ethanporcaro/eric-fulltext-meta huggingface dataset:
Should Shadow Education Stay as a Shadow or Exist as Co-Curricula Alongside Mainstream Education?
Author: Wei, Yvonne
Date: 2021-00-00
Type: Journal Articles
Subjects: Supplementary Education,Private Education,Tutoring,Academic Achievement,Low Achievement,Educational Policy,Extracurricular Activities,Parent School Relationship,Stress Variables,Competition,Moral Issues,Social Justice,Foreign Countries

Intense competition and educational privatization have fostered demands for student personalization, leading to shadow education becoming entrenched in the Asian education sector. Its social influence is expanding and far-reaching, which has attracted many scholars to study this issue. Scholars have been arguing about the adverse effects of shadow education on widening the inequality of social problems, increasing students' psychological pressures, and also the moral conflicts that teachers face. This position paper explores and discusses the rationality of shadow education from three dimensions: social, psychological, and economic. It argues that shadow education should exist as a co-curricular or supplement to formal mainstream education because it serves as a mirror that can reflect the missing parts of formal education, as shadow education can assist lower academic performing students and cater to need-oriented functions under-utilized within mainstream education. This article concludes with some recommendations for education policymakers in the Thailand Ministry of Education (MOE) in Thailand regarding the rising of the shadow education phenomenon. With stronger oversight of shadow education operators, improved communication between mainstream schools and parents, and increased financial support to the public education sector, a dynamic synergy between mainstream schools, shadow education operators, parents and students can be achieved.
Effective Communication in Schools
Author: Salamondra, Tracey
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Trust (Psychology),Listening,Leadership Responsibility,Leadership Styles,Accountability,Stakeholders,Interpersonal Relationship,Family School Relationship,Teacher Administrator Relationship,Teacher Collaboration,Teacher Student Relationship

Schools are complex, dynamic systems that require effective communication to meet the diverse needs of its stakeholders. Communication is essential to maintain healthy relationships between the students, faculty, and parents. Establishing effective communication practices in a school requires understanding the characteristics of communication, including the benefits and common barriers. The three critical components of effective communication -- trust, transparency, and active listening -- build the relationship necessary to engage in challenging conversations.
Student-Generated Questions: Developing Mathematical Competence through Online Assessment
Author: Caspari-Sadeghi, Sima
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,COVID-19,Pandemics,Student Evaluation,Evaluation Methods,Formative Evaluation,Learner Engagement,Questioning Techniques,College Students,Educational Technology,Technology Uses in Education,Mathematics Instruction,Student Centered Learning,Program Effectiveness,Student Attitudes,Multiple Choice Tests,Computer Assisted Testing

This action research study presents the findings of using a formative assessment strategy in an online mathematic course during the world-wide outbreak of COVID-19 at the University of Passau, Germany. The main goals of this study were: (1) to enhance students' self-regulated learning by shifting the direction of assessment from instructors to the students; and (2) to promote deep active learning in mathematics. Students were required to conduct self-regulated learning on a selected topic. They were encouraged to formulate two multiple-choice questions (MCQs) and pose them after each presentation in an online course. The effectiveness of Student-generated Questions (SGQs) as a learning strategy was measured in terms of: (1) students' engagement; and (2) learning outcomes. While evidence on students' engagement was gathered through an online questionnaire survey, the learning outcomes were measured by analyzing the quality of SGQs. Results indicated that authoring questions, though leading to a higher students' engagement with the materials, could be quite challenging for students and did not lead to higher achievement. The authors provide some suggestions for improving the process through regular uses of digital technologies such as PeerWise.
Curricula Reform for Student Preparedness
Author: McIntyre-Garbutt, Nicole
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Foreign Countries,Change Strategies,Skill Development,21st Century Skills,Social Influences,Economic Factors,Social Change,Student Development,Self Management,Global Approach,Teacher Role,Course Content,Student Needs

Curricula reform that sets students' future success, as the main objective requires insights into the demands of our society. These demands include economic and social needs. The fast-paced changing nature of our society makes it difficult to clearly define content necessary for students' post-graduate success, so curricula reform should focus on skills essential for content mastery, personal growth, and self-management. This article discusses moving Manitoba's &quot;patch-work&quot; curricula updating to a global reform that includes changing roles for teachers, restructuring priority subject areas, and placing students' needs in the central role of curricula design.
Teacher Residency as Alternative Pathway to Licensure
Author: Zugelder, Bryan S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Education Programs,Program Design,Readiness,Self Efficacy,Faculty Mobility,Teacher Persistence,Practicums,Teacher Competencies,Instructional Design,Lesson Plans,Educational Objectives,Classroom Techniques,Educational Planning

