ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Perceptions of Their Interactions with Peers at a Cyber Charter High School
Author: Borup, Jered
Date: 2020-06-00
Type: Journal Articles
Subjects: Student Attitudes,Charter Schools,High Schools,High School Students,Virtual Classrooms,Online Courses,Peer Relationship,Interaction,Friendship,Student Motivation,Peer Teaching,Cooperation,Interpersonal Communication,Bullying,Computer Mediated Communication

K-12 online students are increasingly communicating and collaborating with their peers; however, research on the topic is limited--especially research examining students' perceptions and experiences. Guided by the Adolescent Community of Engagement framework's concept of peer engagement, this qualitative descriptive case study examined learner-learner interactions at a cyber charter high school. Ten students were selected by teachers based on their ability to independently engage in learning activities--five students were more independent and five required more support from others. Each student took part in two, hour-long interviews for a total of 20 interviews. The interviewers covered students' perceptions and experiences regarding teachers, parents, and peers. This report only focuses on peers. Iterative emic coding and thematic analysis revealed that their interactions with peers allowed them to develop friendships, improve their motivation, receive peer instruction, and collaborate effectively with others. Challenges are also covered. The article concludes with recommendations for research and practice.
Development and Validation of the Online Teaching Effectiveness Scale
Author: Reyes-Fournier, Elizabeth
Date: 2020-06-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Online Courses,Instructional Effectiveness,Student Evaluation of Teacher Performance,Distance Education,Test Reliability,Undergraduate Students,Graduate Students,Teaching Methods,Teacher Student Relationship,Expertise

The currently available measures of online teaching effectiveness (OTE) have several flaws, including a lack of psychometric rigor, high costs, and reliance on the construct of traditional onthe-ground teaching effectiveness as opposed to the unique features of OTE (Blackman, Pedersen, March, Reyes-Fournier, &amp; Cumella, 2019). Therefore, the present research sought to establish a psychometrically sound framework for OTE and develop and validate a measure based on this clearly-defined construct. The authors developed pilot questions for the new measure based on a comprehensive review of the OTE literature and their many years of experience as online instructors. Students enrolled in exclusively online coursework and programs at Purdue University Global (N = 213) completed the survey, rating the effectiveness of their instructors. Exploratory Factor Analysis produced four clear OTE factors: Presence, Expertise, Engagement, and Facilitation. The resulting measure demonstrated good internal consistency and high correlations with an established OTE measure; good test-retest reliability; and predictive validity in relation to student achievement. Confirmatory Factor Analysis revealed a good fit of the data and yielded a final 12-item OTE measure. Further refinement and validation of the measure are recommended, particularly with students in other universities, and future research options are discussed.
U.S. Faculty and Administrators&apos; Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic
Author: Johnson, Nicole
Date: 2020-06-00
Type: Journal Articles
Subjects: School Closing,Disease Control,Distance Education,Educational Technology,Online Courses,Teacher Competencies,Technological Literacy,Teaching Experience,Teaching Methods,Educational Needs,Educational Resources,Teaching Conditions,Higher Education,College Faculty,Administrators,COVID-19,Pandemics

The COVID-19 pandemic has had a profound and rapid impact on higher education institutions across the world. In this study, we report the findings of a survey investigating the rapid transition to emergency remote teaching in the early weeks of the pandemic at public and private postsecondary institutions in the United States. Participants consisted of 897 faculty and administrators at 672 U.S. institutions. Findings reveal that with few exceptions nearly all reporting institutions transitioned to emergency teaching and learning approaches. Administrators reported that faculty with and without online teaching experience pivoted to online teaching, and nearly all administrators indicated that those who did not have online teaching experience were in the process of learning how to teach online. Regardless of whether faculty had previous experience teaching online or not, many faculty reported that they were using new teaching methods. A majority of faculty reported making changes to their assignments or exams as a result of transitioning to a new mode of delivery. Nearly half reported lowering the expected volume of work for students (including dropping assignments or exams) and/or shifting to a pass/fail model for this semester. The primary areas where faculty and administrators identified a need for assistance related to student support, greater access to online digital materials, and guidance for working from home. This study provides an early snapshot of efforts towards teaching and learning continuity at a large scale and provides some insights for future research and practice.
Escaping Stigma: School Support for LGBTQ Students
Author: Stegmeir, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Bias,LGBTQ People,College Students,Student Experience,Student Personnel Services,College Admission,College Environment,Paying for College,Anxiety,Access to Education

