ethanporcaro/eric-fulltext-meta huggingface dataset:
Synthetic Longitudinal Education Database: Linking National Datasets for K-16 Education and College Readiness
Author: Lee, Jaekyung
Date: 2021-00-00
Type: Journal Articles
Subjects: College Readiness,Longitudinal Studies,Databases,Artificial Intelligence,Man Machine Systems,Elementary Secondary Education,Higher Education,Children,Surveys,Learning Analytics

What are missing in the U.S. education policy of &quot;college for all&quot; are supporting data and indicators on K-16 education pathways, i.e, how well all students get ready and stay on track from kindergarten through college. This study creates synthetic national longitudinal education database that helps track and support students' educational pathways by combining two nationallyrepresentative U.S. sample datasets: Early Childhood Longitudinal Study- Kindergarten (ECLS-K; Kindergarten through 8th grade) and National Education Longitudinal Study (NELS; 8th grade through age 25). The merge of these national datasets, linked together via statistical matching and imputation techniques, can help bridge the gap between elementary and secondary/postsecondary education data/research silos. Using this synthetic K-16 education longitudinal database, this study applies machine learning data analytics in search of college readiness early indicators among kindergarten students. It shows the utilities and limitations of linking preexisting national datasets to impute education pathways and assess college readiness. It discusses implications for developing more holistic and equitable educational assessment system in support of K-16 education longitudinal database.
Contextual Factors in Early Career Teaching: A Systematic Review of International Research on Teacher Induction and Mentoring Programs
Author: Kutsyuruba, Benjamin
Date: 2019-12-00
Type: Journal Articles
Subjects: Context Effect,Beginning Teachers,Beginning Teacher Induction,Mentors,Professional Development,Elementary Secondary Education,Foreign Countries,Geographic Regions,Program Effectiveness,Educational Research,Evidence

Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring program support of ECTs through the following research questions: 1) which nations and regions are represented in research literature that details formal or programmatic support of ECTs? 2) what international research evidence is there to describe various contextual factors that affect experiences of ECTs? and, 3) how do teacher induction and mentorship programs respond to the various contextual factors affecting ECTs? Upon detailing our review method and sampling procedures, we synthesize the convergences and divergences of the findings within each of the contextual factors. The conceptualization of contextual factors in this review included social, political, cultural, organizational, and personal forces that influence the professional practices of ECTs. Finally, we summarize the review findings in a heuristic model that offers a visual representation of the implications of our findings, and discuss the implications for policy, practice, and future research.
School and Home as Study Spaces: Attitudes of Teachers, Parents, and Students to E-Learning during the COVID-19 Period: The Case of Israel
Author: Ben-Amram, Miri
Date: 2021-00-00
Type: Journal Articles
Subjects: Space Utilization,Family Environment,Family School Relationship,Parent Participation,Parent Attitudes,Teacher Attitudes,Student Attitudes,Electronic Learning,Distance Education,School Closing,COVID-19,Pandemics,Independent Study,Technology Integration,Affordances,Barriers,Elementary Secondary Education,Foreign Countries

During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children's e-lessons and the teachers' teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses.
What We Talk about When We Talk about Virtual Learning Environments
Author: Flavin, Michael
Date: 2021-11-00
Type: Journal Articles
Subjects: Electronic Learning,Integrated Learning Systems,Higher Education,Technology Uses in Education,Educational Technology,Educational Research

This is a literature review analysing articles published on virtual learning environments (VLEs), otherwise known as learning management systems, in higher education in the years 2014-2018. The Web of Science database was used to identity relevant articles over this five-year period. The sample comprises 99 peer-reviewed, academic journal articles. A coding sheet is used to analyse each article, identifying the research method, the classification of research (macro, meso, or micro), the focus of research (students, instructors, or both), and, where applicable, the specific brand of VLE. Most output on VLEs is found to be quantitative, to focus on students and on the micro level of learning and teaching, to not have a clear theoretical focus, to not specify which brand of VLE is used, and to be produced in affluent countries. This article adds to the understanding of VLE research by identifying the most frequent foci of research on VLEs, as well as identifying areas that have been under-researched.
LEARN Model of Career Trajectories: Application to the STEM Postdoctoral Scholar
Author: Jaeger, Audrey J.
Date: 2019-12-00
Type: Journal Articles
Subjects: Doctoral Students,Postdoctoral Education,Career Development,STEM Education,Career Choice,Decision Making,Models,Fellowships,Self Concept,Self Efficacy,Goal Orientation,Learning Experience,Expectation

