ethanporcaro/eric-fulltext-meta huggingface dataset:
Will Academic Library Publishing Break OER? A Diffusion of Innovations Study
Author: Essmiller, Kathy
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Libraries,Publishing Industry,Open Educational Resources,Higher Education,Library Role,Librarians

Academic libraries are among the organizations advocating for open educational resources (OER), often playing a key campus role in education, advocacy, and support of their creation and publication. Publication of OER resonates with the role of the academic library. Because &quot;incongruence in perceptions&quot; (Chtena 2019: 24) can cause difficulties and unforeseen challenges with implementation and use of OER, organizations involved in OER initiatives need familiarity with how OER and organizational values align. The goal of this exploration was to investigate how academic libraries enact academic library publishing programs and the ramification that has in the diffusion process of OER in higher education. Data collected in this single case study research project was analyzed through the lens of Diffusion of Innovations Theory. The findings from the study suggest that, if academic libraries are to enact the creation and publication of OER in ways appropriate to their conception, those involved will need to be intentional about ensuring enactment of the values foundational to OER. Future suggested research includes a multiple-case study comparative research study looking at academic library publication of OER, exploration of how opinion leaders and attributes of innovations impact academic library publication of OER, and investigation into the impact of organizational structure on the diffusion of OER creation and publication.
Remote Use of &quot;Individual Growth and Development Indicators&quot; (IGDIs) for Infants and Toddlers
Author: Greenwood, Charles R.
Date: 2022-06-00
Type: Journal Articles
Subjects: Screening Tests,Progress Monitoring,Infants,Toddlers,COVID-19,Pandemics,Early Intervention,Videoconferencing,Child Development,Scores,Evaluation Methods,Computer Assisted Testing,Parent Attitudes,Developmental Disabilities,Intellectual Disability

Universal screening and progress monitoring are evidence-based practices in early intervention/early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability. Prior to the COVID-19 pandemic, IGDIs were administered and scored exclusively in person by certified early educators. Because of COVID-19, EI/ECSE practitioners could no longer conduct in-person assessments. We report how two early intervention programs implemented IGDIs using remote protocols that included (a) preparation of parents for IGDI administration at home, (b) session observation by program staff using videoconferencing, and (c) remote coding of the child's performance by program staff when interacting with a parent/caregiver play partner using the standard toy set. The remote protocols are described, and uptake by the programs is compared before and during the pandemic. Equivalence of children's scores from in-person versus remote protocols is reported, as well as caregivers' and program staff's preferences. Implications for remote early childhood services are discussed.
Effects of BEST in CLASS--Web on Teacher Outcomes: A Preliminary Investigation
Author: Conroy, Maureen A.
Date: 2022-06-00
Type: Journal Articles
Subjects: Teaching Methods,Program Effectiveness,Faculty Development,Electronic Learning,Early Childhood Teachers,Self Efficacy,Educational Quality,Coaching (Performance),Classroom Environment,Fidelity

This study examined the effects of the BEST in CLASS intervention professional development component when delivered online in comparison with in person and a control group. A total of 29 early childhood teachers serving young children demonstrating challenging behaviors were included as participants. Data were collected on teachers' classroom quality, self-efficacy, implementation of the BEST in CLASS practices, acceptability of the intervention, and costs of delivery. Positive outcomes on several dimensions of classroom quality were found for the BEST in CLASS--Web condition when compared with the BEST in CLASS and control conditions. Alternatively, teachers' sense of self-efficacy was greater when BEST in CLASS was delivered in person when compared with teachers who received online delivery or those in the control condition. Finally, teachers in both treatment conditions increased their use of the practices in comparison with control teachers. Teachers in both treatment conditions rated BEST in CLASS with high levels of acceptability. Implications and future research directions are discussed.
Strategy Uptake in Writing Pal: Adaptive Feedback and Instruction
Author: Butterfuss, Reese
Date: 2022-06-00
Type: Journal Articles
Subjects: High School Students,Writing Evaluation,Writing Instruction,Feedback (Response),Intelligent Tutoring Systems,Essays,Automation,Writing Strategies,Reading Tests

