ethanporcaro/eric-fulltext-meta huggingface dataset:
Obfuscating Systemic Racism: A Critical Policy Discourse Analysis on the Operation of Neoliberal Ideas in Media Representation of a School District State Takeover
Author: Lopez, Trish A.
Date: 2023-04-04
Type: Journal Articles
Subjects: Racism,Educational Policy,Policy Analysis,Discourse Analysis,Neoliberalism,Educational Change,Mass Media,State Government,Government Role,School Districts,School District Autonomy

Education reform in the United States has unwisely focused attention on standards and accountability to the state as determined by standardized testing (Berliner &amp; Biddle, 1995; Mehta, 2013). Stemming from the emphasis on standards-based accountability are the ideas of rapid school &quot;turnaround&quot; and the state's role in this process (Peck &amp; Reitzug, 2014; VanGronigen &amp; Meyers, 2019). The current study employed critical policy discourse analysis to examine the media's portrayal of the 2019 determination to continue or terminate state control of the Little Rock School District. The analysis highlights two argumentative frames--one that emphasized neoliberal values in support of continued state control of the district and another that focused on systemic racism as the basis for advocating for local control of the district. These frames, along with their implications for future actions within the educational policy making process, guide the discussion. Our findings suggest sustained community and media participation is needed to bring attention to education policy issues while underscoring the importance of taking a critical stance to assess media coverage.
A Proposed Typology of Improvement Science in State ESSA Plans
Author: Cunningham, Kathleen M. W.
Date: 2023-04-11
Type: Journal Articles
Subjects: Classification,Educational Improvement,Science Education,Elementary Secondary Education,Educational Legislation,Federal Legislation,State Policy,Policy Analysis,Educational Policy

This study aims to illustrate how states include an improvement science approach to educational improvement in their Every Student Succeeds Act (ESSA) state plan. Through a qualitative content analysis of 52 state ESSA plans, we propose an introductory organizational typology to categorize states based on their explicit inclusion of improvement science-related terminology in their plan. Our typology included three categories: Non-Presence, Emergent Presence, and Presence. Our findings suggest that states varied in how much improvement science language was included in their state plans. Findings also show there is little evidence of geographic diffusion of improvement science policy. This research connects a practice to policy gap highlighting educational stakeholders including educational professionals are increasingly using improvement science to address pressing problems of practice in their contexts in service of making the educational system more equitable; however, improvement science language is rarely included through the formalized state ESSA plans.
Instruments of Accountability in Brazilian Higher Education: Academic Rankings in the Parliamentary Inquiry Commission on the Administration of São Paulo State Universities
Author: Martins, André Dutra
Date: 2023-04-04
Type: Journal Articles
Subjects: Foreign Countries,Accountability,Reputation,Institutional Characteristics,Educational Quality,State Universities,Public Policy,Government Publications,Reports,Evaluation Methods,State Government

This study shows findings of an investigation into the forms of institutionalizing academic rankings as accountability tools for Brazilian public universities. The absence of institutional conditions which allowed the rise of these league tables in other countries - competitive admission markets and incorporation into public policies - evinces the peculiarity of the Brazilian case. This study examines the institutionalization of academic rankings in Brazil by analyzing references to rankings in the Parliamentary Inquiry Commission on the Administration of São Paulo State Universities, which took place in the São Paulo State Assembly from April 24, 2019, to November 5, 2019. Document analysis was conducted on audios and transcriptions of all 20 Commission meetings and the final report published at the São Paulo State Official Journal. Our findings indicate the idea of ranking performances as evidence of academic quality and excellence, raising questions regarding the rankings and governance structures of universities. Academic rankings have become relevant references to form opinions at the São Paulo State Assembly, prompting universities to actively respond to rankings and holding them accountable for their results.
edTPA Implications for Teacher Education Policy and Practice: Representations of Epistemic Injustice and Slow Violence
Author: Bernard, Cara Faith
Date: 2023-04-18
Type: Journal Articles
Subjects: Performance Based Assessment,Preservice Teachers,Preservice Teacher Education,Educational Policy,Epistemology,Violence,Justice,Teacher Evaluation,Diversity (Faculty),Equal Education,Teacher Educators,Teacher Education Programs,Readiness,Teacher Placement,Barriers,Minority Group Teachers

