ethanporcaro/eric-fulltext-meta huggingface dataset:
One Person, One Vote: America&apos;s Ongoing Struggle with Our Most Basic Right
Author: Holder, Eric H., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Civil Rights,Voting,Democracy,Elections,Court Litigation,Social Problems,Pandemics,COVID-19,Civil Rights Legislation,Federal Legislation,State Legislation

Over the past decade, the students of North Carolina Agricultural &amp; Technical State University in Greensboro, North Carolina, the largest historically Black public university in the country, were forced into the spotlight of a national fight over voting rights that has been profoundly reshaping our democracy. During the 2018 midterm elections, students on campus, the vast majority of whom are African American, were split into two separate congressional districts. Depending on which dorm students lived in, they either voted in the 6th Congressional District or the 13th Congressional District. Federal courts found that North Carolina's congressional map, which was drawn during the redistricting process in 2011, illegally diluted the voting power of people of color by a process known as &quot;cracking&quot; or &quot;packing&quot; voters. This article explores: (1) the redistricting that occurred in 2011; (2) the United States Supreme Court's disastrous &quot;Shelby County&quot; decision that enabled voter restrictions (which, under the author's direction, the United States Department of Justice opposed) in 2013; and (3) the US Supreme Court's decision in &quot;Rucho v. Common Cause&quot; that declared federal courts would play no role in policing partisan gerrymandering in 2019. A section titled &quot;Election Integrity during the Pandemic&quot; is included at the end of the article.
Advantages and Disadvantages of Using Information Technology in Learning Process of Students
Author: Gashi Shatri, Zamira
Date: 2020-09-00
Type: Journal Articles
Subjects: Technology Integration,Information Technology,Internet,Computer Use,Time Management,Affordances,Barriers,Learning Processes,Elementary School Students,Secondary School Students,Early Adolescents,Student Attitudes,Parent Attitudes,Foreign Countries,Computer Mediated Communication

This study examines the advantages and disadvantages of using leading information technology to teach primary and lower secondary school students. The study sample consisted of 50 students between the ages of 11 and 14. The questionnaire included four types of scientific research questions, consisting of discovery, descriptive, explanatory, and evaluation questions. This study belongs to the methodology of quantitative research, where the measuring instrument is the questionnaire. The research revealed that students use information technology effectively Over 80% of students use the Internet and benefit from its many advantages, especially in getting new information and communicating with people. On the other hand, information technology hurts concentration in class and consumes a significant amount of time.
Evaluation of Health-Habits with the S.M.A.R.T. Questionnaire: An Observational Study
Author: Ferraro, Francesco Vincenzo
Date: 2020-00-00
Type: Journal Articles
Subjects: Health Behavior,Health Promotion,Adolescents,Athletics,Physical Education,Secondary School Students,Eating Habits,At Risk Students,Delinquency,Foreign Countries,Gender Differences,Life Style,Interpersonal Relationship,Questionnaires,Identification

The civil education approach uses sports practise as a preventive intervention to increase self-awareness and to help modulate emotion in adolescents. Indeed, sports participation results in a better quality of life, more favourable cardio-metabolic and sleeping profiles and a healthier body composition. Adolescents involved in sport activities also report a higher level of social and emotional skills, and reduced mental health distress. However, the Italian school's program provides only two hours weekly of physical education, with lack of options and participation. In alignment with the civil educational approach, the research team aims to develop a predictive sport, movement, eating habits, relationships and technologies (S.M.A.R.T.) questionnaire to identify the youths that present a higher risk of delinquency. The following research aims to explore preliminary data from 501 adolescents completing the S.M.A.R.T. The results show that the female group (n = 260) was healthier than the male group (n = 241); particularly, the female group demonstrated a higher level of self-awareness in the use of technologies (p &lt; 0.05). Our results produce the first data set on a cohort of young adolescents in Italy using the S.M.A.R.T. questionnaire. The questionnaire possesses a high response rate and should now be implemented towards validation.
A Framework for the Professional Development of In-Service Teachers in Kuwait
Author: Aljassar, Salwa
Date: 2020-09-00
Type: Journal Articles
Subjects: Professional Development,Inservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Supervisors,Program Development,Barriers,Public Schools,Foreign Countries

