ethanporcaro/eric-fulltext-meta huggingface dataset:
School Leaders&apos; Supports of Dual Language Science Teachers
Author: Manning, Monica E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Bilingual Education,Bilingual Teachers,Science Teachers,English Language Learners,Teacher Administrator Relationship,Cooperative Planning,Science Instruction

English learners account for 21.7% of the Texas public school system (Texas Education Agency, 2022). This qualitative study was conducted to examine how teachers of English learners in a dual language program perceived the educational supports they received affected student achievement in science. Teacher participants were asked about their experiences with administrative supports and how those supports affected their teaching and student performance. Two administrators were also interviewed for the study. The teacher participants identified administrative supports they perceived to be beneficial to student learning and to the functioning of the EL program and science classroom. The administrative supports identified included: school leaders provided resources and communicated frequently about resource needs, school leaders prioritized opportunities for lesson modeling and demonstrations, and leaders planned for and facilitated collaborative planning and data meetings with the teachers.
A Peer-Led Anatomy Dissection Experience for Second-Year Medical Students
Author: Pandey, Priyanka
Date: 2023-00-00
Type: Journal Articles
Subjects: Medical Students,Laboratory Procedures,Anatomy,COVID-19,Pandemics,Peer Teaching,Human Body,Program Effectiveness,Student Attitudes,Small Group Instruction

In the fall of 2021, a cohort of second-year osteopathic medical students took part in a regional dissection experience led by their peers. During the students' first year of medical school, when they would have normally participated in anatomy dissections, they instead took part in a prosection-based gross anatomy course due to COVID restrictions. Many students requested the opportunity to learn dissection techniques, dissect regions of interest for specialties, and participate in this medical school &quot;rite of passage&quot; when COVID restrictions eased. This article describes the planning and implementation of a regional dissection program for 42 second-year medical students that occurred outside normal curricular hours at the West Virginia School of Osteopathic Medicine (WVSOM). This program was led by two second-year osteopathic medical students who had previously performed a full donor dissection as well as assisted in teaching at the college level. One of the main advantages of this program was the use of a limited number of donors compared to the large number of students who were able to participate in dissection in a meaningful way. A disadvantage was that each pair of students was only able to dissect one region of the body during their sessions. A quality improvement survey was conducted after the experience and 26% of participants provided feedback for potential future programs at WVSOM. Students reported enjoying the experience and becoming more comfortable using dissection instruments. This dissection program could be used as a template for an anatomy elective, a brief introduction to dissection, or a summer course.
Engagement in the Undergraduate Science Course: Lessons Learned about Participation and Distraction from the Remote Classroom
Author: Kispert, Shannon
Date: 2023-00-00
Type: Journal Articles
Subjects: Learner Engagement,Undergraduate Students,Science Education,Student Participation,Attention Control,Distance Education,COVID-19,Pandemics,Active Learning,Student Attitudes,College Faculty,Teacher Attitudes

The COVID-19 pandemic has left very little unaltered, education included. Institutions encountered an almost immediate transition to remote learning to prevent disease transmission. Because most students and instructors alike were unfamiliar with remote learning, challenges quickly arose and have unfortunately lingered longer than most had hoped. In this study, we investigated the effects of remote learning on student engagement and perceived success in face-to-face undergraduate science courses from both the student and instructor perspectives. We attempted to identify the major distractors as well as strategies which increased engagement for students. Analysis revealed that students were less likely to engage in their remote science classroom when compared to their previous face-to-face classrooms with no significant differences in perceived engagement or success between class standing or age of the students. Students identified the strongest remote classroom diversions as other distractions on the internet and mental health issues. The most engaging factors in the remote classroom were instructor enthusiasm and questions presented by the instructor. From the instructor perspective, they found it more difficult to connect with students and found students engaged less in group discussion in remote courses when compared to their face-to-face in courses. Our data reveal differences in engagement and perceived success from the student and instructor perspective in remote science courses which were offered previously in a face-to-face format. Lessons learned from this study will not only assist in improving future remote courses but will assist in student engagement in the undergraduate science classroom overall.
Access to Data Is Key to Navigating High School and Beyond
Author: Bell-Ellwanger, Jennifer
Date: 2023-05-00
Type: Journal Articles
Subjects: Access to Information,Data,High School Students,Superintendents,Principals,Parents,Postsecondary Education,Academic Achievement,Career Readiness,College Readiness

