ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Diagnosticians&apos; Role in Home-School Collaboration: The Impact of Efficacy and Perceptions of Support
Author: Collier, Margo
Date: 2020-00-00
Type: Journal Articles
Subjects: Family School Relationship,Cooperation,Self Efficacy,Beliefs,Special Education,Evaluators,Disability Identification,Role,Administrator Role,Parent Participation,Information Dissemination,Cooperative Planning,Intervention,Interpersonal Communication,Participative Decision Making,Trust (Psychology),Competence

Assessment in special education is a shared practice by a number of professionals. Educational diagnosticians are one such group of licensed professionals who assess students to determine eligibility and service recommendations. This study examined educational diagnosticians' perceptions of their role in fostering home--school collaborations. In particular, we focused on the following: (a) educational diagnosticians' competency to facilitate collaboration, (b) educational diagnosticians' self-efficacy and belief that fostering collaborative efforts between home and school should be done, and (c) educational diagnosticians' perceptions of administrative support of such collaborative efforts. The &quot;Facilitating Home-School Collaboration Questionnaire&quot; (FHSCQ), which was developed by the authors specifically for this study, was completed by a statewide sample of educational diagnosticians and school administrators in a southwestern state. The FHSCQ was found to have good internal reliability and construct validity. Findings are discussed in relation to future research and implications for graduate preparation programs and professional development initiatives to examine, cultivate, and nurture efficacy for collaboration between parents and schools.
Learner Skills in Open Virtual Mobility
Author: Rajagopal, Kamakshi
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Online Courses,Global Approach,Educational Technology,Technology Uses in Education,Cultural Awareness,Networks,Independent Study,Media Literacy,Technological Literacy,Personal Autonomy,Interaction,Cooperative Learning,International Cooperation,Student Mobility,Open Education,College Faculty,School Personnel,Researchers,Intercultural Programs

Internationalisation has been a key theme in higher education (HE) for decades. Multiple initiatives across the world have contributed to creating offerings of high-quality online education, with collaborations across national borders. Two of the concepts that have proved to be influential are Virtual Mobility (VM) and Open Education (OE). Virtual mobility refers to study activities that students enrolled in HE in one country undertake online in other countries without physically moving. Such activities are certified and mutually acknowledged by participating institutions. Open education covers global initiatives increasing access to free online quality education, without or with alternative forms of certification. The research presented in this article identifies the learner skills and competences that are supported by Open Virtual Mobility (OpenVM), a new trend in online education that builds upon these two concepts. A group concept mapping study based on the contributions of experts in both VM and OE resulted in defining seven learner skills and competence areas including: intercultural skills and attitudes; networked learning; active self-regulated learner skills; media and digital literacy; autonomy-driven learning, interactive and collaborative learning in an authentic international environment and open-mindedness. The study provided input for further conceptualising of OpenVM as a bridge between VM and OE.
Connections between Real Analysis and Secondary Mathematics
Author: Patterson, Blain
Date: 2020-04-00
Type: Journal Articles
Subjects: Mathematical Concepts,Secondary School Mathematics,Textbook Evaluation,Common Core State Standards,Mathematics Instruction

In this study, we examine the connections between real analysis concepts and secondary mathematics content. This is accomplished by conducting a textbook analysis of a commonly used real analysis textbook. Concepts from the real analysis textbook were mapped to the Common Core State Standards-Mathematics (2010) to determine the relationship between real analysis and high school mathematics. The results of this textbook analysis suggests that several connections between real analysis and high school mathematics do exist with a particular emphasis on functions. Implications, limitations, and future research are also discussed.
Peer-Graded Individualised Student Homework in a Single-Instructor Undergraduate Engineering Course
Author: Cleynen, Olivier
Date: 2020-00-00
Type: Journal Articles
Subjects: Homework,Undergraduate Students,Engineering Education,Peer Evaluation,Grading,Program Effectiveness,Foreign Countries,Educational Technology,Technology Uses in Education,Student Participation,Barriers,Technological Literacy,Student Attitudes,Grades (Scholastic)

This article reports on the implementation of a programme of individualised, peer-graded homework assignments in a large-scale engineering course, with minimal resources. Participation in the programme allows students to receive grades for problem-solving work in a setting more conducive to learning than the traditional final examination. The homework programme was designed to support the ordinary course work and examination preparation of students along the semester, rather than an expansion of the curriculum. The implementation is carried out using a series of scripts on a local computer, for speed of deployment, portability and privacy protection. Data relevant to instructors are provided, showing that the programme integrates well within an existing grading system, at a relatively low time cost for the instructor, resulting in a relatively large enhancement in the students' learning experience.
Mathematics Teacher Preparation Standards in a Research-Based Mathematics Course for Prospective Secondary Mathematics Teachers: Exploring Student Experiences and Curriculum Writers&apos; Perspectives
Author: Beach, Janessa
Date: 2020-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Preservice Teacher Education,Courses,Research Methodology,Secondary School Mathematics,Student Experience,Instructional Effectiveness,Active Learning,Inquiry,Student Attitudes,Problem Solving

