ethanporcaro/eric-fulltext-meta huggingface dataset:
It Starts in the Classroom: The Relationship between Teacher Education Students&apos; Implicit Racial Biases and Classroom Disciplinary Decisions
Author: Lorenzetti, Nicole L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Racism,Classroom Techniques,Discipline,African American Students,Student Behavior,Behavior Problems,Racial Differences,School Counselors,Counselor Training

Teachers often hold lower academic and behavioral expectations for Black students, and they are more likely to make a disciplinary referral for Black students than their White peers for similar infractions. The mechanism underlying this may be teachers' implicit attitudes about their Black students. This quantitative study examined the connection between teacher implicit racial attitudes and how teachers choose to discipline disruptive classroom behaviors, addressing the research question: How do teacher education students' (TES) implicit racial attitude scores on an implicit bias test affect their decisions to refer students for disciplinary action? The study looked at teacher education students (N=233) who completed three sets of tests: the racial bias Implicit Assessment Test; a set of questions assessing disciplinary referral decisions using vignettes depicting student misbehaviors in a classroom setting; and a demographic questionnaire. We predicted that TES who scored higher on the racial bias IAT would be more likely to recommend Black students for a disciplinary referral. While the hypothesis couldn't be confirmed, there was evidence that TES who showed greater bias against Black protagonists were more likely to choose to ignore disruptive behavior in Black students in the classroom than those with lower bias against Black protagonists; however, because choosing to ignore behavior has several underlying causes, this outcome needs to be examined more closely in future research. Ultimately, this study adds to the literature on TES racial attitudes and the effect of these on their classroom interactions with their students.
Online Course Reviews and the Student Experience: A Case Study
Author: Gillham, John C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Student Evaluation of Teacher Performance,Course Evaluation,Student Experience,Student Attitudes,Doctoral Students,Educational Quality

The purpose of this case study was to explore the impact of online course design reviews on student perceptions of the course and instructor as reported on course evaluations. This study was conducted in an online Doctor of Education (Ed.D.) program at a small private university located in the MidWestern United States that adopted an initiative to improve the quality of their online courses. It utilized the Quality Matters Higher Education Rubric, Sixth Edition (2018) standards as a framework through which to explore effective online course design and the impact on the student experience. Data was collected through university-administered student course evaluations from two semesters prior to each external online course review and two semesters after each external online course review. Findings indicate students more strongly agreed with all the course and instructor items after the online course reviews. Course and instructor means improved for course evaluation questions specifically related to course design as well as for items not directly related to course design. Qualitative analysis of the open-ended response items further supported these findings.
Multiracial Identity from Theory to Praxis: A Literature Review for K-12 Practitioners
Author: Peng, Jackie M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Multiracial Persons,Racial Identification,Kindergarten,Elementary Secondary Education,Self Concept,School Policy,Theory Practice Relationship,Cognitive Development,Classification,Race,Social Theories

Multiraciality and mixed-race students have long been overlooked in K12 education discourse despite a significant increase in the number of students identifying as more than one race. Research that does address Multiracial students tends to focus on multiracial identity development of college students. However, educators and K12 school leaders must engage critically with how theoretical abstractions like 'racial identity' are being parsed and adopted in school policies, particularly as it pertains to mixed-race students. Having a deeper understanding how Multiracial identity is conceptualized and deployed makes it possible for K12 practitioners to better appreciate how race and racial identity operate in schools. This literature review for K12 practitioners highlights theories and assumptions about identity that have gained acceptance in K12 education--cognitive identity development models; social identity theory; and the uncritical adoption and use of racial categories. The literature review presents limitations and challenges these theories pose for understanding Multiracial identity in a K12 context. Lastly, this work suggests a postpositivist realist theory of Multiracial identity be used in education and the implications of such for K12 practitioners working with Multiracial students and families.
Pre-Service during a Pandemic: College Students&apos; Perceived Effects of Mindfulness Practices: A Mixed Methods Study
Author: Leckenby, Katie
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pandemics,COVID-19,Metacognition,Student Attitudes,Social Cognition,Mental Health,Journal Writing,Stress Variables,Psychological Patterns

