ethanporcaro/eric-fulltext-meta huggingface dataset:
Literacy Advocacy Is about More than Just Literacy
Author: LaRue, Liza
Date: 2022-10-00
Type: Journal Articles
Subjects: Literacy,Advocacy,Literacy Education,Lifelong Learning,Caring,Mental Health,Faculty Development,Professional Associations,Educational Legislation

The Advocacy Development Committee has a mission to &quot;advocate about, advocate for, and support the importance of lifelong literacy learning in and through education.&quot; Educators continue facing challenges. The committee explores ways that literacy educators can advocate, such as making self-care a priority, educating oneself, joining a professional organization, building relationships in the literacy community, and taking legislative action.
Loaded Language and Slippery Slopes: Using the ELAR TEKS to Combat Faulty Reasoning
Author: Revelle, Carol
Date: 2022-10-00
Type: Journal Articles
Subjects: English,Language Arts,Standardized Tests,Academic Standards,Critical Literacy,Media Literacy,Logical Thinking,Misconceptions,Educational Games,Teaching Methods,Secondary School Students,Persuasive Discourse

The Inquiry and Research strand of the 2017 ELAR TEKS for sixth through twelfth grade includes vertically aligned standards for teaching students critical media skills by questioning the reliability and credibility of sources, evaluating bias, and recognizing logical fallacies. This article describes how increased media saturation has led to citizenry being misled. Loaded language and fallacies are explained. Teachers are encouraged to support students' critical media literacy by teaching these skills and letting students practice recognizing the patterns of logical fallacies. Two strategies for teaching logical fallacies are provided, including a classroom Fallacy Board and a Slippery Slopes game, modified to specifically align with the TEKS and engage students in practice with patterns of faulty reasoning.
Making Words Count: Writing across the Curriculum and Beyond
Author: Childs, Kamshia
Date: 2022-10-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,Writing Instruction,Literacy Education,Mathematics Education,Interdisciplinary Approach,Elementary Secondary Education

The teaching of literacy/language arts and mathematics is not a pairing traditionally found in classrooms. However, there are ways to link the two vital core subjects. This article will explore using writing as a tool for students to work through mathematical processes by integrating writing and literacy curriculum as a subject to complement, not complicate. The application of knowledge and adapting prompts and scenarios to personalized settings in mathematics and literacy classrooms will be highlighted. What is shared will be relevant to students' lives through the application of practical strategies and approaches for planning and instruction as an individual educator or on grade level teams in a variety of grade levels. The perspectives, thoughts, and activities shared in this article result from presentations and research shared with literacy and mathematics educators and the need to work beyond content area teams to support students in their literacy journeys.
The Science of Reading: An Analysis of Texas Literacy Standards for Teacher Certification
Author: Pilgrim, Jodi
Date: 2022-10-00
Type: Journal Articles
Subjects: Literacy Education,Academic Standards,State Standards,Teacher Certification,Reading Instruction,Comparative Analysis

The &quot;Science of Reading&quot; (SOR) has gained traction due to public media, resulting in a nationwide prioritization of teacher training and changes in the way reading is taught. The nationwide emphasis on the SOR led to new teacher certification requirements in Texas. Although teacher candidates already take a content exam to demonstrate proficiency in English Language Arts and Reading (ELAR) Standards, a new &quot;Science of Teaching Reading&quot; (STR) exam has been added to certification requirements. The purpose of this manuscript is to examine SOR's impact on the Texas ELAR and STR standards and certification exams in order to determine how literacy skills have been categorized by the Texas Education Agency.
Vocabulary Instruction in the Early Grades
Author: Garden, Pearl Dean
Date: 2022-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Vocabulary Skills,Literacy Education,Primary Education,Reading Skills,Reading Instruction,Teaching Methods,Direct Instruction,Dictionaries,Morphemes,Cues

Some children come to school with a smaller vocabulary than their peers. If children do not have knowledge of the meaning of the words they read in texts, they will fail to comprehend those texts and struggle to keep up with their peers. This is critical because the link between vocabulary and comprehension is very clear (Sticht et al., 1974, as cited in Vadasy &amp; Nelson, 2012). If teachers do not intervene when students are in the early grades, we see that those children who know more words learn additional words more quickly, and subsequently, other children could continue to struggle with reading (Stanovich, 1986). Consequently, some children struggle with reading even more when they enter the upper elementary grades where they can fall into what is referred to as the &quot;fourth-grade slump&quot; when children are beginning to encounter words and word meanings that are increasingly challenging (Chall et al., 1990, p. 1). The author discusses the importance of teaching vocabulary and what vocabulary instruction can look like in the early grades to combat this challenge.
Needs Assessment of National Communication Association Conference Presentations: Members&apos; Perceptions of Presentation Effectiveness, Values, and Challenges
Author: Charoensap-Kelly, Piyawan
Date: 2022-00-00
Type: Journal Articles
Subjects: Needs Assessment,Conferences (Gatherings),Conference Papers,Public Speaking,Communication (Thought Transfer),National Organizations,Barriers,Attitudes,Self Efficacy,Peer Evaluation,Gender Differences,Ethnicity,Racial Differences,Academic Rank (Professional),Employment Level,Experience,Anxiety