edTPA is a widely used teacher performance assessment. However, studies have raised concerns with its use. We conducted a study of candidates' and faculty members' perceptions of edTPA on their learning and performance. Analysis of responses revealed six themes: confusion about the meaning of &quot;ready to teach&quot;; interference with relationship building; narrowed responsive teaching practices; concern for placements' impact on assessments; mistrust of evaluators' understanding of their contexts; and increased barriers for marginalized candidates. Findings suggest that edTPA can be interpreted as perpetrating forms of &quot;epistemic injustice&quot; and &quot;slow violence&quot; that impede diversity in the profession. To realize the promise of a more diverse teacher workforce--equity for all students and justice for marginalized communities--teacher educators and policymakers must ensure that the ways in which they prepare and evaluate teachers are increasingly more relational, diverse, equitable, and just.
Determining Pre-Service Teachers&apos; Astronomy-Related Self-Efficacy Belief Levels
Author: Cevik, Ebru Ezberci
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Instruction,Elementary Education,Social Studies,Astronomy,Self Efficacy,Beliefs,Recreational Activities,Student Participation,Active Learning,Sex,Age,Educational Attainment,College Programs

This study aims to reveal the astronomy-related self-efficacy beliefs of pre-service teachers studying science education, primary school education, and social studies education programmes. The study is conducted using the survey design, a quantitative research method. The study sample consists of 322 pre-service teachers in their third or fourth year of a science education, primary school education, or social studies education programme at a university in Turkey's Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale developed by Günes was used as the data collection tool. SPSS 22 was used to analyse the data, and the analyses benefited from descriptive and inferential statistics. Based on the findings, the pre-service teachers' total scores for astronomy self-efficacy showed no significant difference in terms of certain variables (i.e., gender, age, year, and having taken a previous astronomy course). However, significant differences were found regarding self-efficacy scores in terms of the programme and having taken part in astronomy and sky-gazing activity. Concerning the obtained results, the following suggestions can be made: pre-service teachers should be actively involved during the astronomy course, and their classroom management experiences should be promoted to improve their astronomy self-efficacy belief levels.
Analysing the Montessori Principles from the Perspectives of Schools, Teachers, and Families
Author: Macia-Gual, Aida
Date: 2023-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Early Childhood Education,Educational Principles,Educational Environment,Family Environment,Parenting Styles,Child Development,Family School Relationship,Foreign Countries

Education, especially early childhood education, is a responsibility that both families and schools share, so much so that children find themselves in two differentiated learning environments. Educational and parenting styles may join forces, sharing values and behaviours that enhance children's development, just as the Montessori Pedagogy has shown. It is for this reason that the present study will attempt to analyse the relations established between the opinions and the application of the principles of such pedagogy focusing on the first six years of life, both in educational and family environments, considering the degree of commitment the school has towards the Montessori Pedagogy.
Conceptions of Portuguese Prospective Teachers about Real-Life Evolution Situations
Author: Cavadas, Bento
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Evolution,Misconceptions,COVID-19,Pandemics,Scientific Concepts,Foreign Countries,News Media,Internet,Science Education

The importance of introducing evolution in primary schools has been highlighted in evolution education research, but few studies have approached the understanding of evolution of prospective teachers who are being prepared to teach at primary school level. The present exploratory study aims to answer three research questions about the ability of Portuguese prospective teachers to apply evolution to two real-life situations: 1) Are prospective teachers able to identify evolution misconceptions in online newspaper articles? 2) What misconceptions are expressed by prospective teachers when explaining real-life evolution situations? and 3) Which key evolution concepts do prospective teachers apply to make sense of real-life evolution situations? Twelve prospective teachers participated in the study. In the first situation, the prospective teachers were asked to identify statements from a newspaper article that would reveal evolution misconceptions and justify their choices. In the second situation, they were asked to read a text about SARS-CoV-2 and explain why scientists were worried about uncontrolled outbreaks of the virus. The prospective teachers' answers were analysed through content analysis. Regarding the first research question, our results show that only half of the prospective teachers were able to identify teleological misconceptions in the newspaper article. Concerning the second research question, some of the prospective teachers either identified misconceptions in information in which there was no misconception, or revealed their own misconceptions in their explanations. Regarding the third research question, although more than half of the prospective teachers identified at least two key evolution concepts, some of them found it difficult to explain how evolution is related to the situation described. Although this is an exploratory study, it shows which key concepts of evolution the prospective teachers mobilised and identifies their misunderstandings, thus highlighting dimensions that should be addressed in their evolution education.
Developing Leadership for Improvement: Iterative Cycles as Opportunities for Learning
Author: Lozano, Maritza
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Students,Leadership Training,Leadership,Educational Improvement,Organizational Theories,Theory Practice Relationship,Research and Development