The present study examined the extent to which adaptive feedback and just-in-time writing strategy instruction improved the quality of high school students' persuasive essays in the context of the Writing Pal (W-Pal). W-Pal is a technology-based writing tool that integrates automated writing evaluation into an intelligent tutoring system. Students wrote a pretest essay, engaged with W-Pal's adaptive instruction over the course of four training sessions, and then completed a posttest essay. For each training session, W-Pal differentiated strategy instruction for each student based on specific weaknesses in the initial training essays prior to providing the opportunity to revise. The results indicated that essay quality improved overall from pretest to posttest with respect to holistic quality, as well as several specific dimensions of essay quality, particularly for students with lower literacy skills. Moreover, students' scores on some of the training essays improved from the initial to revised version on the dimensions of essay quality that were targeted by instruction, whereas scores did not improve on the dimensions that were not targeted by instruction. Overall, the results suggest that W-Pal's adaptive strategy instruction can improve the quality of students' essays overall, as well as more specific dimensions of essay quality. [For the corresponding grantee submission, see ED619500.]
Participation of Students with Intellectual Disability in Community-Based Work Experiences: A Scoping Review
Author: Rooney-Kron, Magen
Date: 2022-06-00
Type: Journal Articles
Subjects: Intellectual Disability,Student Participation,Work Experience Programs,Research Reports,Correlation,Outcomes of Education,Student Characteristics,Work Experience,Institutional Characteristics,Expectation,Teacher Attitudes,Parent Attitudes,Student Attitudes,Educational Benefits

The purpose of this scoping review was to examine the literature about the participation of students with intellectual disability in community-based work experiences (CBWEs). We analyzed 54 original research articles written in English, conducted in the United States, and published between 1975 and 2020 in peer-reviewed journals. We identified study characteristics (e.g., research design, participants, data sources, and CBWEs) and the focus of each study. Studies focused on five areas: descriptions of student participation in CBWEs, correlates of student participation in CBWEs, relations between student participation in CBWEs and post-CBWEs outcomes, descriptions of transition programs that include CBWEs, and descriptions of stakeholders' perceptions of student participation in CBWEs. Implications for how teachers plan CBWEs and how researchers can address gaps in the literature are discussed.
How Do Peers Benefit from Peer-Mediated Interventions? Examining Impact within Secondary and Postsecondary Programs
Author: Travers, Hilary E.
Date: 2022-06-00
Type: Journal Articles
Subjects: Peer Teaching,Intellectual Disability,Students with Disabilities,Developmental Disabilities,Student Attitudes,Secondary School Students,College Students,Program Effectiveness,Peer Influence,Inclusion,Student Characteristics,Attitude Change

Peer-mediated interventions (PMIs) are evidence-based practices that improve outcomes for students with intellectual and developmental disabilities (IDD). Determining whether peers also benefit substantively from their involvement in these widely used practices is key to establishing the reciprocity of PMIs. This study examined the breadth and depth of ways that peers perceive they are impacted by their experiences in PMIs and the factors that shape this impact. More than 250 secondary and postsecondary peers completed the &quot;Peer-Mediated Impact Survey for Peers&quot; (&quot;PMIS:P&quot;). Peers reported being impacted in multiple positive ways clustered within seven thematic areas: rewarding impact, advocacy impact, changes in views, future impact, social impact, skill and intrapersonal development, and self-worth impact. Several factors were associated with variations in peer impact, including having supported at least one student with autism, supported at least one student who was nonverbal, prior familiarity with a student, received ongoing support from an educator or other school staff, and more time spent together. We provide recommendations for research and practice aimed at addressing the myriad benefits of involving peers in PMIs.
Chronic and Acute Disruptions in Higher Education: A Case Study of Malaysia
Author: Wan, Chang Da
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Higher Education,College Curriculum,Curriculum Development,COVID-19,Pandemics,Curriculum Design,Curriculum Implementation,Distance Education,Electronic Learning,Online Courses,Employment Potential,Neoliberalism,Outcome Based Education

Disruptions have direct implications on the curriculum of higher education. Some disruptions are more subtle yet chronic such as longer-term impact from ideological changes to the national agenda and societal values relating to the purpose of higher education. There are also disruptive events such as the recent coronavirus disease 2019 (COVID-19) pandemic. The combined challenges due to these disruptors have impacted the curriculum and adaptations in Malaysian higher learning institutions (HLIs). This paper aims to analyse the impact of chronic and acute disruptors on the university curriculum in Malaysian higher education. Our findings from semi-structured interviews with academics and focus group discussions with students suggest that while HLIs demonstrated rapid reactions to acute needs in the case of COVID-19 restrictions, the existing structural frameworks for curriculum design and implementation provide limited flexibility in longer-term adaptation to both acute and chronic disruptions. A series of questions are posed for various stakeholders to consider in navigating these disruptions in higher education.
International Students in Japanese National Universities: Their Motivations, Experiences and Outcomes
Author: Huang, Futao
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Educational Experience,Barriers,Student Attitudes,Educational Benefits,Individual Development,Decision Making,College Choice,Student Motivation,Cultural Influences,Economic Factors,Cultural Awareness,Professional Development,Employment Opportunities,Foreign Countries,Study Abroad