Recommendations for preparing teachers of mathematics have been published by multiple professional organizations in the United States; however, there is limited research on whether student course perceptions affirm the instructor-identified alignment of mathematics content courses for prospective secondary mathematics teachers (PSMTs) to these recommendations. We investigate the alignment of research-based tasks and explorations used in a content course for PSMTs to the Association of Mathematics Teacher Educators Standards for the Preparation of Teachers of Mathematics and recommendations in the Mathematical Education of Teachers II. Analyzing end-of-course interviews with 11 students enrolled in this course, we employ thematic analysis to identify themes in student perceptions that reflect central ideas in these documents. Four aspects of the course arose that likely support these themes and related standards and recommendations. This study generates other questions about the extent to which mathematics content courses focusing on research-based knowledge and practices for PSMTs should naturally elicit solid links to these standards.
Find the Measure of Angle X: Teacher&apos;s Technology Investigation
Author: Obara, Samuel
Date: 2020-04-00
Type: Journal Articles
Subjects: Computer Software Evaluation,High School Teachers,Mathematics Teachers,Geometry,Educational Technology,Technology Integration,Mathematical Logic,Validity

This paper discusses strategies that two high school geometry teachers employed to solve a challenging geometry problem with the aid of dynamic geometry software (The Geometer's Sketchpad (GSP). The teachers were part of a group of teachers who participated in a summer professional institute funded by the National Science Foundation. The paper demonstrates the use of technology to construct, explore, and prove, incorporating the measurement tool in GSP. Although the two teachers showed similar approaches, they displayed interesting proof strategies.
Holographic Teaching Presence: Participant Experiences of Interactive Synchronous Seminars Delivered via Holographic Videoconferencing
Author: Li, Nai
Date: 2020-00-00
Type: Journal Articles
Subjects: Videoconferencing,Seminars,Higher Education,Distance Education,Student Attitudes,Program Effectiveness,Teaching Methods,Educational Technology,Technology Uses in Education,Online Courses,Video Technology,Interaction

This study seeks to identify potential advantages of using holographic videoconferencing to deliver seminars within higher education as compared to the use of alternative non-holographic videoconferencing. Holographic videoconferencing offers opportunities to enhance attendees' experience of remotely delivered seminars but has not been widely researched. Data were collected from 127 attendees attending one of three seminars, each of which featured a combination of physically present presenters and remote presenters participating via holographic videoconferencing. In this study, the holographic representations were three-dimensional and life-size. Monitors and holographic images were calibrated in a manner such that the remote presenters were able to point to and achieve eye-contact with members of the audience. Results indicate that the use of holographic videoconferencing can enhance the teaching presence of remote presenters, the engagement between participants and attendees' enjoyment of a seminar. Almost all participants reported this to be their first experience of a holographic event and the positive results are partly explained by a sense of novelty. This suggests that the benefits of holographic videoconferencing may reduce over time. However, we argue that some benefit, resulting from an enhanced degree of teaching presence, will be sustained. The relative impact on learning gain is not explored in the current study. We believe that this would likely require a more controlled experiment in future research.
Examining Educational Technology and Research Impact: The Two Roles of E-Learning and Related Terms in the 2014 REF Impact Case Studies
Author: Jordan, Katy
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Research Utilization,Electronic Learning,Higher Education,Foreign Countries,Case Studies,Educational Policy,Intellectual Disciplines,Technology Uses in Education

The need to demonstrate the impact of research has become an important issue in the Higher Education sector in the UK. This has been taken care of through the introduction of 'impact case studies' as part of the research excellence framework (REF). The aim of the study presented in this paper was to understand the role that educational technology (and related terms) played in the 2014 REF impact case studies, using the public online database of case studies as a data source. Searches for 11 educational technology-related terms yielded a sample of 125 unique case studies. Although this represents only 1.9% of the total case studies, educational technology is clearly playing a role. The cases comprised two major subgroups: those where educational technology was the focus of the research (mainly associated with cases in education and computer science), and those where educational technology was used as a route to achieving impact (mainly in health-related subjects). The findings have implications for the contributions that educational technology and educational technologists can make in enhancing and supporting this important issue within their institutions.
&quot;Making the Unusual Usual:&quot; Students&apos; Perspectives and Experiences of Learning at Home during the COVID-19 Pandemic
Author: Schaefer, Mary Beth
Date: 2020-06-00
Type: Journal Articles
Subjects: Disease Control,Distance Education,Teaching Methods,Educational Technology,Technology Uses in Education,Middle School Teachers,Middle School Students,Parent Role,Student Research,Mothers,Student Attitudes,Student Experience,COVID-19,Pandemics,School Closing