One of the common challenges encountered in the field of education is the incompetency of in-service teachers. Particularly in the Gulf Region, teachers' transition from classroom education to professional work environments has not yielded much success. The study begins by first identifying the existing initiatives for teachers' professional development and evaluating their importance in Kuwait, from the perspectives of supervisors and in-service teachers. Obstacles facing in-service teachers and supervisors are evaluated in the case of Kuwait. A qualitative methodology is applied to a randomized sample of 18 supervisors and 36 in-service teachers. The research instrument of in-depth interviews reveals the critical need to further enhance teachers' professional development initiatives in Kuwait. Data analyses highlighted major weaknesses in teachers' current professional development initiatives, of which include a limited number of training centers, redundant training program curriculum content, uneven ratios of supervisors to teachers, lack of strategy to improve teachers' professional development, unqualified trainers, and shortages in the numbers of existing training programs. The purpose of this research is to propose an interactive framework for teachers' professional training programs that integrates analytical research results, literary findings, and country experiences in the field of teachers' professional development. The framework, along with a list of practical recommendations, is expected to provide proactive solutions that can be made generalizable for educational environments beyond classrooms in Kuwait and for international, professional workshop series.
Online Delivery of Teaching and Laboratory Practices: Continuity of University Programmes during COVID-19 Pandemic
Author: Gamage, Kelum A. A.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Teaching Methods,Higher Education,School Closing,Laboratories,Blended Learning,Quality Assurance,Technology Uses in Education,Educational Technology,Barriers,Student Experience,Foreign Countries

A great number of universities worldwide are having their education interrupted, partially or fully, by the spread of the novel coronavirus (COVID-19). Consequently, an increasing number of universities have taken the steps necessary to transform their teaching, including laboratory workshops into an online or blended mode of delivery. Irrespective of the measures taken, universities must continue to maintain their high academic standards and provide a high-quality student experience as required for delivery of learning outcomes associated with each degree programme. This has created a challenge across the higher education landscape, where academics had to switch to remote teaching and different approaches to achieving laboratory delivery. As a result, students have not been receiving face-to-face teaching, and access to laboratory facilities has been limited or nearly impossible. This paper reviews numerous approaches taken by universities to deliver teaching and laboratory practices remotely, in consideration of the COVID-19 pandemic, whilst also considering the potential impacts on the student learning experience. This review is primarily focused on the fields of engineering, science and technology, based on published literature including books, reviewing web-based provision of selected universities, institutional and national policy documents.
Assessing Pre-Service Teachers&apos; Perception on 21st Century Skills in Indonesia
Author: Haviz, M.
Date: 2020-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,21st Century Skills,Foreign Countries,Evaluation Methods,Profiles,Intellectual Disciplines,Gender Differences,Individual Differences

This study was to asses pre-service teachers' perception of thinking, acting and living (TAL) from 21st century skills. The participants who have filled out this questionnaire were 321 pre-service teachers, consisting of 38 men and 283 women from a population of 403 pre-service teachers of mathematics, biology, physics and chemistry. The goodness level the research participants was in the range of 3.70 - 5.40%. The questionnaire consisted of aspects of thinking, acting and living (TAL) of the 21st century skill, and it included 16 indicators and 78 statements. The quality of the instrument was achieved use confirmatory factor analysis (CFA) and alpha Cronbach tests. This study used the multiple comparisons with Tukey HSD and LSD test for factor of the 21st century skills. The result shows that the quality of instrument was valid and reliable. The TAL profile of the pre-service teachers was at the level of able tier, there is a different score of TAL for pre-service teachers, and there is a effect of gender and department for TAL. The other findings indicate that the level of TAL for pre-service teacher in mathematic is related to physics, and biology is related to chemistry. Finally, this study confirms the use of appropriate learning methods to bring 21st century skills to pre-service teachers in mathematic, biology, physic and chemistry.
The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App
Author: Pombo, Lúcia
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Simulation,Game Based Learning,Handheld Devices,Technology Integration,Teacher Attitudes,Student Attitudes,Usability,Value Judgment,Children,Adolescents,Elementary Secondary Education,Student Motivation,Learner Engagement,Lifelong Learning,Authentic Learning,Conservation (Environment),Parks,Urban Areas,Outdoor Education,Foreign Countries

