ethanporcaro/eric-fulltext-meta huggingface dataset:
School Guide to Supporting Marginalized Families of Children with Disabilities
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: Inclusion,Students with Disabilities,Family Involvement,Family School Relationship,Barriers,Educational Resources,Caregivers,Parents,Student Needs,Advocacy,Well Being

Inclusion is most effective when schools create a culture that celebrates diversity and builds on the strengths of each student. Family engagement may look different from school to school, and it is important for schools to support families in a variety of ways, not just relying on one method. This guide aims to help schools to: (1) identify specific needs faced by marginalized families of children with disabilities; (2) identify challenges they face to meeting these needs; and (3) identify solutions in the form of resources that address these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. [For &quot;Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities,&quot; see ED624392. For &quot;Caregivers' Guide to Inclusive Education,&quot; see ED624390. For &quot;Directory of Resources to Support Caregivers of Children with Disability,&quot; see ED624411. For &quot;Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation,&quot; see ED624412. For &quot;Workbook: Tools to Support Caregivers of Children with Disabilities,&quot; see ED624414.]
Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: Students with Disabilities,Student Needs,Teacher Role,Inclusion,Caregivers,Parents,Parent Teacher Cooperation,Barriers,Advocacy,Well Being

Teachers play an important role in making sure that all children feel safe, supported and included at school. Marginalized caregivers of children with disabilities face various challenges in navigating newly-emerging inclusive education settings. Teachers can learn about the specific needs of children from their caregivers and help caregivers to identify the best ways and materials to support their child's learning. This guide for teachers aims supports them to engage with caregivers in: (1) identifying their children's individualized learning needs; (2) identifying the challenges in meeting these needs; and (3) identifying solutions in to address these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. [For &quot;School Guide to Supporting Marginalized Families of Children with Disabilities,&quot; see ED624391. For &quot;Caregivers' Guide to Inclusive Education,&quot; see ED624390. For &quot;Directory of Resources to Support Caregivers of Children with Disability,&quot; see ED624411. For &quot;Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation,&quot; see ED624412. For &quot;Workbook: Tools to Support Caregivers of Children with Disabilities,&quot; see ED624414.]
Recruiting Teachers of Color: Evidence-Based Best Practices
Author: Carter, Victor Coy, Jr.
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Minority Group Teachers,Evidence Based Practice

Teachers of color are generally recruited in five documented ways: (1) Financial incentives; (2) State government mandates; (3) State-supported recruitment programs; (4) District recruitment centers; and (5) Alternative certification routes. This document highlights what the research says is the most effective.
Retaining Teachers of Color: Evidence-Based Best Practices
Author: Carter, Victor Coy, Jr.
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Teacher Persistence,Minority Group Teachers,Evidence Based Practice

In addition to providing context to why the teaching workforce is 80% white, this brief presents ways that practitioners and leaders can successfully keep teachers of color in the classroom. The five key values that frame the research in this brief are: (1) location; (2) use; (3) maintenance; (4) modification; and (5) time. Each section provides research-driven recommendations.
Developing an Innovative and Collaborative Assessment Framework for proPIC Europa
Author: Whelan, Alison
Date: 2022-07-25
Type: Reports - Evaluative
Subjects: Institutional Cooperation,Language Teachers,Teacher Education Programs,Guidelines,Consortia,Educational Cooperation,International Cooperation,Student Evaluation,Second Language Learning,Second Language Instruction,Technological Literacy,Language Proficiency,Evaluation Methods,Educational Innovation,Professionalism,Foreign Countries,Partnerships in Education,Graduate Students,Undergraduate Students,Licensing Examinations (Professions)

This chapter examines whether commonality can be found across different institutions' approaches to assessment in language teacher education, and whether elements of individuality in these unique settings can be incorporated into a common framework, which can then be used as a model to be adapted to suit each partner's needs and requirements. Together with the University of Karlsruhe in Germany (PHKA), the authors explored each of the existing assessment frameworks already used to evaluate projects they were aware of, and those used on a national or Europe-wide scale to assess skills such as information communication technology competence and language proficiency. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
How Can Teacher Educators Benefit from Participating in a Transient Transnational Community?
Author: Oesterle, Mareike
Date: 2022-07-25
Type: Reports - Research
Subjects: Teacher Educators,Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,Faculty Development,Communities of Practice,Ethnography,Well Being,Teacher Attitudes,Consortia,Educational Cooperation,International Cooperation,Innovation,Professionalism,Reflective Teaching,Intercultural Communication,Computer Mediated Communication

