ethanporcaro/eric-fulltext-meta huggingface dataset:
Keeping Our Students Safe: Examining Perceptions of Crisis Frequency and Preparedness of Educators in a Statewide Online Charter School
Author: McBrayer, Juliann Sergi
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Virtual Schools,Charter Schools,Crisis Intervention,Incidence,Readiness,Identification,Crisis Management,Elementary Secondary Education,Faculty Development,Child Neglect,Child Abuse,Suicide,Homicide,Death,Natural Disasters,Terrorism

National trends indicate a need for continued crisis interventions, specifically for online settings. The purpose of this study was to examine perceptions of crisis frequency and preparedness of online educators. This research is needed to provide guidelines for detecting and responding to crisis to meet the educational needs of students in a safe school setting, specifically with the 2020 health pandemic. The methodology utilized survey data from participants (n=143) to provide perceptions of frequency and preparedness in varied crisis areas. Findings noted that in the different areas of crisis, the percentage of educators who felt 'very prepared' were in need of improvement. Of these educators, indicated feeling 'very prepared' in the areas of neglect (45.8%), abuse (47.6%), suicidal ideations (53.1%), homicidal ideations (18.9%), unexpected death of a student (9.8%), unexpected death of a teacher (7.7%), natural disasters (18.9%), and terrorist threats (7.7%). These implications for practice suggest a need for crisis management planning and training for online settings and promotes the need for this plan to translate into professional learning that is purposeful, collaborative, and sustainable to ensure school safety. Recommendations for future research include gathering data on a wider scope from education professionals nationwide. [Note: The page range (107-128) shown on the PDF is incorrect. The correct page range for this article is p107-127.]
Student Clickstream Data: Does Time of Day Matter?
Author: Ricker, Gina M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Student Behavior,Data Collection,Integrated Learning Systems,High School Students,Grade 11,Virtual Schools,Time Factors (Learning),Measurement Equipment,Academic Achievement

The relationship between student activity data and performance in the online classroom is well-documented, yet the parameters of this relationship and their implications for K-12 online schools are not yet well understood. This study examined the role of student chronotype (defined here as the time of day a student is most active in an online course) and overall activity level on course performance. Clickstream data captured by a Learning Management System from 414 students enrolled in an eleventh-grade English course in the fall of 2018 at two Midwestern full-time K-12 virtual schools were used to determine chronotype and activity level. Students were classified as one of four possible chronotypes given the mode of their click activity. Results of an ANCOVA showed that students who were most active in the morning significantly outperformed students who were most active in the afternoon and evening. Morning students also tended to be the most active overall. The results of a hierarchical regression revealed that, while chronotype was related to student performance, total student activity had an even greater impact on performance suggesting an interesting interplay between the two factors.
Academic Governance and Leadership in Malaysia: Examining the National Higher Education Strategic Initiatives
Author: Wan, Chang Da
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,Leadership,College Administration,Strategic Planning,Educational Policy,Centralization,Neoliberalism,Commercialization,Institutional Autonomy,Universities

Academic governance and leadership are two inter-related concepts that set the tone and direction for the development of higher education at the system as well as institutional levels. This article examines the academic governance and leadership in Malaysian higher education by focusing on two national higher education strategic initiatives: the National Higher Education Strategic Plan 2007-2020 and Malaysia Education Blueprint (Higher Education) 2015-2025. From analysing the two national strategic initiatives, we discuss the ways in which academic governance and leadership have been articulated at the systemic and institutional levels. We find that, centralisation persists despite corporatisation and granting of autonomy status, and leadership has become subjected to external yardsticks of quality, performance and standardised transformation agenda, driven predominantly by the ideology of neoliberalism and New Public Management (NPM). Unpacking these drivers of policy provides a basis for reflecting on the purpose, philosophy and fundamental idea of universities in Malaysia for nation building and societal development.
Disability as Diversity: Perspectives of Institutions of Higher Education in the U.S.
Author: Scheef, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Students with Disabilities,Student Diversity,Institutional Mission,Web Sites,School Culture,Institutional Characteristics,Student Characteristics,Colleges

