ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Transformation towards Education 4.0
Author: Oliveira, Katyeudo K. de S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Knowledge Economy,Climate,Technology Uses in Education,Information Technology,COVID-19,Pandemics,Teaching Methods,Interdisciplinary Approach,Skill Development,Soft Skills,Technological Literacy,Educational Innovation

The digital transformation of teaching processes is guided and supported by the use of technological, human, organizational and pedagogical drivers in a holistic way. Education 4.0 aims to equip students with cognitive, social, interpersonal, technical skills, among others, in the face of the needs of the Fourth Industrial Revolution and global challenges, such as mitigating the causes and effects of climate change based on people's awareness. This work presents the development and experimentation of a method, called TADEO -- acronym in Portuguese language to Transformação Digital na Educação (digital transformation in education), to guide the design and application of teaching and learning experiences from groups of drivers of the digital transformation in education, aiming to achieve Education 4.0 objectives. The TADEO method was applied in the context of classes of basic subjects of elementary and higher education to increase students' understanding of climate change through the development of projects to mitigate environmental problems caused by anthropogenic action and, at the same time, exercise students the soft and hard skills required by 21st century learning and work. The results of the evaluations of students and educators participating in the teaching and learning experiences guided by the TADEO method point to the achievement of the expected purposes.
A Proposed Multi-Tiered University-School Partnership for a National Board Certification Cohort
Author: Day, Jamie
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Universities,College School Cooperation,Teacher Certification,Faculty Mobility,Faculty Development,Teacher Leadership,Teacher Qualifications,Educational Policy

Due to the increasing teacher attrition rate, it is crucial that policy initiatives are put into place to retain high quality teachers. The National Board for Professional Teaching Standards (NBPTS) cohort is one policy initiative that can attempt to effectively increase teacher retention through a multi-tier university-school partnership. The National Board Certification cohort is a unique professional development opportunity due to its individualized approach and teacher choice enrollment. Through this proposed multi-tier university and school partnership, teachers could benefit from increased access to pursue NBPTS certification. Participating in this proposed NBPTS cohort may lead to increased teacher leadership, a reflective professional learning community, and career advancement that would add to the longevity of their teaching career. Additionally, it is predicted that it can also lead to stronger university-school district relationships through efficient implementation when guided by NAPDS nine essentials. With a foundation in NAPDS essentials, a university-school partnership offers a strong bridge between teacher education and student outcomes that is guided by evidenced based professional development school models. If this policy initiative is not fully addressed by university teacher preparation programs and its neighboring school districts, highly qualified K-12 teachers will continue to permanently leave the teaching profession. The number of qualified teachers will continue to drastically decline while the rate of students entering the K-12 public schools continues to rise. It is imperative to make these necessary policy changes to increase sustainable university-school partnerships, while decreasing the teacher attrition rate.
Integration of Python into Science Teacher Education, Developing Computational Problem Solving and Using Information and Communication Technologies Competencies of Pre-Service Science Teachers
Author: Bati, Kaan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Programming,Programming Languages,Technology Integration,Science Teachers,Computation,Problem Solving,Information Technology,Preservice Teachers,Skill Development,Scores,Scoring Rubrics

This study reports the findings of a program that aims to develop pre-service science teachers' computational problem-solving skills and views on using information and communications technology in science education. To this end, pre-service science teachers were trained on computational thinking, computational problem solving, designing an algorithm, and Python coding, and then they were asked to solve problem situations determined within the science education program using the computational problem-solving process. The study was conducted in a faculty of education in Turkey and carried out conducted in an elective course in the spring semester of the 2019-2020 academic year (in an online platform due to the COVID-19 Pandemic). 38 pre-service science teachers were included in the study. In this process, pre-service science teachers' conceptual development levels regarding computational thinking and their views regarding the use of ICT in schools were collected quantitatively. The development of computational problem-solving skills of pre-service science teachers was scored by a rubric developed in this study. According to the analyzes, pre-service science teachers increased knowledge of computational thinking (t = -5,969, p = 0.000), enhanced views regarding the use of ICT in schools (t = -2,436, p = 0.020), and developed computational problem-solving skills (X[superscript 2][subscript (2)] = 9.000, p = 0,011). These findings have the potential to provide evidence on how computational problem-solving skills can be integrated into science teacher education programs.
Challenging Dominant Language Ideology in the Adult ESL Classroom: A Case Study
Author: Constantin-Dureci, Gabriela
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Education,Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Native Speakers,Language Variation,Language Attitudes,Teaching Methods,Standard Spoken Usage,Language Teachers,Teacher Attitudes,Code Switching (Language),Language Usage,Native Language,Monolingualism,Critical Theory,Teacher Student Relationship