The guiding research question of this essay is: What are the perceived benefits of participating in a transient professional community? The author used an ethnographic approach to collect data. The data analysis shows that one benefit of participating in a transient professional community is the feeling of belonging that partners described and that they reported had a positive impact on their own well-being in contrast to their regular work situations in which they often feel isolated. Six participants also referred to the low hierarchies that they witnessed in contrast to rather steep hierarchies at their home institutions. The study identifies four factors that explain how teacher educators can benefit from their participation in a transient professional community. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
Impact beyond the Project: Exploring Engagement in proPIC Europa and Potential Lasting Impact on Teaching Studies and Professional Development
Author: Whelan, Alison
Date: 2022-07-25
Type: Reports - Research
Subjects: Faculty Development,International Cooperation,Educational Cooperation,Masters Programs,Partnerships in Education,Telecommunications,Handheld Devices,Foreign Countries,Student Attitudes,Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Cross Cultural Studies,Consortia,Teacher Education Programs,Language Teachers,Professionalism,Reflective Teaching,Technological Literacy,Pedagogical Content Knowledge,Program Descriptions,Graduate Students

As seen in previous chapters of this volume, student involvement in the proPIC Europa project differed at each partner university. For some, engagement rewarded students with formal credits towards a Master's programme. For others, the project offered an opportunity to experience another education system and broaden their knowledge of mobile technologies in the language learning classroom. This chapter examines a sample of students from Newcastle University (UNEW), United Kingdom, and the University of Borås (HB), Sweden, to see if they observed an impact on their studies, their teaching careers, and/or their mindset towards language learning and teaching, after the completion of the project. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
Personal Pronouns as Linguistic Features in the Construction of Pre-Service Language Teacher Identity
Author: Cuesta, Azahara
Date: 2022-07-25
Type: Reports - Research
Subjects: Form Classes (Languages),Language Usage,Self Concept,Reflective Teaching,Language Teachers,Second Language Learning,Second Language Instruction,Teacher Education Programs,Professional Identity,Communities of Practice,Program Descriptions,Foreign Countries,Teaching Methods,Student Teachers,Student Teacher Attitudes,Computational Linguistics,Discourse Analysis,Consortia,Professionalism,International Cooperation,Educational Cooperation,Intercultural Communication

In order to discern how reflective practice functions in an interactive context, this chapter offers an initial approach to understanding how pre-service teachers construct and represent their teacher identities, using a series of interactions designed to stimulate joint reflection in the framework of the proPIC project. The analysis focuses on the use of personal pronouns as a means of understanding the arguments on which the participating students construct their individual teacher identities. The authors first identify the personal pronouns that the students use to transmit their teacher identities and then provide examples of how these identities are developed by using the pronouns in the course of the reflective interaction. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
proPIC Student Vignettes
Author: Whelan, Alison
Date: 2022-07-25
Type: Reports - Descriptive
Subjects: Vignettes,Teacher Attitudes,Essays,Program Evaluation,Language Teachers,Student Attitudes,Second Language Learning,Second Language Instruction,Teacher Education Programs,Web Sites,Teaching Methods,Learning Processes,International Cooperation,Educational Cooperation,Consortia,Professionalism,Technological Literacy,Pedagogical Content Knowledge,Technology Integration,English (Second Language),Masters Theses,Study Abroad,Educational Experience,Intercultural Communication,Student Mobility,Foreign Countries

Chapters in this volume have reflected on the proPIC Europa project primarily through the experiences and views of the educators involved. This chapter combines extracts of student essays and includes a choice of vignettes that help examine the project from the perspective of the students themselves, exploring their reflections on their participation and the impact this had on their studies and future careers as language teachers. The authors have provided links to the complete essays as handed-in by the students on the project website. [For the complete volume, &quot;Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education,&quot; see ED624249.]
The Louisiana Believe and Prepare Educator Preparation Reform: Findings from the Pilot and Early Implementation Years. REL 2023-147
Author: Goldhaber, Dan
Date: 2022-12-00
Type: Reports - Research
Subjects: Teacher Education Programs,Educational Change,Preservice Teacher Education,Teacher Persistence,Teacher Competencies,Student Placement,Mentors,Experiential Learning,Faculty Development,Program Effectiveness,College School Cooperation,Public Schools,Standardized Tests,Scores,Academic Achievement,Rural Schools,Teacher Shortage,Job Performance,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