Although never a monolithic community, lesbian, gay, bisexual, transgender, and questioning (or queer) (LGBTQ) students enter the college exploration process with a far more diverse range of experiences than past generations. A growing portion of today's LGBTQ youth came out in high school or even middle school--and were embraced by family and friends. But the story can be much different for other students, depending on factors such as age, race, religion, geographic location, and socioeconomic status. And some international students may come from countries where it is still illegal to be gay. How students present themselves in the admission process varies widely, as does the way they interact with campus services and LGBTQ organizations once enrolled. The challenge for admission professionals is to build supports, affirmative practices, and outreach efforts that speak to students on either end of the spectrum.
How New Media Has Enabled the Harnessing of Implicit Learning
Author: Schwarz, Claudiu
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Strategies,Informal Education,Information Technology,Video Technology,Computer Oriented Programs,Intuition,Video Games,Computer Simulation,Teaching Methods,Technology Uses in Education,High School Students,Computer Games,Films,Foreign Countries,Student Interests

The term of implicit learning is still subject to controversy. &quot;At least a dozen different definitions have been offered in the field&quot; (Frensch &amp; Rünger, 2003 p.13). While some scholars consider it downright inexistent (see Chun &amp; Jiang, 1998), many others are trying to identify how we seem to acquire knowledge in absence of conscious awareness. Since it manifests in complex environments where patterns can be intuitively observed and interiorized by the learner, various forms of new media and particularly digital games seem to be the best method of investigating its efficiency. This paper aims to demonstrate how strategic use of new media, combined with digital games can facilitate the emergence of unconscious knowledge acquisition and how some of the knowledge acquired in such manner is better stored in memory and translated into skill.
The Educational Team -- An Alternative Solution for Romanian Secondary Education?
Author: Lustrea, Anca
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Improvement,Academic Achievement,Teamwork,Educational Change,Secondary School Teachers,Foreign Countries,Interdisciplinary Approach,Educational Benefits,Decision Making,Definitions,Barriers

In the last twenty-five years' Romanian society sought solutions for the improvement of students' performances. Many problems were reported by diverse educational factors: students, parents, teachers, decisional factors and several solutions have been proposed. Our paper theoretically analyzes a possible solution to improve the students' academic performance and learning understanding: the educational team approach. Traditionally, teachers work alone in every step of the didactic process: student's assessment, planning, and implementation of the curriculum and monitoring student's progress. Current research demonstrates that team work in education has benefits both for teachers and students. A definition of the concept is proposed and some characteristics of an efficient educational team are taken into consideration. The three main team models, multidisciplinary, interdisciplinary and transdisciplinary are critically analyzed and their benefits and disadvantages underlined. Also, possible solutions for practically implement this model in the Romanian educational context are proposed.
The Social Skills of Children with Disabilities
Author: Borca, Claudia-Vasilica
Date: 2017-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Special Schools,Students with Disabilities,Skill Development,Intellectual Disability,Visual Impairments,Hearing Impairments,Foreign Countries,Child Development,Social Development,Preadolescents,Early Adolescents

Starting from the premise that academic and professional success is based mainly on the development of social competences, we are proposingto find out whether, as a result of the existence of a sensory and intellectual disability, can we talk about the different development of social skills? We seek an answer to this question by carrying out a research on a group of 153 children with sensory and intellectual disabilities aged between 9 and 15, coming from four special schools in Timisoara. We set ourselves as a general objective of research: identifying possible statistically significant differences that arise between the level of development of social skills in children with intellectual disability compared to visually impaired children and those with hearing disability. Analysing and interpreting the results confirms the two hypotheses formulated.
The Reading League: Prioritizing Educator Knowledge through Grassroots Activism
Author: Murray, Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Activism,Reading Instruction,Reading Research,Program Implementation,Faculty Development,Professional Associations,Conferences (Gatherings),Teacher Education

The Reading League builds the understanding of evidence-aligned reading instruction and its application with a variety of supports for educators as they build their knowledge and professional networks around the science of reading. It builds the understanding of evidence-aligned reading instruction and its application with a variety of supports for educators as they build their knowledge and professional networks around the science of reading. The purpose of this nonprofit organization is to increase the awareness, understanding, and use of evidence-aligned reading instruction. The Reading League's branches are wide-reaching and fruitful because educators are committed to the lifelong learning necessary to ensure that their students achieve their potential and reap all the benefits of a literate life. The branches have served to create a vast network of members and allies who understand that when two-thirds of a nation's students are not reading proficiently, providing the best instruction for &quot;all&quot; of them is a matter of social justice.
The Hungarian Education System and Its School-Critical Responses
Author: Nagy, Ádám
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Change,Problems,After School Programs,Kindergarten,Educational Trends,Trend Analysis,Elementary Secondary Education,Higher Education,Academic Achievement

