ethanporcaro/eric-fulltext-meta huggingface dataset:
Modes and Trajectories of Shadow Education in Denmark and China: Fieldwork Reflections by a Comparativist
Author: Zhang, Wei
Date: 2021-09-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Comparative Education,Tutoring,Costs,Educational History,Low Achievement,Personal Narratives,International Cooperation,Equal Education,Social Systems,Competition,Parent Attitudes,High Achievement,Private Education,Foreign Countries,Social Class,Advantaged,Corporations,Elementary Secondary Education,COVID-19,Pandemics

Purpose: In the domain of shadow education (private supplementary tutoring), Denmark and China may be placed at opposite ends of a spectrum. Denmark has a recently emerged, small, and high-cost sector that mostly serves low achievers, while China has a more industrialized sector with a long history and economies of scale. The paper juxtaposes the two to shed light on each. Design/Approach/Methods: The article is a personal narrative of the author's research experiences. She grew up and had initial education in China before moving to the Nordic realm for 2 years. This provided a set of initial lenses, which were subsequently deployed in research partnership from her current base in China with colleagues in Denmark. Findings: The juxtaposition raises questions that might otherwise not have been asked and provides insights that might otherwise not have been gained. Danish families hesitate to use shadow education for advantages in the egalitarian society, in contrast to Chinese patterns that stress competition and achievement. These facets have implications for the modes of shadow education and even the names of tutorial companies. Originality/Value: The paper has a methodological value in addition to its substantive insights on the trajectories of shadow education in the two countries.
An Evaluation of Second Chance Schools in Greece: A National Survey of Educators&apos; Perceptions
Author: Bitsakos, Nikolaos
Date: 2021-00-00
Type: Journal Articles
Subjects: Institutional Evaluation,Correctional Education,Institutionalized Persons,Adult Education,Foreign Countries,Teacher Attitudes,Satisfaction,Curriculum Evaluation,Social Integration

The purpose of the present paper is to investigate educators' perceptions regarding the evaluation of the institution of Second Chance Schools in Greece (SCS) that also operate inside correctional centers (SCSCC). Second chance education is a European programme within the framework of fighting against social exclusion that aims at early school leavers and adult prisoners, who have not completed the compulsory secondary education. A cross-national survey was carried out using a self-reported questionnaire with 367 participants that work in SCS and SCSCC. The outcomes of the study reveal that SCS and SCSCC educators can recognize the &quot;curriculum&quot;, the &quot;infrastructure&quot; and the &quot;opportunities of socioeconomic integration&quot; as major factors of SCS evaluation. The educators are generally satisfied with the curriculum and the opportunities of socioeconomic integration provided and have a neutral opinion about infrastructure. According to the findings, infrastructure is evaluated better in SCS located in continental Greece compared to insular located SCS and curriculum is better evaluated by principals and teachers who had completed postgraduate studies. However, teachers working in SCSCC were less satisfied with the opportunities of socioeconomic integration compared to teachers working in SCS.
A Systematic Review and Mapping of the Literature of Virtual Reality Studies in Earth Science Engineering Education
Author: Özyurt, Özcan
Date: 2021-00-00
Type: Journal Articles
Subjects: Earth Science,Engineering Education,Computer Simulation,Technology Uses in Education,Educational Research,Educational Trends,Foreign Countries,Mining,Geology,Outcomes of Education,Periodicals,Journal Articles,Literature Reviews

Today, earth sciences engineering education programs face with serious problems. It is often not possible to provide experience on different geographical environments or materials. Considering these problems of earth science related engineering education programs, virtual reality environment potentially can provide technology enhanced training alternatives. However, in the literature there are not many studies showing how virtual reality can enhance the earth science related engineering education programs. Accordingly, the aim of this mapping of the literature and systematic review study is to explore studies dealing with virtual reality in the earth sciences engineering education programs. Through a rigorous screening process, the first search in the Scopus database provided 150 studies, where 19 of them were selected in the course of this study and the mapping of the literature report was drawn with all these articles. Additionally, with seven of these articles a systematic review is conducted. The mapping of the literature report shows that studies on this topic have increased in recent years and have been published in a variety of journals. The number of China and USA origins studies are remarkable among the examined studies, which are predominantly in the fields of mining engineering and geological engineering. As a result of the in-depth analyses, the systematic review report indicates that virtual reality applications in the earth sciences engineering education positively contribute to the learning outcomes and experiences of students/trainees from different perspectives.
Culturally Relevant Literature for K-5 Students
Author: Delgado, Priscilla K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Childrens Literature,Classroom Techniques,Best Practices,Awards,Selection Criteria,Reading Material Selection,Elementary School Students,Social Media