Teacher residencies have been an ongoing discussion in the educator preparation world for nearly a decade. This paper describes a promising practice in program design at a university that offers alternative pathways to licensure to meet the demands of school districts, especially in economically disadvantaged communities in one region of the United States. The one-year residency model was developed to address the teacher shortage in a state with growing teacher attrition. Aligned with recent legislation that created a residency license, a traditional educator preparation program examined its strengths and incorporated the most critical needs for novice teacher success to offer a one-year teacher residency as an alternative pathway. The residency model was co-constructed with school district personnel and teacher education faculty to focus on the most critical dimensions of teaching that include planning, instruction, and assessment. After one year, the feedback from school district personnel included high favor for readiness to teach. Residency candidates reported increased self-efficacy. The residency program has implications for future research and potential replication at other institutions of higher education.
Teacher Salary Differentials and Student Performance: Are They Connected?
Author: Yontz, Brian D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Teacher Salaries,Salary Wage Differentials,Academic Achievement,Value Added Models,Public School Teachers,School District Wealth,Performance Factors,Teaching Experience,Educational Attainment,Student Characteristics,Socioeconomic Status,Race,Attendance,Expenditure per Student

We examine the relationship between district level student achievement and teacher average salary in Ohio from academic year 2013-14 to academic year 2018-19. Utilizing panel data, the following district level characteristics were controlled for: average teacher experience, average teacher degree-level, student socioeconomic status, race, student attendance rate, pupil support expenditure per equivalent pupil and administration expenditure per equivalent pupil. Using a random effects regression our findings suggest that higher pay can impact student growth. When we partition our sample quintiles by poverty level, we find that teacher salary is only significant for the top quintiles. Our results suggest that for some districts (i.e., wealthy districts) teacher salaries' impact on student performance is something that can be controlled, for other districts (i.e., poorer districts), teacher salary is another variable that shows no relationship to student performance.
Increasing Teacher Morale
Author: Mangin, Ryan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Morale,Well Being,School Culture,Accountability,Teacher Administrator Relationship,Peer Relationship,Faculty Development,Professionalism

High teacher morale is important for the overall well-being of a school. Due to this importance, maintaining teaching-staff morale should be a key focus of administrators and teachers. The professional culture of a school is one area that can be addressed when looking to improve morale. As well, administrators can focus on concerns related to accountability and visibly support teachers in order to improve morale. [Note: The page range (22-26) shown via the .pdf is incorrect. The correct page range is 27-31.]
Analysis of Burnout Levels of Judo Coaches in the COVID-19 Period: Mixed Method
Author: Aktas, Özgür
Date: 2021-00-00
Type: Journal Articles
Subjects: Burnout,Foreign Countries,Athletic Coaches,COVID-19,Pandemics,Emotional Response,Athletes,Gender Differences,Age Differences,Athletics,Coping,Stress Variables

This study was carried out to find out the burnout levels of judo coaches in COVID-19 period and to show how they will approach their profession and athletes in the period after the pandemic. 136 judo coaches from different coaching levels participated in the study. Maslach Burnout Inventory was used in the study. In addition, 3 qualitative questions were prepared by the researchers to find out the emotions of coaches during and after the pandemic and how they approached their athletes. IBM SPSS 22 statistical program was used to analyze the data in the study. Since the data were not normally distributed, non-parametric Mann Whitney U was used in paired group comparisons, while Kruskal Wallis H test was used for the comparison of more than two groups and significance level was taken as p &lt; 0.05. Content analysis method was used to analyze the 3 qualitative questions. As a result, burnout levels of the judo coaches in the study were found to be low. No significant difference was found between the variables of gender, age and coaching level and burnout level. In addition, while coaches stated that they missed their profession and were waiting excitedly for trainings to start, more than half of them stated that their approaches to athletes will change after the pandemic.
Examination of Organizational Culture Variables in Sports Organizations (Perspective from Turkey)
Author: Samur, Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Culture,Organizational Change,Cultural Influences,Performance Factors,Athletics,Clubs,Administrator Attitudes,Cooperation,Competition,Innovation,Vertical Organization,Foreign Countries