This study analyzed the National Communication Association (NCA) members' perceptions regarding the effectiveness of their own and their peer presentations and the challenges they faced when preparing and giving conference presentations. Overall, participants (n = 187) feel fairly content with the effectiveness of NCA conference presentations and the value they have gained from them. The effectiveness of others' presentations has a significant association with members' perceived value of the conference presentations. The &quot;lack of experience&quot; and &quot;lack of confidence&quot; are key variables that heighten anxiety which can impact the effectiveness of presentations. &quot;Process anxiety&quot; was positively associated with presentation effectiveness whereas &quot;performance anxiety&quot; was negatively associated with presentation effectiveness. This needs assessment provides informed suggestions for making academic presentations more effective in the future.
Practicing Critical Thinking Skills within a Pedagogy of Renewal
Author: Hinck, Edward A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Debate,Introductory Courses,Learning Management Systems,Computer Mediated Communication,Teaching Methods,Persuasive Discourse

The COVID-19 &quot;pivot&quot; created challenges for instructors in adapting their teaching strategies to the various forms of technology available for virtual delivery. One positive outcome discovered for teaching an introduction to debate class was the use of Blackboard's discussion board feature to assess student learning regarding understanding and application of concepts of evidence and reasoning for an introduction to debate class. This essay provides an account of how I adapted my teaching strategies, the assignment for student participation created to assess student learning, and positive outcomes for students needing time to process arguments and respond in a virtual forum.
Effects of Socio-Scientific Issues Based on Thinking Maps Approach on Future Thinking of Secondary School Students
Author: Siew, Nyet Moi
Date: 2022-00-00
Type: Journal Articles
Subjects: Science and Society,Concept Mapping,Futures (of Society),Secondary School Students,Thinking Skills,Rural Schools,Foreign Countries,Teaching Methods,Cognitive Tests,Instructional Effectiveness,Science Instruction

This study was conducted to examine the effects of the socio-scientific issue (SSI) approach assisted by the future thinking map (FTM) on five constructs of future thinking, namely (i) understanding the current situation, (ii) identifying the trends, (iii) analyzing the relevant drivers, (iv) synthesizing the possibilities or needs of the future and (v) choosing with the justification of the desired future. The future-thinking test instrument was developed to measure the level of future thinking. A quasi-experimental pre-test and post-test control group design was employed. A total of 255 form four students (age 16) from three randomly selected rural secondary schools in Tawau District, Malaysia were assigned to (i) SSI-FTM (n = 85), (ii) SSI (n = 85), and (iii) conventional (CV, n = 85) teaching and learning (TL) strategies. The results of the MANCOVA analysis showed that there was a statistically significant effect across all three groups of TL strategies. The ANCOVA analysis showed that there was a statistically significant effect of the SSI-FTM TL strategies compared to the SSI and CV TL strategies on the five future thinking constructs. The quasi-experimental study proves that the SSI-FTM TL strategy is effective in nurturing future thinking among form four students in science lessons.
Research Trends and Issues Including Computational Thinking in Science Education and Mathematics Education in the Republic of Korea
Author: Park, Woongbin
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Computation,Thinking Skills,Science Education,Mathematics Education,Foreign Countries,Elementary Secondary Education,Integrated Curriculum,Trend Analysis,Technology Uses in Education,Educational Technology

Software (SW) is one of the key technologies in modern society, and its importance is receiving the attention of the educational community. In addition, Computational Thinking (CT) has been studied in fields of various education such as computer science, science, mathematics, and technology. The prominence of computer science education has increased in K-12 South Korean schools with the effect of the 2015 Revised National Curriculum and the National Plan for Activating Software Education. In addition, there are active efforts to include CT in science, technology, and mathematics classrooms. Therefore, this study aims to review prior studies on CT in science and mathematics education. The results of this study are as follows: (1) CT in science and mathematics education has a different conceptual approach than CT in computer education. Science education is mostly about problemsolving activities using computers, and mathematics education mostly utilizes the 'abstraction' related approach. (2) The key to improving CT in both subjects is to implement practical experience in science and mathematics education. Variables of interest in prior studies were scientific and mathematical problem-solving skills, the attitude of subjects, and creativity. (3) CT education in science and mathematics education has used a convergence education approach (STEAM education).
Educational Leaders&apos; Attempts at Holding the Fort: A Transformative Endeavor in Lebanon
Author: Itani, Layla Y.
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Administrator Attitudes,Foreign Countries,Transformational Leadership,COVID-19,Pandemics,Violence,Financial Exigency,Elementary Secondary Education,Language of Instruction,French,Arabic,English (Second Language),Leadership Styles,Social Action,School Closing,School Administration,Barriers