New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach's educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users' opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10-15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.
Teacher Candidates&apos; Attitudes and Opinions Regarding Creative Drama Instruction within Social Studies Courses
Author: Sarikaya, Hakan Serhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Social Studies,Instructional Effectiveness,Teaching Methods,Dramatic Play,Creative Activities,Elementary Education,Learning Motivation,Interpersonal Competence,Skill Development,Individual Development,Self Esteem,Foreign Countries

This mixed-method study examined the attitudes and opinions of Artvin Çoruh University teacher candidates regarding the use of creative drama instruction within social studies courses. Participants were 24 university students attending their junior year in the Social Studies teacher education program. Creative drama instruction was planned and implemented over 24 instructional hours between February 20th - May 22nd, 2017. Participants' attitudes were measured through a &quot;Creative Drama Attitude Scale&quot;, and their opinions were obtained via written responses to an &quot;Opinion Evaluation Form&quot;, developed by the researcher. Results revealed no significant difference between the pre/post-test attitude scale results, which was interpreted as teacher candidates' having prior knowledge and positive impressions of creative drama instruction. Participants' opinions revealed they viewed creative drama as an effective methodology and believed that it was appropriate for teaching a variety of subjects. Teacher candidates participated in the study indicated that creative drama contributes to students' learning, motivation, communication, and personal development. In conclusion,, it is recommended that creative drama instruction can be utilised within social studies courses and that social studies teachers and teacher candidates have creative drama instructional training.
Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour
Author: Larsen, Yelva C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Peer Influence,Cognitive Processes,Student Behavior,Affective Behavior,Sustainability,Self Management,Exhibits,Competence,Self Efficacy,Anxiety,Student Motivation,Inquiry,Personal Autonomy,Learner Engagement,Predictor Variables,Sustainable Development,Fuels,Program Effectiveness

Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up questionnaire: the first conducted peer-monitoring with the performance of specific roles to manage students' learning behaviours, the second accomplished a self-monitoring strategy, while the third group did not visit the exhibition. In contrast to the latter control group, both treatment groups produced a high increase in short- and long-term knowledge achievement. The peer-monitored group scored higher in cognitive learning outcomes than the self-monitored group did. Interestingly, the perceived level of choice did not differ between both treatment groups, whereas peer-monitoring increased students' perceived competence and simultaneously reduced the perceived level of anxiety and boredom. Peer-monitoring realised with the performance of specific roles seems to keep students &quot;on task&quot; without lowering indicators for students' intrinsic motivation. Herewith, we are amongst the first to suggest peer-monitoring as a semi-formal learning approach to balance between teacher-controlled instruction and free-choice exploration.
Advocating for the School Library through Relationships
Author: Lewis, Melanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Advocacy,School Libraries,Librarians,Interprofessional Relationship,Administrators,Teachers,Elementary Secondary Education,Multiple Literacies

The relationships school librarians develop with administrators and teachers can serve as a powerful advocacy tool in demonstrating the tremendous potential they have as instructional leaders of multiple literacies in K-12 schools. Through the author's experience and research, this article presents principles that may help guide school librarians in developing positive relationships with administrators and teachers.
What Is Meant by Inclusive Education? Perceptions of Turkish Teachers towards Inclusive Education
Author: Katitas, Sevda
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Teacher Attitudes,Figurative Language,Public Schools,Special Education,Individual Needs,Teacher Student Relationship,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Students with Disabilities,Foreign Countries

