ethanporcaro/eric-fulltext-meta huggingface dataset:
Changing Worlds, Changing Classrooms: Satellite Children and Their Teachers in the Transnational Era
Author: Wu, Ming-Hsuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Multilingualism,Culturally Relevant Education,Decision Making,Foreign Countries,Immigrants,Chinese Americans,Parent Child Relationship,Employment,Child Rearing,Working Hours,Working Class,Grandparents,Family Relationship,Elementary School Teachers,Infants,Elementary School Students,Emotional Adjustment,Acculturation,Teacher Characteristics,Bilingual Education,Metropolitan Areas

The challenges for immigrants in the US and Canada include the difficulties of making a living while raising their children. Due to the high cost of living and childcare in cities, along with the realities of low paying jobs and long working hours among many working-class immigrants, growing numbers of families send their infant children to their countries of origin to be raised by relatives for a few years. When the children reach school age, they are returned to their parents in the US. Prior research has focused on immigrant parents' decision-making rationale and their reports of adjustments that children went through. Informed by a critical theoretical framework and culturally sustaining pedagogy, this paper investigates elementary school teachers' understandings of the transnational experiences of their Chinese &quot;satellite children.&quot; Interview data from a qualitative study at an East Coast urban school serving a growing Chinese community, where this transnational practice is the norm, reveal challenges and opportunities that the return of these children presents for their parents, their teachers, and for the children themselves. We argue that a culturally sustaining approach is critically needed to better serve this community and student population.
Using the Cosmic Curriculum of Dr. Montessori toward the Development of a Place-Based Indigenous Science Program
Author: Schonleber, Nanette S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Montessori Method,Place Based Education,Science Instruction,Malayo Polynesian Languages,Hawaiians,Culturally Relevant Education,Program Effectiveness,Science Curriculum,Immersion Programs,Elementary Secondary Education,Language Maintenance,Cultural Maintenance,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Teaching Methods

Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K-6 educators used Maria Montessori's Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC educators. Five key themes emerged: (a) the notion of creation as interconnected and relational, (b) an epistemological similarity regarding how people learn, (c) using timelines as organizing cognitive structures, (d) a focus on the natural sciences, and (e) the use of storytelling and key lessons to engage students. Participants stated that they felt successful in creating science curriculum and teaching the sciences as they adapted the above aspects of Dr. Montessori's Cosmic Curriculum. Future research should be conducted to discover if her Cosmic Curriculum can be adapted for use in other types of non-Montessori program and whether this kind of science program could encourage students to choose the sciences as a career choice.
Montessori Education: Teacher Perceptions of Challenges in Transitioning to Virtual Instruction
Author: Scott, Catherine M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Method,Teacher Attitudes,Barriers,Educational Change,Web Based Instruction,Distance Education,COVID-19,Pandemics,Elementary School Teachers,Resilience (Psychology),Teacher Student Relationship,Accountability,Environmental Influences,Student Attitudes

In 2020, Montessori teachers and families across the world had to adjust as schools were closed because of the rapid onset of the COVID-19 pandemic. Those working in the Montessori classroom, which typically favors a hands-on approach and limited use of technology, had to devise new ways to engage with students in the virtual-learning environment. How do teachers perceive that the transition to online learning affected their instruction? This descriptive case study examined the ways in which a school's Lower and Upper Elementary Montessori teachers adjusted their instruction to meet student needs online, as well as the benefits and challenges that the teachers felt they and the students experienced as a result.
Challenges in Translating Indonesian Reduplication into English
Author: Puspani, Ida Ayu Made
Date: 2021-00-00
Type: Journal Articles
Subjects: Translation,English (Second Language),Language Processing,Second Languages,Semantics,Indonesian,Verbs,Nouns,Language Usage,Computational Linguistics

The articles reflect how reduplication matters in the process of transferring meaning from the source language into the closest equivalent meaning in the target language. Indonesian reduplications are varied in their types and meaning that cover reduplications of verbs, nouns and adjectives and each has its own function such to indicate plurality in reduplicated noun, to indicate repeated action, to convey intensity, to emphasize or to form other meaning from the root. This study aims at investigating the types of Indonesian reduplication and the types of translation procedures applied in retaining the meaning of Indonesian reduplication into English as the target language. Descriptive translation study is applied as it provides a method for the description of language use in translation in the form of parallel corpora. The results show that the types of Indonesian reduplication are: full reduplication, partial reduplication and reduplication (stem and affix), and the translation procedures found are couplet, equivalent, modulation, and synonymy. This study gives the implication that in translating Indonesian reduplication into English; the translator should fully comprehend the meaning of the reduplicated word in the source language before defining its equivalent in the target language in order not to distort the meaning being expressed in the source language when it is transferred into the target language.
A Survey of Faculty Perceptions of Community College Career and Technical Education
Author: Gauthier, Thomas
Date: 2021-12-00
Type: Journal Articles
Subjects: College Faculty,Community Colleges,Vocational Education,Teacher Attitudes,Program Effectiveness,Social Emotional Learning,Problem Solving,Cognitive Processes,College Credits,Holistic Approach,Social Bias,Job Skills,Teacher Characteristics,Role of Education,Soft Skills

