ethanporcaro/eric-fulltext-meta huggingface dataset:
Interdisciplinary, International Exploration to Strengthen Creativity, Giftedness and Leadership
Author: Ambrose, Don
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Gifted,Creativity,Leadership,21st Century Skills,Intellectual Disciplines,Knowledge Level,Thinking Skills,Talent Development,Civil Rights,Leadership Training,Ethics,Social Change,Visual Perception,Spatial Ability

Creativity, giftedness, and leadership are complex, important phenomena, especially in the threatening turbulence of 21st-century conditions; consequently, there is an increasing need to understand how to strengthen them. We can learn much about these phenomena from within the borders of specialized disciplines; however, they are too complex and multifaceted to fit within the walls of disciplinary silos. Interdisciplinary explorations can reveal theories and research findings that expand our knowledge bases about creativity, giftedness, and leadership. This analysis includes the rationale for engaging in interdisciplinary investigations for these purposes. It includes examples of the ways in which interdisciplinary thinking invigorates creativity and cognitive diversity; illuminates the benefits of visual--spatial gifts that strengthen the development of important talents in gifted students who can go on to become creative leaders; and shows how human rights can be strengthened by constraining economic and political corruption. It also describes the benefits of using interdisciplinary navigation through different levels of analysis, each of which includes a number of academic disciplines.
The Effect of School Tasks on Principals&apos; and Assistant Principals&apos; Leadership Self-Efficacy
Author: Jackson, Torri
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Assistant Principals,Instructional Leadership,Administrator Attitudes,Case Studies,Correlation,Self Efficacy,School Administration,Faculty Development,Self Concept Measures,Elementary Secondary Education,Administrator Role

The pressure to lead schools effectively while fulfilling instructional leadership and school management tasks could impact school administrators' perceptions of their leadership capabilities. The purpose of this quantitative, cross-sectional study was to identify the relationship between the varied tasks of school administrators as related to their leadership self-efficacy. Data were collected from 73 school administrators to ascertain leadership self-efficacy of principals and assistant principals based upon the completion of instructional leadership tasks and school management tasks. The major findings of the study indicated a positive, linear relationship between leadership self-efficacy and the instructional leadership tasks and school management tasks of school administrators. The practical application of this study provides insight into the types of tasks that impact the leadership self-efficacy of principals and assistant principals and could drive the professional learning of school administrators and the delegation of their tasks.
The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid
Author: von Kotzebue, Lena
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Teacher Competencies,Science Education,Preservice Teachers,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Measures (Individuals)

For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific operationalizations for this area are not yet available in a differentiated form. In this article, the framework for Digital Competencies for Teaching in Science Education (DiKoLAN), a subject-specific framework for pre-service science teachers, is introduced, on the one hand, and, on the other hand, first results of a self-assessment tool based on the framework are described. DiKoLAN defines competency areas highly specific to science, as well as more general competency areas that include aspects common to all subjects. Each competency area is described by competency expectations, which, in turn, are structured with reference to the four technology-related dimensions of the TPACK framework (i.e., Technological and Pedagogical Content Knowledge) and three levels of performance (Name, Describe, Use/Apply). Derived from DiKoLAN, a corresponding self-assessment instrument (DiKoLAN-Grid) was developed and empirically tested for the two competency areas, (n = 118) and Information Search and Evaluation (n = 90), in biology student teachers. By means of path models, tendencies regarding structural correlations of the four components Special Tools (TK), Content-specific Context (TCK), Methods and Digitality (TPK), and Teaching (TPACK) are presented for both competency areas and discussed, as well as in comparison to previously conducted, subject-unspecific surveys.
Systemic Response: Developing a Strategic Response to Support Young Men of Color during COVID-19 Pandemic
Author: Martinez, Eligio, Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Group Students,Males,COVID-19,Pandemics,College Students,Student Experience,Equal Education,Critical Theory,Race,Educational Change,Student Personnel Services,Strategic Planning,Program Development