This child-parent research is a student-led inquiry into three adolescent girls' experiences of learning during the age of COVID-19 shelter-in-place mandate. In this collaborative autoethnography, a research team of five (three adolescent researchers--two of whom are sisters--and their respective mothers) met via videoconference to engage in five rounds of inductive and deductive data collection and analyses. Findings capture the three adolescents' experiences of new teaching methods in new learning spaces: (1) the physical space of &quot;Doing School at Home-How it Feels;&quot; (2) the negotiations undertaken by the girls called &quot;Improvisation and a School Mindset;&quot; and (3) the need to respond to one constant: &quot;Everything is Always Changing.&quot; A fourth theme, called &quot;Being at Home Gives Me...&quot; was created to capture the human experience of doing school at home--and the new spaces that opened up. Recommendations to help make school work in the home space are provided.
Middle Level Teachers Quarantine, Teach, and Increase Self-Efficacy Beliefs: Using Theory to Build Practice during COVID-19
Author: Haverback, Heather Rogers
Date: 2020-06-00
Type: Journal Articles
Subjects: Disease Control,Middle School Teachers,Distance Education,Educational Technology,Technology Uses in Education,Self Efficacy,Mastery Learning,Persuasive Discourse,Affective Behavior,Preservice Teachers,Observation,COVID-19,Pandemics

During COVID-19, almost all schools have been transformed into something unlike what they were before. Teaching that was done in person is now done virtually, with little to no preparation. Middle level teachers may have been confident in how to teach their content in the classroom; however, this confidence may differ when teaching virtually. Using the four sources of self-efficacy theory, I analyze the importance of self-efficacy and how teachers can use the COVID-19 pandemic to build their self-efficacy beliefs while teaching during this unique time.
Family Engagement in a Catholic School: What Can Urban Schools Learn?
Author: Anguiano, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Involvement,Family School Relationship,Catholic Schools,Urban Schools,Middle Schools,Disadvantaged Environment,Neighborhoods,Trust (Psychology),Social Capital,Academic Persistence,Values,Parent Attitudes,Student Attitudes,Poverty,Immigrants,Alumni,Mexican Americans,Asian Americans,Institutional Mission,School Culture,School Community Relationship,Low Income Students

U.S. public schools have an important opportunity to positively impact children and families from historically marginalized communities, serving as a stable point for children as they grow and a front-lines point of intervention for families. However, few schools are able to successfully create authentic, egalitarian partnerships with communities of color impacted by urban poverty. Coleman's (1988a, 1988b) seminal work on the social capital and academic success generated among low-income families with children attending Catholic schools, and Brinig and Garnett's (2014) research on the impact of Catholic schools in communities impacted by poverty led us to wonder what urban public schools might learn about family engagement from urban Catholic schools. The purpose of this qualitative study was to explore what a small urban Catholic middle school (Grades 4-8) located in a neighborhood significantly impacted by community violence, sex work, and drug use, does to engender trusting relationships with families and support the generation of social capital. Participants included 14 parents, students, and alumni who shared their experiences of being part of this school community and the practices or values that created strong community bonds and supported school persistence among children and youth. Results point to the importance of nonjudgmental attitudes among school staff, a communal organization of the school, and shared values across home and school settings.
Teacher Education in the Time of COVID-19: Creating Digital Networks as University-School-Family Partnerships
Author: Hodges, Tracey S.
Date: 2020-06-00
Type: Journal Articles
Subjects: Middle School Teachers,Teacher Education,Middle School Students,Trauma,College School Cooperation,Family School Relationship,Partnerships in Education,Electronic Learning,Instructional Materials,Social Media,COVID-19,Pandemics