Postdoctoral scholars constitute a sizeable population within the academic workforce. Given the intended role of a postdoc position as a time of advanced training and professional development for a future academic career, particularly in science, technology, engineering, and math (STEM) fields, it is important to understand whether and how well the career-related needs of postdocs are being met. The purpose of this research was to understand STEM postdoctoral scholars' career trajectories, with particular attention to the influences on their career-related decision making, by applying the Life Experiences and Role Negotiations (LEARN) model to qualitative data from interviews with 19 STEM postdocs. Findings reveal the multiple influences on postdocs' career-related decisions and how these shape postdocs' career trajectories. Based on our findings, we offer three suggestions for how institutional and national policies and programs can best support the career development of postdocs.
Implementing Global Citizenship Education Policy: The Bargaining Process of NGOs in Some European Countries
Author: Tarozzi, Massimiliano
Date: 2022-06-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Nongovernmental Organizations,Educational Policy,Policy Analysis,Role,Agenda Setting,Political Influences,Barriers,Educational Strategies,Strategic Planning,Teaching Methods,Comparative Education,Advocacy,Lobbying,Sustainable Development,Foreign Countries,Teacher Education,School Culture,Elementary Secondary Education

This research looked at the growing space that Global Citizenship Education (GCE) is gaining in educational policy worldwide, and at the role Non-Governmental Organizations (NGOs) played in GCE agenda setting and policy implementation. Based on a comparative policy analysis carried out in 10 European countries, the political agency of NGOs was explored, underlining opportunities, tensions, and challenges, especially in their contribution to national strategies to integrate GCE into national educational systems.
The Effects of Instructional and Administrative Text Messages on Academic Achievement and Student Perception of Learning in a High School Food, Nutrition, and Wellness Classroom
Author: Moore, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Integration,Instructional Effectiveness,Academic Achievement,Foods Instruction,Nutrition Instruction,Family and Consumer Sciences,Wellness,Adolescents,High School Students,Gender Differences,Public Schools,Student Attitudes

This study investigated the effects of instructional and administrative text messages on student academic achievement and sense of learning. Ninety-eight Food, Nutrition, and Wellness students in grades 9th through 12th were involved in this study. In this quasi-experimental study, there was an experimental group and a comparison group. Students in the experimental group received instructional and administrative text messages three times a week for a total of nine weeks. A one-way ANCOVA and independent samples t-test were used for data analyses. The study found a statistically significant difference in academic achievement and sense of learning with students in the experimental group scoring higher as compared to students in the control group. In addition, there was a statistically significant difference with females in the treatment group scoring higher than males in the treatment group.
The Responsiveness of Teacher Education Managers at an ODeL College to Resilience and the Well-Being of Staff Working from Home during COVID-19
Author: van Wyk, Micheal M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Well Being,Teleworking,COVID-19,Pandemics,Transformational Leadership,Middle Management,Organizational Effectiveness,Schools of Education,College Administration,Open Education,Distance Education,Electronic Learning,Job Performance,Foreign Countries