According to a national poll of high school students that the Data Quality Campaign (DQC) and the Kentucky Student Voice Team developed in 2022, students are not getting the information they need. State, district, and local education leaders must take actions to help students, their communities, and schools by sharing information about context, proximity, and framing of data. To make access to usable data a reality, statewide longitudinal data systems must be reoriented so that everyone--not just students--will have robust access to the information they need to answer their most pressing education and workforce questions and make decisions that support students.
Outdoor Education Fatalities in Canada: A Comparative Case Study
Author: Jackson, Jeff
Date: 2023-00-00
Type: Journal Articles
Subjects: Outdoor Education,Death,Foreign Countries,Risk,Prevention,Educational Policy,Educational Practices,Responsibility,Administrator Role,Policy,Governance,Risk Management

The recent criminal negligence case against an Ontario teacher in the death of a student identified pertinent outdoor education administration and policy issues. This comparative case study examined this case and two additional high profile Canadian outdoor education fatalities, identifying common factors and issues. Using Accimaps to illustrate the multiple contributing factors for each event, the case studies all exhibited contributory administrative factors of undefined risk tolerance, risk creep, lack of oversight, and issues regarding parental consent. Conclusions were drawn as preventative lessons that can inform school or board-level outdoor education policy and practice.
School Districts&apos; Assessment of the French Language Proficiency of Prospective FSL Teachers
Author: Merchant, Stefan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Districts,Educational Assessment,French,Language Proficiency,Second Language Learning,Preservice Teachers,Student Evaluation,Language Teachers,Second Language Instruction,Teacher Selection,Selection Criteria,Knowledge Base for Teaching,Formative Evaluation

It is a widespread practice among Canadian school districts to assess the French language proficiency of candidates applying for French as a Second Language (FSL) teaching positions. This pan-Canadian study used surveys, interviews, and website data to examine the French language proficiency assessment practices and processes used by Canadian schools when hiring FSL teachers. The findings show that almost 90% of Canadian school districts assess French language proficiency when hiring FSL teachers and that the most common form of assessment is to ask one to three questions in French (with candidates responding in French) during the employment interview. Evaluation of the candidates' responses is rarely informed by a language proficiency framework or rubric; instead, evaluators' decisions are informed by their overall impressions of the candidate's language proficiency. Other promising assessment practices are described, along with suggestions about how districts may improve their French language proficiency assessments when hiring FSL teachers.
Fairness Preference of Preschoolers and the Effects of Family Background in China
Author: Huang, Zhongjing
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Childrens Attitudes,Prosocial Behavior,Social Bias,Social Influences,Family Characteristics,Decision Making,Games,Kindergarten,Sharing Behavior,Gender Differences,Altruism

Purpose: This study investigates the fairness preference of five-year-old children in Shanghai, observing their distributive behaviors in both stakeholder and spectator games and showing how this behavior is linked to their family background. Design/Approach/Methods: Participants had to make distributive choices in two experiments and distribute between themselves and another participant in the first choice. They had to distribute between two other participants in luck, merit, or efficiency situations in the second choice. Findings: The results suggest that preschoolers showed a preference for splitting equally between themselves and another participant. The second choice showed a significant difference in fairness preference under a situation of luck between genders, and only children were more likely to accept an unequal allocation than those who had siblings. Originality/Value: We believe that our study makes a significant contribution to the literature because it illustrates the variety of factors that can influence a child's fairness preference and fairness behavior and suggests when and how these aspects develop in children. Further, this is an original study exploring the fairness preference of preschoolers in Shanghai using an experimental economics method.
Policies, Strategies, and the Evolutionary Logic of Large-Scale Teacher Training in China
Author: Li, Baomin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Strategies,Educational Change,Inservice Teacher Education,Educational Innovation,Barriers,Faculty Development,Educational Trends,Trend Analysis

