ethanporcaro/eric-fulltext-meta huggingface dataset:
Digitalization of Higher Education: Advantages and Disadvantages in Student Assessments
Author: Frolova, Elena V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Higher Education,Foreign Countries,College Students,Student Attitudes,Technological Literacy,Educational Quality,Educational Improvement,Educational Benefits

The authors analyze the assessments of Russian students in terms of digitalization of higher education, their attitude to the introduction of digital technologies in the educational process. The study was conducted in two stages. At the first stage (February-April 2020), a questionnaire survey of students of Russian universities was conducted (N = 1553). At the second stage (January-February 2021), two focus groups (N = 24) were conducted, which allowed us to refine the previously obtained data. The authors conclude that the attitude of students to the digitalization of education is determined by the experience of distance learning during the pandemic. According to the research, students' expectations are related to the content aspect of using digital technologies in the educational process: developing practical skills and maintaining interest in learning. However, young people are not fully focused on the consumption of educational content for the development of their competencies in the chosen field of study. The availability of educational materials, video recordings of lectures in the virtual educational space does not serve as a compensator for key dysfunctions: a decrease in the share of live communication, narrowing of communication channels, lack of motivation to learn, etc. This educational requirement determined the prospects for the transformation of the professional role of the teacher: from the &quot;translator of knowledge&quot; to the &quot;moderator of the creative space&quot;.
Immigration Arrests and Educational Impacts: Linking ICE Arrests to Declines in Achievement, Attendance, and School Climate and Safety in California
Author: Kirksey, J. Jacob
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigration,Educational Environment,Academic Achievement,Attendance,School Safety,Hispanic American Students,English Language Learners,Law Enforcement,Public Policy,Presidents,Student Attitudes,Undocumented Immigrants,School Districts,Urban Schools,Student Characteristics,Racial Differences,Ethnicity,Low Income Students,Students with Disabilities

With increased tensions and political rhetoric surrounding immigration enforcement in the United States, schools are facing greater challenges in ensuring support for their students of immigrant and Latinx origin. This study examined the associations between county-level immigration arrests and academic achievement, absenteeism, and measures of school climate and safety for students in the California CORE districts. Using ordinary least squares regression analyses with year, grade, school, and student fixed effects, we found that immigration arrests corresponded to declines in academic achievement, attendance, and various measures of school climate and safety for Latinx students and Latinx students who were English learners. We also find small declines in measures of school climate and safety for students who ever received special education services via an Individualized Education Program. Associations were strongest for arrests that occurred during the Trump administration compared with those that occurred during the second term of the Obama administration. Policy implications are discussed.
Schools with Test-Based Promotion: Effects on Instructional Time Allocation and Student Learning in Grade 3
Author: Hong, Yihua
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Promotion,Tests,Time on Task,Grade 3,Elementary School Students,Grade Repetition,Children,Longitudinal Studies,Surveys,Reading Achievement,Mathematics Achievement,Reading Instruction,Mathematics Instruction,Hierarchical Linear Modeling

This study is focused on the threat of retention associated with test-based promotion in Grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in Grade 3. On average, the policy did not produce significant differences in third graders' reading and math learning. However, there seemed to be a notable increase in the proportion of students who achieved an at or above-average proficiency level in Grade 3 math. In both reading and math, the test-based promotion seemingly benefited students at the average or lower than average ability levels. In contrast, there was no evidence that the policy had an impact on students at the two ends of the ability distribution. We discussed the implication of the findings for the current design and implementation of test-based promotion in early grades.
The Rural/Nonrural Divide? K-12 District Spending and Implications of Equity-Based School Funding
Author: Dhaliwal, Tasminda K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Urban Differences,Elementary Secondary Education,School Districts,Educational Finance,Equal Education,Expenditure per Student,Resource Allocation

In the 2013-2014 school year, the state of California implemented a new equity-minded funding system, the Local Control Funding Formula (LCFF). LCFF increased minimum per-pupil funding for educationally underserved students and provided greater autonomy in allocating resources. We use the implementation of LCFF to enrich our understanding of rural school finance and explore the implications of equity-based school finance reform across urbanicity (i.e., between rural, town, suburban, and urban districts) and between rural areas of different remoteness. Drawing on 15 years of financial data from California school districts, we find variation in the funding levels of rural districts but few differences in the ways resources are allocated and only modest evidence of constrained spending in rural areas. Our results suggest that spending progressivity (i.e., spending advantage of higher-poverty districts) has increased since LCFF, although progressivity is lowest in rural districts by the end of the data panel.
Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review
Author: Hervas, Gabriel
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Higher Education,Literature Reviews,Learning Strategies,Lesson Plans,Teacher Collaboration,College Faculty,Foreign Countries,Bibliometrics

