ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry
Author: Dickler, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Science Education,Science Process Skills,Intelligent Tutoring Systems,Technology Uses in Education,Learning Analytics,Network Analysis,Middle School Teachers,Middle School Students

Educational technologies, such as teacher dashboards, are being developed to support teachers' instruction and students' learning. Specifically, dashboards support teachers in providing the just-in-time instruction needed by students in complex contexts such as science inquiry. In this study, we used the Inq-Blotter teacher-alerting dashboard to investigate whether teacher support elicited by the technology influenced students' inquiry performance in a science intelligent tutoring system, Inq-ITS. Results indicated that students' inquiry improved after receiving teachers' help, elicited by the Inq-Blotter alerts. This inquiry improvement was significantly greater than for matched students who did not receive help from the teacher in response to alerts. Epistemic network analyses were then used to investigate the patterns in the discursive supports provided to students by teachers. These analyses revealed significant differences in the types of support that fostered (versus did not foster) student improvement; differences across teachers were also found. Overall, this study used innovative tools and analyses to understand how teachers use this technological genre of alerting dashboards to dynamically support students in science inquiry. [For the corresponding grantee submission, see ED613502.]
Social Media: A Flexible Collaborative Learning Space for Teacher Professional Learning to Integrate Education for Sustainability in Schools
Author: Mostafa, Fariba
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Cooperative Learning,Teacher Education,Faculty Development,Sustainability,Computer Mediated Communication,Educational Benefits,Teacher Attitudes,Social Isolation,Rural Areas,Communities of Practice,Foreign Countries

The importance and need for education for sustainability (EfS) are recognised in the New Zealand Curriculum. Teachers face challenges, however, due to lack of support and professional learning about how to integrate EfS in school curricula. Social media can be used for teacher professional learning (TPL), and communication and resources can be combined to create flexible collaborative learning opportunities. However, there is little evidence to date of social media being used for TPL in EfS. Based on findings from a wider study exploring teachers' perceptions of professional learning through social media in EfS, this paper focuses on how social media facilitates flexible TPL in EfS. The study adopted a mixed-methods approach using questionnaires, interviews, and a combination of document analysis and interviews in three phases. Findings from Phases 1 and 2 suggest that participants see TPL through social media as offering flexibility, and being useful for collaborative learning and support for teachers. In Phase 3, these findings are used to design and establish TPL for EfS teachers using Google+ to facilitate synchronous and asynchronous interactions between teachers, EfS experts, and resources. Although participants understood the flexibility of social media for enabling collaboration and providing support opportunities in EfS, the use of social media for professional learning is particularly attractive for teachers who work in rural and remote areas.
Transitioning the Team: Supporting Distance Supervised Doctor of Business Administration Students through Collaborative Online Workshops
Author: Carr, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Teamwork,Meetings,Distance Education,Electronic Learning,Cooperative Learning,Workshops,Independent Study,Sense of Community,Social Isolation,Doctoral Students,Doctoral Dissertations,Supervision,Business Administration Education,Foreign Countries

Educational transitions are widely recognised as being key points that can influence a student's later success. Transitions are not limited to the beginning of a period of study; they can occur at any stage. The adjustments that come with transitioning can be unsettling and isolating. These feelings can be compounded by the nature of the studies and the distance from the place of study. This paper reflects on the importance of recognising that the transition from being a student within a cohort to being an independent thesis student can be quite isolating for many students, especially those who are studying at a distance. In an attempt to provide extra support and to minimise the effect of isolation, team supervision was trialled for two groups of distance supervised Doctor of Business Administration students based in China. The model incorporated peer groups and research communities for students with similar research topics. Overall, the pilot was successful in supporting the students' transition, but identified the need for flexibility to manage students who progress at different rates.
Why Do Our Theories Matter?
Author: Shearer, Rick L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Theories,Distance Education,Student Characteristics,Individualized Instruction,Instructional Design,Theory Practice Relationship,Personal Autonomy,Student Centered Learning,Communities of Practice,Equal Education,Educational Opportunities