Organizational stagnation occurs in every system where basic cultural change slows down, and the current situation becomes the usual option until conscious and consistent cultural change initiatives are implemented. It is seen that sports organizations in our country cannot make the desired change in their organizations, although they apply modern management approaches to increase their performance. The study aims to determine the cultural variables and their sub-titles that affect the increase of sports organizations' performance. This research was conducted according to qualitative research methods. In the research, 4 different types of culture emerged as Solidarity and Cooperation, Innovative, Being Competitive, and Emphasis on Hierarchy. It has been determined that these types of culture are similar to Clan, Adhocracy, Marketing, and Hierarchy Culture types defined as dominant cultural differences in Quinn and Cameron's competitive values model.
Third-Age Learners and Approaches to Language Teaching
Author: Kacetl, Jaroslav
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Older Adults,Generalization,Student Centered Learning,Communicative Competence (Languages),Learning Motivation,Listening Comprehension,Educational Benefits,Well Being,Travel,Social Integration,Cognitive Ability,Aging (Individuals)

Foreign language learning in the third age is one of the popular activities among the elderly. The question remains as to how to teach a foreign language to older adults properly. The first objective of this review was to identify suitable pedagogical approaches, teaching methods, or strategies for teaching foreign languages to third-age learners. The second objective was to determine whether foreign language learning later in life is beneficial. The authors used a method of literature review to achieve these goals. The former objective was not fully achieved as there is no clear outcome, although some generalizations based on other review studies can be made. Namely, foreign language teaching among the older generation should be student-centred and a communicative method should be implemented with a special focus on talking about familiar topics and listening comprehension to facilitate a senior's foreign language learning. In addition, the teaching methods ought to incorporate real life experiences and provide relevant content. Respect should also be paid to the fact that older adults have intrinsic rather than extrinsic motivation to learn a foreign language. The latter objective was attained since older people can benefit from learning a foreign language at a later age in many ways, including areas like travelling, social inclusiveness, improvement of cognitive skills, and overall well-being.
Teaching in Hospitals and Healthcare Resorts: A Qualitative Study of Teachers&apos; Needs
Author: Malkowska-Szkutnik, Agnieszka
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Schools,Hospitals,Hospitalized Children,Adolescents,Chronic Illness,Special Education Teachers,Teacher Attitudes,Teacher Role,Teaching Conditions,Regular and Special Education Relationship,Elementary Secondary Education,Job Satisfaction,Psychological Needs,Interpersonal Relationship,Foreign Countries

The daily functioning of children who suffer from chronic conditions may be limited by the disease and by hospitalization. Hospital schools have an important role in counterbalancing those negative effects. The aim of the study was to define hospital schools' teachers' needs. The data from qualitative research conducted on 21 Polish hospital school teachers was included in the analysis. A semi-structured interview method was chosen. Researchers played an active role as moderators. Thirty-four descriptive codes were assigned to the main five areas of needs related to: work conditions, the character of work, psychological support, self-fulfillment, and social relations. The results showed that the teachers were concerned about hospital school marginalization, they received no mental health support, and felt that the extent of their role was underestimated by medical staff. The lack of recognition is likely to make teachers feel frustrated, and demotivated. By learning more about what hospital teachers think of their work, it is possible to create recommendations for changes. There seems to be a need to raise awareness of the importance of schools in health care institutions.
Teaching Performance of Slovak Primary School Teachers: Top Motivation Factors
Author: Javorcíková, Jana
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Foreign Countries,Elementary School Students,Teacher Motivation,Faculty Development,Influences,Work Environment,Teacher Salaries,Leadership Styles,Gender Differences

Teaching is a specific type of profession with a specific mission. In this study, the motivation level of primary school teachers in Slovakia in the period from 2015 to 2020 was analyzed. A total of 1189 Slovak teachers with a stratified selection were addressed. Cronbach's Alpha, Tukey's HSD (honest significant difference), and ANOVA were used to analyze the data obtained. The research results confirm that Slovak teachers are motivated most by relationship and financial factors. Other important motivation factors are atmosphere in the workplace, a good work team, a supervisor's approach, a fair appraisal system, and a basic salary. The research also confirms that, over the duration of the study, there was a significant change in the average level of motivation factors; however, there was no change in their relative proportion and structure. In relation to gender, significant diachronic differences were confirmed. Research results prove that Slovak teachers have stable requirements in terms of motivation. This study's findings will further help school management create effective motivation programs for primary school teachers. Regarding the fact that no similar research has been conducted in Slovakia in a long time, the research results presented here are original and unique.
Triennial Evaluations: Divorcing the Means from the Ends
Author: Brigham, Frederick J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Students with Disabilities,Special Education,Student Evaluation,School Districts,Eligibility,Inclusion,Individualized Education Programs,Educational Needs,Educational Legislation,Equal Education,Federal Legislation,Decision Making