Improvement and action-oriented research approaches make iterative testing to learn about systems and adaptive change a central practice. As the need to develop the field's capacity to improve grows, so does the need to develop leaders' capacity for leading and conducting iterative cycles of testing. The present study reveals how EdD candidates learn to investigate and specify problems and aims, develop the capacity to lead, and conduct iterative cycles of testing in schools and school districts. We draw on the implementation of core learning activities in one Educational Leadership Doctoral Program employing improvement science as a signature methodology. Findings suggest shifting candidate orientations, growth in the capacity to engage in iterative cycles for improvement of problem definition and actionable steps, and the ability to garner collegial engagement in improvement and iterative testing. Implications highlight the importance of designing and structuring learning activities beyond those that exist in traditional research methods courses to ensure adequate candidate preparation.
Deficits in the Socio-Educational School Inclusion Strategy for Students with Social Difficulty in Spain during the COVID-19 Pandemic
Author: Fernández-Simo, Deibe
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Inclusion,COVID-19,Pandemics,Child Welfare,Social Isolation,Peer Acceptance,Educational Policy,Interpersonal Relationship

Students with administrative care measures have historically faced difficulties in achieving school goals. The COVID-19 pandemic forced the declaration of a lockdown, which accelerated changes in the schools' pedagogical actions. This investigation analyses the strategies used by the educational system to promote the academic inclusion of students who have an open protection file in the child welfare system within the context of COVID-19. Two different phases are compared: Phase 1) from the March lockdown to the end of the 2019/20 school year; Phase 2) The first six weeks of the beginning of the 2020/21 school year. Longitudinal follow-ups were carried out with adolescents in care with a sample of N = 10 (Phase 1) and N = 11 (Phase 2). Based on the grounded theory, information is supplemented by case studies through interviews with educational professionals, N = 14 (Phase 1) and N = 11 (Phase 2). The results indicate deficits of schools' adaptability to the situation of the students suffering social exclusion and difficulties in monitoring when students do not attend school in person and do school activities at home. It is concluded that the design of the educational policy applied in the context of the pandemic does not take the social factor into account.
Inquiry as Practice: The Pathway to Redesigning an Educational Leadership Doctoral Research Seminar Series
Author: Tolman, Steven
Date: 2023-00-00
Type: Journal Articles
Subjects: Inquiry,Instructional Design,Doctoral Programs,Student Research,Seminars,Leadership,Curriculum Development

As faculty of an educational leadership doctoral program (EdD) aligned with the Carnegie Project on the Education Doctorate (CPED) principles, we acknowledge the importance of inquiry to develop scholarly practitioners. Applying the tenet of Inquiry as Practice, our EdD faculty critically examined the doctoral curriculum to explore ways to effectively prepare our doctoral students to learn and apply research methodology meaningfully. This essay details how the review of our research curriculum led to a pedagogical and curriculum redesign of our research seminar series. This revised research seminar series culminates in a course offered every fall/spring semester in the final two years of the program and intentionally has different faculty members teaching each course. We have utilized a backward design to create the themes/content of these seminar courses to better prepare students for their dissertation research.
Preparing Scholarly Practitioners to Use Improvement Science: A Systematic, Iterative, and Reflective Approach to Teaching Applied Quantitative Research Methods
Author: Paufler, Noelle A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Programs,College Faculty,Program Development,Statistical Analysis,Research Methodology,Research Skills,Course Content,Leadership Training,Instructional Leadership,Educational Technology,Graduate Students,Adult Learning,Mastery Learning,Improvement

While doctoral leadership programs have widely adopted Improvement Science (IS) as a signature pedagogy, few studies have examined how to best equip doctoral students with the knowledge and research skills they need to utilize IS in practice. More specifically, research is needed to determine the most effective and meaningful pedagogy for preparing doctoral students to understand, analyze, and apply statistical theory and quantitative research designs in coursework and as part of the IS Dissertation in Practice. This essay focuses on the systematic, iterative, and reflective approach of one faculty member to develop and refine a Doctor of Education program's primary applied quantitative methods course to help students across three cohorts develop the theoretical and practical knowledge and skills they need to lead change.
Creating a Multiculturally Responsive and Trauma-Informed Classroom Ecology for Diverse Learners: Collaboration, Classroom Community, and Identification of Systemic Barriers
Author: Matalon, Maya
Date: 2023-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Multicultural Education,Trauma Informed Approach,Adult Learning,Adult Basic Education,Resilience (Psychology),Intersectionality,Self Concept,Classroom Environment,Cooperative Learning