As COVID-19 has suddenly transformed the landscape of learning in the United States, teachers are doing what they do best: figuring out how to effectively respond to support their students on their own. However, by creating digital networks that include university-school-family partnerships, the reach of teachers and teacher educators can increase. Teacher educators can provide support, systems, and strategies to maneuver the additional stressors and challenges posed by teaching during COVID-19. In this essay, we discuss how university-school-family partnerships mitigate the impacts of trauma, augment digital learning, and provide support for a variety of instructional scenarios happening in homes. Our focus on middle grade learners provides promise for meeting the needs of diverse students while capitalizing on the resources and expertise of universities, schools, teachers, and families.
From Altered Perceptions to Altered Practice: Teachers Bridge Cultures in the Classroom
Author: Trumbull, Elise
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigrants,Teacher Student Relationship,Conflict,Alienation,Well Being,Teaching Methods,Bilingualism,Spanish,English (Second Language),Second Language Learning,Faculty Development,Collectivism,School Policy,Individualism,Cultural Differences,Family School Relationship,Culturally Relevant Education,Hispanic American Students,Pretests Posttests,Cultural Awareness,Bilingual Teachers,Classroom Techniques,Elementary School Teachers,Teacher Attitudes,Attitude Change

Immigrant students and their families sometimes experience conflict or alienation in U.S. schools owing to differences between the collectivistic values of home (focused on the well-being of the family and group) and the individualistic values of schools (focused on the well-being of individuals) that drive instructional practices and school policies. The research project discussed here explored whether professional development based on cultural theory and research could support experienced teachers in creating culturally responsive classrooms for their primarily Latino immigrant students. Seven experienced, bilingual Spanish-English teachers from Southern California participated in professional development based on theory and research related to the cultural concepts of individualism and collectivism. The professional development approach was nonprescriptive and engaged teachers in collaborative inquiry and problem-solving. As a result of the training, teachers' proposed solutions to classroom and home-school conflicts shifted from primarily individualistic solutions on pretests to more collectivistic solutions and solutions that integrated both cultural perspectives on posttests. Gains in teachers' understanding of and respect for both cultures led to a more mutual stance toward parents, altered classroom organization, improved classroom management, and stimulated the use of instructional practices that were more harmonious with the values of their students.
The Seven Principles of Online Learning: Feedback from Faculty and Alumni on Its Importance for Teaching and Learning
Author: Tanis, Cynthia Janet
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Principles,Teacher Attitudes,Alumni,College Faculty,Teacher Student Relationship,Active Learning,Feedback (Response),Cognitive Style,Graduate Study,Virtual Classrooms,Learner Engagement,Best Practices,Teacher Expectations of Students,Professionalism,Time Management,Academic Standards,Integrity

Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of &quot;faculty-student communication and collaboration&quot;; &quot;student-student communication and collaboration&quot;; &quot;active learning techniques&quot;; &quot;prompt feedback&quot;; &quot;appropriate time for tasks&quot;; &quot;high performance expectations&quot;; and &quot;respect for diverse learning styles&quot; (&quot;preferences&quot;) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning. The participants were 14 college faculty and 111 alumni, from the same graduate program. A 45-item Likert survey and two open-ended questions were presented to the participants to explore the important factors contributing to their online teaching and learning. The results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni in their online learning. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. Students need an online instructor who is organised and communicative in the online classroom, and faculty need a solidly designed online classroom, with engaged students who are timely in their work. An analysis of the findings with specific application to online teaching and learning is presented in this article.
Becoming an Open Educator: Towards an Open Threshold Framework
Author: Tur, Gemma
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Education,Fundamental Concepts,Open Educational Resources,Online Courses,Transformative Learning,Concept Formation,Professional Identity,Democratic Values,Teacher Characteristics,Neoliberalism,Individual Development,Self Concept

In this article, we propose a cross-pollination of two prominent lines of educational thought: open education (OE) and threshold concepts (TCs). Open education has gained an increased profile through the growing popularity of open educational resources (OER) and massive online open courses (MOOCs). Educators who create or make use of such resources, or employ related open educational practices (OEP), are often suggested to have a transformative impact in educational settings. In recent years, educational research has increasingly discussed learning as a process of attaining or crossing certain conceptual thresholds, which involve such a significant shift that the learner eventually achieves a different and deeper understanding of core disciplinary knowledge, even a new identity. Of the eight characteristics of TCs identified in the core literature of this theory, we consider that three in particular offer the maximum potential for understanding the evolution of teachers towards the open educator identity: transformative, troublesome and liminal. This work presents a theoretical framework that includes the transformative impact on identity in the process of becoming an open educator, the troublesomeness inherent in this evolution and the liminal space through which the evolving teachers progress. It is argued that a focus on the development of open educator identity aligns with current reflective approaches to working on teachers' professional identity, and at the same time supports a focus on teachers' commitment to a democratic approach to education, which is necessary in neoliberal times.