In the United States, dominant language ideology validates the use of Standardized English as the only appropriate linguistic practice (Lippi-Green, 1994; Flores &amp; Rosa, 2015). In educational settings, dominant language ideology entails the beliefs in language standardization and monolingualism (Farr &amp; Song, 2011). The present case study examines the beliefs and practices of one ESL teacher and investigates how dominant language ideology is reproduced and resisted in the adult ESL classroom. The study employs multiple sources and modes of data (a questionnaire, in-person observations, and a semi-structured interview) collected over multiple lessons. The study shows that the teacher generally resists dominant language ideology: she views students' code-switching as a resource, rather than a deficit and does not associate Standardized English with correctness. Accordingly, incorporating language variation in the ESL classroom is viewed as a necessary teaching practice. Nevertheless, the teacher reinforces the notion of the monolingual native speaker as the authority for linguistic expertise and, thus, aligns with the tenets of dominant language ideology. Ultimately, by offering an account of the beliefs and practices of one ESL teacher, the present study illuminates the ways in which teachers can resist dominant language ideology in the classroom and, thus, engage with critical language pedagogy.
Socialization of Appropriate Classroom Behavior: A Micro-Longitudinal Conversation Analytic Account
Author: Hughes, Sean
Date: 2022-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Behavior Problems,Socialization,Classroom Techniques,Teacher Student Relationship,Longitudinal Studies,Cooperative Learning,Elementary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Behavior Change

While socialization in the home is key to children's acquisition of cultural norms, school is another important setting in which children are socialized into their cultural environment (Schieffelin &amp; Ochs, 1986). In this paper, the author employs conversation analysis (CA) to examine how young children are socialized towards appropriate classroom behavior by a teacher's upgraded use of directives, embodied directives, and finally, metacommentary. Specifically, this study focuses on the strategy one teacher uses within the span of a single class to get a misbehaving student to physically move back to her partner during group work.
Tracing Changes in a Gun Control Q&amp;A: The Story of &quot;One Hundred Round Magazine Drums&quot;
Author: Yu, Di
Date: 2022-00-00
Type: Journal Articles
Subjects: Weapons,Political Issues,Political Attitudes,Citizen Participation,Constitutional Law,Interpersonal Communication,Discourse Analysis,Legislators,Meetings,Social Problems,Laws

In recent years, the US society has witnessed a sharp growth in political divide, particularly between those holding conservative and liberal views (Pew Research Center, 2014, 2017). Among the multitude of issues that the American people find divisive, the issue on gun regulation has been one of the most controversial ones (Pew Research Center, 2021) wherein attitudes towards guns vary drastically and are divided along partisan lines. Citizens take to platforms of civic participation such as town hall meetings to express concerns about such divisive issues and seek accountability from politicians. This analysis focuses on one such instance and documents how, with the focal issue of high-capacity firearms, both the citizen and politician adjust their next actions in this gun regulation discussion. Specifically, the author observes how the citizen reformulates the notion of gun rights while the politician shifts the perspectives of his responses.
Advancing Equity: Mentoring to Develop and Retain Bilingual Teachers of Color
Author: Dunn, Richard
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Mentors,Faculty Development,Teacher Persistence,Minority Group Teachers,Teacher Recruitment,High School Teachers,Paraprofessional School Personnel,Teacher Certification

Across the nation, there is a shortage of teachers who reflect the demographics of students. Even though the teaching workforce has diversified nationally in recent decades, teachers from diverse backgrounds, when attracted, depart schools at a significantly higher rate than white teachers (Ingersoll, Merrill, Stuckey &amp; Collins, 2018). Over the past seven years, Highline Public Schools, a diverse urban multilingual district, has developed a Schools University partnership with Western Washington University. The partnership is guided by the Second Edition of the NAPDS Nine Essentials (NAPDS, 2021). This model allows employees an opportunity for a robust clinical preparation program supported by all stakeholders (NAPDS Essential 2). Partnerships can support the growth of diverse teachers, from the community, to advance equity, antiracism, and social justice within and among schools (NAPDS Essential 1). Extensive mentoring and support in a cohort is essential to develop and retain emerging teachers from diverse backgrounds. In this article, the authors describe how this collaborative approach created well-defined and boundary-spanning mentoring roles that supported an emerging multilingual teacher through the first four phases of his professional career (NAPDS Essential 9). They describe the role of mentoring in each of these phases: (1) High School Teaching Academy; (2) Paraprofessional; (3) Teacher Certification; and (4) Early Career.
A Mutually Beneficial Partnership: Salisbury University &amp; Wicomico County Public Schools
Author: Malone, Ruth
Date: 2022-00-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Professional Development,National Organizations,Professional Associations,Elementary Secondary Education,Educational Resources,School Districts