This short description reviews the basic characteristics of the Hungarian school system and its problems. It speaks of the newly mandatory made institution of extended school and tries to outline two possible ways that are in front of the Hungarian school system.
LSCI-Fidelity: How to Keep LSCI as a Central Method in an Organization
Author: De Moor, Gerrit
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Crisis Management,Intervention,Disabilities,Children,Youth,Program Implementation,Fidelity,Special Schools,Teachers,Allied Health Personnel,School Personnel,Teamwork,Role,Behavior Disorders,Emotional Disturbances

The aim of this research is to investigate what kind of actions and initiatives that have been taken in the organization KOC St.-Gregorius in Gentbrugge, Belgium that helped to keep professional adults loyal to the method of LSCI. KOC St.-Gregorius was chosen as a model for good practice because of several reasons: The organization was involved with LSCI from the start of LSCI in Belgium and in Europe, starting with the initiative of OC Nieuwe Vaart in Ghent which is now a National Training Site (D'Oosterlinck, 2005). We speak about 2002. It is a huge organization. Huge organizations frequently struggle with implementation of new methods and with change in general; more than smaller organizations. The organization treats and takes care of children and youth from 3 to 21 years old with a wide range of handicaps or disorders. Regardless the type of disorder, LSCI is the main method for professionals to deal with children and youth in conflict or crisis (Long et al., 2001; Fecser, 2009, Darjan et al., 2014). The research aims to find out which actions towards fidelity have been taken so far; what is important for an action, activity or initiative to lead to LSCI-fidelity and which opportunities still have to be taken in the future. For this purpose, we used a questionnaire with both closed-ended and opened-ended responses. There were investigated the opinions of 59 members of the personnel. The findings and the conclusions of this study offer suggestions on how to stimulate the dedication for change and improvement, and the fidelity for proven efficient method in approaching troubled children and the youth.
Older People&apos;s Education: The Case of Poland
Author: Kozerska, Agnieszka
Date: 2017-00-00
Type: Journal Articles
Subjects: Older Adults,Foreign Countries,Aging (Individuals),Educational Needs,Social Change,Demography,Adult Education

In Poland, as well as in many other European countries, the proportion of older people is steadily growing. This phenomenon is related to numerous challenges faced by the countries. It is also worth pointing out that there is an increasing interest in ageing subjects, especially education in late adulthood. The issues related to education of older people in Poland were discussed in the article. It presents an overview of rapid demographic changes, the situation of the elderly people and their educational needs. Moreover, the article also deals with institutional assistance and support for older people's education as well as the selected Polish research focusing on education in old age.
A Follow-Up Study of Implementation of a Positive Approach of Discipline at School and Classroom Levels
Author: Predescu, Mihai
Date: 2017-00-00
Type: Journal Articles
Subjects: Program Implementation,Program Evaluation,Positive Behavior Supports,Discipline Policy,Educational Policy,Educational Change,Resistance to Change,Elementary School Teachers,Secondary School Teachers,Special Education Teachers,Teacher Attitudes

There is a continuous preoccupation on developing efficient, scientifically and pragmatic-based strategies and techniques in order to improve the educational and therapeutic practices in educational and therapeutic/remedial contexts. The helping and caring professionals are constantly involved in their continuous specialization, by participating in training and courses. There are insights, there are enthusiasm and optimism, there are motivations, and assuming of personal changes and improvement, there are pledges of improving owns professional practices, for the benefit of those carried out! But the newly learned methods should be introduced and exercise in the life spaces of the trainee. And then begins the battle between new and familiar, between not yet fully mastered and quite automatized actions/reactions, between commodity of conformity and the efforts and risks of innovation. In this paper, we want to investigate the factors who promote the change and those who explain the inertia and the resistance to change. Identifying the mechanisms which enhance the acquisition and the implementation of new methods grants efficient professional and institutional evolution and improvement. For this purpose, we will present the assessment of two initiatives of introducing and promoting changes in educational context and in intervention strategies. The follow-up techniques (scales and focus group) reveal the factors that promote the change, and, also, the factors that favor the inertia and the resistance to change. We assessed the impact of a training on positive discipline and LSCI methods to the teaching and discipline strategies, in a follow-up study of 40 trainees, primary and secondary teachers, from mainstream and special schools.
Analysis of Scientific Research on Test Anxiety and Other Emotions Identified in the Academic Field
Author: Holic, Roxana I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Test Anxiety,Educational Research,Emotional Response,Academic Achievement,Psychological Patterns,Correlation,Cognitive Processes,Student Motivation