The aim of this work is to provide insight into the California State University Young Men of Color Consortium (CSU YMOC), which was created to explore the unique challenges young men of color face during their postsecondary experiences, as well as advance effective approaches to better support them. Specifically, we focus on CSU Male Success Initiative programs and detail how campus partners worked collaboratively to support men of color during the previous academic year amid the COVID-19 pandemic. Given the ways that the ongoing COVID-19 pandemic disrupted education across the P-16 spectrum, the MSIs were positioned uniquely to support some of the challenges that students endured. Recent reports reveal that the pandemic has exacerbated a number of difficulties, both old and new(er), that men of color experience in their college years, from accessing and transitioning to matriculating and persisting in higher education. We provide an overview of the CSU YMOC Consortium and present details about one program element (Critical Conversations) we incorporated this year as a measure to be responsive to challenges brought on by the pandemic. Finally, partners at three institutions share reflections on how their MSI shifted their efforts to meet students' needs and provide support.
University Teacher Students&apos; Learning in Times of COVID-19
Author: Emmerichs, Lars
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,COVID-19,Pandemics,Distance Education,Self Concept,Pedagogical Content Knowledge,Foreign Countries,Teacher Education,Student Attitudes,Personality Measures,Instructional Effectiveness

At the beginning of the COVID-19 pandemic in spring 2020, school and university learning were abruptly switched to distance learning, coming along with psychological strains and various learning lags on the part of the students. These problems come to a head when focusing on university teacher students, since an expectable competence lag on their part, similarly arising from pandemic-caused distance learning in university teacher training, could affect their future teaching in schools, possibly then disadvantaging school students a second time. To determine changes of teacher students' self-concept of professional knowledge, we used data of a repeated cross-sectional survey carried out in a period from 2018 to 2021, including several comparable cohorts of overall N = 395 teacher students. This design allowed for splitting the participants in two groups relating to times before and after switching to distance learning. Our results show that the switch to distance learning goes hand in hand with lower scores on almost every dimension of teacher students' self-concept of professional knowledge, although, in parallel, their scores on variables such as openness to experiences, agreeableness, and conscientiousness increased significantly, indicating a certain degree of compliance with the new situation. Beyond that, we report on an evaluative survey among N = 84 teacher students carried out in July 2020, offering further insights into their situation during the first semester of distance learning. Its results primarily show which specific aspects of distance learning the students consider in need of improvement. On the other hand, it becomes clear that they experienced handicaps in various areas, accompanied by a significant decrease of their core self-evaluations when comparing them to a reference sample. Practical implications and recommendations that can be derived from these results are discussed.
University-Based Principal Preparation Programs in Texas in 2019: Where Is Special Education?
Author: Lê, Ann Hoa
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Special Education,Instructional Leadership,Students with Disabilities,Content Analysis,Course Content,Higher Education,State Standards

Most principal training programs in the United States focus very little on preparing aspiring instructional leaders to lead programs for students with disabilities. An examination of principal preparation programs and their SPED components is necessary at a time when standards have been revised and new certification exams have been constructed in Texas. To explore the presence of SPED topics in principal certification courses, we used a classical content analysis with a group of university-based principal preparation programs. Almost half of the universities in our study required 18 semester hours or fewer for principal certification, and none of these had course titles specific to SPED. Implications for supporting new principals in practice are provided.
Microaggressions and Psychosocial Adjustment among Greek University Students with Disabilities
Author: Andreou, Eleni
Date: 2021-00-00
Type: Journal Articles
Subjects: Aggression,Social Adjustment,Students with Disabilities,College Students,Stress Variables,Depression (Psychology),Self Esteem,Life Satisfaction,Correlation,Symptoms (Individual Disorders),Measures (Individuals),Foreign Countries

This study investigated differences in experiences of microaggressions between students with different characteristics (type, visibility, severity, and onset of impairment) and associations between the occurrence of microaggressions and specific psychological dimensions, such as stress, depression, self-esteem, and life satisfaction. It also examined how the afore-mentioned psychological factors and microaggressions contribute to students' adjustment to university. Eighty-nine (89) university students with disabilities (USwDs) completed a series of six questionnaires: the Ableist Microaggression Scale, the Center for Epidemiologic Studies Depression Scale, the Perceived Stress Scale (PSS), the Satisfaction with Life Scale, the Rosenberg Self-Esteem Scale, and the College Adaptation Questionnaire. University students with visual and mobility impairments reported higher levels of ableist microaggressions than those with medical/chronic conditions, while students with visible impairments seemed to experience more ableist microaggressions than their university peers with non-visible impairments. Microaggressive experiences were found to be associated with increased levels of depression and stress as well as having negative consequences for disabled students' self-esteem and life satisfaction. Students' overall adaptation to university was predicted by a high level of life satisfaction, low level of depression, and limited experience of microaggressions related to otherization. The results are discussed in terms of their implications for USwDs' adjustment.
&apos;Noticing&apos; Examples Presented in Primary Mathematics Textbooks
Author: Tope, Clare
Date: 2021-00-00
Type: Journal Articles
Subjects: Observation,Demonstrations (Educational),Elementary School Mathematics,Textbooks,Mathematics Materials,Elementary School Teachers,Beginning Teachers,Mathematics Instruction