Given the criticism of the institutional practices of Japan's higher education institutions on international students' learning experiences, the study attempts to investigate why international students still chose to study at Japanese universities and whether they benefited from this experience. It also explores whether they benefit from this experience by focusing on their motivations, learning experiences, and outcomes of studying in Japan. Through semi-structured interviews with 12 international students who studied in two different national universities, the research findings illustrate that: firstly, international students' decision-making of studying abroad was a complex process involving their host environments and various considerations, including academic, cultural, and financial factors; secondly, despite numerous barriers encountered by international students, they were supported well in various aspects, and finally, they believed that they benefited significantly in four key domains, including personal growth, cultural enrichment, professional development, and better career opportunities. Theoretical and practical implications are also provided for researchers, administrators, and policies makers.
Pedagogical Implications of Stance-Taking and Identity Construction in Lecturer-Student Interaction
Author: Delli, Rami Maher
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Discourse Analysis,Graduate Students,College Faculty,Self Concept,Professional Identity,Masters Theses,Doctoral Dissertations,Teacher Attitudes,Student Attitudes,Mentors,Specialists,Academic Achievement,Supervisor Supervisee Relationship,Classroom Communication,Linguistics,Foreign Countries

During a consultation at the postgraduate level, interactions between lecturer and student are essential in completing a thesis or dissertation. In most interactions, both speakers tend to construct their identities with their stance. Consequently, this paper examines how the postgraduate lecturers and students take a stance and construct their identities in lecturer-student interaction. Moreover, it explores the pedagogical implications of conversational stance and identity construction. This study combined the Stance Triangle and Stance Marker as a theoretical framework to analyze the construction of identity between lecturers and students and employed conversation analysis as an approach in the data analysis. Ten conversations between lecturer and postgraduate students during consultations were examined. The findings of the study reveal that attitudinal, deontic, epistemic, and textual stance markers are frequently used and linked to how they construct their identities. Results further show that lecturers position themselves as mentors, experts, counselors, and leaders, while the students position themselves as mentees, non-experts, counselees, and followers. Such diverse identities may impact the lecturer-student relationship and students' academic performance. In addition, it provides opportunities for lecturers to enhance their supervisory skills and strategies and develop better classroom interaction.
The Missing Pedagogical Link for Malaysian Environmental Citizenship: An Emerging Model of Interconnectedness of Knowledge Domains and Values Mediation
Author: Daniela, Esther Gnanamalar Sarojini
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Education,Citizenship,National Surveys,Foreign Countries,Knowledge Level,Sustainable Development,Self Evaluation (Individuals),Correlation,Educational Policy,Behavior Change,Web Sites,International Organizations,Student Attitudes,Gender Differences,Attitudes,Item Analysis,Environment,Industry,Cultural Influences,Social Values,Educational Needs,Interdisciplinary Approach

In Malaysian education, an approach to inculcate Environmental Citizenship (EC) comprising positive attitudes and pro-environmental behaviour is to try and improve Sustainable Development (SD) awareness based upon knowledge of the environment, social, cultural, and economic domains. However, will the increase of knowledge of these domains suffice for enhancing EC? The paper discusses a 2019-2020 nationwide survey conducted to determine the EC status and SD awareness. The study had 1976 respondents, and statistical analysis revealed that the overall self-perceived EC and SD awareness levels were high among Malaysians. However, correlational analysis between the EC and the SD knowledge component domains revealed low associations indicating a lack of interconnectedness between the domains. Environmental values, investigated as an exploratory variable in the study, appeared to have a mediating role between the EC and SD awareness component domains. Further analysis using PLS-SEM software revealed that values did play a mediating role. Based on these findings, the paper argues for an emerging model for a missing pedagogical link in transforming Malaysian EC through SD awareness education for pro-environmental behaviour. Implications for an education policy are discussed.
Special Educators&apos; Experiences of Interpersonal Interactions While Serving Students with Emotional/Behavioral Disorders
Author: Bettini, Elizabeth
Date: 2022-04-00
Type: Journal Articles
Subjects: Special Education Teachers,Students with Disabilities,Interaction,Emotional Disturbances,Behavior Disorders,Self Contained Classrooms,Inclusion,Student Needs,Teacher Attitudes,Teacher Collaboration,Alignment (Education),Teacher Role,Elementary School Teachers,Elementary School Students,Paraprofessional School Personnel,Administrator Role,Time Management,Educational Resources,Advocacy