The results of studies addressing the impact of emotions on the academic field support that affective states influence the motivational and cognitive processes that are relevant to cognitive performance. More specifically, it has been shown that mood and emotions facilitate congruent memory processes, suggesting that positive affective states can increase motivation in addressing tasks, while negative emotional states can increase motivation to avoid them. In the control-value theory, academic emotions are defined as the emotions directly associated with learning activities or school results. According to this theory, there are four groups of emotions identified: positive activating emotions (e.g. joy, optimism, pride); positive deactivating emotions (relaxation, satisfaction, relief); negative activating emotions (anger, frustration, anxiety, shame); and negative deactivating emotions (boredom, sadness, disappointment, despair). Students' anxiety, especially anxiety manifested in evaluative contexts - is one of the most studied emotions in the academic field, and has been addressed in more than 1,000 studies. Test anxiety is a serious problem for many of the students in gymnasiums and high schools. Even though large-scale studies have seen some decrease, nearly 33% of students experience anxiety over evaluation, and those with high levels of test anxiety don't achieve a very good academic performance. For students with test anxiety, both preparations for an examination and examination itself are causing a high level of worry and discomfort. As a result, affected students fail to meet their potential, and the results of evaluations do not represent them, or their real level of knowledge and learning.
Do Teachers Really Need a Master&apos;s Degree? Student Teachers&apos; Perspectives
Author: Kowalczuk-Waledziak, Marta
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Attitudes,Foreign Countries,Teacher Qualifications,Masters Degrees,Teacher Education,Theory Practice Relationship,Teacher Researchers,Educational Theories

In recent years, considerable attention has been paid in European debates on teacher education to upgrade teaching qualifications at the master's level. However, still little is known about the usefulness of master's level preparation for teachers' professional practice. This study seeks to add to the existing body of knowledge by exploring student teachers' perceptions of the usefulness of master's studies for their (future) professional practice. The survey questionnaire was completed by 343 student teachers enrolled in master's programs in Polish, Romanian, and Latvian universities. Generally, the surveyed student teachers declared that master's level education was an appropriate and useful type of education for teachers. However, this study also found that some student teachers had unclear or even negative views on this type of education for teachers. Several issues which emerged from the results are discussed, with reference to implications for current efforts in developing teaching as a Master's level profession.
Faculty Advisor Perspectives of Academic Advising
Author: Hart-Baldridge, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Academic Advising,Faculty Advisers,Teacher Responsibility,Graduation Requirements,Teacher Student Relationship,Student Empowerment,Faculty Workload

A considerable body of research connects students' college experiences to their interactions with a faculty member. Quality academic advising is key to student success and the faculty advisor is a valuable piece of the advisor-student interaction. To ensure student success through academic advising, it is important for institutions to understand how they can best support faculty in their advisor roles. This qualitative study explored the experiences of eleven faculty members at a mid-sized, Midwestern public institution in their role of academic advisor. The findings suggest faculty consider their greatest advising responsibilities are to ensure students fulfill graduation requirements, explain graduate school and career exploration, teach students to navigate systems, and empower students. However, faculty advisors experience challenges navigating software, view academic advising as an isolated process, receive unclear expectations, and observe workload inequity. An awareness of these difficulties should impact how higher education administrators support faculty advisors and how they demonstrate their appreciation for the advising work faculty do.
Mindset Messaging: Fostering Student Support and Confidence through Micro-Messaging in Advisor Communication
Author: Kyte, Sarah Blanchard
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Advising,Self Esteem,Student Attitudes,Cues,Undergraduate Students,Interpersonal Communication,Student Reaction,Electronic Mail

As academic advisors help students navigate academic challenges toward a degree, seemingly mundane interactions have the potential to shape students' beliefs about themselves and their abilities. This study examines whether subtle cues within messages from advisors may help students develop what Carol Dweck calls a growth mindset--the belief that ability is malleable through effort, strategy, and help-seeking--and lead to greater perceived support from advisors and student confidence. Drawing on focus groups and interviews with twenty undergraduate students at a large public university, this study offers empirical support for the positive impact that growth mindset language can have within advisor-student communication, as well as a set of practical recommendations for bringing these insights to day-to-day advising practice.