Institutions of higher education (IHEs) in the U.S. have implemented policy and practices to support on-campus diversity initiatives. Experiences with diverse populations are particularly relevant to young adults, who are developing their worldview by evaluating their perspectives and the perspectives of others. Because most of the conversations about diversity involve dimensions such as race, gender, and ethnicity, disability or ability is often omitted from such discussions. This study sought to review mission statements and diversity materials of four-year college and university websites in order to understand the extent to which disability is included as a dimension of diversity. As these materials provide the tone and values of the IHE, it may be possible to understand how these schools view disability in relation to diversity. Mixed methods were used to explore the extent to which IHEs include disability in their mission or diversity statements as a way to expand on the notion of diversity within their student body, staff, or faculty. Findings show that most of the randomly selected four-year IHEs (n = 300) do not include disability within their mission or diversity statements. Those who do are often found to include statements that describe campus cultures that are inclusive of students with disabilities and more likely to consider a diverse campus, inclusive of disability, an enriched community. Implications for further research and practice provide recommendations based on the literature on how to improve their inclusiveness of students with disabilities in IHEs.
Enhancing Transition Programming for College Students with Autism: A Systematic Literature Review
Author: Nachman, Brett Ranon
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Transitional Programs,Students with Disabilities,Interpersonal Competence,Skill Development,Self Advocacy,Peer Teaching,Mentors,Career Development,Background,Asperger Syndrome,Program Effectiveness,Student Needs,College Bound Students,Curriculum,Program Evaluation,High School Students,Higher Education,College Students

This article provides a systematic review of the literature related to college transition programs for students with autism. It addresses how individual programs themselves, as well as associated research, can be enhanced to accommodate the needs, identities, and pathways of individual students with autism more effectively. Methods entailed searching three education databases to yield peer-reviewed journal articles on college autism transition programs. The analysis revealed an emphasis on students' social skills and self-advocacy skills, often with a peer mentorship component, and a deficiency of literature in attending to these students' career objectives, trajectories into college, and multifaceted backgrounds. Implications for practice include offering early exposure to college, redesigning programs to include more awareness of students' other identities, embedding more content on career development, and accounting for community college students' and transfer students' unique pathways.
Benchmarking Library Creative Spaces for Research Support and Faculty/Librarian Partnerships
Author: Webb, Katy Kavanagh
Date: 2020-00-00
Type: Journal Articles
Subjects: Benchmarking,Academic Libraries,Electronic Libraries,Educational Facilities Design,Foreign Countries,Web Sites,Library Services,Outreach Programs,Library Personnel,Student Employment

During this research, the author attempted to locate institutions and background information about spaces that would be similar in scope to a digital scholarship lab (or scholar's lab being proposed in a university library. The information is meant to serve as a guide for the space design project, but it will be an important benchmarking tool for existing spaces. A framework is provided as a planning document for other libraries that are considering the development of such a space in an academic library.
Monitoring and Accountability in Professional Development of Teachers in Rural Pakistan
Author: Nawab, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Accountability,Teacher Evaluation,Professional Development,Inservice Teacher Education,Rural Areas,Secondary School Teachers,Teacher Attitudes,Administrator Attitudes,Public Officials,Professional Recognition,Rewards,School Visitation,Public Schools,Private Schools,Developing Nations,Foreign Countries

Both experience and studies suggest that teachers in rural Pakistan either show reduced interest towards Professional Development (PD) or if they avail limited PD opportunities, they hardly bring any significant changes in their instructional practices. One of the assumptions in this regard, although not proved empirically, is that the system where teachers work lack monitoring and accountability mechanism. In this background, this research aimed to understand the monitoring and accountability system influencing teachers' participation in PD. Using focused interview procedure, data were collected from the key stakeholders namely teachers, school leaders, officials of education department and representatives of PD provider organisations. It was found that officials from education department extend surprisingly limited monitoring support to the teachers in schools. Moreover, the system lacks any recognition or reward for PD. Involvement in PD makes no difference in the career of a teacher. Consequently, teachers show reduced interest towards PD. The research suggests that to enhance teachers' participation in PD, the system should introduce a system of appraisal where teachers are made accountable for PD, and rewarded based on the changes they bring in their practices through availing PD opportunities.
Successful Online Learning: What Does Learner Interaction with Peers, Instructors and Parents Look Like?
Author: Keaton, Whitney
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Elementary Secondary Education,STEM Education,Educational Technology,Student Experience,Interaction,Teacher Attitudes,Student Attitudes,Parent Role,Teacher Role,Student Role,High School Students,Private Schools,Virtual Schools,Synchronous Communication,Asynchronous Communication,Parent Child Relationship