Being stressed in college has almost become a rite of passage and the COVID-19 pandemic has undoubtedly heightened these stress levels. The purpose of this study was to obtain more information regarding students' perceptions regarding the benefits, if any, of engaging in mindfulness practices in the classroom. The study consisted of students from a small liberal arts college who were enrolled in a teacher preparation program during the 2020 Fall semester. Participants engaged in a guided meditation using the Calm app as a whole group at the beginning of class and then a gratitude journaling activity at the end of class. Students were given a survey at the end of the semester to judge the effectiveness of mindfulness practices in the classroom and to determine if these practices made an impact on students' lives outside of the classroom.
Principals&apos; Approaches and Perceptions toward Teacher Evaluation in a Virtual Setting during the COVID-19 Pandemic
Author: Elam, Nicholas
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Evaluation,COVID-19,Pandemics,Distance Education,Experience,Web Based Instruction,Learner Engagement,Teacher Student Relationship,Teaching Methods,Instructional Leadership,Elementary Secondary Education,Educational Change

The COVID-19 pandemic forced school leaders to balance health needs and learning needs in unprecedented ways. Promoting student health needs required schools to shift to virtual instruction. Promoting student learning needs required daunting efforts and adjustments by students, families, teachers, and school leaders. The purpose of this study is to understand the approaches, perceptions, and experiences of school principals toward this end -- focusing primarily on teacher evaluation and instructional leadership (particularly through the evaluation process) -- when faced with such challenging and unfamiliar circumstances and settings. In this mixed-methods study, the survey responses of 120 principals, and the interview responses of 16 principals, yielded six emergent themes: Principals showed grace in the evaluation process; principals felt they and their teachers were underprepared for the abrupt shift to virtual instruction; evaluation approaches were fluid, and varied greatly from school to school; the focus of evaluations shifted even more toward teachers' engagement of and connection with students; teachers willing to adapt instructional approaches fared better than teachers who clung to old approaches; principals did not feel like effective instructional leaders. Results suggest that principals need support, from the district level and state level, to evaluate teachers fairly and formatively in a virtual setting. Results also suggest that virtual instruction provides principals with an opportunity to empower teachers as leaders within their school.
School (Dis)Connectedness during Comprehensive Distance Learning: A Mixed-Methods Study
Author: Swartz, Nazia Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Learner Engagement,Attendance,Attendance Patterns,Student Attitudes,Student School Relationship,Teacher Student Relationship,Peer Relationship,Middle School Students,COVID-19,Pandemics,Educational Environment,School Culture,Educational Change,Sense of Community,Public Schools

Previous studies suggest that students who attend school consistently are more likely to perceive a connection to their school, teacher, and peers. This mixed-methods study was set in a public middle school in the Pacific Northwest. Extant attendance data and responses to a researcher-generated survey of students who met the state's definition for chronic absenteeism were analyzed to explore changes in students' self-reported feelings of being connected to school, teacher relationships, peer relationships, and school climate before the COVID-19 pandemic and during Comprehensive Distance Learning (CDL). Survey responses from 105 middle school students, all identified as chronically absent in the current school year based on attendance data, suggest a decrease in the way in which positive school relationships are formed, peer relationships are nurtured and maintained, and school climate is cultivated during CDL. These changes have had a significant impact on the degree to which students feel connected to school in a virtual environment. Implications for practice are discussed.
Pre-Service Teachers&apos; Reflective Writing and Learning in Early Field Experiences
Author: Romero, Deborah
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflection,Writing (Composition),Teacher Education Programs,Field Experience Programs,Professional Identity,Beliefs,Student Attitudes,Diversity,Cultural Differences,Language Usage,Creativity,Critical Thinking,Cooperation,Interpersonal Communication,Journal Writing,Student Diversity,Elementary Secondary Education

As cultural and linguistic diversity (CLD) in schools increases so does the demand for more qualified teachers. Enrollment declines in teacher preparation programs and national teacher shortages, particularly teachers prepared to work with CLD students, further exacerbate the situation. As teacher preparation programs seek to meet the demands for teachers, this study addresses a gap in research and practice that examines pre-service teacher (PST) reflections conducted as part of a non-credit very early field experience (EFE). The study addresses two questions:1) How does participation in EFE shape PST learning and professional identities as expressed in written reflections? 2) In what ways does participation in EFE impact PST beliefs, attitudes, and learning about cultural and linguistic diversity? Participants in this exploratory mixed methods study were six first year pre-service teachers, engaged in early field experiences at a public university. Data in the form of written reflections was collected twice during the first semester. A qualitative content analysis coded levels of reflections as descriptive, empathic, analytic, and metacognitive (Chabon &amp; Lee-Wilkerson, 2006), and for evidence of 4Cs P21 professional skills: creativity, critical thinking, communication, and collaboration. A quantitative analysis explored differences in the frequency, examined relationships across reflection types and skills, and compared first and second journals. The most frequent strategies were analytic, critical thinking, and descriptive. PSTs documented creating supportive classrooms, promoting academic and linguistic success, and relationship building as relevant to their professional identities. Implications include a need to increase EFE and promote student learning through non-credit bearing opportunities and reflective writing in teacher preparation.
School Leadership during COVID-19: Implications for School Leadership Preparation Programs
Author: Gonzales, Miguel M.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Leadership Training,Administrator Education,Principals,Student Attitudes,Administrator Responsibility,Crisis Management,Internship Programs,Educational Policy,School Closing,Needs