Community colleges are the leaders in facilitating career and technical education (CTE), and faculty help develop program offerings on campus. This study explored faculty perceptions of community college CTE programs using the survey research method. Participants included 36 faculty members from various disciplines from 15 state colleges in Florida. Participants were sent a digital survey and asked to use a scale from 0 (do not agree) to 8 (agree) to score their agreement level with 43 statements of opinion. Data revealed that community college faculty perceive CTE as beneficial, but CTE programs must include the habits of mind and support students' social and emotional development. The findings also indicated that CTE programs should be credit-bearing and offer students a holistic education. Implications of the study are concerned with community college development and implementation of CTE programs such that these programs must include industry-required competencies to prepare students for work. However, they must also offer students an equitable education to promote life-long learning, sustainable employability, and growth.
Designing the Montessori Coaching Tool Elementary Rubric for Early-Career Professional Development
Author: Murray, Angela K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Method,Coaching (Performance),Scoring Rubrics,Elementary School Teachers,Beginning Teachers,Faculty Development,Reflection,Validity,Test Construction

Becoming a competent Montessori Elementary guide is a complex process, so we are developing the Montessori Coaching Tool Elementary (MCT-EL) rubric to describe teaching-practice expectations for self-reflection and formative feedback during the critical early period in a teacher's development. The purpose of this article is to share results from a small-scale, online survey collecting both qualitative and quantitative feedback on the rubric from experienced Montessori Elementary teacher educators. The rubric's content was based on Maria Montessori's writings and well-documented Montessori practices, which we translated to specific teacher behaviors and developmental progressions. We wanted to gauge the MCT-EL rubric's usefulness and appropriateness from the perspective of experts who have significant depth of experience mentoring new teachers. The rubric was not developed to be used for performance evaluation, promotion, or retention but rather for early-career Montessori teachers' self-reflection. It provides a framework for coaching conversations between the early-career Montessori teacher and a Montessori mentor. Results from the study identified overall support for use of the MCT-EL rubric with developing teachers, along with specific recommendations for revisions, additions, and deletions. Using a thorough review of the data, we developed a refined MCT-EL rubric, which is provided in Appendix B and is available for use by interested practitioners in the field.
Developing a Structured OJT Program: The Case of a Small Manufacturing Company in a Rural Region
Author: Dixon, Raymond A.
Date: 2021-12-00
Type: Journal Articles
Subjects: Manufacturing,Rural Areas,High School Students,Technical Education,Vocational Education,Case Studies,Talent Development,Corporations,Job Training,Skilled Workers,Partnerships in Education,School Business Relationship,On the Job Training,Small Businesses

This study explored the process followed by a small manufacturing company in a rural area to implement a planned training program to develop the technical skills of its engineering/production workers as the company expands its operation. A case study design was used. Data was collected over an eight-month period by the examination of documents, direct observation, and interview. Findings indicate the process followed were consistent with elements of the Talent Development Architecture. The growth of the company presents learning opportunities for both the owner and his management team. The job analysis provided inputs to implement a planned training program and to develop documents to support talent development. To maintain a pipeline of skilled entry-level workers, partnership needs to be built with the high school CTE program.
Engaging Students with Questions: Attitudes towards Using Student Response Systems in Higher Education
Author: Kozak-Çakir, Meryem Aysegül
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Questioning Techniques,Audience Response Systems,College Students,Large Group Instruction,Literature Reviews,Student Attitudes