The student perspective in research of K-12 online and STEM education is largely absent but is important for understanding how both of these areas can come together to best serve students. This study used teacher ratings, school data and student interviews to investigate the perceptions students in online STEM courses have of their past and current educational experiences. Using an adaptation of Moore's Framework of Interactions (Moore, 1989), the academic and extracurricular behaviors of these students were examined in relation to their interactions with others, specifically instructors, parents, and peers. It was found that the interactions that students have with these stakeholders are different in this setting as compared to a traditional learning environment. Teachers in online schools serve the role of a facilitator that students felt was important to their success, but was not their only source of instruction. Parents took on many roles in this setting, including monitoring, motivating, instructing and organizing. Learner-learner interaction looked the most different compared to traditional schools because these participants generally had little interaction with peers due to time and distance constraints. Implications of these findings for students, schools, education, and research are given.
Groupwork in Active Learning Classrooms: Recommendations for Users
Author: Rezaei, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Teaching Methods,Cooperative Learning,Groups,College Faculty,College Students,Student Attitudes,Teacher Attitudes,Comparative Analysis,Instructional Effectiveness,Teacher Surveys,Student Surveys

This is a report of the third phase of a research study on students' groupwork. The two earlier phases of the research focused on the assessment and outcome of students' groupwork in general, but at this phase the focus is on Active Learning Classrooms (ALCs). At this phase the author surveyed faculty and students about the effectiveness of various features of ALCs in facilitating students' learning. Nine hundred and sixteen students and 53 faculty who were teaching and learning in these rooms responded to the two surveys. The surveys assessed how active learning classrooms may facilitate students' collaboration, what features of these classrooms are more helpful, and whether there is a difference between faculty and students in terms of effectiveness of these classrooms' features. The results showed that both students and faculty strongly believe in the usefulness of these environments, while there are some differences in terms of student and faculty perspectives towards these rooms. Considering the results of all three phases of this research, a list of recommendations to improve the effectiveness of groupwork and ALCs is offered at the end.
A Confirmatory Factor Analysis of the School Counseling Program Implementation Survey
Author: Fye, Heather J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Factor Analysis,School Counseling,Program Implementation,Surveys,Factor Structure,Goodness of Fit,Models,Psychometrics,Construct Validity

The three-factor model structure of the School Counseling Program Implementation Survey was tested with a national sample (N=275) of school counselors. Confirmatory factor analysis (CFA) suggested a modified two-factor model was the most appropriate fit. Implications and future research for the school counseling profession are discussed.
Finding Our Happy Place: Assessing Patron Satisfaction after a Comprehensive Remodel
Author: Attebury, Ramirose Ilene
Date: 2020-00-00
Type: Journal Articles
Subjects: Users (Information),Academic Libraries,Facility Improvement,Educational Environment,User Satisfaction (Information),Surveys,Physical Environment,Library Facilities

This paper compares the longitudinal results of three LibQUAL+ studies conducted at the University of Idaho Library. In particular, the most recent survey follows a major renovation that prioritized study space and a collaborative learning environment. The impact upon patron satisfaction across categories was examined and the highest satisfaction was found among daily library users and faculty, although differences emerged when individual respondent groups were compared. Opportunities for better engagement with daily library users and graduate students were identified. Overall, it was found that the renovation had a positive impact on satisfaction scores.
Disability Stigma on Campuses: Helping Students with Psychiatric Impairments to Succeed
Author: Trunk, Daniel J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Attitudes toward Disabilities,Mental Disorders,Students with Disabilities,Undergraduate Students,Social Bias,Student Experience,Academic Achievement,Interpersonal Relationship,Self Concept

