ethanporcaro/eric-fulltext-meta huggingface dataset:
Reaching Children across the Globe: The Effect of English Children&apos;s Books on Tanzanian Orphan Literacy
Author: Provitera, Janet
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Literature,Books,English (Second Language),Literacy,Elementary School Students,Secondary School Students,Institutionalized Persons,Knowledge Management,COVID-19,Pandemics,Second Language Learning,Distance Education

We found that there are disproportionately intractable challenges such as poverty and inequality in an area of Tanzania, Eastern Africa. There was a need to identify and develop the factors critical for their success. Data were collected in rural Iringa, Tanzania on a case study basis, using a semi-structured interview and communication with leaders in this area of Africa, and we analyzed data with a coded transcript. We identified ten factors that are critical for the success of the orphanage literacy. These findings advance understanding of non-governmental organizations (NGOs) and have important practical applications for such enterprises. When the United Nations literacy decade (UNLD, 2003--2012) reached a midpoint, we decided to add to the global awareness of literacy. With initiatives and policy shifts providing a stronger basis for action on literacy, we reached out to Africa. Our concern is that the rise in the global adult literacy rate (15+) from 76 to 83.6 percent over the last two previous decades shows steady progress, with the rates in developing countries showing an even sharper rise from 68 to 79 percent (Richmond, Robinson, &amp; Sachs-Israel, 2008). Thus, we focused on students from grades four to twelve to foster their literary progress as well. This study included 58 students who were also orphans in Kihesa-Iringa, Tanzania. By creating a Coalition of Children's Book Authors, we established a common ground for global literacy in the form of an NGO. However, the complication in literacy levels exists due to the digital-divide challenges coupled with the expense and delay of material delivered to Africa from the United States. Thankfully, our concern has succeeded to have influence even through the digital divide posed several objectives. Our course of action included a comprehensive plan to reach the 58 orphans, train their leaders, and create interactive learning modules. Thus, our contribution to the literature has reacted to the needs of an African community that could use help in not only literacy but also literacy-leadership communication and knowledge-management.
Sharing Experiences to Cultivate &quot;A More Open Mind about Teaching&quot;: A Co/Autoethnography of Pre-Collegiate Teaching Experiences
Author: Davis, William J.
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Nonformal Education,After School Programs,Inclusion,Educational Environment,Teaching (Occupation),Educational Experience

The purpose of this study was to create a third space between a teacher educator and an undergraduate student to explore teaching experiences while in high school within non-formal education (NFE) programs in which we participated. We developed a series of five prompts that we responded to individually, meeting via Zoom to discuss our experiences and teacher learning. Our collaborative and iterative analysis revealed four categories related to our non-formal education teaching experiences:(1) how teacher learning was impacted by particular contexts in which it took place; (2) how our experiences revealed different and broader notions of teaching than we observed in our formal education experiences; (3) how certain contradictions shaped, and perhaps inhibited, our learning as teachers; and (4) what we learned from the teaching we did in NFE programs. Our findings depict how young people in recent years may accrue experiences teaching infrequently accounted for in previous scholarship.
Utilizing Video-Based Pedagogical Action Research to Transform Teacher Practice in Elementary, Middle and High School Classrooms
Author: Lebak, Kimberly A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Action Research,Elementary School Teachers,Secondary School Teachers,Reflective Teaching,Educational Research,Educational Change,Instruction,Instructional Effectiveness

This article introduces a video-based pedagogical action research model for primary and secondary teachers. The video-based pedagogical action research model incorporates video as a self-reflective tool to provide opportunities for teachers to utilize concrete artifacts in each phase of the pedagogical action research process. Sixty-seven practicing teachers participated in this qualitative study. Teacher self-reflections completed during the evaluation phase of the process and school administrator surveys were analyzed to evaluate impact of participation in the process. Results provide preliminary evidence that the implementation of the model can lead to shifts in how teachers think about their practice and ultimately lead to changes in those practices.
&quot;Defunding&quot; Race in Field Supervision Contexts: Deconstructing and Responding to White Preservice Teachers&apos; Majoritarian Narratives
Author: Oamek, Kimberly
Date: 2023-00-00
Type: Journal Articles
Subjects: Racism,White Students,Preservice Teachers,Preservice Teacher Education,Outcomes of Education,Equal Education,Student Attitudes,Supervision,Field Experience Programs,Academic Achievement