All too often in our practice of distance education we overlook the history of the field and our theories as we embrace new technologies or, as in the past year, when we are forced to adapt to a regional or global crisis that necessitates a temporary move to a remote learning scenario. When we set our theories aside, this approach can lead us to recreate the wheel in our pedagogical approaches, and ignores the unique pedagogy of distance education and the unique characteristics of learners studying at a distance. This article looks at why our distance education theories continue to be critically important for us to constantly return to and reflect on. Our theories help us to keep focused on the learner, learner characteristics, and the individualised nature of learning, while we undertake design and development work in partnership with faculty and other members of the design team. Our distance education theories remind us to ask the hard questions about what we are trying to accomplish and to what end for the learner, and through which design strategies.
A Case Study Approach to STEM Supervision: A Collaborative Model for Teaching and Principal Preparation
Author: Kubasko, Dennis
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),STEM Education,Teacher Administrator Relationship,Teacher Education,Principals,Administrator Education,Administrator Attitudes,Feedback (Response),Teacher Supervision,Classroom Observation Techniques,Middle Schools,High Schools

School principals are responsible for supervising STEM teachers, yet many principals did not teach in the STEM fields and have limited training in STEM content, process and practice. This presents a challenge for principals when they observe STEM classrooms and provide feedback to teachers. In this paper the authors describe a study about principals' views of STEM classrooms and the observational feedback principals provide to those teachers. The results of the study suggest principals need a deeper understanding of reform minded STEM process and practice, and alternative approaches to providing teachers with observational feedback. Building on the results of the study, the authors present a collaborative model (Innovating Teaching and Learning Leadership (iTALL)) for preparing pre-service principals and pre-service STEM teachers and describes training in the STEM process and practice. Observational exercises are discussed and changes in observational protocols when conducting classroom walk-throughs are described.
A New Paradigm for STEM Learning and Identity in English Language Learners: Science Translation as Interdisciplinary, Multi-Modal Inquiry
Author: Gray, Patricia
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,STEM Education,Self Concept,English Language Learners,Immigrants,Self Efficacy,Academic Ability,Multiple Intelligences,Elementary School Students,Middle School Students,Inquiry,Active Learning,Nonverbal Communication,Music,Interdisciplinary Approach,Cooperative Learning,Teamwork,Student Interests,Science Interests,Skill Development

This two-year case study examined multi-modal, interdisciplinary approaches to engage both immigrant English Second Language (ESL) and English Language Learners (ELL) in STEM (science, technology, engineering, math) learning and to build STEM identity and self-efficacy. Leveraging innate abilities, multiple intelligences, and self-identified interests, children in Grades 3 through 8, new to America and STEM, became inquiry-based researchers of sound-making, soundscapes, and nonverbal communication systems in diverse species including human music-making using technology, analysis, communication research, and observation skills. Using generative and lateral thinking methodology for science translation, interdisciplinary methods, and team-based learning, the students demonstrated increased STEM interest, STEM learning, and STEM skill sets while developing self-efficacy as STEM learners and communicators.
Factors Influencing Student Academic Performance in Online Credit Recovery
Author: Nourse, Dave
Date: 2019-00-00
Type: Journal Articles
Subjects: Influences,Academic Achievement,Online Courses,Repetition,Regression (Statistics),School Districts,High School Students,Gender Differences,Racial Differences,Age Differences,Individualized Education Programs,Middle Schools

Recent estimates show nearly 90% of school districts nationwide offer some form of online credit recovery. Despite its widespread adoption, there is a dearth of research surrounding the suitability of online credit recovery for students. This study examined potential success factors of students enrolled in virtual recovery courses in a school district in the midAtlantic region of the United States. Descriptive statistics, chi-square analysis, and binary logistic regression modeling was used for data analysis to account for the influence of student characteristics on credit recovery outcome. Findings revealed that grade-level, IEP status, and middle school End-of-Grade Test results could be linked to achievement in online credit recovery courses. Implications of these findings for educators are discussed.
Are Parents Logged In? The Importance of Parent Involvement in K-12 Online Learning
Author: Ricker, Gina
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Elementary Secondary Education,Electronic Learning,Virtual Schools,Asynchronous Communication,Mathematics Achievement,Age Differences,Elementary School Students,Middle School Students,High School Students,Integrated Learning Systems

Among the many factors that impact student performance in traditional K-12 settings, parent involvement (PI) is consistently identified as critical for student success. However, less is known about parent involvement for full-time virtual schools, where most learning takes place asynchronously in a Learning Management System (LMS). The present study attempts to close this gap by using data from three virtual schools' LMS to measure the impact of parent involvement on mathematics achievement, across grade bands where PI is known to vary. After controlling for factors known to impact education outcomes, parental involvement - as measured by LMS logins - had a small, but positive, impact on student performance in mathematics across elementary, middle, and high school. These results, coupled with the elevated role of the parent, suggest that parental involvement is just as critical, if not more so, in virtual schools as in traditional settings.
How Did Parents Balance It All? Work-from-Home Parents&apos; Engagement in Academic and Support Roles during Remote Learning
Author: Budhrani, Kiran
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Employed Parents,Distance Education,Experience,COVID-19,Pandemics,Work Life Expectancy,Parent Attitudes,Parent Role,Foreign Countries,Elementary School Students