In one university-based school leadership preparation program, aspiring school principals were asked to intern virtually with principals during the COVID-19 school closures. During this internship experience, they interviewed principals about leading during a pandemic and wrote reflective responses explaining what they learned about leading during the pandemic. This case study examines the reflections and lessons learned of leading schools during COVID-19 from 27 aspiring principals in two cohorts of a university-based school leadership preparation program. The researchers employed an abductive qualitative analysis for each aspiring principals' reflection using both deductive and inductive coding methods. Findings revealed fourth themes: (1) the need for structure and organization, (2) attending humanistic needs, (3) struggling to respond to policy changes; and (4) finding meaning and uplifting morale. This study can be used to help inform and guide educational leadership preparation and development programs on how to redirect coursework and field-based experiences to better prepare aspiring school principals to lead during school closures.
Best Practices for Teaching Chemistry Disciplines to Graduates Majoring in Pharmacy during the COVID-19 Restrictions: A Systematic Review
Author: Nizhenkovska, Iryna V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Science Teachers,Pharmaceutical Education,Pharmacology,COVID-19,Pandemics,Literature Reviews,Graduate Students,Foreign Countries,Teaching Models,Science Instruction,Artificial Intelligence,Pharmacy

The purpose of the study was to identify the - interventions that can be adopted for teaching chemistry disciplines to the graduates majoring in Pharmacy (Mpharm) in Ukraine. The study employed a systematic review methodology and a qualitative approach to synthesising the sources. The triangular assessment method was used to rate the short-listed instructional interventions for feasibility, transferability, and duplicability in the settings of teaching chemistry disciplines to pharmacy graduates in Ukraine. The review found seven eligible publications for the analysis. It was identified that the shortlisted instructional models were technology-mediated and positively affected students' skills and occupational knowledge. Three out of seven instructional models used chatbots and AI to automate the process of management of students learning activity which suggested that automation of the process of educational content delivery was becoming an emerging trend in instructional design. Having performed the triangular assessment method (TAM) analysis, three instructional models were given preference in terms of their use in medical education settings in Ukraine. These models were as follows: (a) PhET simulations-based model, (b) the model based on automated delivery of the course using the Smart Sender platform and (c) the model based on automation of the Moodle-driven e-course using Dialogflow chatbot.
Understanding International Students&apos; Learning Experiences of English as a Medium of Instruction Courses
Author: Chung, Ik-Soon
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,English (Second Language),English Language Learners,English Instruction,Foreign Countries,Private Colleges,Reading Ability,Vocabulary Development,Student Satisfaction,Graduate Students

This study aims to understand international students' learning experiences in English as a medium of instruction (EMI) courses in a private Korean university. By using mixed-method research, this study collected two data sources, including (1) an online survey (n=46) and (2) an individual in-depth interview (n=4) at the end of the 2022 Spring semester. The study results are summarized as follows. First, EMI courses could enhance international students' content knowledge development effectively. Second, EMI courses could improve international students' English proficiency in terms of reading and vocabulary ability. Third, international students showed high satisfaction with EMI courses and are willing to take EMI courses continuously. However, the interview analysis showed that it was challenging for a few international students to improve their English speaking ability due to limited opportunities to speak English during graduate-level courses. These study results suggest several recommendations to provide practical EMI courses for teaching diverse international students, including English language learners in higher education.
The Role of High-Performance Implementation Teams in Promoting Effective Use of Evidence-Based Practices
Author: Mainzer, K. Lynne Harper
Date: 2022-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Program Implementation,Administrative Organization,Fidelity,Educational Administration,Achievement Gap,Students with Disabilities