Despite its small size, Lebanon has had its fair share of nationwide turbulences that further instigated conflict and instability among the Lebanese population. The crises have weighed heavily on the educational system in Lebanon and has impeded its operations on many fronts. However, educational leaders have attempted to adopt transformative practices in addressing the anticipated and unanticipated challenges. Educational leaders in Lebanon have learned to perceive that 'the only constant is change,' and have come to realize and acknowledge that their goals of enhancing educational experiences remain the same but the paths to achieve these goals are nonlinear.
Difference in Preparedness: Do School Staff Feel Prepared for an Active Shooter or Attack?
Author: Gaal, Susanne R.
Date: 2022-00-00
Type: Journal Articles
Subjects: School Violence,School Safety,Weapons,Crime,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Teacher Role,Teacher Attitudes,Emergency Programs,School Location,School Counselors,Principals,Superintendents,School Security,Security Personnel

The 2020 Texas Educators' Needs Assessment Regarding School Safety and Victims Services included responses from educators across the state of Texas regarding school safety. This needs assessment generated data that provided researchers with the unique opportunity to analyze the school safety issues in Texas (Fuller et al, 2020). The purpose of the study was to evaluate Texas K-12 educators responses to their school's preparedness for an active attack or shooter using data from that needs assessment. To build a strong analysis, the results were separated into three categories: educator role; Texas school regions; and urbanicity. Pearson chi square statistical analysis was used to create an understanding of the data. The results of this analysis revealed a trend that a majority of K-12 educators felt prepared for an active attack or shooter.
Addressing Issues of Missing Values in the Survey Research of High School Mathematics Teachers&apos; Digital Competencies
Author: Jafri, Mairaj
Date: 2022-00-00
Type: Journal Articles
Subjects: Data Collection,Research Problems,Doctoral Dissertations,Online Surveys,Test Reliability,Test Items,Test Construction,Problem Solving,Foreign Countries

This paper reports how I addressed the issue of extensive missing values in my PhD study, &quot;Digital Competencies of High School Mathematics Teachers&quot;. I collected data using an online survey. Several methods exist to address the issue of missing values. I utilised multiple imputation (MI) as it provides more accurate results. The mean scores and scale reliability of survey items changed after imputation. While addressing the missing values, I observed my focus was completely shifted from the analysis of the survey to developing an approach to imputing missing values. Researchers should be ready for complex and challenging situations. Once encountered, they should use that challenging situation to instigate creative tension -- a force that moves us closer to our goals -- to motivate themselves and to learn new things. I used creative tension to move from the issue of missing values back towards my initial research goal (preserving sample size and a complete dataset for analysis).
An Unexpected Journey: From Typing to Dictating a Thesis
Author: Hest, Julie
Date: 2022-00-00
Type: Journal Articles
Subjects: Verbal Communication,Revision (Written Composition),Doctoral Dissertations,Doctoral Students,Accessibility (for Disabled),Assistive Technology

Unexpected twists and turns on the PhD journey can be directly related to the research itself, while others are related to the experience of the journey. For me, the most unexpected aspects were related to my health and saw me transition from writing and typing to dictating to the computer. This autoethnographic article is based on the lived experience of this unexpected journey and explores the implications for this necessary change in procedure. Implications included learning new processes for writing, transcribing interviews and controlling the computer by voice. Consideration of this experience viewed through Heidegger's ontological concept of being helped ease frustrations brought on by this unexpected twist. Becoming aware of the skills mentioned above may help others with accessibility issues, and reflection on the PhD journey from the perspective of this article may help others make sense of frustrations related to their own experiences.
Creating a Faith-Friendly School Culture in Religiously Plural Communities: A Neglected Facet of Diversity
Author: Williams, Peter E.
Date: 2022-00-00
Type: Journal Articles
Subjects: School Culture,Communities of Practice,Religious Factors,Student Diversity,Beliefs,Teacher Administrator Relationship,Parent School Relationship,Spiritual Development,Educational Environment,Employment,Inclusion,Cultural Pluralism,Religion,Safety,Work Environment,Educational Policy,Religious Education,Public Education,Laws