The use and importance of culturally relevant literature in the elementary classroom is discussed in this article. Common classroom practices with regard to use of literature and a review of the need for culturally relevant literature that provides students with windows and mirrors into lived experiences are both explored. Ways to identify and use culturally relevant literature is provided, including a list of book awards, tips for selecting titles, and best practices for using them with students. Social media and grassroots movements that pertain to diversity in children's literature will also be addressed. Elementary teachers, librarians, and professors in teacher preparation programs will benefit from this information on using appropriate, relevant children's books that align with diverse cultural experiences.
Rural and Indigenous Families&apos; Support of Young Children&apos;s Writing
Author: Stagg Peterson, Shelley
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Rural Population,Family (Sociological Unit),Parents as Teachers,Writing Instruction,Young Children,Parent Child Relationship,Informal Education,Direct Instruction,Alphabets,Family Literacy,Parent Attitudes,Parent Teacher Cooperation

In this study, northern Canadian rural and Indigenous parents provided valuable information about the self-initiated writing that their two- through nine-year-old children do at home. In interview responses, participating parents told stories about the writing materials and spaces they make available to children for writing. They talked about how they support their children's writing: informally--by demonstrating that writing is important; and formally--through direct teaching of letter forms and sound-letter relationships. Parents provided examples of their children's self-initiated writing, which includes types of texts that are not usually valued in mainstream spaces such as school. They explained that the writing is usually for the purposes of expressing feelings and informing family members. Our study adds to the literature on family literacy practices by validating the knowledge and experiences that northern rural and Indigenous children bring to their formal schooling. Recommendations for teachers include initiating conversations with parents about the writing that their children do at home, finding spaces in the classroom schedule for children to present and talk about their self-initiated writing with the class, and providing specific information about how parents can support their children's writing. A &quot;Tips for Parents&quot; sheet is provided.
Teaching English in Elqubba Primary Schools: Issues and Directions
Author: Hamed, Muftah
Date: 2021-08-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Elementary School Students,Primary Education,Young Children,Barriers,Class Size,Educational Resources,Time Management,Language of Instruction,Semitic Languages,Knowledge Level,Language Teachers,Public Schools,Foreign Countries

The Libyan Ministry of Education has taken important steps to introduce English from the 1st grade (age 6) since autumn semester 2018/2019, yet without taking into considerations the issues that will be faced in teaching English in primary schools. This study, therefore, aimed to identify the issues encountered in the teaching of English from the 1st grade to the 4th grade in primary schools in Elqubba, a city in Eastern Libya and how to overcome these issues. Data were collected through focussed observations and semistructured interviews. The findings revealed that crowded classrooms, lack of teaching tools and equipments, insufficient exposure to the target language, extensive use of Arabic language, some deficiencies in &quot;English for Libya&quot; coursebooks, poor knowledge of teaching methods, and non-English major teachers were the challenges faced in teaching English. Directions are proposed to overcome these issues.
Student Motivation in Choosing Learning at UIN Raden Intan Lampung
Author: Leni, Nurhasanah
Date: 2019-08-00
Type: Journal Articles
Subjects: Student Motivation,College Students,College Choice,Religious Colleges,Islam,Social Influences,Alumni,Reputation,College Admission,Tuition,Decision Making,Foreign Countries