The aim of this study was to determine the perceptions of teachers in Turkey towards inclusive education through metaphors. Phenomenology was adopted in this research. The study group of the research consisted of 120 teachers working in public schools in Turkey in 2019-2020 academic year. Snowball sampling, criterion sampling and maximum diversity sampling methods were used to determine the study group. Content analysis was applied to the data. As a result of the research, it was revealed that Turkish teachers considered inclusive education as a process that required patience and exertion and that this education was an indispensable need for the student with special needs. It was concluded that suitable educational support should have been given to the students with special needs according to their individual needs. It was also concluded that it was important for students with special needs to share the same learning environment in an integrity without separating them from their peers who had 'normal' academic and social development. In addition, it was emphasized that students with special needs should have been accepted with their own behaviours and characteristics in the learning environments they were in and it was important to turn these differences into opportunities for the benefit of the student.
The Impact of U.S. Pre-Service Teachers&apos; High-Stakes, Accountability Era Schooling Experiences on Their Future Teaching Practices
Author: Cho, Jeasik
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,High Stakes Tests,Accountability,Student Experience,Environmental Influences,Educational Environment,Teaching Methods,Educational Legislation,Federal Legislation,Elementary Secondary Education,Preservice Teacher Education,Student Centered Curriculum,Reflection,Learner Engagement,Standardized Tests,Student Motivation,Test Anxiety,Test Coaching,Time on Task,Student Attitudes

The current NCLB/ESSA-generation [No Child Left Behind/Every Student Succeeds Act] of pre-service teachers in the U.S. received their K-12 schooling during the standardized test-focused education accountability era. There is little research exploring how they perceive the disconnect between their K-12 teacher-centered, test-focused school experiences and the engaging, student-centered philosophy promoted in many colleges of education. As such, this study was conducted in a public university in the Rocky Mountain Region to explore perceptions of pre-service teachers concerning the dichotomy between their K-12 test-focused experiences and their developing student-centered teaching philosophy. Utilizing a mixed method design, this study employed a survey (N=210) in which participants reported that they were influenced by K-12 instruction focused on standardized testing success. Additionally, qualitative data, including student oral and written reflections (N=52) exemplified PSTs' [pre-service teachers'] implicit apprehension concerning their ability to prepare students for standardized testing success while maintaining a desire to implement engaging student-centered learning experiences. The significance of this study lies in the establishment of a foundational dataset concerning the teaching disposition of NCLB/ESSA-generation PSTs.
Creative and Research Competence as a Factor of Professional Training of Future Teachers: Perspective of Learning Technology
Author: Amirova, Amina
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Thinking,Research Skills,Educational Technology,Technological Literacy,Preservice Teachers,Preservice Teacher Education,Teacher Competencies,Foreign Countries

One of the main current objectives of countries is to achieve a high level of quality in higher education that meets the needs of the labor market problems of industrial-innovative development of the country, the identity and relevant international best practices in the field of education. This study aims to provide a comprehensive review on creative and research competence as a factor of professional training of future teachers according to perspective of learning technology. Document analysis as a qualitative research method was used in the study. It should be noted that in the framework of the Bologna process and the integration of Kazakhstan universities into the European higher education area in recent years, increasing attention is paid to the competence approach which refers to development of key competencies of teacher candidates in the training of future profession. For future teachers, it is necessary to be able to be creative in solving a variety of pedagogical technological problems in addition to mastering the specialized knowledge. Creative competencies of the future teachers play a crucial role in their future professional life. Results are discussed with relevant literature and implications for future research and practices are presented.
Where Do We Start?: Initiating a Practice-Based Teacher Education Program around High-Leverage Practices
Author: Hurlbut, Amanda R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Experiential Learning,Teacher Educators,Teacher Attitudes,Preservice Teacher Education,Educational Practices,Student Teaching

In recent years, there has been renewed interest in practice-based teacher education around the enactment of high leverage practices. However, there is little research detailing the perceptions of faculty members who must implement such programmatic shifts. Furthermore, researchers and educators alike continually call for a consistent language in teacher education. This qualitative study analyzed surveys from 13 faculty and staff members, and included interview data from seven of these participants to understand better teacher educators' beliefs and prior work related to this line of inquiry. Initial results suggest that despite practical concerns, participants were optimistic about high leverage practices. Furthermore, in contrast to deficiency narratives about teacher education, participants articulated sophisticated teacher preparation methods along these lines. Participants also desired programmatic coherence. Implications for this study are that program revisions to acquire programmatic change should emanate from a bottom-up process that honors the work faculty members are already doing.