Believe and Prepare is a teacher preparation reform implemented by the Louisiana Department of Education in collaboration with school systems and teacher preparation programs across the state. It was piloted in the 2014/15 school year and became mandatory in July 2018 for incoming teacher candidates in all 18 institutions of higher education that offer traditional teacher preparation programs. The reform focused on competency-based curricula, extended clinical experiences, and rigorous mentor teacher training. A central requirement of the reform is that teacher candidates must participate in a yearlong residency with a mentor teacher. This replaced the prior shorter-term student teaching requirement, typically six weeks. To explore the extent to which the reform is contributing to expected improvement in outcomes for early career teachers, this study examined the association between the reform and in-service teacher performance ratings, teacher retention, student test scores, teacher competency, and the likelihood of three placement outcomes (being placed in the school where the teacher completed a residency, filling a teaching position in a shortage area, and being placed in a rural school). Teachers who completed a program that had implemented Believe and Prepare were 2 percentage points more likely than teachers who completed a program that had not implemented it to stay in Louisiana for at least one year and 7 percentage points more likely to stay in the same school district for at least three years. Grade 4-8 students whose teachers completed a preparation program that had implemented Believe and Prepare during the pilot years scored 0.04 standard deviation lower on English language arts tests than students whose teachers completed a program that had not implemented it. Other teacher outcomes such as in-service performance ratings, competency as measured by Praxis II scores, school placement, and job assignment were not statistically different between teachers who completed a program that had implemented Believe and Prepare and teachers who completed other programs. [For the Study Snapshot, see ED624403. For the appendixes, see ED624404.]
The Louisiana Believe and Prepare Educator Preparation Reform: Findings from the Pilot and Early Implementation Years. Study Snapshot. REL 2023-147
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,Educational Change,Preservice Teacher Education,Teacher Persistence,Teacher Competencies,Student Placement,Mentors,Experiential Learning,Faculty Development,Program Effectiveness,College School Cooperation,Public Schools,Standardized Tests,Scores,Academic Achievement,Rural Schools,Teacher Shortage,Job Performance,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

Believe and Prepare is a teacher preparation reform implemented by the Louisiana Department of Education in collaboration with school systems and teacher preparation programs across the state. It was piloted in the 2014/15 school year and became mandatory in July 2018 for incoming teacher candidates in all 18 institutions of higher education that offer traditional teacher preparation programs. The study used administrative records on undergraduate teacher candidates provided by the Louisiana Department of Education to compare the outcomes between similar teachers who completed programs that had implemented Believe and Prepare and teachers who completed programs that had not implemented it. Key findings from the study are presented in this report. [For the full report, see ED624402. For the appendixes, see ED624404.]
The Louisiana Believe and Prepare Educator Preparation Reform: Findings from the Pilot and Early Implementation Years. Appendixes. REL 2023-147
Author: Regional Educational Laboratory Southwest (ED/IES)
Date: 2022-12-00
Type: Reports - Research
Subjects: Teacher Education Programs,Educational Change,Preservice Teacher Education,Teacher Persistence,Teacher Competencies,Student Placement,Mentors,Experiential Learning,Faculty Development,Program Effectiveness,College School Cooperation,Public Schools,Standardized Tests,Scores,Academic Achievement,Rural Schools,Teacher Shortage,Job Performance,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The full study to these appendixes used administrative records on undergraduate teacher candidates provided by the Louisiana Department of Education to compare the outcomes between similar teachers who completed programs that had implemented Believe and Prepare and teachers who completed programs that had not implemented it. This document presents the following three appendixes that accompany the study: (1) Data and methods; (2) Supporting analyses; and (3) Supplemental analyses. [For the full report, see ED624402. For the Study Snapshot, see ED624403.]
Web 2.0 Tools in Chemistry Teaching: An Analysis of Pre-Service Chemistry Teachers&apos; Competencies and Views
Author: Uyulgan, Melis Arzu
Date: 2022-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Chemistry,Science Instruction,Preservice Teachers,Competence,Student Attitudes,Foreign Countries,Distance Education,Electronic Learning,Technology Uses in Education

