ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Dimensions of Equity in Elementary Mathematics Methods
Author: Harbour, Kristin E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Mathematics Education,Methods Courses,Elementary School Mathematics,Professional Development Schools,Teacher Education,Partnerships in Education,College School Cooperation

In this article the authors describe a well-known framework for equity in mathematics education and explain how they integrate it into multiple aspects of a mathematics methods course, including the clinical experiences in elementary school classrooms.
Supporting Elementary Education Teacher Candidates&apos; Knowledge and Implementation of Equity-Based Practices
Author: Polly, Drew
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Professional Development Schools,Program Implementation,Equal Education,Mathematics Instruction,Small Group Instruction,State Standards,Teacher Education Programs,Teacher Leadership

In this article the authors examine elementary education teacher candidates' reflections while participating in a senior course that included a book study on equity-based teaching and an intensive clinical practice experience which included teaching mathematics small groups. Findings indicate that candidates started to make progress towards implementing equity-based practices during their teaching. Their reflections from both the book study and their clinical experience indicated that candidates valued learning about equity-based teaching and were concerned about how to enact those practices while also teaching their required state standards and district-mandated resources.
Urban Field Experiences and Preparing Teacher Candidates to Understand Diversity and Social Justice through University School Community Professional Development Partnership (USCPDP)
Author: Adams, Benedict L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Diversity,Teaching Methods,Clinical Experience,Professional Development Schools,College School Cooperation,High Schools,Community Schools,Social Justice,Teacher Education,Teacher Education Programs,Attitude Change,Reflection,Critical Thinking,Teacher Role

In this article the author shares the findings of an exploratory study of secondary teacher candidates and their clinical educators after the candidates participated in a course on diversity and equity that included clinical experiences in a local community-focused high school. Findings indicate that candidates reported developing their knowledge and skills related to equity-based teaching as a result of the combined course experience and clinical experience.
Using Culturally Relevant Pedagogy to Develop an Anti-Racist Practice: A Reflection from an Intern
Author: Herz, Hallie
Date: 2021-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Racism,Teaching Methods,Teacher Education,Curriculum Development,College School Cooperation,Graduate Students

In this article the author examines and reflects about what anti-racism education can look like in a privileged suburban high school that includes mainly White students. She draws on the work of anti-racism and equity-focused authors to provide suggestions to teachers of all grade levels across multiple contexts.
You Matter: PDS Partners Collaborating to Recruit More Diverse Teacher Candidates
Author: Feldman, Kimberly
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,Student Recruitment,Teacher Education Programs,Student Diversity,Diversity (Faculty),Minority Group Students,African American Students,Racial Composition,High Schools,College School Cooperation

In this article the authors describe how their PDS Partnership collaborated to hold recruitment events to intentionally recruit more diverse teacher candidates. The authors discuss the beginning of the partnership and the specific aspects of the recruitment programs.
The Impact of the Multicultural Education on Students&apos; Attitudes in Business Higher Education Institutions
Author: Karacsony, Peter
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Diversity,College Students,Cultural Background,Student Attitudes,Educational Environment,Higher Education,Multicultural Education,Foreign Countries,Business Education

The research aims to assess the cultural diversity of international students studying in higher education institutions. The results of the research provide an overview of the attitude of students studying in institutions of higher education to learning, the factors influencing their studies, and their expectations for their studies abroad. One type of quantitative research method, the questionnaire, was chosen for the primary research. The research results reflect the perspectives of students from different cultural backgrounds in institutions of higher education and focus on the phenomena and situations they experience. Following the hypothesis test results, an outcome can be seen that students believe that their studies in higher education provide a good foundation for their personal development. The results also confirmed that learning in a multicultural environment could positively affect students' working abilities.
SG-ACCORD: Designing Virtual Agents for Soft Skills Training in the School Context
Author: Dell'Aquila, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Soft Skills,Educational Technology,Role Playing,Computer Simulation,Game Based Learning,Conflict Resolution,Teacher Student Relationship,Intergroup Relations,Educational Games,Teacher Education,Secondary School Teachers,Foreign Countries