Confusion among stakeholders regarding some aspects of the special education process--chiefly the triennial reevaluation--leads to misapplication of rules across districts and states based on interpretations of informal lore-based reasoning. Local education agencies (LEA) can determine that no additional data are needed and advise parents to forego the evaluation. Too, often, families who fear losing special education services for their child will acquiesce and decline the evaluation. Although this may be appropriate for some students, for others it can be a highly questionable and counterproductive decision. We illustrated the ways that avoiding triennial evaluations could hamper the ability of the LEA to adequately foster the student's independence, monitor the student's disability condition, and set and reach the student's Individual Education Plans (IEP) goals. We argued that the major issue in decisions regarding triennial evaluations is centered on determining if a student is still eligible for special education services. This places too much attention on test-based eligibility and too little on educational needs, transition needs, and the instructional program. Triennial reevaluations should pivot from an &quot;eligibility&quot; focus to a &quot;needs&quot; focus, allowing schools and parents to gain a fresh understanding of the individual receiving the services. Failure to do so raises questions about the fidelity of assessment within the structure of special education service provision. Finally, we suggested that the motives underlying the practices for triennial evaluations illustrated here call the pragmatic acceptability of &quot;full inclusion&quot; into question.
The Development of the Competency of &quot;Cultural Awareness and Expressions&quot; Using Movie-Induced Tourism as a Didactic Resource
Author: Pérez García, Álvaro
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Tourism,Entrepreneurship,Films,Learning Motivation,Teaching Methods,Foreign Countries,Competency Based Education

Competence in &quot;Cultural awareness and expressions&quot; requires very stimulating activities for its development, and cinema can be used as an interesting enhancer of educational action. The educational potential of the so-called movie-induced tourism, which has increased in recent years thanks to the impact of major productions such as &quot;The Lord of the Rings,&quot; &quot;Star Wars&quot; or &quot;Game of Thrones,&quot; could bring extra motivation when developing any competency including the aforementioned one. This article aims to suggest some keys on film tourism as a didactic resource and how destinations might capitalize on it through entrepreneurship. In doing so, educational establishments located within film destinations can carry out projects in this sense to work on the competence of &quot;Cultural awareness and expressions&quot;. Thus, an example of didactic programming will be offered based on the creation of new tourist businesses to take advantage of &quot;Lord of the Rings&quot; saga filming in San Juan de Gaztelugatxe (Vizcaya, Basque Country, Spain).
An Environmental Education and Communication Project on Migratory Fishes and Fishing Communities
Author: Carvalho, Sara Costa
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Conservation (Environment),Marine Education,Oceanography,Ichthyology,Animal Husbandry,Animals,Biodiversity,Ecology,Social Media,Communication Strategies,Natural Resources,Knowledge Level,Prior Learning,Scientific Literacy,Informal Education,Foreign Countries,Middle School Students

This study aims at evaluating the environmental education (EE) and communication intervention for the valorization of migratory fish resources in an estuary of northern Portugal. The EE component intervention was implemented among Middle School pupils of that region. Students' knowledge was quantitatively evaluated with an experimental approach of pre-testing and post-testing, on the ocean and estuarine literacy (OEL) and biology of migratory species, such as sea lamprey. This study also analyzes the communication component developed via social media. Results of the EE component show an evident increment of OEL (p &lt; 0.05). It is also highlighted that students had previous knowledge on issues that are not covered in the curriculum. Social media has shown to be an effective communication tool mostly among the scientific community (e.g., Ethnobiology). The research has various implications to OEL since it brings a new perspective towards the integration of ocean literacy in formal education; as well as the valorization of Students' local ecological knowledge and of inter-generational dynamics. This study contributed to promoting local biodiversity, OEL, and participatory local governance of these ecosystems.