Purpose: Based on a systematic review of policy documents in China related to teacher training over the past four decades, this paper identifies and analyzes the main policy shifts and strategies in terms of teacher training in China. Design/Approach/Methods: Using quantitative trend analysis, high-frequency word analysis, and content analysis, this study presents the policy changes in and reform of China's national teacher training system and elucidates the reasons for such changes. Findings: Chinese teacher training and practice reforms resonate with the paradigm shifts of international teacher training and development, particularly those based on real-world scenarios. However, innovations have also been made in response to the problems of Chinese in-service teacher training and development, such as the lack of time for teachers and the separation between learning and practice. Such innovations reflect the government's efforts to narrow the gaps between theory, policy, and practice by improving China's macro policy design. Originality/Value: This study contributes to the longitudinal study of policy shifts in teacher training in China.
Towards Equitable Inclusion for Refugees: The Needs of Students with and Seeking Refugee Protection
Author: Schutte, Valerie
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Inclusion,Refugees,Educational Policy,Student Needs,Elementary School Students,Secondary School Students,Needs Assessment,Access to Education,Acceleration (Education),Second Language Instruction,Mental Health,Special Education

Despite data increasingly being used to advance equity in education, students with and seeking refugee protection (SWSRP) are largely invisible in education data. To equitably include SWSRP in national education systems as envisioned by global refugee education policy, data on their needs are required. The purpose of this study was to source, organize, and analyze data on the needs of SWSRP in primary and secondary education in Canada. This needs assessment involved the use of experts, a selective review of empirical literature, and a review of publicly available data. Five common areas of need were identified among SWSRP globally and across Canada's 13 primary and secondary education systems: access to education, accelerated education, language education, mental health and psychosocial support, and special education. Rates of needs varied by a range of student experiences and circumstances. These data can inform efforts to responsively support SWSRP in Canadian education systems.
Vocational School-Enterprise Cooperation in China: A Review of Policy Reforms, 1978-2022
Author: Zhou, Yingwen
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Schools,Vocational Education,Educational Change,Educational Policy,School Business Relationship,Partnerships in Education,Educational Development

Purpose: This study conducted a review of policy reforms of school-enterprise cooperation in China's vocational education and its characteristics at different stages. Design/Approach/Methods: This study systematically reviewed vocational educational policies on school-enterprise cooperation adopted by the Chinese government since 1978 using textual analysis. Findings: The development of school-enterprise cooperation in China's vocational education can be divided into four stages: spontaneous development (Stage 1), central position establishment (Stage 2), systematic design (Stage 3), and institutional construction (Stage 4). After years of practice and exploration, China's school-enterprise cooperation has made impressive achievements, but also has several problems that require further improvement. Originality/Value: This study examined over 40 years of history of the development of vocational school-enterprise cooperation in China, providing a useful reference for learning and understanding Chinese vocational education.
The Participation Experiences of Chinese Teacher Trainees and Their Finnish Teacher Trainer on an In-Service Teacher Training Program Exported from Finland to China
Author: Peng, Suhao
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Science Teachers,Teacher Educators,International Education,Teacher Participation,Teacher Motivation,Faculty Development,International Educational Exchange,Teacher Exchange Programs

Purpose: This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing, China. Design/Approach/Methods: Six science teachers from Beijing and their Finnish teacher trainer participated in semi-structured interviews. From the ideological perspective of international education, a total of eight semi-structured interviews were analyzed through qualitative content analysis. Findings: The results show that all interviewees were highly motivated to learn from the Other's education system and culture. Some participants benefited from a broader understanding of the Self's and the Other's education systems, while others did not. The interviewees also described some participation challenges, such as language barriers and practices that adapted learner-centered teaching approaches in Beijing schools. Furthermore, the interviewees mentioned future expectations of more in-depth communication between Finland and China. Originality/Value: Some recommendations for better training outcomes, improving the quality of participation experiences, and reaching more mutual understandings were discussed at the end of this study.
Potential for Shared Vision: What GT Middle School Teachers Say They Need in Times of Transition
Author: Leverette, Michelle L.
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Middle School Teachers,Teacher Attitudes,Educational Needs,Parent Teacher Cooperation,Interpersonal Communication,Success,Academically Gifted,Progress Monitoring,Gifted Education,Early Adolescents,Grade 7,Grade 8,Curriculum,Critical Thinking,Barriers,Faculty Development,Parent Participation

The article aims to provide relevant data that speaks to current campus needs in a time of pandemic-affected era transitional learning in PK-12 public education. As current educational leaders seek to address the academic and behavioral needs of students, the findings from this research study taken during COVID-19 protocols express three areas of need: (1) a need for open lines of communication between teachers and parents of GT students; (2) a need for clarification of the definition of GT middle school student &quot;success&quot;; and (3) a need for ongoing teacher-parent communication of GT student progress at the secondary level. Recommendations for school leaders and future research recommendations follow.
The Role of Stakeholders: Implications for Continuous Improvement in Principal Preparation
Author: Arzu, Ethel M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Improvement,Principals,Administrator Education,Educational Quality,Higher Education,Stakeholders,Cooperation,Self Evaluation (Groups)