The United Nations Educational, Scientific and Cultural Organization's (UNESCO, 2022) Fifth &quot;Global Report on Adult Learning and Education&quot; (GRALE) highlights that vulnerable groups such as rural populations, migrants, prisoners, people with disabilities, and indigenous peoples are among those who would benefit from adult basic education. This article explores how educators of adult basic education might enhance sensitivity to trauma and resilience from a multicultural perspective through the implementation of teaching and learning strategies that reflect an understanding of how culture and trauma intersect in the classroom. [For part 1 of this Forum on supporting mental health, see EJ1389837. For part 2, see EJ1389835.]
A Digital Literacy Program for Adults with Mental Health Conditions
Author: Perret, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: Digital Literacy,Adults,Mental Health,Mental Disorders,Adult Literacy,Handheld Devices,Patients,Access to Information,Mental Health Programs,Photography,Music,Video Technology,Skill Development,Electronic Mail,Videoconferencing,Computer Oriented Programs

Limited literacy has a large impact on the U.S. population; about half of adults lack sufficient literacy proficiency. However, not all populations are impacted equally, as there is a significant comorbidity between low literacy and mental illness. The authors have found that smartphones can offer mental health patients with low literacy numerous resources. They will highlight two examples in this article and describe how each can be beneficial to a patient's health. While these resources have great potential, the authors realize that not all patients are able to use their smartphones like this as they lack basic digital literacy. [For part 1 of this Forum on supporting mental health, see EJ1389837. For part 3, see EJ1389833.]
Adult Mental Health in Education: Examining the Needs of Today&apos;s Adult Learner
Author: Eccleston, Kristen C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Adults,Mental Health,Mental Disorders,Special Needs Students,Adult Literacy,Best Practices,Anxiety,Stress Variables,Depression (Psychology),Coping,Fatigue (Biology),Student Motivation,Student Needs

According to the National Institute of Mental Health (NIMH), one in five adults living in the United States has a mental illness (2022). Despite the varying complexities and diagnoses associated with students who are navigating mental health issues, there are numerous approaches educators and professionals supporting adult learners can take to help students cope with mental health needs. The resources and accommodations presented in this article discuss best practices for students with mental health needs that are adapted using Hewitt's (2017) &quot;Yes I Can: A Mental Health Guide for Adult Literacy Facilitators.&quot; The information in this article accounts for the most common student needs and ways for facilitators to incorporate best practices into their classrooms that can address various diverse learning requirements. [For part 2 of this Forum on supporting mental health, see EJ1389835. For part 3, see EJ1389833.]
Brain-Based Learning: Beliefs and Practice in One Australian Primary School Implementing a Neuroscience Pedagogical Framework
Author: Deans, Christina
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Neurosciences,Teacher Attitudes,Beliefs,Elementary School Teachers,Knowledge Level,Teacher Characteristics,Information Sources,Universities,Professional Development,Educational Practices,Cognitive Processes,College Role

Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers' beliefs in several neuromyths that go on to pervade their practice. This paper reports on a small study that explored teachers' beliefs and implementation of brain-based learning in one Australian primary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brainbased knowledge, were still prone to endorsing common neuromyths regardless of the school's teaching and learning framework, years at the school, overall teaching experience or level of qualification, with beliefs influencing classroom practice whether correct or misinformed. Further, school professional learning and universities were listed as primary sources of information for these teachers. This study underscores the importance of schools and universities providing opportunities for timely and up-to-date professional learning.
Facilitating Taiwanese Elementary School English Student Teachers&apos; Learning through Text-Based Protocols
Author: Chien, Chin-Wen
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Student Teachers,Student Teaching,Practicums,Teaching Models,News Reporting,Second Language Instruction,English (Second Language),Protocol Analysis,Preservice Teacher Education

This study used online responses, observation fieldnotes, and interviews to analyze eight student teachers' learning through text-based protocols on news analysis during their practicum, a core component for beginning teachers' competence construction, in a language teacher education program in the northwest of Taiwan. This study revealed that student teachers regarded the text-based protocols as useful pedagogical tools, particularly offering a clear focus on reading and analyzing the news. Through face-to-face and Facebook discussions on 33 news reports, student teachers became familiar with the latest policies and trends on English education, constructed their pedagogical competence in English instructional strategies, and examined the gap between policies and practice on the co-teaching model. Suggestions on effective implementation of the text-based protocols on discussing education news are provided in terms of preparation of a variety of news or issues, selection of the appropriate text-based protocols, and integration of theories on news analysis and discussions.