Lesson study (LS) is a professional development practice that has mainly remained conducted by elementary, secondary, and preservice schoolteachers. However, in recent years, different studies have explored its practice among higher education (HE) faculty members. This article presents the first systematic review on LS among HE faculty members. Twenty-one studies published until December 2019 were analyzed. Among others, findings regarding reveal that (a) most of these studies are of U.S. origin and of linguistic and mathematics disciplines; (b) few faculty members participated in these studies; (c) most LS-related references used are not contextualized in HE; (d) beneficial outcomes of LS in the design of the lessons, the participants' pedagogical knowledge and the participants' approach to teaching; (e) mixed results regarding the participants' reflection and collaboration, and (f) less positive outcomes about organizational issues when conducting LS. I discuss these results and present future research lines and limitations of this study.
A Model-Based Examination of Scale Effects in Student Evaluations of Teaching
Author: Courey, Karyssa A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Rating Scales,Response Style (Tests),College Students,Test Format

Student evaluations of teaching are widely used to assess instructors and courses. Using a model-based approach and Bayesian methods, we examine how the direction of the scale, labels on scales, and the number of options affect the ratings. We conduct a within-participants experiment in which respondents evaluate instructors and lectures using different scales. We find that people tend to give positive ratings, especially when using letter scales compared with number scales. Furthermore, people tend to use the end-points less often when a scale is presented in reverse. Our model-based analysis allows us to infer how the features of scales shift responses to higher or lower ratings and how they compress scale use to make end-point responses more or less likely. The model also makes predictions about equivalent ratings across scales, which we demonstrate using real-world evaluation data. Our study has implications for the design of scales and for their use in assessment.
Labor Dynamics of School Principals in Rural Contexts
Author: Yang, Minseok
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Rural Schools,Community Characteristics,School Demography,Poverty,Correlation,Job Application,Job Applicants,Rural Urban Differences,Gender Differences,Racial Differences,Labor Market,Geographic Isolation,Personnel Selection,Occupational Information,Employment Patterns

Numerous studies have explored the labor market of school principals, documenting high turnover rates and voicing concerns regarding labor supply. However, little is known about the staffing challenges in rural schools and what promotes applicants to apply for and be hired for principalship in these locales. In partnership with the Wisconsin Education Career Access Network, we examine the principal labor dynamics in rural schools using statewide job-openings and application information. Results indicate that all rural communities--rural fringe, rural distant, and rural remote--receive comparable numbers of applications, as compared with urban districts. Female candidates and candidates of color are significantly less likely to apply to rural districts, while experience working in the same district is a considerable advantage to being hired. Additionally, higher student poverty is associated with fewer principal applicants in rural schools. These results indicate the need for policies better attuned to subtle differences in rural contexts.
Estimating Test-Score Growth for Schools and Districts with a Gap Year in the Data
Author: Fazlul, Ishtiaque
Date: 2021-00-00
Type: Journal Articles
Subjects: Scores,Achievement Gains,Computation,School Districts,Schools,Accuracy,Growth Models,Academic Achievement,Elementary Secondary Education,COVID-19,Pandemics

We evaluate the feasibility of estimating test-score growth for schools and districts with a gap year in test data. Our research design uses a simulated gap year in testing when a true test gap did not occur, which facilitates comparisons of district- and school-level growth estimates with and without a gap year. We find that growth estimates based on the full data and gap-year data are generally similar, establishing that useful growth measures can be constructed with a gap year in test data. Our findings apply most directly to testing disruptions that occur in the absence of other disruptions to the school system. They also provide insights about the test stoppage induced by COVID-19, although our work is just a first step toward producing informative school- and district-level growth measures from the pandemic period.
The Fiscal Effects of Tax Increment Financing on Rural School Districts: The Case of Iowa
Author: Nguyen-Hoang, Phuong
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,School Districts,Taxes,Financial Support,Educational Finance,Tax Rates,Real Estate,Economic Development,Rural Development

Tax increment financing (TIF)--an economic (re)development tool originally designed for urban cities--has been available to rural communities for decades. This is the first study to focus solely on TIF in rural school districts, to examine TIF effects on school districts' property tax base and rates, and to conduct event-study estimations of TIF effects. The study finds that TIF has mostly positive effects on rural school districts' property tax base and mixed effects on property tax rates, and that TIF-induced increases in tax base come primarily from residential property and slightly from commercial property. The study's findings assert the importance of returned excess increment if rural school districts in Iowa and many other states are to benefit from TIF.
Making a Tough Choice: Teacher Target-Setting and Student Achievement in a Teacher Performance System Using Student Learning Objectives
Author: Atteberry, Allison
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Educational Objectives,Academic Achievement,Teacher Evaluation,Accuracy,Educational Policy,Goal Orientation,Expectation,Value Added Models,Scores,Racial Bias

The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students' learning goals. When teachers are evaluated--and sometimes compensated--based on whether their students meet the very objectives the teachers set at the start of the year, there may be an incentive to set low targets. SLO systems rely on teachers' willingness and ability to set appropriately ambitious SLOs. We describe teachers' SLO target-setting behavior in one school-district. We document the accuracy/ambitiousness of targets and find that teachers regularly set targets that students did not meet. We also find that, within the same year, a student's spring test scores tend to be higher on the assessments for which they received higher targets. This raises the intriguing possibility that receiving higher targets might cause students to perform better than they otherwise would have.
Good School Governance: An Approach to Principal&apos;s Decision-Making Quality in Indonesian Vocational School
Author: Supriadi, Didi
Date: 2021-12-00
Type: Journal Articles
Subjects: Principals,Decision Making,Instructional Leadership,Leadership Effectiveness,School Administration,Governance,Vocational Schools,Assistant Principals,Administrator Attitudes,Accountability,Ethics,Professional Autonomy,Educational Quality,Teacher Empowerment,Participative Decision Making,Structural Equation Models,Foreign Countries

Good school governance is basically about effective principal leadership used to create appropriate processes, systems, and management for ensuring the sustainability and continuity of schools. This research aims to examine the model of good school governance and to establish the correlation between good school governance and the principal's decision-making in Indonesian vocational school contexts. The samples of the present quantitative descriptive study were the vocational school principals, vice-principals, and teachers by considering the representation of all provinces in Indonesia. The data were gathered from a structured questionnaire survey of 838 respondents. The factor analysis was applied to bring out the latent variables representing the attributes, and later, the causality between these variables was established using structural equation modeling (SEM). The confirmatory factor analysis has shown that good school governance was constructed by six principles namely transparency, accountability, responsibility, autonomy, fairness, and participation. Empirically, the good school governance has impacted positively on the quality of the principal's decision-making. The research has affirmed that good school governance facilitates the participation of teachers and educational staff in the decision-making process. Furthermore, the good school governance improves the decision-making quality through the empowerment of teachers, the delegation of authority, and the encouragement of shared decision-making.
Principal&apos;s Role in Supporting Teacher Collaborative Learning
Author: Krasniqi, Rexhep
Date: 2021-12-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Teacher Education,Cooperative Learning,Faculty Development,Foreign Countries,Teacher Administrator Relationship,Leadership Styles,Teacher Attitudes,Communities of Practice

Teacher collaborative learning remains one of the fundamental methods of teacher professional development. Due to various factors, teachers have to be encouraged, counselled, and supported for taking part in such activities and that competence is commonly entrusted to principals. This research investigates the role of the principal in supporting teachers' participation in collaborative learning activities. The study was conducted through the mixed-method approach and the data were collected from 518 teachers and eight principals of 24 schools in Kosovo. Descriptive and inferential statistics were employed to analyze the quantitative data and the qualitative ones were explored through the thematic analysis. According to teachers' responses, principals employ a number of methods and offer teachers strong support for attending learning activities. Principals narrated that collaborative learning is a complex process and they have to apply various approaches, including authoritative, democratic, and instructional leadership styles, for maintaining a collaborative culture in their schools. They also revealed that collaborative learning takes place mainly in professional communities, mentoring pairs, and collective collaborative events, which are still implemented according to the traditional approaches. The findings show that newer and more advanced collaborative learning models are not applied in the research context. The research recommends that Kosovo schools should start utilizing other forms of collaborative learning and should modernize the current ones because they are insufficient and incompatible with contemporary requirements. Further similar research is recommended as such studies are almost inexistent in the research context.
How Constructivist Theories of Development Can Be Used to Re-Conceptualise NAPLAN as an Opportunity to Develop Student Resilience
Author: Vanderburg, Robert M.
Date: 2021-09-00
Type: Journal Articles
Subjects: Constructivism (Learning),Resilience (Psychology),Student Development,Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Numeracy,Literacy,National Curriculum,Accountability,Skill Development,Knowledge Level,Self Esteem,21st Century Skills