Research conducted in partnership with the Wallace Foundation and the Education Development Center revealed the importance of school principals on the success of student achievement and attendance, as well as on teacher efficacy and retention. The implications of this research reveal the importance of stronger and more focused principal preparation programs. Therefore, the Wallace Foundation established a continuous improvement process that engages teams of program faculty and stakeholders in conducting evidence-based assessments of program quality. In this article, three programs document their experiences with the self-study process. Readers will gain a deeper appreciation for the collaborative role that stakeholders play in shaping and improving the quality of programs in higher education institutions.
Adjuncting for Life: The Gendered Experience of Adjunct Instructors in Ontario
Author: Nichols, Leslie
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Adjunct Faculty,Gender Differences,Teaching Conditions,Family Work Relationship,Neoliberalism,Labor Market,Mental Health,Physical Health,Income,Portfolios (Background Materials),Stress Variables,Job Security

The market-based imperatives driving economic growth in Western societies have, in ways, both acknowledged and implicit, been used to reorient public institutions - academia dramatically so. This article deals with upending of post-secondary academic hiring priorities, and the impact on the adjunct or sessional lecturers implicated in the change. Over half of the courses offered by academic departments and programs in Ontario, Canada, are now taught by part-time faculty members (Pasma &amp; Shakes, 2018). Their use in post-secondary education is underpinned by a notion of just-in-time course delivery in a free market of untenured PhD holders. This study assessed 26 adjuncts in Ontario, Canada, equally divided between male and female. It found working conditions, development of research dossiers, and health and work-life balance to be characterized by gendered differences and hardships. Although the difficulties of post-PhD adjunct work have been abundantly documented, this work brings to light components of the experience that have not been previously studied, most significantly, its health effects and gendered nature. It concludes with policy recommendations to support adjuncts in Ontario and beyond, including mentorship, longer term contracts, institutional research funding, extended health benefits, and affordable childcare.
Climate Change Education within Canada&apos;s Regional Curricula: A Systematic Review of Gaps and Opportunities
Author: Field, Ellen
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Environmental Education,Curriculum Evaluation,Educational Policy,Core Curriculum,Expectation,Secondary School Curriculum,Elective Courses,School Responsibility

This paper reports on curriculum analysis of climate change expectations in Canada's provincial curricula. The research is focused on curriculum policy in Canadian provinces; however, it pertains to an international audience as Article 12 of the Paris Agreement, the international treaty on climate mitigation, adaptation and finance, calls for signatories to &quot;enhance climate change education,&quot; and the United Nations Educational, Scientific and Cultural Organization (UNESCO) have called for environmental education to be a core curriculum component by 2025, which will require all countries to evaluate and improve their curricula globally. Curriculum policy within Canada has not yet been aligned with these policy calls, and our analysis showed fractured and uneven inclusion of climate change. Data findings present explicit climate change education curriculum expectations for each province according to grade, subject, and mandatory versus elective courses. The review shows uneven inclusion of climate change topics, themes, and units within grade 7-12 curricula, with most expectations occurring in elective senior secondary courses. A second level of analysis with a ranking tool indicates shallow inclusion. The paper concludes with recommendations for addressing gaps.
Learning Leadership: Leading Growth in a Transactional System
Author: Wood, Kevin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,High Schools,Instructional Leadership,Management Development,Administrator Attitudes,Expectation,Ethics,Decision Making,Leadership Styles

Learning Leadership is a framework that addresses the complex actions and decisions made by principals. Harris and Jones (2021) declared the need to deepen an understanding of how educational leaders support conditions inherent to learning organizations. This study sought to better understand how principals learn and support growth as a strategy for leading. Findings are presented from seven Alberta, Canada high schools where principals were asked to reflect on learning leadership. Open interviews generated data about learning as both an outcome and a method of leading. Interview data was analyzed through van Manen's (2016) three step interpretive scheme and yielded themes describing how high school principals mediated in-school realities with external expectations. Study findings indicate that principals who lead for learning and achievement were able to identify growth-minded solutions characterized by ethical and wise approaches.