The Coronavirus disease (COVID-19) pandemic has increased anxiety and stress among teacher education managers and has given rise to the question of whether they have the competencies to execute their operational responsibilities productively. The theories of resilience and transformational leadership underpin this study in which teacher education managers' resilience and their responsiveness to the well-being of staff executing their operational practices in an open distance e-learning context were explored. A qualitative approach was adopted and virtual video conferencing interviews with teacher education managers were used to explore how they mitigated their strategic and operational roles and their managerial functions to ensure the well-being and organisational performance of staff working from home. Results revealed the experiences of distance managers to have been positive in that they implemented organisational strategies to mitigate the challenges faced to ensure wellness and performance among staff working from a distance. Further research applying a mixed-method design should be undertaken to determine how resilient managers and staff working from home are. That may yield different results.
Parenting of 1.5 Generation Chinese Americans&apos; Parents: A Case Study
Author: Zhou, Yuyang
Date: 2022-06-00
Type: Journal Articles
Subjects: Parenting Styles,Chinese Americans,Immigrants,Case Studies,Parent Child Relationship,Academic Achievement,Well Being,Student Adjustment,Middle School Students,Comparative Education,Parent Role,Native Language,Language Maintenance

Individuals who arrive in a new country during their childhood and early adolescence are referred to as the 1.5 generation. In this exploratory case study, five Chinese families were interviewed and examined about the effects of their parenting styles on those 1.5 generation Chinese American students. Findings revealed that these parents' parenting styles--educational values, educational practices, and family dynamics--have exerted a great impact on the students' academic performance, psychological well-being, and adaptation to their life in the US. Insights about comparisons between American and Chinese education will be inspiring to educators and scholars for culturally comparative analysis and mental health practitioners working with the adolescents of this ethnicity and their families.
Self-Segregation, Sense of Belonging, and Social Support: An Inquiry into the Practices and Perceptions of Chinese Graduate Students at an American Mid-Atlantic University
Author: Moore-Jones, P. J.
Date: 2022-06-00
Type: Journal Articles
Subjects: Sense of Community,Social Support Groups,Graduate Students,Foreign Students,Asians,Young Adults,Student Attitudes,Acculturation,Global Approach,Intergroup Relations,Intercultural Communication,Competence,Research Universities

Chinese students studying in the United States face great challenges when adapting to cultural, linguistic, and pedagogical differences. Although discouraged in the literature, self-segregation is a practice common among some international students and is especially prevalent in the Chinese community. This qualitative study explored the motivation and frequency of this practice vis-à-vis social support, and its effect on the participants' sense of belonging. Insider status was employed to conduct focus groups of mainland Chinese students currently enrolled in graduate programs at a Mid-Atlantic University in the United States. Findings from the study explore how administrators, educators, and the students themselves view the practice of self-segregation and its consequences.
Improving Engagement: Integrating Assistive Technology in Early Literacy
Author: Marsh, Kathryn L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Assistive Technology,Students with Disabilities,Educational Technology,Literacy Education,Emergent Literacy,Technology Uses in Education,Technology Integration,Preschool Education,Young Children,Graphemes,Phonemes,Student Needs,Educational Environment,Educational Resources,Educational Practices,Phonemic Awareness,Vocabulary Development,Alphabets

Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst &amp; Trivette, 2011). One of the main reasons for this underuse is that while teachers are legally required to provide AT for children with disabilities, many teachers do not have the knowledge, confidence, or skills needed to provide AT to support early literacy instruction (Dean, 2020; Hilaire &amp; Gallagher, 2020; Temple, 2019). This article identifies the benefits of AT during early literacy instruction and describes how teachers can integrate practical AT tools and strategies into early literacy instruction using a widely utilized framework call the SETT (Student Environment Task Tool; Zabala, 1995) Framework. The authors aim to provide free professional development resources to improve teachers integration of AT in their classrooms to enhance opportunities for young children with disabilities to meaningfully participate in everyday literacy activities.
Valuing the Local within the Global: A Discourse Analysis of Professional Development in a U.S.-Kurdish Transnational University Partnership
Author: Highley, Thomas A.
Date: 2022-06-00
Type: Journal Articles
Subjects: Discourse Analysis,Faculty Development,Intercollegiate Cooperation,International Cooperation,Partnerships in Education,Language Usage,Power Structure,Foreign Countries