Teachers have come under increased pressure to improve educational outcomes as Australia has sought to meet the challenges of competing on an international level. This intensified pressure has been accompanied by improved levels of funding, a National Curriculum for all Australian states, and territories, along with assessments to measure these key outcomes. However, this increased level of scrutiny has affected the pedagogical choices of teachers. Traditional modes of instruction have been reinforced, with teachers moving away from effective constructivist approaches to learning. This article will propose that a reinterpretation of constructivist theories of development is needed to arrest this decline, so that increased accountability measures, like NAPLAN, can be perceived as constructivist opportunities to build both core subject knowledge and broader 21st Century skills, such as resilience.
Second Language Teachers&apos; Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
Author: Smala, Simone
Date: 2021-09-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,Teacher Attitudes,Teacher Collaboration,Value Judgment,Pedagogical Content Knowledge,Evidence Based Practice,Professional Development,Correlation,Elementary Secondary Education,Foreign Countries

This paper reports on the relationship between language teacher practices and their collaborations with other teachers through professional development. The paper argues that there is a link between the disposition to use evidence-based practices in language teaching, and ongoing reinforcement of such practices through dialogic exchange in professional practice sessions. Furthermore, the paper understands the learning and development of such disposition as a career-long endeavour, first encountered in quality teacher education programs and then continued by committing to ongoing professional development. Survey data were collected from a group of language teachers from various second languages in primary and secondary schools in [state removed], Australia after they had participated in a workshop on language teaching methodology. The teachers reported extensive use of evidence-based language learning strategies in their classrooms. The paper argues that this disposition is grounded in the ongoing commitment of these teachers to stay in dialogic exchange with colleagues during professional development.
The Role of School Administrators in Organizational Learning Processes
Author: Sahin, Fatih
Date: 2021-12-00
Type: Journal Articles
Subjects: Administrator Role,Organizational Learning,School Administration,Teacher Administrator Relationship,Information Dissemination,Faculty Development,School Culture,Socialization,Learning Processes,Foreign Countries

This study aims to explore school administrators' perceptions of their roles in organizational learning processes. In this phenomenological study, interviews were conducted with 30 school administrators in Ankara, Turkey. The data obtained through semi-structured interviews were analyzed descriptively and evaluated within organizational learning processes. School administrators' roles in organizational learning processes were examined in three categories: information acquisition, information distribution, and information integration. The results show that school administrators support teachers in acquiring information and focusing on activities that will increase new learnings. Besides, school administrators facilitate disseminating information by engaging in activities that will bring teachers together at school. Moreover, school administrators focus on the school culture to institutionalize new and shared learning and make them permanent by ensuring that shared learnings were repeated frequently with various activities at school. This study contributes to the relevant literature by examining the phenomenon of organizational learning, which is frequently studied as a subject in educational organizations but lacking in organizational learning processes within the scope of the managerial role.
Toward Digital Picture Books for a New Generation of Emergent Readers
Author: Bus, Adriana G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Picture Books,Electronic Publishing,Pictorial Stimuli,Preschool Education,Preschool Children,Photography,Language Proficiency,Language Skills,Emergent Literacy,Literacy Education,Motion,Vocabulary,Program Effectiveness,Attention

The study tests the efficacy of a new sort of digital picture book. It includes camera movements to guide children's visual attention through the pictures and the possibility to control page-turning and the pace at which the camera moves through pictures. There were 56 participants (M[subscript age] = 60.34 months, SD = 6.24) randomly assigned to three conditions: still images, camera movements (no control over pace), and camera movements (control over pace). For the 50% of children least proficient in language skills, sparingly adding well-chosen camera movements to the illustrations helps children understand the story. In addition, the camera movements' effect can be enhanced by enabling control over the pace at which new information appears. Particularly the 50% low-language proficiency children benefited from camera movements and spending more time processing information.