This study reports the transitional lived experiences of work-from-home parents, uncovering their roles and activities while balancing duties of working, parenting, and assisting children with remote learning. Using a phenomenological approach, a three-step coding process was applied to organize a macro-micro view of parent engagement emerging from ten semi-structured interviews with parents from the Philippines. Parents demonstrated a positive mindset amidst balancing five academic roles including organizing learning, facilitating learning, monitoring learning, motivating learning, nurturing learning, and a sixth role in supporting learning. The role of &quot;supporting learning&quot; was deemed most important and central to the success of other roles. Parents assumed a primary instructor role as teachers were less prepared and performed activities distinctive to student needs. Parents served as digital classroom managers who organized schedules, assisted with assignments/projects and participated in online chat groups. Parents repurposed living spaces and furniture for makeshift study and work areas. Parents helped children develop an online learning mindset but faced challenges motivating children to focus and finding the right mix of screen-time. Parents valued children's well-being, bonding time, socialization, and life skills. This research is a novel contribution of work-from-home parent experiences and adds to the literature on remote/ online education during COVID-19.
Applying the Capabilities Approach to Disability and Education
Author: Riddle, Christopher A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Students with Disabilities,Intellectual Disability,Academic Ability,Justice,Educational Change,Educational Policy,Educational Finance,Disadvantaged,Barriers,Inclusion,Role of Education,Educational Theories

This paper aims to establish three things. First, that the capabilities approach is the best candidate for an adequate theory of justice to provide just educational opportunities for people with intellectual disabilities. Second, that the capabilities approach, while possessing many merits over rival conceptions of justice, must acknowledge that a prioritization of some capabilities over others is essential. Third and finally, that intellectual disability presents a particularly urgent case for educational justice, because those with intellectual disabilities are historically under-serviced within educational institutions and stand to lose much more than others because of the potential for the compounding of corrosive disadvantage. A stronger claim to justice for people with intellectual disabilities represents a potential for change in the policy and funding associated with education more generally, and for people with intellectual disabilities more specifically.
Resilience and COVID-19. An Analysis in University Students during Confinement
Author: Serrano Sarmiento, Ángela
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Coping,Stress Variables,Social Isolation,COVID-19,Pandemics,Graduate Students,Undergraduate Students,Young Adults,Student Characteristics,Gender Differences,Age Differences,Family Environment,Self Concept,Self Control,Social Support Groups,Majors (Students),Foreign Countries

The COVID-19 pandemic has changed life for millions of people. The social-emotional consequences of the confinement need to be analysed urgently. This study examines self-perceived resilience and its most important determining factors in a sample of university students facing COVID confinement. The measuring instrument used is the Connor-Davidson Resilience Scale, divided into four factors and applied to a sample of 253 graduate and postgraduate students. Different methods of descriptive statistics and statistical hypothesis testing were used to calculate the results with the statistical program SPSS-22. The results showed generally high levels of resilience among the university students analysed, irrespective of socio-demographic variables. Factor analysis shows resilience to be highest among male students and those over 25. Self-perceived resilience was also higher among students who lived alone or with people other than their parents. Finally, students of the health sciences were more likely to adapt to change, deal with today's challenges, and think of themselves as people capable of bouncing back after hardship.
Barriers to Knowing and Being Known: Constructions of (In)competence in Research
Author: Woodfield, Casey L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Intellectual Disability,Augmentative and Alternative Communication,Autism,Pervasive Developmental Disorders,Credibility,Social Science Research,Educational Research,Researchers,Evidence,Experience,Personal Autonomy,Competence,Justice