In an effort to support higher education in developing countries, partnerships between U.S. and international universities have surged, raising questions concerning the social equity of such linkages. Using a New Literacy Studies approach to discourse analysis, online transcripts from one such university partnership were analyzed to determine how language was used to negotiate a more equitable partnership through the adaptation of the social context of professional development activities. Discourse analysis of three relevant linguistic markers in the data suggests that cultural perspectives on professional development influenced the language choices made by university partners, reshaping the power structure toward greater social equity, and aiding in the completion of joint professional development goals. Findings underscore the importance of drawing on local knowledges in planning for and conducting transnational university partnerships.
Fostering Independence While Teaching Students with or at Risk for Reading Disabilities
Author: Hall, Colby
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Reading Difficulties,Teaching Methods,Student Responsibility,At Risk Students,Learning Disabilities,Reading Skills,Skill Development,Reading Strategies,Direct Instruction,Cooperative Learning,Independent Study,Reading Instruction,Large Group Instruction,Small Group Instruction,Learner Engagement,Memory

The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during instruction for primary-grade students with or at risk for learning disabilities. In general, educators want to provide a high level of support to young, struggling students in order to ensure that they feel successful and bolster their confidence. However, too much support means that students are not provided with opportunities for independent practice or independent mastery of content being taught. This article describes the GRR model of instruction and provides specific guidance and resources to support special education teachers in implementing the GRR model during small-group reading instruction in primary-grade classrooms, with a particular emphasis on facilitating group and independent practice. [For the corresponding grantee submission, see ED611740.]
Who Are America&apos;s Teachers of the Year?
Author: Redding, Christopher
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Recognition (Achievement),Teacher Characteristics,High School Teachers,Elementary School Teachers,Elementary Education,English Instruction,Language Arts,Natural Sciences,Social Studies,Awards,Teacher Leadership

The Teacher of the Year (TOY) program is the longest-standing teacher recognition program in the United States. The purpose of this study is to describe the characteristics of state and national TOY awardees and the schools in which they teach. To accomplish this aim, we develop a new data set including the characteristics of all TOY awardees and their schools from 1988 to 2019. Using descriptive and regression analysis, we find that TOY awardees are most likely to teach at the high school level, while the most common subjects taught were elementary education, English language arts, natural sciences, and, for National TOY awardees, social studies. They also have a greater probability of being selected from schools with a smaller fraction of students eligible for free or reduced-price lunch, and higher student enrollments. We discuss how these differences may impede the TOY program's efforts to amplify teachers' voice in education policymaking.
The Word-Problem Solving and Explanations of Students Experiencing Mathematics Difficulty: A Comparison Based on Dual-Language Status
Author: Powell, Sarah R.
Date: 2022-02-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Problem Solving,Mathematics Instruction,Learning Problems,English Language Learners,Grade 3,Elementary School Students,Oral Language,Language Usage,Vocabulary,Error Patterns,Elementary School Mathematics,Addition,Subtraction

In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem solving and oral explanations of third-grade dual-language learners (DLLs; n = 40) and non-DLLs (n = 40), all of whom were identified as experiencing MD. Students solved five additive word problems and provided oral explanations of their work, which were transcribed and coded for the number of words in each explanation, type of mathematics vocabulary terms used, inclusion of correct numbers in explanations, and descriptions of addition or subtraction. We identified no significant differences in word-problem scores between DLLs and non-DLLs with MD. For both DLLs and non-DLLs, students who answered problems correctly used more words in each explanation and used more mathematics vocabulary terms within their explanations. For incorrectly answered problems, the most common mistake for both DLLs and non-DLLs involved using the incorrect operation to solve the problem.
Improving Outcomes for English Learners through Technology: A Randomized Controlled Trial
Author: Harper, David
Date: 2021-00-00
Type: Journal Articles
Subjects: English Language Learners,Outcomes of Education,Comparative Analysis,Language Proficiency,Computer Software,Intervention,Middle School Students,English (Second Language),Second Language Learning,Second Language Instruction,School Districts,Pretests Posttests,Urban Areas,Gender Differences,Instructional Program Divisions,Attendance,Socioeconomic Status,Native Language,Teaching Methods,Independent Study,Instructional Effectiveness,Language Tests

English learners (ELs) in K-12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students' learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district (N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum.