Restructuring,Equal Education,Justice,Communities of Practice,Risk,Student Diversity,English (Second Language),Second Language Learning,Second Language Instruction,Institutional Mission,Instructional Leadership,Partnerships in Education,Student Recruitment,School Holding Power,Educational Innovation,Christianity,Strategic Planning,Educational Objectives,Immersion Programs,Cultural Awareness,Native Language Instruction,Native Speakers,School Administration,Elementary Secondary Education

The multiple academic and social advantages of a dual language education are well known; yet there is little practical guidance for Catholic school leaders who are taking on this whole school change. This paper explores the necessary steps for Catholic school leaders to develop equitable dual language schools. Guided by the Gospel principles of love and justice and using the Community of Practice theoretical framework, the authors argue that taking thoughtful risks in transforming one's school can lead to meaningful learning in service to culturally and linguistically diverse students. Seven main implementation areas for developing a dual language Catholic school are considered: Clear goals, vision, and mission; leadership and support; productive partnerships; quality personnel; knowledge of students and high expectations; recruiting, retaining and reassuring students and families; and cross-cultural curriculum and instruction. Practical insights, timelines for feasibility and implementation, as well as examples for school leaders are provided.
Using Picture Books for Implicit and Explicit Teaching of Vocabulary, Comprehension, and Literacy Skills
Author: Slashinsky, Kathleen
Date: 2022-00-00
Type: Journal Articles
Subjects: Picture Books,Vocabulary Development,Reading Skills,Reading Comprehension,Reading Instruction,Teaching Methods,Reading Aloud to Others,Questioning Techniques,Reading Material Selection,Discussion (Teaching Technique)

Memorizing spelling lists and looking up words in the dictionary and then using the words in a sentence is a traditional strategy used for vocabulary acquisition. However, because the students do not learn words in context, their application of knowledge and understanding from this method is uneven. Because picture books may be used for pleasure reading and instructional purposes, picture book instruction may be a valuable instructional tool for the explicit and implicit teaching of vocabulary, comprehension, and other literacy skills. In this paper, the author asserts that picture book instruction may assist vocabulary development, meaning making, and knowledge acquisition.
Motivation to Study during COVID-19 as a Function of Parent Marital Status
Author: Davidovitch, Nitza
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Study Skills,COVID-19,Pandemics,Parent Influence,Marital Status,Distance Education,Divorce,Electronic Learning,Technology Uses in Education,Junior High School Students,High School Students

The COVID-19 pandemic brought the learning process into the home and family space, such that parent marital status can affect the student's studies. These circumstances might pose a challenge for students in general and in particular for those coping, in addition to COVID-19, with family difficulties such as their parents' divorce. Hence, it is necessary to examine how family situations affect students' functioning and motivation to study. The current study seeks to address the issue of motivation to study among children of divorced parents versus children of married parents, particularly following the effects of distance learning during COVID-19. This is a pilot study that explores the association between motivation to study in a time of crisis (COVID), which requires a new (digital) study skill, and familial status, family support. In order to relate to this issue, we conducted a study among 148 respondents, school children aged 12-18. Forty-three percent of the respondents were children of divorced parents, while 52.7% were the children of married parents. Through questionnaires, these respondents addressed their parents' marital status and their attitude to distance versus face-to-face learning. The study also addressed the motivation of these teenagers to study and the association between the different learning methods and parent marital status. The research findings indicate that children of divorced parents have lower intrinsic motivation than children of married parents. It was also found that the variable most influencing motivation to study is learning in the face-to-face method, at 17.1%. A decline in motivation in general, and higher extrinsic motivation among children of divorced parents, derive mainly from parent marital status and the complexities stemming from parents' divorce. The unstable psychological state of children of divorced parents, both in general and during COVID-19 in particular, affect the level of motivation to study. The findings of the current study indicate the complexities experienced by students during distance learning, their preferences for a certain study method, whether face-to-face or online, and their motivating factors, whether extrinsic or intrinsic. In addition, the study indicated the significance of family support, with its complexities. The research findings may have considerable consequences for the coping of students from different types of families, in normal times in general and in times of crisis in particular.
Digitizing Counselling Practice: A Study of Student Values and Challenges Associated with Traditional Face-to-Face Counselling and E-Counselling Modes
Author: Amos, Patricia Mawusi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Counseling,Telecommunications,Synchronous Communication,Computer Mediated Communication,Counseling Effectiveness,Student Attitudes,Student Surveys,Access to Computers,Internet,Student Satisfaction,Student Experience,Student Needs,Values,Gender Differences

It is common knowledge that face-to-face counselling is practiced in every country. Conversely, e-counselling is offered in many countries even though some experts disagree with its effectiveness and ethicality. The study, thus, purposed to gain a deeper understanding of students' values and challenges of face-to-face and e-counselling in Ghanaian universities. Therefore, a cross-sectional survey design was adopted. A standardized instrument: Online and Face-to-face Counselling Attitudes Scales, and a Satisfaction Questionnaire were adapted for the data collection. T-test and multiple linear regression were used to analyse data set from 384 students. Findings revealed that although technological devices are largely accessible, students value face-to-face counselling than e-counselling. However, their inclination to e-counselling cannot be overlooked. Also, there was no significant difference in students' values to e-counselling for gender. Again, the male students value face-to-face counselling more as compared to female students. The multiple regression revealed that values of face-to-face and e-counselling predicated satisfaction to face-to-face and e-counselling respectively. It is recommended that university counselling practitioners should enhance the use of face-to-face counselling and train in e-counselling so that students will be offered options in counselling services.