The individuals involved in the Professional Development Schools (PDS) partnership between Salisbury University (SU) and Wicomico County Public Schools (WCPS) share more about the work that led the National Association for Professional Development Schools (NAPDS) to honor this partnership with a NAPDS Award for Exemplary PDS Achievement in 2021. All PDS stakeholders in the SU-WCPS partnership share a sincere commitment to preparing the next generation of teachers and enhancing the learning of P-12 students through shared resources, supporting each other's initiatives, and unique opportunities for teacher candidates and interns.
First-Year University Retention and Academic Performance of Non-Traditional Students Entering via an Australian Pre-University Enabling Program
Author: Lisciandro, Joanne G.
Date: 2022-07-00
Type: Journal Articles
Subjects: Academic Persistence,College Freshmen,Transitional Programs,Academic Achievement,Outcomes of Education,Disadvantaged,Program Effectiveness,Foreign Countries,Equal Education,Enrollment,School Holding Power

Pre-tertiary enabling programs have become an increasingly popular pathway to university in Australia in recent years, however little is published about how well enabling students fare once they start university. This paper examines and compares first-year retention and academic outcomes of students that entered Murdoch University between 2014 and 2016 via successful completion of its enabling program, OnTrack. A greater proportion of students transitioning via OnTrack were from equity and disadvantaged backgrounds than any other entry pathway; thereby demonstrating an important function of this enabling program in boosting the representation of these students at the university. Further, OnTrack-pathway students were retained at a rate that was similar or better than students entering via all other admission pathways, despite poorer academic performance. This persistence suggests enhanced resilience amongst this cohort, potentially built during their enabling education experience. Multivariate regression modelling was also undertaken, revealing that admission pathway, demographic and enrolment factors collectively explained very little of the observed variation in student outcomes for all first year students, and were particularly poor predictors of academic underperformance. Thus, once students are enrolled in undergraduate study, student outcomes may be better explained by student variables not captured in university databases, such as personal circumstances or psychological factors. In summary, these findings provide empirical data to support the notion that enabling programs have been successful in 'enabling' access and participation of students who are capable but otherwise lack opportunity, including those from disadvantaged backgrounds. However, enabling pathway students may experience ongoing challenges that impact their academic performance, and thus future equity and access policy should address appropriate mechanisms for supporting the broader transition experience of these students.
The Role of Learning Neighborhood Programme in Achieving the Necessary Life Skills for Adult Learners in Saudi Arabia to Confront the COVID-19 Crisis
Author: Aljohani, Obaidalah H.
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,COVID-19,Pandemics,21st Century Skills,Program Effectiveness,Gender Differences,Coping,Adult Learning,Adult Education

In today's world of accelerated progress and change, the skills to solve problems, think critically, communicate effectively, and manage lives are essential for people to flourish in the 21st century. The purpose of the study is to explore the role of Learning Neighborhood Programme for achieving the necessary life skills that adult learners need to help them during the present pandemic. The research also investigates if there is a difference, by gender and number of courses, to confront the COVID-19 crisis and the benefits that participants received during the pandemic. A self-administered questionnaire was utilized. The results illustrated that the adult learners who enrolled in the Learning Neighborhood Programme perceived the benefit of life skills by practicing these skills during the crisis. Additionally, the results revealed differences for both life skills based on the number of courses that learners had taken during the present pandemic for people who took five or more courses.
Common Sense and Police Practice: It Goes without Saying
Author: Ryan, Cheryl
Date: 2022-07-00
Type: Journal Articles
Subjects: Police,Police Education,Thinking Skills,Intuition,Foreign Countries,Law Enforcement,Attitudes,Culture,Training