This study focuses on the behavior of interactive agents and how to ground their implementation in psychology and cognitive modeling to capture fundamental psycho-pedagogical elements to deliver an effective competency-based training and assessment tool for teachers, trainers, and educators working in the school context. The study describes the design and implementation of a Serious Game, &quot;Attain Cultural Integration through COnflict Resolution skill Development&quot; (SG-ACCORD), to develop and assess soft skills that are pivotal in educational working contexts (i.e., negotiation, effective communication, intercultural conflict management). The SG-ACCORD has been developed by applying a tailored methodology, namely the Educational Technology-enhanced Role-Playing, addressing two main facets: psycho-pedagogical (theoretical frameworks) and technological (production of artificial worlds based on computer-simulated models). The game is a single-player virtual role-play offering a series of scenarios reflecting the real-life experiences of teachers in which the role of interactions and human factors is crucial. It focuses on the simulation of a dialogue between two characters (an avatar controlled by a human player and a BOT computer-controlled counterpart), enacting interethnic conflicts between teacher and students within realistic school context scenarios. The SG-ACCORD represents a free, easily manageable, and flexible educational tool that can be used as a stand-alone resource and envisages an automatic feedback and debriefing system.
What Drives Regional Disparities in Educational Expansion: School Reform, Modernization, or Social Structure?
Author: Helbig, Marcel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Geographic Regions,Educational Policy,Educational Change,Social Structure,Development,Social Change,Educational Legislation,Access to Education,Equal Education,Elementary Secondary Education,Higher Education,Educational Attainment,Gender Differences

The aim of this study is to empirically investigate the reasons for regional disparities in educational expansion in Germany (i.e., rising rates of general university entrance qualification) on the basis of theoretically relevant influencing factors: changes in school policies, changes in social structure, or general social modernization processes. We pay special attention to the legal framework of schools, which has changed at different times in the German states. Our analysis is based on data from the National Educational Panel Study and on a database on the development of schooling regulations in the German states after World War II. For the analysis, we use two-way crossed random-effects models. Our analyses show that the modernization of school structures is only associated with increasing individual opportunities to access higher school education. However, this association disappears when controlling for social structure and cohort sequence. Rather, the educational expansion of the recent decades is characterized by a changed social structure and, in small parts, by general social modernization processes. In light of our findings, we argue that educational policy adapts school structures to societal changes, opens up new opportunities, yet at the same time reproduces and exacerbates educational inequality.
ICT Motivation in Sixth-Grade Students in Pandemic Times--The Influence of Gender and Age
Author: Dúo-Terrón, Pablo
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Technology,Educational Technology,Student Motivation,Technological Literacy,Internet,Elementary School Students,Grade 6,Gender Differences,Age Differences,Learner Engagement,Foreign Countries,COVID-19,Pandemics,Student Attitudes,Personal Autonomy,Interpersonal Relationship

Information and communication technology (ICT) is being immersed in people's daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement.
Teacher Agency and Futures Thinking
Author: Varpanen, Jan
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Futures (of Society),Role of Education,Educational Change,Foreign Countries,Teacher Education,Elementary School Teachers,Preschool Teachers,Technology Uses in Education,Teacher Attitudes

Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers' agency in educational change. At the same time, temporality has been identified as a key element in teachers' agency, with teachers' beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers' future orientations is typically limited to short-term trajectories, as opposed to long-term visions of education. To address this, we draw on a futures studies perspective to give more explicit attention to teachers' long-term visions of their work. We argue that the method of future narratives, already well-established in the field of futures studies, is a fruitful methodological framework for studying these long-term visions. In this paper, we first show that the futures studies approach is theoretically compatible with the ecological model of teacher agency. We then outline the method of future narratives to point out the possibilities it offers. Finally, we illustrate our approach with an exploratory analysis of a small set of future narratives where teachers imagine a future workday. Our analysis reveals that the narratives offer a rich view of teachers' longer-term visions of education, including instances of reflecting on the role of education in relation to broader societal developments. Our study suggests that this novel approach can provide tools for research on teacher agency as well as practical development of teacher education, addressing long-term educational issues and policies.
Linking Character Strengths and Key Competencies in Education and the Arts: A Systematic Review
Author: Vazquez-Marin, Pedro
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,Personality Development,Individual Characteristics,Personality Traits,Competence,Personality,Psychology,Well Being,Elementary Secondary Education,Higher Education,Values

Positive education, as a method for the positive development of students' personality, embodies the 24 character strengths that Peterson and Seligman developed in their studies and that are necessary for new professional profiles. This new social and work landscape inspired supranational institutions, such as the European Union, to develop theories for new educational systems. These Key Competencies seek the comprehensive training of students, on not only the cognitive but the socioemotional plane, as occurs with arts education. With this literature review, we intend to demonstrate the relationship between the Key Competencies as catalysts for the development of character strengths in students through art education programmes. The results conclude that it is possible to define a relationship between the Key Competencies and character strengths and to outline the nature of these relationships, noting that certain patterns of combinations of strengths are repeated in the Key Competencies. Additionally, our work leads us to propose the need to increase the volume of research in this field and to design future studies that allow an empirical evaluation of the nature of these connections and whether they are efficient and enduring.
&quot;Growing as a Stronger Clinician in Adverse Conditions&quot;--A Snapshot of Clinical Training during COVID-19
Author: Singaram, Veena S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Registrars (School),Clinical Teaching (Health Professions),Pandemics,COVID-19,Barriers,Physicians,Foreign Countries,Experience,Medical Education,Strategic Planning,Research Methodology