This research aimed to explore the competencies of the pre-service chemistry teachers (PSCTs) to use Web 2.0 tools and their views on these tools in the context of chemistry teaching. A descriptive design was used. The participants were 27 PSCTs studying at the Department of Chemistry Education at a state university in Turkey. Data were collected through Web 2.0 Tools Usage Competence Scale and Structured Interview Form. The results demonstrated that the PSCTs were moderately competent in using Web 2.0 tools. The majority of them experienced these tools for the first time within the framework of this study and had no prior expertise. The interview results showed that the PSCTs thought that most chemistry subjects are difficult to comprehend due to their abstract sense, and that any subject can be taught more successfully using Web 2.0 tools to visualize it as a comics or animation. Considering the results, it was suggested that pre-service teachers and teachers could acquire knowledge and competencies in Web 2.0 technologies by organizing various projects, workshops and in-service trainings.
Reopening Childcare and Early Learning Services: Guidelines for East Asia and the Pacific
Author: Rodriguez, Ana Maria
Date: 2022-00-00
Type: Guides - General
Subjects: Foreign Countries,Preschools,Child Care Centers,School Closing,Pandemics,COVID-19,Young Children,Child Safety,Health Promotion,Disease Control,School Schedules,Educational Planning,Guidelines,Immunization Programs,Early Childhood Education,Hygiene

Countries in East Asia and the Pacific were among the first globally to be affected by the COVID-19 pandemic. Through the first wave, however, the pandemic was kept mostly under control. During subsequent waves in 2021, virus variants, including the highly contagious Delta variant, elevated several countries in the region to hotspots for COVID-19, spurred by initial low vaccination rates. This document is intended for UNICEF country offices to support their role in providing technical assistance to government partners and civil society organizations, including childcare and early childhood service providers and administrators. This document provides guidelines for reopening of services for young children aged 2 years up until the official primary school entry, either 5 or 6 years, and their families. It includes a checklist to conduct rapid analysis of the service's conditions and designing plans for a safe reopening. It covers holistic nurturing care services that last for more than one hour a day, including childcares, nurseries, preschools, kindergartens, community-based modalities, flexible and/or alternative programs, and other ECD centres.
Distance Social Studies Courses in the Pandemic Period with the Experiences of Teachers
Author: Dere, Ilker
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Social Studies,COVID-19,Pandemics,Teaching Experience,Foreign Countries,Electronic Learning,Educational Technology,Content Analysis,Web 2.0 Technologies

The study aims to evaluate how distance social studies courses were conducted during the pandemic, in line with teachers' experiences. The semi-structured interviews were conducted with 14 social studies teachers working in various provinces of Turkey in this study, which was carried out with interpretative phenomenology design, one of the qualitative research methods. The data were evaluated by the content analysis method. The results show that social studies teachers perceive distance education as a system that allows using different materials and tools, maintaining education, learning technology, and eliminating the need for time and place. On the other hand, teachers expressed some limitations of distance education arising from the lack of internet and technological tools. In addition, the results indicated teachers mostly used direct instruction and question-answer methods for teaching during the distance education period, EBA, Zoom, and some Web 2.0 tools as educational technologies, and tests and question-answer methods for measurement and evaluation. Finally, many problems, gathered under the titles of &quot;technological-systemic&quot;, &quot;communication-coordination&quot;, &quot;student&quot;, &quot;family, and &quot;other&quot; in the distance education process were emphasized. When examining the experiences, all problems are seen to be related to the internet connection, access to technological tools, and how families play a role in their children's education. In this context, compared with other studies in the literature, it is possible to say that teachers working in different branches also experienced similar problems during the distance education period. Therefore, innovative applications that can be developed will be beneficial for all branches.
Directory of Resources to Support Caregivers of Children with Disability
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Caregivers,Parents,Students with Disabilities,Inclusion,Educational Resources,Dialogs (Language),Reading,Learning Activities,Metacognition,Computer Oriented Programs,Elementary Education,Mental Health,Well Being,Advocacy

This document is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education, which also includes guides for caregivers, teachers and schools, a workbook containing tools to support the activities, and a template for a directory of associations and organizations to be adapted for different systems. An initial set of helpful materials, information and links from proof-of-concept pilots in Armenia and Uzbekistan have been included, with templates to add more local resources within each system. It is designed to be a useful first place for caregivers, teachers and school staff to search for solutions to challenges they have identified while using guides. [For &quot;Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities,&quot; see ED624392. For &quot;School Guide to Supporting Marginalized Families of Children with Disabilities,&quot; see ED624391. For &quot;Caregivers' Guide to Inclusive Education,&quot; see ED624390. For &quot;Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation,&quot; see ED624412. For &quot;Workbook: Tools to Support Caregivers of Children with Disabilities,&quot; see ED624414.]