Common sense in practice was a significant finding of a qualitative narrative research project investigating the professional practice and learning of police in an Australian police jurisdiction. Police officers in this research emphasised common sense as an intrinsic attribute of policing. Conceptions of policing as a craft or trade, learned on-the-job, and police officers as artisans, have dominated police training. In recent years, in response to global trends to professionalise policing, organisations in most Western nations have established partnerships with tertiary and higher education institutions to provide integrated programs of professional learning and practice for police. This paper draws on Bourdieu's practice theory to examine the narratives of traditionally trained police officers' perceptions of common sense. Police officers' narratives revealed three distinct perspectives that supported the unquestioning acceptance and application of common sense to their everyday practice.
Development and Implementation of an Integrated Academic-Behavior Intervention
Author: Gettinger, Maribeth
Date: 2022-09-00
Type: Journal Articles
Subjects: Elementary School Students,Intervention,Reading Difficulties,Reading Fluency,Low Achievement,Learner Engagement,Compliance (Psychology),Program Development,Behavior Disorders

The relationship between learning disabilities and behavior disorders is well documented and has led to the development of integrated interventions that target both academic and behavior deficits in elementary school-age students. This paper describes the rationale for, development of and implementation of an integrated academic-behavior intervention called &quot;academic and behavior combined support (ABC Support).&quot; The intervention was developed by integrating the critical intervention elements from two single-focus interventions (i.e., repeated reading and check-in/check-out) into a single comprehensive intervention designed to improve reading fluency for early elementary school-age students with reading disorders while also strengthening their engagement and compliance with behavior expectations. [For the corresponding grantee submission, see ED617652.]
Pedagogical Interrelationships: The Transformed Landscape of Deliberations
Author: Chadha, Anita
Date: 2022-06-00
Type: Journal Articles
Subjects: Teaching Methods,Web Sites,Peer Relationship,Online Courses,Student Attitudes,Political Attitudes,Learner Engagement,Instructional Design,Cooperative Learning,Active Learning,Student Participation,Computer Mediated Communication,Group Discussion,Reflection,Communities of Practice,Persuasive Discourse,United States Government (Course),College Freshmen,Teacher Student Relationship,Course Descriptions

Research indicates that peer interaction in the online classroom engages students in academic reflective deliberations. This study assesses student peer interactions on a purposefully designed collaborative website in an American politics course offered across two courses. Significant evidence reveals that students are open, candid, and inquisitive of varied positions while interacting with academic reflectivity across each question asked of them. They argue their perspectives with each other, teach and add information to their deliberations while being academically reflective. This study concludes that a peer interactive design is an invaluable method to engage students in academic deliberation while providing educators, researchers, and administrators an innovative means to enhance active learning and participation online.
Carto-Elicitation: Improvised Performances/Narratives of Identity, Memory, and Sites of Fascination
Author: Sefton, Terry G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Performance,Art Activities,Visual Arts,Arts Centers,Music Activities,Dance,Creative Activities,Story Telling,Teaching Methods,Memory,Identification,College Faculty,Cooperation

This paper describes the pedagogical roots of the work we do, both as teachers and as performers; and how our work reaches beyond the classroom and into community, eliciting narratives and weaving them through improvised dance and music collaborations, eventually onto the walls of an art museum. Our concept was to solicit stories that told of some event that happened in a particular place, and that left a memory that was tethered to that place. We collected stories, pooled our own stories, &quot;pinned&quot; stories to their geographic locations, and then transformed these stories through improvised movement and sound.
Exploring the Feasibility of Using Knowledge Surveys to Increase Student Knowledge, Clinical Skills and Assess Student Perceptions
Author: Goering, Mary DeGrote
Date: 2022-06-00
Type: Journal Articles
Subjects: Nursing Education,Skill Development,College Students,Pretests Posttests,Surveys,Student Behavior,Metacognition,Evaluation Methods,Student Attitudes,Simulation,Knowledge Level

This study explored the feasibility of using knowledge surveys in a pre-licensure professional nursing program using cognitive and behavioral outcomes. This study illustrates the incorporation of profession-specific competencies. It introduces the KS as a potentially valuable educational tool for a blended learning approach in higher education programs that include simulation learning.
Digital Education Research: Advantages, Disadvantages, and Video Illustrations
Author: Shaner, Peter
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Video Technology,Research Reports,Data Collection,Educational Researchers,Ethnography,Research Methodology

Although anthropological methods have been appropriated by qualitative and mixed-methods educational researchers, visual anthropology has had virtually no impact on educational research. Furthermore, video, in general, despite its widespread impact on 21st century culture, has played only a limited role in the conducting of education-related studies, and almost no role in reporting study results. This paper explores what would be gained and lost if researchers began using video in the doing and, especially, in the reporting of their research. The paper uses clips from four author-developed research videos to illustrate the advantages and disadvantages associated with educational researchers &quot;going digital.&quot;