There is broad agreement that the choice of mathematical examples is central to the teaching of mathematics and that a teacher's choice of examples may either facilitate or impede learners' understanding. From this starting point it can be deduced that programmes of instruction for teachers should include the study of mathematical examples. However, there is much to learn about the kind of professional development that might support beginner teachers in the careful choice of examples. This paper presents a case study of a group of sixteen students on a one-year Primary PGCE (5-11) programme who met each month over the first six months of their course to consider example sets. The research events explored how student responses to examples presented in textbooks changed over time. The outcomes of this study suggest that over time students noticed more about opportunities for generalisation and progression in the mathematical constructs explored in the example sets. Students also noted many of the pedagogical concerns associated with textbook use. The outcomes of this study lead to the recommendation that programmes of instruction include explicit opportunities for beginner teachers to generate, explore and reflect upon examples for real or hypothetical classroom situations.
Gender Digital Divide and Education in Latin America: A Literature Review
Author: Ancheta-Arrabal, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Sex Fairness,Equal Education,Technological Literacy,Information Technology,Foreign Countries,Educational Research

Gender equity in education is one of the main targets for social justice and sustainable development. This literature review, from a gender approach, was conducted to understand how the gender digital divide (GDD) in information and communication technologies (ICT) and education are related in Latin American countries. A total of 28 articles have been analyzed as a satisfactory sample of the scientific literature to examine how this relation is explored and its influence, to acknowledge political stakeholders, as well as provide information and proposals to address the digital gender divide in education research in this region. The results show the need to develop research from the pedagogical and gender perspectives in Latin America, since they are not represented within an obvious problem.
&apos;Singing from the Same Hymn-Sheet&apos;: Exploring School-Based Mentors&apos; Perceptions of the Role of HEI Subject Tutors in ITE Partnerships Partnerships
Author: Crooks, Victoria
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mentors,Teacher Education Programs,College School Cooperation,History Instruction,Teacher Attitudes,Secondary School Teachers,Teacher Role,Partnerships in Education,Foreign Countries,Expertise,Teacher Educators

Following a decade of shift towards more school-led or school-centred initial teacher training it is time to assess the impact of this change on the roles of mentors and tutors in university based initial teacher education (ITE) partnerships. This paper therefore elicited the perceptions of school-based mentors' contributions to the education of training teachers when working with a higher education institution (HEI) ITE partnership. During 2018/19, school-based secondary history mentors working with three university providers offering Postgraduate Certificate in Education (PGCE) and School Direct (SD) with Qualified Teacher Status (QTS) qualifications, were asked how they perceived the expertise brought to the role of teacher-educator when working in partnership with a university subject-tutor. Many school-based mentors involved in the study worked with a variety of training providers and routes, and university subject-tutors and school-based mentors were understood to have purposeful roles to play, bringing distinct and complementary expertise to a collaborative ITE partnership. The study identifies advantages in HEI ITE partnerships that could be lost if an understanding of the distinct contributions of the school-based mentor and university subject-tutor are not recognised. It offers suggestions as to how these advantages might be maximised to strengthen the quality of subject-specific mentoring in these partnership contexts.
Self-Regulation in E-Learning Environment
Author: Bylieva, Daria
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Management,Electronic Learning,Online Courses,COVID-19,Pandemics,Higher Education,Self Efficacy,Goal Orientation,Time Management,Learning Strategies,Correlation,Graduate Students,Undergraduate Students,Foreign Countries