Teachers must robustly understand how race and racism operate both in and out of the classroom to structure inequity. However, the existence of a deeply entrenched majoritarian mindset remains a principal obstacle to preparing such teachers. In this empirical paper, the author draws on the critical race theory construct of &quot;majoritarian storytelling&quot; (Delgado, 1989) to make visible and examine the narratives told by white preservice teachers upon completion of their preparation programs. The author finds that white preservice teachers' explanations for racially disparate school outcomes align closely with a majoritarian mindset and employ devices characteristic of longstanding majoritarian stories. After illuminating these devices, the author highlights opportunities for field supervisors to support white preservice teachers in recognizing the work that such narratives do to protect racial privilege and perpetuate educational inequities.
Personalized Feedback in a Virtual Learning Environment
Author: Carby, Nateil
Date: 2023-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Feedback (Response),Educational Environment,Distance Education,Electronic Learning,COVID-19,Pandemics,Gamification,Technology Uses in Education,Student Centered Learning,Personal Autonomy,Competence,Interpersonal Relationship

The immediate shift to virtual instruction during the spring of 2020 forced educators worldwide to quickly adopt distance learning philosophies, technologies, and pedagogies. This lean adoption of virtual learning tools saw an unprecedented number of educators embrace new modalities of providing feedback to students. This paper explores those modalities and recommends that supervisors help educators situate personalized student feedback within the context of self-determination theory to ensure students' needs for competence, autonomy, and relatedness are not abandoned in a virtual learning environment characterized by isolation and loneliness.
Supervision to Support Reflective Practices
Author: Miller, Laura S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Supervision,Reflection,Educational Practices,Teacher Attitudes,Administrator Attitudes,Beliefs,School Culture,Faculty Development,Learner Engagement,Feedback (Response),Evaluation,Change Strategies,Educational Improvement

There is immense pressure on school leaders to show evidence of continual school improvement. To drive these improvement efforts, there are essential considerations when planning for implementation, specifically the development of a system that supports reflective practices to increase teacher autonomy and improved student outcomes. The research presented in this article explores the attitudes and beliefs that teachers and administrators have for reflective practices through the supervisory actions of administrators in a rural Northern state. The findings from this study include, 1) the importance of a formal leadership role and the lens used when considering evaluative and non-evaluative feedback; 2) the use of reflective practices to drive changes to instructional practices; and, 3) the connection of reflective practices to school culture, professional development, and student engagement. These findings are important in that they are practical to schools and inform how the United States (US) education system might shift policies to support more formative practices that target instructional improvement.
Austin Film Festival&apos;s Digital Storytelling Curriculum: A Deep Dive into Story as a Critical Means of Communication and Creative Expression
Author: Walker, Kelsey
Date: 2022-00-00
Type: Journal Articles
Subjects: Films,Film Production,Video Technology,Story Telling,Scripts,Creativity,Revision (Written Composition),Cultural Activities,School Districts,English Teachers,Language Arts,Communication Skills,Experiential Learning,Worksheets,Secondary Schools

Austin Film Festival's Digital Storytelling Curriculum examines the art of storytelling as a critical tool for communication. Developed collaboratively with Austin Film Festival and Austin Independent School District secondary English teachers, Digital Storytelling is nine-week, English language arts screenwriting curriculum in which all students draft an original short screenplay. Digital Storytelling bolsters students' creative and communicative skills while acknowledging storytelling as an ever-present aspect of our lives. Within the screenwriting unit, students are encouraged to harvest personal stories and then translate them into original screenplays. This article presents the curriculum's purpose, structure, application, and benefits for students in both a classroom and post-academic setting. The program's success can largely be attributed to two important pillars: a hands-on, experiential curriculum as well as an emphasis on connecting students to professional writers, filmmakers, and media artists.
Capturing Social-Emotional Learning (SEL) through Children&apos;s Literature
Author: Morton, Tami
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Grade 1,Social Emotional Learning,Childrens Literature,Books,Educational Change,COVID-19,Pandemics,Achievement Gains,Interaction,Reading Aloud to Others,Elementary School Students,Competency Based Education,Trauma,Teaching Methods

Because of the COVID-19 pandemic, young children did not attend school in the traditional setting. However, many teachers, schools, and districts conducted online instruction to allow students to still learn despite the restrictions. After two years, teachers and students returned to the classrooms and schools. However, the time away from school resulted in several issues. One, children's learning practices were atypical due to the great amount of time online. The second issue reinvigorated the need for social-emotional learning (SEL) for students. This article traces the use of SEL by a first-grade teacher who incorporated children's books that focused on the SEL competencies as described by the well-known Collaborative for Academic, Social, and Emotional (CASEL) program (CASEL, 2019a)--including mental health conditions, substance abuse, skills to manage emotions, establishing and maintaining positive relationships, and responsible decision-making. The first-grade teacher shows her strength as a teacher to support her students during this time of transition.
Empowering Students through Publishing
Author: Paxton, Brittany
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Processes,Writing for Publication,Soft Skills,Empathy,Self Efficacy,Self Concept,Ownership,Social Emotional Learning