In this paper, we examine the barriers to, and possibilities of, recognizing individuals labelled intellectually disabled as producers and contributors to knowledge about their experiences. Through engaging perspectives within the fields of philosophy of education and disability studies, we examine contrasting research about the use of facilitated communication, an augmentative and alternative communication technique for teaching people with disabilities to communicate through pointing, or typing with support provided by a communication partner. We examine how researchers impose demands for the scientific validation of facilitated communication and use such demands to discredit autistic people identified with intellectual disabilities in their attempts to be recognized as knowers and producers of knowledge. Our analysis calls into question whether self-imposed limitations on contemporary knowledge production render educational research (in)capable of accepting forms of evidence that will facilitate the agency of those labelled or regarded as intellectually disabled and (in)capable of providing consumers of educational research access to knowledge that reflects the wide range of communicative, neurocognitive, and intellectual diversity in schools and communities.
Authentic Assessment Implementation in Natural and Social Science
Author: Sutadji, Eddy
Date: 2021-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Natural Sciences,Social Sciences,College Faculty,Public Colleges,Test Format,Test Items,Thinking Skills,Holistic Approach,Assessment Literacy,Foreign Countries

Assessment methods are important to create qualified graduates who are ready to face the real world. Authentic assessment is considered to be the most effective method to achieve this. The application of authentic assessment is often universal. However, there is a difference between natural sciences and social sciences. If it is used for different scientific constructions, then the authentic assessment should also be different. Therefore, there is a need for authentic implementation research in these two fields of science. This research is survey research with quantitative descriptive method. This study focuses on the analysis of differences in implementation of the assessment carried out, assignment techniques, assessment components, and post-assessment at the State University of Malang in two different fields of science, namely natural sciences and social sciences. The population in this study was 1069 lecturers represented by 270 sample lecturers. There are 106 (39.26%) samples of lecturers representing 388 (36.3%) lecturer populations from 2 natural fields and 164 (60.74%) samples representing 681 (63.7%) lecturer populations from 6 social fields. The analysis is carried out by comparing the results of each aspect of the assessment implementation in the two fields. Almost all aspects of authentic assessment between the natural and social sciences had no difference. The only differences were in the assessment form and individual assignment techniques that were performed. Social science conducted non-test assessment only higher than the natural science. Measured tests were primarily used in the natural science using Higher-Order Thinking Skills questions. Performance test was mostly conducted in social science.
Educational Justice and Disability: The Limits of Integration
Author: Evans, Brigid
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Students with Disabilities,Intellectual Disability,Behavior Disorders,Equal Education,Inclusion,Special Education,Ethics,Educational Objectives

Integration as a requirement of social justice is generating much enthusiasm in political philosophy. In &quot;The Imperative of Integration&quot; (2010), Elizabeth Anderson defines integration as involving and furthering &quot;the free interaction of citizens from all walks of life in terms of equality and mutual regard&quot; (Anderson, 2010, p. 95). However, this idea of integration as a moral imperative is yet to be tested in the case of students with an intellectual or behavioural disability (I/BD), a small group with complex and diverse educational needs. While &quot;inclusive&quot; schools may be increasingly the norm in Western education systems, it is not self-evident that the imperative of integration ought to carry over into special education. Focusing on the unique concerns for integrating students with an I/BD into generalist classrooms, I aim to describe the moral constraints that ought to be imposed on the process of integration. The concerns for integrating students with an I/BD will be framed as a question of the just distribution of costs associated with bringing about integration. It will be argued that, within the context of education, the imperative of integration is unjust if it unduly burdens students with an I/BD, perpetuates the harms it proposes to resolve, or results in a failure to provide the educational goods owed to students. As schools are specially tasked with the provision of educational goods in society, educational costs are more ethically significant in the given context than the costs of not integrating. Educational institutions should still play a role in achieving an integrated society through just means. This must be done by shifting the burdens of integration off students with an I/BD and onto the education system.
Independence, Dependence, and Intellectual Disability: From Cultural Origins to Useful Application
Author: Danforth, Scot
Date: 2021-00-00
Type: Journal Articles
Subjects: Independent Living,Intellectual Disability,Personal Autonomy,Educational History,Cultural Context,Civil Rights,Activism,Biographies

American government educational policy and leading advocacy groups commonly espouse independence as a primary goal for young people with intellectual disabilities. An extensive philosophical literature of autonomy has focused mostly on analyses of cognition that achieve individual self-governance. But the loosely defined concept of independence used by disability policymakers and advocates provides a more malleable, social understanding that involves someone actively relying on the assistance of others. The purpose of this paper is to examine the cultural, historical origins of the notion of independence for disabled persons through an exploration of the biography of Ed Roberts, the father of the independent living movement, and the cultural context of Berkeley, California, in the 1960s and 1970s, where the movement began. The paper applies those cultural concepts to the life situations of persons with intellectual disabilities, asking how well independence serves as a useful goal for the group.