Entering the 4.0 industrial revolution, the number of Indonesians who consider it important to education is increasing. This is evidenced by the increasing number of students and the increasing number of university choices. However, what actually motivated the students to choose the college? This study aims to determine the factors that influence the decisions of students (motivation) who choose to study at Raden Intan Lampung State Islamic University. This study uses an anthropological approach with ethnography method. The subject of the study was students of UIN Raden Intan Lampung with a sample of class A UIN students (Class Chair and Secretary) of 2015 from 5 faculties. The results showed that there were 6 factors that influenced students to choose to study at UIN Raden Intan Lampung, with the most dominant factor is respondents' self motivation who think that UIN Raden Intan Lampung is an Islamic based institution, so that students would get world knowledge (academic) and the Hereafter (Islamic).
The Effect of Virtual Reality Laboratory on Conceptual Understanding in Electrolytes and Non-Electrolytes
Author: Amiati, Afsari
Date: 2019-08-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Laboratory Experiments,Science Instruction,Instructional Effectiveness,Scientific Concepts,Concept Formation,Chemistry,Educational Media,High School Students,Practicums,Foreign Countries

This study aims to determine the effect of the use of learning media Virtual Reality Laboratory (VR-Lab) on the conceptual understanding of Senior high school students on the concept of electrolytes and non-electrolytes. The learning media used were developed using models adapted from the ADDIE model, while the type of research as a whole uses this type of research, namely Quasy experiment with posttest only design. The instrument used in this study was a multiple choice question of 40 items. This research was conducted using 84 students consisting of the control class, experiment I, and experiment II. The analysis technique used one-way ANOVA. The results obtained in this study were that between the control class and experiment I class there were no significant differences with a mean of 44.91 and 45.67. Whereas for the experimental II class had a significant difference with the other two classes with an average of 68.66.
Evaluation of Universal Design for Constructivist-Based Statistics Learning Module for Students&apos; Increased Motivation
Author: Rufii
Date: 2019-08-00
Type: Journal Articles
Subjects: Access to Education,Constructivism (Learning),Statistics Education,Student Motivation,Student Satisfaction,Instructional Effectiveness,Learning Modules,Undergraduate Students,Foreign Countries

This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students' motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students' and teacher responses to questionnaires revealed that the students' motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners' viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
Teaching Transleyendo
Author: Zoeller, Emily
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Bilingual Education,Holistic Approach,Bilingual Students,Reading Strategies,Action Research,Spanish,English,Prompting,Outcomes of Education,Elementary School Students,Urban Schools

Although a multilingual, translanguaging approach to teaching reading has been found to have a positive impact on literacy development of Dual Language Learners, bilingual programs continue to fail students by delivering literacy instruction in separate linguistic times and spaces. In this article, we propose an approach we call Transleyendo, based on a holistic biliteracy lens, that values and builds on students' home language and literacy assets. Using examples from our work with students, we illustrate how teachers can use an observation framework and a prompting model to leverage reading behaviors across languages. We contend that bilingual teachers must overcome limitations of monolingual literacy frameworks and provide intentionally designed holistic biliteracy instruction that encourages students to use their full literacy and linguistic repertoire.
Engaging Students through Ethnic Studies
Author: Exley, Woody
Date: 2021-09-00
Type: Journal Articles
Subjects: Ethnic Studies,Culturally Relevant Education,Elective Courses,Elementary Secondary Education

Over the last few years, Texas, Connecticut, and California have led the way in approving courses in ethnic studies to provide high school students with engaging, culturally relevant instruction. Texas blazed the trail in 2018 when its state board of education approved an elective course in Mexican American studies. Then in April 2020, the board unanimously approved an African American studies course. With legislation signed by Governor Ned Lamont in June 2019, Connecticut became the first state to require all public high schools to offer an elective course in African American, Black, Puerto Rican, and Latino studies. The state board unanimously accepted the curriculum in December 2020. In March, the California State Board of Education approved an ethnic studies model curriculum for school districts considering development of an ethnic studies elective. Intended as a resource, the model offers sample lessons and provides guidance on working within the community to ensure stakeholder input and guidance on teaching a sensitive subject. Certified teachers will teach the elective courses. All three states are providing professional development opportunities for those who will teach the courses. In a year marked by contentious conversations in many states about broadening standards for teaching American history to incorporate more Black and Latino history, the push by these three states to create ethnic studies courses stands out.
Minimizing Skills and Training Gaps through Professional Development Course
Author: Ejiwale, James
Date: 2019-08-00
Type: Journal Articles
Subjects: Professional Development,Job Skills,Labor Force Development,Job Training,State Universities,Partnerships in Education,School Business Relationship,Workshops,Program Evaluation