One of the most difficult parts of the writing process for many teachers is publishing. It is easy to focus writing instruction on the process itself and give publishing much less time--or leave it out completely. Many teachers are unaware of options they have to help students publish outside of essay contests and often rely on gallery walks or student presentations that limit publications to within the classroom. But publishing is so beneficial for students both during the writing process and as whole learners. By publishing, students will more fully understand author's craft and the entirety of the writing process. They will also develop numerous soft skills like empathy and self-efficacy. Publishing leads to an increase in students' perception of themselves as learners and helps them take ownership of their writing. Once their work is published, students can hold readings across their district, further cementing their identity as authors and building a community among other students.
All Carrot-No Stick: An Alternative Award Framework to Enhance &apos;International&apos; Students&apos; Sense of Belonging and Engagement in the Extracurricular
Author: Harrop, Harry
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Learner Engagement,Group Membership,Interpersonal Relationship,Extracurricular Activities,Awards,Undergraduate Students,Incentives,Intervention,Social Support Groups,Self Concept

A sense of belonging and feeling at home at their institution are key factors in student success at university. Engaging with extracurricular activities is part of this dynamic, and an area in which 'international' students face additional barriers. These include institutional and psychological barriers to belonging, resulting in a shortage of meaningful opportunities to belong and a lack of motivation to take part. Increased belonging uncertainty and negative stereotype threat are among the potential concerns for such students. In response, we have developed the Student Extracurricular Engagement Award for pre-sessional undergraduate students at the University of Leeds Language Centre, UK. This scheme draws on theoretical approaches related to co-construction, participation, identity, opportunity and motivation. This innovative educational intervention seeks to address the issues affecting belonging by providing encouragement and guidance in engaging with the university's extracurricular activities. By validating activities in areas other than academic language and literacies, the award raises student awareness of the value of their successes in those areas. This more holistic and rhizomatic approach to student learning is argued to bring a greater sense of belonging to 'international' students.
Building Resilience in Challenging Times: Expressive Writing Exercises That Help
Author: Wilhoit, Stephen
Date: 2022-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Writing Exercises,Expressive Language,COVID-19,Pandemics,College Faculty,Trauma,Emotional Response,Well Being

Resilience in the face of the COVID-19 pandemic has become a crucial skill for college instructors to develop. Fortunately, the ability to &quot;bounce back&quot; from trauma can be learned and/or strengthened. This article examines pandemic-related trauma and the psychological benefits that expressive writing offers. The author then presents a sequence of five expressive writing exercises designed to help college instructors identify the sources of trauma associated with COVID-19, reflect on their emotional responses to the pandemic, and build the resilience they need to persevere and thrive.
Citizen Science&apos;s Influence on Public Policy for Addressing Complexity: A Systematic Review of Tech-Based Projects in Higher Education
Author: Alfaro-Ponce, Berenice
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Citizen Participation,Scientific Research,Science and Society,Science Projects,Science Education,Public Policy,Difficulty Level,Technology

Citizen science's (CS) deployment and benefit over the last ten years have been remarkably substantial in their contributions to the massification of citizen participation in tech-based CS projects. Insights into how CS projects influence community changes through proposals of actions and public policies are essential to understanding how they facilitate citizens' advocacy in decision-making at various ecosystem levels. To this end, we conducted a systematic literature review of tech-based CS projects published between 2017 and 2022, in which the participation of the tertiary education sector played a central role. We used a guideline that education plays a fundamental role in developing technology-based CS projects. The more educational processes, such as incorporating activities that strengthen complex thinking in citizens, the greater their involvement in decision-making to propose public policies that address their current problems. Findings suggested that a) there is significant involvement of the educational system with CS; b) CS projects do not comply with the innovation helixes; c) tech-based CS projects usually indirectly develop competencies and sub-competencies of complex thinking, and d) social actions are clearly articulated through these competencies and sub-competencies that determine the complete cycle of tech-based CS projects, which result in organized actions or public policies. To sum up, this study serves as a call for long-term co-design projects that consider both the individual development of the participants and the integral impact on decision-making at all levels.
Financial Constraints and Their Impact on University Students of Different Nationalities in the United Arab Emirates
Author: Dev, Smitha
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Finance,Financial Needs,Student Motivation,Foreign Countries,COVID-19,Pandemics,Academic Achievement,Likert Scales,Student Attitudes,Gender Differences,Age,Undergraduate Students,Private Colleges,Measures (Individuals),Foreign Students,Student Characteristics,Scholarships,Comparative Analysis,Scores,Dropouts