The COVID-19 pandemic has contributed to the accelerated spread of e-learning around the world. In e-learning, self-regulation becomes more relevant than ever. Reducing the influence of traditional features of the face-to-face learning environment and increasing the impact of the e-environment place high demands on students' self-regulation. The author's self-regulation e-learning model emphasizes the position of e-learning at the intersection of the electronic environment and the learning environment. We observe a collision of the concepts of these two environments. The Internet is a more common environment that provokes the use of unacceptable tools and hints, which is a logical consequence of such behavior to pass the test, and not to gain knowledge. Therefore, the most important thing is that students have their own goals and strategies, and use the large resources of the electronic environment for development, and not for cheating. The authors conducted a survey (N = 767), which showed that students rate their self-efficacy of online learning higher in the e-environment than in the offline learning environment. Self-regulation indicators are the highest in the field of environment, and the lowest when setting goals and in time management.
Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19
Author: Scott, Jesse
Date: 2021-00-00
Type: Journal Articles
Subjects: Trauma,Early Experience,Children,Adolescents,COVID-19,Pandemics,Educational Research,Educational Strategies,Educational Environment,Social Emotional Learning,Security (Psychology),At Risk Students,Disadvantaged Youth

The precarious circumstances associated with the COVID-19 pandemic have raised important questions concerning the potential impact on child and adolescent development. For instance, how might this disruption influence social and emotional learning (SEL) and affect adverse childhood experiences (ACEs)? Moreover, what protective practices may be put in place to mitigate risks? The purpose of this critical review is to engage with these questions. Relevant research findings published before and during pandemic contexts are presented. Connections between SEL, ACEs and past social disruptions are substantiated in the literature. Additionally, preliminary evidence has elucidated variables associated with ACEs and SEL concerns during the pandemic. For instance, research suggests that students from socially disadvantaged positions may be disproportionately impacted by these issues. Actionable trauma-informed recommendations for educators are discussed, including creating safe school environments and adopting a strength-based perspective.
The Self-Efficacy and Confidence of Initial Teacher Education (ITE) Students in Understanding the Learning Needs of Children with Autism: Findings from a Focus Group Discussion
Author: Webb, Penny
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Self Efficacy,Self Esteem,Students with Disabilities,Preservice Teachers,Student Attitudes,Teacher Role,Teacher Student Relationship,Emotional Response,Student Needs,Foreign Countries

This research explored influences on self-efficacy and confidence for ITE students when teaching children with autism. Self-efficacy, defined by Bandura (1997), is a person's perception of their capacity to carry out a course of action which will enable their attainment. The language of confidence was adopted when considering how ITE students experience self-efficacy. Qualitative data from interviews and a focus group discussion were analysed adopting an interpretative approach. Initial thematic analysis revealed the perceived importance of first-hand experience to develop knowledge and confidence, echoing Bandura's (2006) argument that self-efficacy is developed through mastery experiences. The interrelated influence of emotional competency was also identified as pervading the discourse (Bunaiasu, 2018). Interpretative analysis of the group discussion identified an increase in the perceived confidence of participants. Findings therefore support Bandura's claim that talking develops self-efficacy and confidence through vicarious and persuasive experiences (Bandura, 1997). The vicarious experience enabled through the focus group appears to have supported emotional competence. Consequently, confidence and self-efficacy appear to have increased, when reflecting on teaching children with autism. Further research is needed to explore whether such experiences in focus group discussion can potentially inform pedagogical approaches to develop self-efficacy, confidence and emotional competence.
The Use of Audio-Visual Lecture Capture Technology as a Means of Facilitating Reflective Practice
Author: Baker, Lewis A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Audiovisual Aids,Lecture Method,Technology Integration,Transitional Programs,College Faculty,Reflective Teaching,Questioning Techniques,Foreign Countries

A mixed-method of questionnaires and analysis of audio-visual recordings are used to contextualise one's use of lecture capture technology on a Foundation Year provision at a higher education institute. The researcher's use of lecture capture technology appears to mirror many aspects of its use amongst colleagues, including the method used and the frequency it is employed. The researcher's existing lectured captured content is analysed against common Bloom taxonomy verbs to gain quantitative insight into how questioning is used in lecture sessions. Several assumptions and preconceptions surrounding the number of questions, the cognitive difficulty, and the distribution of verbs in questions posed to students are found to be unsubstantiated. Such reflections lead to several practical changes to improve engagement and cognitive demand for students in lectures, ultimately, aiding student transitions to further levels of study. This work provides an impetus and scaffold for reflecting on one's practice using lecture capture technology and a clear case is made for the value of data contained in existing lecture captured content.