School leaders serve religiously diverse communities, engaging with staff and parents from many backgrounds to address the academic and development needs of all children. While educator preparation often includes some instruction in cultural competence, religious diversity gets little attention. The purpose of this conceptual article is to provide guidance for school leaders to create a workplace and school culture hospitable to employees from all religious, spiritual, and non-religious backgrounds. Using Miller and Ewest's (2015) Faith and Work Organizational framework, this article reviews findings from the management literature on workplace spirituality including the sparse empirical literature on religious expression in the school (as a workplace) and from case law on employment-related religious expression in schools. We synthesize the concepts and findings into actionable recommendations for school leaders to guide them towards creating inclusive, religiously plural, faith-safe or faith-friendly workplaces where educators can flourish and thrive. Recommendations include a policy review, adoption of norms of respectful pluralism, and religious literacy training.
Curated Conferences to Strengthen Equity Leadership Capacity: A Case Study of Aspiring School Leaders
Author: Von Dohlen, Heidi
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Training,Conferences (Gatherings),Critical Theory,Praxis,Learning,Reflection,Communities of Practice,Equal Education,Graduate Students,Masters Programs,College Faculty,Interpersonal Relationship,Professional Identity,Barriers,Prior Learning,Beliefs,Persistence,Instructional Leadership,Leadership Responsibility,Administrator Education

The purpose of this qualitative case study was to determine whether a Curated Conference Learning Experience (CCLE) could stimulate new learning or deepen existing learning around leadership for equity by engaging four andragogical theories: critical theory and praxis, new learning, guided learning, and reflective learning within a community of practice. Faculty members selected sessions focused on equity, provided journal prompts, and conducted focus groups for 13 students enrolled in a Masters of School Administration program at national educational leadership conference. Findings indicate new and strengthened learning in the areas of (1) relationship building; (2) understanding identity and co-constructing leadership for equity; (3) roadblocks and realizations; (4) connection to previous coursework; and (5) increased commitment to equity work. Our conceptual framework can be applied across disciplines for more intentional, pedagogical designs for transformative student conference learning.
Parent Perspectives of Digital Learning Experiences: A Phenomenological Study
Author: Wilson, Keiyana
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Parent Teacher Cooperation,Teaching Experience,Kindergarten,Elementary Secondary Education,Phenomenology,Educational Quality,Academic Achievement,Accountability,Teaching Methods,Learning Experience,Online Courses,Blended Learning,Distance Education,Independent Study,Time Management,Self Management,Socioeconomic Status,Parent Child Relationship,Academic Standards,Difficulty Level,College Readiness,Career Readiness

Digital learning is a rising method of enhancing education for learners in the K-12 sector of learning. The growing approach to instruction has created a pathway for various backgrounds of learners to conveniently explore content from home. The purpose of this qualitative research study was to examine parent perspectives of K-12 digital learning programs in southeast Texas. More so, the study explored how parents' perspectives of digital learning in relation to academic success influenced the selected mode of instruction for their child. Using a phenomenological approach, research questions were answered regarding parent perspectives of digital learning, as related to the quality of instruction, academic success, and the overall decision for the mode of instruction selected for their child. Findings revealed responsibility and accountability, proficiency, competency, and knowledge of how to assist children while learning contributed to parents' perspective of digital learning and its influence on their child's academic success. Furthermore, findings discovered teacher experience, skills, and interactions influenced parents' perspectives of the quality of instruction received and their decision to select digital learning as the mode of instruction for their child. Results from this research can provide instructional leaders with insight into areas to strengthen training practices for teachers in the digital learning environment.
Producing College, Career, and Military Ready Graduates: A Study of Efficiency in Texas Public School Districts
Author: Barton, James J.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Armed Forces,High School Graduates,School Effectiveness,Public Schools,Outcomes of Education,Predictor Variables,Educational Resources,Institutional Characteristics,Differences

Public school districts in Texas and policymakers need studies of efficiency in the production of College, Career, and Military Ready graduates to maximize resources in the House Bill 3 funding formula and improve ratings in the Texas public school accountability system. A replication of efficiency studies by Carter (2012) and Thompson (2017), the purpose of this non-experimental quantitative study was to determine what discretionary and non-discretionary factors influence the efficiency of Texas public school districts' production of College, Career, and Military Ready graduates. With financial and student performance data for 1054 school districts from the 2017-2018 school year, Data Envelopment Analysis (DEA) was used to measure the relative efficiency of each school district. A regression analysis found a significant positive influence on school district efficiency for total student enrollment. The percentage of non-white students and instructional expenditures per pupil did not have a significant influence on school district efficiency. This research study is useful to educators, legislators, and researchers for determining the allocation of resources for programs with the ability to produce College, Career, and Military Ready graduates.