Financial constraints caused by the economic slowdown in 2020 and COVID-19 that followed, affecting the student motivation for academic achievements, are of strategic importance to the global higher education (HE) sectors. This study aims to examine the effects of financial constraints on the motivation and academic performance of students of different nationalities in the United Arab Emirates (UAE) during the pandemic. This study will help us recognize the challenges among students from different backgrounds and nationalities and develop remedial strategies with a global perspective. We used a Likert scale-based questionnaire to collect data on motivation level, and associated variables from a sample of 371 students enrolled in different colleges in the UAE. Statistical techniques such as t-test, F-test, and chi-square test were used to explore the relationship between the variables in the data. The findings of the study revealed that financial constraints during the pandemic did not significantly affect academic motivation, regardless of gender, nationality, and age. The participants expressed that they were prepared and aware of the sunk costs involved in education. However, as the financial impact of the pandemic extended beyond 2020, unemployment increased, and parents were less prepared to bear their children's education costs. This inevitably increased the responsibilities of the universities to provide financial support to deserving students.
Implementation of Teaching Multicultural Values through Civic Education for Elementary School Students
Author: Zakiah, Linda
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Values,Multicultural Education,Teaching Methods,Cultural Awareness,Lesson Plans,Foreign Countries,Elementary School Students,Grade 4,Citizenship Education,Cultural Pluralism,Values Education,Educational Benefits,Teacher Attitudes,Administrator Attitudes,Ethnic Groups,Race,Religion,Second Languages

This research aims to describe the lesson plan and the application of multicultural values learning through Pancasila and Civics Education subject at elementary schools. Multicultural education is important and should be provided in elementary schools as the multicultural education module can help students be more open to skin color, religion, ethnicity, race, language, and other differences. Pancasila and Civics Education also educate students about character; therefore, this subject is beneficial for teaching multicultural values. This research adopts a qualitative approach using a content analysis method. There are six lesson plan documents that were analyzed from three elementary schools in Jakarta. In addition, the participants consisted of 35 teachers, head teachers, and students at an elementary school. The study used document analysis as the main sources and in addition, interviews and observations were used to enrich the data collection. The study findings revealed that the lesson plan on multicultural education is found in elementary school students in the fourth grade of the first semester. The theme of multicultural learning is the beauty of diversity, with the sub-theme being the diversity of Indonesia. The purpose of learning is to make students understand the diversity of ethnic groups in Indonesia. Meanwhile, the case studies taught are about the Minang community in West Sumatra. This research has implications that multicultural learning needs to be taught to elementary school students.
Patterns of Family Communication and Their Relationship to Criminal Behavior among Juvenile Delinquents in Amman
Author: Alzaben, Mamduh
Date: 2023-00-00
Type: Journal Articles
Subjects: Family Relationship,Interpersonal Communication,Crime,Delinquency,Foreign Countries,Behavior,Correlation,Individual Characteristics,Verbal Communication,Nonverbal Communication

This study aimed to discover the levels of family communication patterns and criminal behavior and elucidate their relationship in Jordan. This study adopted the descriptive correlational approach. The sample consisted of 189 juvenile delinquents in reform and rehabilitation centers in Jordan. To achieve the objectives of the study, measures of family communication patterns and criminal behavior were developed and applied after confirming the validity and reliability of the tools. Means, standard deviations, and Pearson correlation were used to analyze data. The results related to family communication patterns showed that the reproach and dispersed patterns were highly prevalent. The appeasement and verbal behavior patterns were moderately prevalent, and the nonverbal and ideal patterns scored were least common. The results also indicated that the level of criminal behavior among juvenile delinquents in Jordan was high. There was a direct relationship between criminal behavior and two types of communication (dispersed and reproachful) and an inverse relationship between criminal behavior and the other patterns (verbal, non-verbal, appeasement and ideal communication). The study concluded with several recommendations. The most important of these are conducting qualitative studies to identify the causes of criminal behavior and implementing treatment programs to reduce these behaviors.