Many companies that are striving to expand their development and production are finding it difficult to do so successfully. This is due to the shortage of qualified employees to help sustain their competitive edge in the global market. This dilemma is due to skills gaps; more importantly a mismatch between available jobs and skills. It is imperative to prepare the workforce for technical jobs and as well to find a lasting solution to eradicate the effect of skills and training gaps on college graduates. This paper addresses the causes of skills and training gaps and the need to minimize the impact of skills and training gaps through professional development.
Transforming Learning through Competency-Based Education
Author: Patrick, Susan
Date: 2021-05-00
Type: Journal Articles
Subjects: Competency Based Education,Educational Change,Elementary Secondary Education,Student Centered Learning,State Policy,Educational Policy

Teaching and learning are changing drastically in the wake of COVID-19, and once-skeptical K-12 system and school leaders are increasingly responding to students' academic needs with competency-based learning models. State boards of education and other state leaders should examine the rationale and structures that underpin these student-centered solutions and work to transform their systems. State boards that are serious about preparing students for success in the future economy should embrace whole-system transformation, realizing that there can be no truly student-centered systems without significant shifts in policy and practice. Pedagogy, structures, and culture must shift from the traditional ranking and sorting of students, which leaves many with large gaps in learning. Competency-based education instead relies on empowering students' ownership over goals and learning while ensuring teachers identify needs, pinpoint gaps, use data, and intervene immediately to address student needs. In this article, Susan Patrick explains what competency-based education is, what a competency-based system looks like, and how states across the country are using a variety of policy levers to advance policies aimed at supporting competency-based education pathways. Lastly, Patrick highlights evidence that supports the effectiveness of individual practices that collectively comprise high-quality, competency-based education.
A Discussion of Programmatic Differences within Mathematics Content Courses for Prospective Elementary Teachers
Author: An, Tuyin
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Teachers,Preservice Teacher Education,Program Design,Mathematics Teachers,Teacher Educators,Student Attitudes,Course Content,Teaching Methods,Decision Making,Vignettes,Academic Standards,Difficulty Level

Prospective elementary teacher (PSET) education programs vary greatly in the courses and course sequences employed to prepare their students. This article explores potential tradeoffs that arise for mathematics teacher educators, PSETs, and their future students due to the choices PSET education programs make regarding their design. Specifically, the sequencing of content and pedagogy across courses, integration of content and pedagogy within courses, content coverage, mathematical rigor, and interactions between PSETs' beliefs and experiences are explored from the perspective of mathematics teacher educators using vignettes. Based on the vignettes and literature, future directions for research regarding PSET education program design are suggested.
Teacher Candidates&apos; Reflections on Responding to Errors: Exploring Their Vision and Goals
Author: Graif, Foster
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Mathematics Education,Mathematics Instruction,Error Patterns,Classroom Communication,Teacher Response,Teacher Expectations of Students,Teacher Student Relationship,Error Correction

Responding to student errors is a complex practice that connects teachers' vision and goals around students, mathematics, and teaching. We explore teacher candidates' (TCs) reflections on responding to errors during rehearsals of whole-class discussion to gain insight into the vision and goals that might influence their thinking. We discuss five TCs' assessment of their practice based on video-elicitation interviews to infer their vision around responding to errors and their associated goals for practice. In particular, we attend to how their vision and goals interact in shaping TCs' reflections on practice. This work offers implications for considering TC development and support.
The Relationship between Instructors&apos; Teaching Contexts, Academic and Professional Backgrounds, and Their Uses of Class Time in Mathematics Content Courses for Elementary Teachers: Results of a National Survey
Author: Callis, Laura Kyser
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education,Mathematics Teachers,Elementary School Teachers,Methods Courses,Teaching Methods,Mathematics Instruction

This article reports on a national survey of post-secondary mathematics instructors (n = 458) of mathematics courses designed for elementary teachers. The article links the use of various instructional practices to instructor characteristics. Specifically, there were statistically significant differences in reported use of class time depending on instructors' subject and level of their degree, their experience teaching in preK-12 classrooms, and whether they perceived the institutions at which they taught as selective. Use of regression models with interactions demonstrate that the relationship between academic and professional background, teaching context, and use of class time was complex.