This study investigated the impact of disability type on perceived disability-related stigma of 55 students with disabilities at a medium-sized, private mid-western university, as measured by the Postsecondary Student Survey of Disability-Related Stigma (PSSDS). The researchers conducted five independent samples &quot;t&quot;-tests to determine if there were significant differences in perceived stigma scores between students with psychiatric impairments compared to those with other types of impairments. Previous research reports that college students with impairments, in particular those with psychiatric conditions, experience unique disability-related barriers impacting their social and academic experiences and degree completion. The results of the analyses revealed that students with psychiatric impairments reported significantly higher stigma scores compared to peers with other types of impairments on the Academic Success, Personal Relationships, and Sense of Self and Identity factors of the PSSDS, as well as on the overall stigma scores. The article also discusses implications for further research.
Be Ready, Be Well: A Conceptual Framework for Supporting Well-Being among College Students with Disabilities
Author: Francis, Grace L.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Barriers,Well Being,School Policy,Educational Practices,Theories,Models,Student Needs,Mental Health,Social Bias,Family Involvement

Although the rate of students with disabilities attending college continues to rise, these students often feel unprepared for college and graduate at discouraging rates. Further, negative outcomes are often exacerbated for college students with disabilities who experience co-occurring mental health needs. Although barriers associated with college success among students with disabilities and mental health needs are well-documented in the literature, there is a notable dearth of information on how to address them. The purpose of this paper is to (a) describe current policies and practices that influence well-being among college students with disabilities; (b) review existing theories, models, and frameworks related to well-being among college students with disabilities; (c) introduce &quot;Be Ready, Be Well,&quot; a conceptual framework that integrates key components of existing polices, practices, theories, models, and frameworks to support well-being among college students with disabilities; (d) provide implications for higher education professionals, and (e) explore future directions for this framework.
Examining the STEM Climate for Queer Students with Disabilities
Author: Miller, Ryan A.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Students with Disabilities,LGBTQ People,Student Experience,College Students,Social Bias,Gender Bias,Disability Discrimination,College Environment,Accessibility (for Disabled),Majors (Students),Educational Resources,Identification (Psychology),Social Support Groups,Administrator Role,Teacher Role,College Faculty

Increasing participation and success in science, technology, engineering, and math (STEM) fields continues to be a national imperative, with particular attention paid to eliminating barriers for women and underrepresented students of color. Some attention has been paid to the underrepresentation of students with disabilities in STEM fields, while few researchers have focused on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in STEM. Literature about both students with disabilities and LGBTQ students suggest challenges and barriers that may prevent these groups from successfully persisting in STEM majors. This qualitative study examined the campus experiences of five queer students with disabilities in STEM fields at a predominantly white research university. Findings reveal that participants encountered male-centered, heteronormative STEM spaces, physical and social inaccessibility on campus, a lack of intersectional resources, and marginalization in and out of the classroom. We offer a holistic portrayal of students' higher education experiences and of their multiple identities, as students elaborated on their experiences and marginalization related not only to disability and LGBTQ identities, but also to gender, race, and ethnicity. The study offers one contribution to further exploration of the higher education experiences of students with multiple marginalized identities and presents ways that faculty and staff may seek to improve the classroom and overall campus environment for students.
Toward an Inclusive Pedagogy through Universal Design for Learning in Higher Education: A Review of the Literature
Author: Fornauf, Beth S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Postsecondary Education,Access to Education,Students with Disabilities,Higher Education,Student Diversity,Barriers,Student Needs,Program Implementation,Program Effectiveness,College Faculty,Teacher Attitudes,Researchers

The presence of Universal Design for Learning (UDL) has gained traction in K-12 and postsecondary settings over the past two decades as educators have sought to reframe traditional means of teaching and learning. In the realm of higher education, UDL-related research is somewhat limited, hampered by competing definitions, aims, and constructs. The purpose of this paper is to review literature on UDL in postsecondary settings to understand how faculty and researchers conceptualize and operationalize UDL. This review extends the work of previous research by focusing solely on UDL, as developed by researchers at the Center for Applied Special Technology (CAST) and including research that is both empirical and descriptive. Our findings suggest that ambiguity still exists as to UDL's application as an intervention, or framework; this has implications for its use in advancing inclusive pedagogy and in disrupting a discourse of normalcy that is pervasive in postsecondary settings. Implications for future research are offered.