Transformative learning theory has been recommended as a pedagogy of uncertainty for accommodating new beliefs that enable humans to thrive amid the challenges and complexity of our world. As higher education institutions embrace new roles and responsibilities, few studies have focused on how the disruptions caused by COVID-19 may facilitate formative learning experiences. This study explored how registrars responded to the challenges facing clinical training during the first wave of COVID-19, and how the impact of these disruptions prompted personal and professional development. Registrars completed an online qualitative SWOT (strengths, weaknesses, opportunities, and threats) analysis of their training experiences during the COVID-19 pandemic. Data were thematically analysed. Four hundred and five responses were received from 54 registrars. Themes related to challenges included mental distress, resource constraints, and compromised and inadequate training. Themes related to strengths and opportunities included new learning experiences, resilience, coping strategies, and enhanced graduate competencies related to leadership, collaboration, communication, and health advocacy. The disruptive and disorienting elements of COVID-19, although situated in chaos, aggravating the constraints of training in under-resourced settings, also provided unexpected learning opportunities. These findings highlight the transformative potential of disrupted learning contexts and the need for responsive curricular to enhance graduate competencies, adaptability, and resilience.
Students&apos; Depression and School Burnout in the Context of Family Network Acceptance and Deviation from Balanced Time Perspective
Author: Macalka, Emilia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Depression (Psychology),Burnout,Family Environment,Social Networks,Network Analysis,Measures (Individuals),Time Perspective,Severity (of Disability),Intervention

Nowadays, a growing increase in depression and school burnout is being observed in students. The research aim is to test the mediating effect deviation from balanced time perspective, gender, and subjective sense of family network acceptance on the relationship between depression and school burnout. The sample consisted of 355 students (61.6% girls, 48.4% boys) from the third grade of high school in the south of Poland (mean age 18.5). The student school burnout scale for youth, Time Perspective Inventory, and Depression Scale for youth were used in the survey. Results showed significant relationships between the time perspective indicators, depression, and school burnout as well as a mediation effect of the past time perspective and the fatalistic present time perspective towards depression through school burnout. The findings confirmed that the focus of a person on immediate hedonistic goals becomes significant for the severity of depression only after accounting for the level of school burnout. Conclusions comprised the design of psychological interventions aimed at the group of young people experiencing depression and school burnout considering the time perspective development.
Unique Problems Require Unique Solutions--Models and Problems of Linking School Effectiveness and School Improvement
Author: Feldhoff, Tobias
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,School Effectiveness,Educational Improvement,Educational Research,Criticism,Technology Uses in Education

The article aims to outline the proposals for linking school effectiveness research and school improvement that are currently relevant in international discussion and to ask how they deal with the 'technology deficit' at the level of model improvement. We will first show the difference between school improvement and school effectiveness. Then, we outline areas showing basic problems associated with linking school effectiveness and school improvement. After that, we present a summary of two relevant models for linking school effectiveness research and school improvement--Comprehensive Framework of Effective School Improvement and Dynamic Model of Educational Effectiveness--and subject them to critical analysis. The result of the critical analysis is that the question arises whether a link between the two traditions leads to a complementation of their respective problems of observation rather than to a compensation of them. This, in particular, concerns the problem of causality, which gives rise to theoretical and methodological considerations in both fields of research.
Preservice Teachers&apos; Knowledge and Attitudes toward Digital-Game-Based Language Learning
Author: Belda-Medina, Jose
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Games,Game Based Learning,Preservice Teachers,Educational Games,Second Language Instruction,Second Language Learning,English (Second Language),Preschool Education,Elementary Education,Student Attitudes,Gender Differences,Foreign Countries

There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants' knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p[less than or equal to]0.05) after the treatment in two of the five dimensions in the survey about teacher candidates' attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers' positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.
Instructional Perseverance in Early-Childhood Classrooms: Supporting Children&apos;s Development of STEM Reasoning in a Social Justice Context
Author: Ward, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Persistence,STEM Education,Thinking Skills,Social Justice,Skill Development,Early Childhood Teachers,Teaching Methods,Mathematics Education,Teaching Experience

In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students' STEM reasoning development, which positions students for productive STEM-based outcomes.