The purpose of this review paper is to shed light on the impact of student response systems on students' academic engagement in large lectures within the higher education level. 40 highly relevant studies obtained from a meticulous literature search by mainly using student response system and student academic engagement as keywords. Studies were reviewed based on publication year, context, main focus of the study, participants, and the results of the study. Review results show that research studies with student response system and student engagement has a decreasing trend in recent years, conducted mainly with the quantitative approach, predominantly conducted with the participants from the first year of college. Their results showed that student response systems in large lectures help students to increase their academic engagement with the course work, improve their academic achievement, motivation and satisfaction from the course. Additionally, use of student response systems increased student metacognitive awareness with the course content and encouraged in-class discussions among students. Further research studies are needed with student academic engagement focus and use of student response systems with national and international contexts.
A Public Health Approach to Understanding the Mental Health Needs of College Students with Disabilities: Results from a National Survey
Author: Aguilar, Olenka
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Mental Health,College Students,Health Needs,Public Health,Incidence,Help Seeking,Symptoms (Individual Disorders),Access to Health Care,Barriers,Student Needs,Depression (Psychology),Anxiety,Suicide,Psychological Patterns

Students with disabilities are a growing population on college and university campuses across the United States. Despite this, the mental health status and service utilization of students with disabilities remain largely understudied. From a public health perspective, large-scale research is needed to understand the mental and behavioral health needs of these students and inform evidence-based intervention and prevention efforts. The purpose of this study was to estimate the prevalence of mental health symptoms and rates of mental health help-seeking in a national sample of college students with disabilities (N=6,382) and to compare these outcomes to a national sample of students without registered disabilities (N=86,966). The large and diverse sample drawn from 60 campuses provides a valuable opportunity to explore mental health variations within the population of students with disabilities. Results demonstrate that students with disabilities have significantly higher prevalence rates of mental health problems and are more likely to utilize mental health services compared to students without disabilities. Overall, students with disabilities report finances and a lack of convenience as the main reasons for accessing fewer counseling sessions. The findings of this population-level analysis can provide insight into the mental and behavioral health needs of students with disabilities. In doing so, this study can inform disability service providers and deans of students on college campuses of the significance of addressing the mental health needs of a highly vulnerable population.
Change over Time in Educational Attainment for Deaf Individuals from 2008-2018
Author: Garberoglio, Carrie Lou
Date: 2021-00-00
Type: Journal Articles
Subjects: Deafness,Educational Attainment,High School Graduates,College Graduates,Academic Degrees,Gender Differences,Racial Differences,Ethnicity,Graduation Rate,Associate Degrees,Bachelors Degrees,Disabilities,Barriers,Hearing Impairments

Educational attainment is a crucial contributor to postsecondary achievement for deaf people, as a key component of narrowing employment gaps. Fewer deaf people complete high school and postsecondary education than their hearing peers, resulting in severe educational attainment gaps. However, secondary data analyses of the American Community Survey revealed areas of optimism related to the change over time in educational attainment for deaf people from 2008 to 2018. In general, attainment appears to be steadily improving for deaf people, with demonstrated growth in high school, associate, and bachelor's degree completion. Differences in growth occurred across gender, race, and ethnicity. Educational attainment gaps between deaf and hearing people narrowed over time for high school and associate degree completion, but stayed stable for bachelor's degree completion. Findings can drive changes in policy and practice that facilitate greater educational attainment for deaf people.
COVID-19 Catastrophe: Internet Based Learning and Safety among Foundation Students of Universiti Utara Malaysia
Author: Rathakrishnan, Mohan
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,College Students,Foreign Countries,Instructional Effectiveness,Distance Education,Videoconferencing,Time on Task

In student-centered learning, UUM Foundation students (FS) must take a more active role in building knowledge. The goal of this research is to investigate the effectiveness of internet-based learning for UUM FS students during the COVID-19 disaster, as well as the ways in which students protect themselves when using the internet. University students have been obliged to go online due to the COVID-19 disaster and the introduction of Movement Control Order (MCO). During the COVID-19 tragedy, there were a number of hurdles that impacted the effectiveness of internet-based learning, including internet connectivity and budgetary difficulties. At this point, even student safety is crucial. The effectiveness of internet-based learning and safety among UUM FS are investigated in this study using a descriptive-normative approach. Physical data collection could not be done due to MCO. A multi-stage sampling procedure was employed to choose 130 pupils from a group of 200. In addition, Google Meet and WhatsApp were used to conduct interviews to obtain replies to questions about internet-based learning and safety. In comparison to before COVID-19, 119 percent of respondents (92 percent) spent more than 4 hours per day. During the COVID-19 disaster, 48 percent or 62 FS preferred Zoom app for internet-based learning, and 56 percent of FS evaluated themselves as having the highest level of safety. In an interview, FS stated that internet-based learning has numerous advantages, including the ability to submit assignments via the e-learning UUM portal, which he considers to be one of the best. FS are also less likely to become infected because they do not have to interact with other people. The study's findings revealed that internet-based learning is quite successful, according to FS. Students' safety is also ensured because they are not needed to leave their homes or places of residence in order to complete their studies. UUM FS must survive, be self-sufficient, and adjust to the changes despite the COVID-19 disaster.
Analysis of Digital Self-Presentation Practices and Profiles of Spanish Adolescents on Instagram and TikTok
Author: Hernández-Serrano, María José
Date: 2022-00-00
Type: Journal Articles
Subjects: Profiles,Self Concept,Adolescents,Social Media,Social Networks,Feedback (Response),Factor Analysis,Gender Differences,Age Differences,Computer Mediated Communication,Ethics,Time Management,COVID-19,Pandemics,Foreign Countries,Vignettes,Adolescent Attitudes