This article posits that high-performance implementation teams are a powerful resource for administrators when supporting the effective use of evidence-based practices (EBPs) among teachers. Yearly, administrators purchase EBPs with the expectation that positive results found in research will be reproduced in their school settings. Unfortunately, teachers' execution of these practices can fall short of the quality needed to effect substantive progress among all students. A common response is for administrators to convene implementation teams to extend help for teachers implementing EBPs. However, many of these teams are structured traditionally and lack sufficient communication, coordination, and synergy among members to produce substantive outcomes. Yet, when administrators employ a team-directed continuous improvement process that includes a protocol for building high-performance teams, they create conditions for team members to effectively support EBP implementation, analyze performance data, cross the research-to-practice bridge, and work together to close achievement gaps.
The Investigation of the Research on Out-of-School Learning Activities in Turkey: A Systematic Review
Author: Metin, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Informal Education,Learning Processes,Secondary School Students,Learning Activities,Foreign Countries,Research Reports,Teacher Attitudes,Student Attitudes,Anxiety,Learning Motivation,Student Interests,Science Activities,Science Education

This research aims to analyze the studies on out-of-school learning activities in Turkey between 2000 and 2020. For this purpose, 303 studies were selected, of which 211 articles, 73 master's thesis, and 19 doctoral dissertations, with the phrase &quot;out-of-school learning&quot; in the title and keywords. A systematic literature review was conducted in the research. The data were entered into the Content Analysis Monitoring Form, and the analyses were made on the Microsoft Excel program. In line with the findings obtained, it was determined that most of the studies on out-of-school learning activities were carried out in 2020. In these studies, it was seen that it was mainly aimed to determine the opinions of teachers or students about out-of-school learning activities, the sample was selected in the range of 21-40 people, and the most selected sample group was secondary school students. It was also determined that the studies were mostly done in the science discipline and that the case study from qualitative and experimental research design from quantitative methods was used. When all the findings were evaluated, since there are not many studies on the effect of out-of-school learning activities on anxiety, motivation, and interest, it is recommended to carry out studies in this area and to increase the studies to be done towards high school, preschool, primary school students.
9th Grade Students&apos; Learning of Designing an Incubator through Instruction Based on Engineering Design Tasks
Author: Baydere, Fethiye Karsli
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 9,STEM Education,Learning Activities,Design,Engineering,Foreign Countries,Cooperative Learning,Scientific Research,Inquiry

In this study, a STEM activity was designed in which 9th-grade students can complete the task of making incubators by overcoming the difficulties they face in the engineering design process. This activity has been handled in the context of energy conversion and prepared based on the engineering design process consisting of 9 stages. The activity was applied to 34 (19 females and 15 males) 9th-grade students studying at a public school in the Eastern Black Sea Region in Turkey in the fall semester of the 2019-2020 academic year. This application took 7 lesson hours (7x40 minutes) in total. At each stage of the engineering design process, students worked like an engineer and scientists by collaboratively conducting scientific research and inquiry. Throughout the process, students were confronted with several difficulties, given the time and opportunity to help them develop STEM literacy. More importantly, the students had the opportunity to experience a STEM activity by putting the steps of the engineering design process into practice.
Acquiring Scientific Process and Innovative Thinking Skills for Secondary School Sixth Grade Students through Digital Activities: An Action Research
Author: Baysal, Emine Akkas
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 6,Science Instruction,Science Process Skills,Thinking Skills,Innovation,Educational Technology,Electronic Learning,Energy,Program Effectiveness,Science Experiments,Science Activities,Secondary School Students,Scientists,Skill Development

This research aims to develop students' scientific process and innovative thinking skills using digital activities in distance and face-to-face education. A total of 12 sixth-grade students in a primary school participated in the study. The research was action research. The analysis was carried out in the &quot;Transmission of Electricity&quot; unit within the scope of the sixth-grade Science Course in 5 weeks and 20-course hours. The quantitative data were collected with &quot;The scientific Process Skills Scale&quot; and &quot;Innovative Thinking Scale&quot;. Semi-structured interview forms, researcher, and student diaries were used to acquire qualitative data. The study's findings revealed that students showed improvement in gaining scientific processes and innovative thinking skills. It was observed that there was a significant difference between the mean scores of the science process skills test applied before and after the application in favor of the post-test. It was determined that students' use of scientific thinking skills increased during the experiments and activities. Moreover, students identified themselves with the work of scientists and improved their skills in conducting scientific processes. This situation shows that students can gain a scientific approach and innovative thinking skills with the active use of digital activities, especially in Science.