Students with emotional/behavioral disorders are increasingly included in general education settings, requiring their special educators to coordinate with other educators. Yet, research provides limited insights into their interactions with other educators. Thus, we qualitatively examined how special educators experienced and navigated interactions with other educators when serving students with emotional/behavioral disabilities in self-contained classes that were actively moving students into more inclusive placements. Participants emphasized that their work was interdependent with others; they relied on others for work essential to meeting students' needs. They shared that interactions were shaped by conceptions of students' needs, the division of responsibilities, and resources. They experienced interactions on a continuum from alignment to misalignment; when experiencing alignment, they felt supported to meet student needs, whereas they felt misalignment challenged those efforts. Participants described using varied strategies to promote alignment. Results have implications for coordinating teachers' efforts to serve students with emotional/behavioral disabilities. [For the corresponding grantee submission, see ED614959.]
Elementary Classroom Vocabulary Experiences
Author: Wanzek, Jeanne
Date: 2022-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Grade 2,Academic Language,Language Usage,Socioeconomic Background,Predictor Variables,Vocabulary Development,Receptive Language,Low Income Students

This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers' vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from higher socioeconomic backgrounds used more academic words. Class vocabulary level significantly predicted the proportion of academic word use and the proportion of grade-level vocabulary use. Once class vocabulary level was accounted for, the percentage of students on free or reduced-price lunch was no longer predictive. However, some classes of students may be at a disadvantage in their exposure to academic and grade-level vocabulary words given that school is the most likely place for many students to be exposed to these curriculum words.
Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness
Author: Nerantzi, Chrissi
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,COVID-19,Pandemics,Cooperation,Creativity,Doctoral Students,Open Education,Social Networks,Teacher Student Relationship

We educators may have been obsessed with perfection, expertise, polished experiences and performances too much for too long. Where is the human? Ironed out? This provocative opinion paper is a collection of the authors' reflections based on experiences, observations, ideas and readings. We invite educators to consider and explore what may help them (re-) connect with their inner selves and others socially, emotionally and cognitively in the context of learning and teaching in HE during the COVID-19 pandemic and beyond. With reference to a collaborative creative initiative that was implemented under the auspices of the Global OER Graduate Network, the paper aims to instigate a discussion around the importance of building and sustaining effective relationships in HE. These are perceived as the drivers that potentially boost participation and student success using collaboration, creativity and openness. Working in partnership with students, recognising and accepting individuality as well as creating opportunities for connection can support the operationalisation of these reflections in practice.
Use of Current Events in Teacher Education
Author: Öztürk, Talip
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Current Events,Social Studies,Elementary School Curriculum,Educational Benefits

The aim of the research is to investigate preservice teachers' views about the inclusion of current events into teaching plans in the social studies teaching course included in an undergraduate elementary education program. The participants of the study were 53 preservice teachers in the social studies teaching course in the third year of the elementary education program. As a data collection tool, the opinion form about current events with nine open-ended questions was used. The study demonstrated that some preservice teachers who had not used current events before, thought the use of current events was beneficial in many areas from skill development to awareness development, and that appropriate topics included political, social, and economic topics, historical and military developments. The results showed that the most appropriate level for the use of current events is third and fourth grade, and the participants considered addressing current events at the beginning of lessons. The study also demonstrated the importance of the use of current events in teacher education for raising active democratic citizens.
Lessons Learned from Child Protection Rights in Religion Paradigm and National Law
Author: Nurjanah, Siti
Date: 2022-00-00
Type: Journal Articles
Subjects: Childrens Rights,Child Safety,Laws,Civil Rights,Access to Education,Compulsory Education,Islam,Religious Factors,Court Litigation,Parent Child Relationship,Decision Making,Moral Values,Social Values,National Curriculum,Futures (of Society),Foreign Countries

This study aims to provide learning about child protection as one of the most important human rights in the world paradigm of Islam and national law in Indonesia. The research method using legal studies refers to religious provisions and statutory regulations. The focus of this research is on obtaining protection from human rights violations and the right to 12-year compulsory education. The findings reveal two main topics. First, the Islamic religious paradigm views child protection as a child's human right who has a noble position, God's mandate for parents, and a form of piety to God. Second, national law makes children's human rights in care for life, education, and the responsibility of both parents based on court decisions. The conclusion is that child protection in the paradigm of religion and national law is a form of responsibility, has educational rules, and legal provisions that are inextricably linked to the elements of human rights. The expected implication is that the government includes values about child protection in the national education curriculum to provide lessons about the importance of children's human rights to create a better future generation.