This study analyses self-presentation practices and profiles among Spanish teenagers on Instagram and TikTok. Both of these online spaces prioritise and promote visual publications, are structured to allow feedback on self-presentation, and offer the user filters both to control self-image and to target specific audiences. Three research questions guided the methodological process for the twofold analysis of self-presentation practices on social networks: an exploratory factor analysis to identify latent factors among these practices; and a descriptive analysis of the profiles identified by gender and age. Results indicate that adolescents' self-presentation practices were related to three different factors: social validation; authenticity; and image control. One of the most outstanding results is that self-presentation practices could be less guided by social feedback, since the number of followers or likes was irrelevant for most adolescents, and that adolescents increasingly tend to be guided by innovative predispositions of truthfulness. In turn, conclusions suggest that teens need to be equipped with suitable self-representation practices for safe and sustainable identity narratives on social networks, since the global COVID-19 pandemic has exponentially increased both the usage and the time spent on social networking sites, enlarging the availability of spaces for adolescents to express themselves and build their identities through different self-representation practices.
Employment Outcomes for Students with Intellectual Disabilities in Postsecondary Education Programs: A Scoping Review
Author: Avellone, Lauren
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Intellectual Disability,Postsecondary Education,Employment Level,Outcomes of Education,Program Effectiveness,Transitional Programs,Research Methodology,Research Needs

The purpose of this scoping review was to examine research evidence supporting the use of postsecondary education programs as a facilitator of competitive integrated employment for individuals with intellectual disabilities. Despite previous calls for change, most individuals with intellectual disability remain unemployed or segregated in vocational workshops, and do not participate in postsecondary education after exiting high school. This scoping review builds upon the work of previous reviews on postsecondary education programs for students with intellectual disabilities by focusing specifically on employment. This review included a systematic search of peer-reviewed articles and grey literature sources published between 2000 and 2020. A total of eleven studies in the empirical literature and one study in the grey literature met inclusion criteria. The final sample of research articles generally suggests positive results for the effect of postsecondary education programs on employment outcomes that need to be verified through future research and with the help of better reporting. Wide variation in implementation and reporting of employment coursework, applied vocational experiences, and transition processes to employment following program exit were observed across studies. Limitations, implications and recommendations for practice, policy, and future research are discussed.
A Content Analysis of Augmented Reality Studies Published in 2017
Author: Erbas, Cagdas
Date: 2020-00-00
Type: Journal Articles
Subjects: Content Analysis,Computer Simulation,Educational Technology,Literature Reviews,Technology Uses in Education,Data Collection,Research Methodology,Foreign Countries

Augmented reality is one of the state-of-the-art technologies, which is utilised for educational purposes, in a wide variety of fields. Each year the frequency of academic publications on augmented reality use in education has increased. This study aims to study content analysis of augmented reality studies, used for educational purposes, published in 2017. Appropriately to the research aims, sources, which consist of PhD dissertations, master`s thesis, journal articles and conference papers, have collected from Google Scholar, and Aberystwyth University library services online database system using keywords &quot;Augmented Reality&quot; and &quot;Augmented Reality in education&quot; in English. Data has been collected and classified by the researchers using a classification form, which contains information about, authors, institutions, study methods, samples, variables, data collection tools and analysing methods and study results. In the total of 103 studies have been examined in accordance with the research questions. The findings demonstrated that the USA hosted the largest number of studies, with Turkey in second place with 19 augmented reality studies in an educational context. It was seen that most of the studies used augmented reality as a visualisation tool, with interaction being the second most common approach used for augmented reality studies for educational purposes.