ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents with Disabilities&apos; Household Access to Educational Devices and Internet during the COVID-19 Pandemic
Author: Owen, Aleksa
Date: 2023-00-00
Type: Journal Articles
Subjects: Parents,Disabilities,COVID-19,Pandemics,Internet,Access to Computers,Educational Technology,School Closing,Socioeconomic Status,Family Structure,Online Courses,Distance Education,Elementary Secondary Education,Private Schools,Symptoms (Individual Disorders)

COVID-19 school closures made household access to educational devices and the internet crucial to maintaining educational milestones. While researchers have studied technology needs of students with disabilities, less attention has been given to how households with adults with disabilities living with school-age children access educational devices and the internet. This impacts student learning outcomes because parents often support students in remote learning. This study used 2021 &quot;Household Pulse Survey&quot; data (April to July) to determine the extent to which adults (parents; n = 7,238) with disabilities' households had access to educational devices and internet access for school-aged children, including compared to adults without disabilities (n = 64,046). Among adults who lived with school-age children, adults with disabilities were significantly less likely than adults without disabilities to have a computer and internet available for educational purposes. There were also sociodemographic differences in access among adults with disabilities themselves: adults with hearing, vision, and/or cognitive disabilities; adults with disabilities with household incomes below $100,000; households with more than one child; and households where a child attended private school were less likely to have computers/digital devices and internet available. Findings suggest that parental disability status may be a potential criterion in expanding household access to technology and internet, which in turn may improve outcomes for school-aged children in these households.
Examining the Remote Teaching Experiences of International Educators during the COVID-19 Pandemic
Author: Woo, Lauren
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Foreign Workers,Teaching Experience,Barriers,Teaching Conditions,Access to Computers,Internet,Technological Literacy,Training,Elementary Secondary Education,Adjustment (to Environment),Teacher Student Relationship,Well Being

The COVID-19 pandemic caused abrupt school closures and transitions to emergency remote teaching, which impacted millions of educators worldwide. Given an overall lack of international perspectives in related research, there is a need to work toward gaining a more comprehensive understanding of the impact of the pandemic on teaching. This study utilized the restorying framework as an approach to narrative inquiry and interviewed a group of educators from countries outside of the U.S. about their teaching-related experiences, difficulties, and desired support during the pandemic. By reshaping their verbal descriptions into cohesive stories, we constructed and illustrated themes that highlighted similarities in struggles with intensified teaching conditions and differences in availability of electronic devices, internet access, and technological training. The study presents insights on preparing for a post-pandemic world and future emergency remote teaching situations with respect to increasing collaboration, providing mental health support, designing professional development programs, and addressing resource disparities.
Assessing Access to Online Course Choice among Brick-and-Mortar K-12 Students
Author: Kingsbury, Ian
Date: 2023-00-00
Type: Journal Articles
Subjects: Access to Education,Online Courses,Elementary School Students,Secondary School Students,Elementary Secondary Education,In Person Learning,Course Selection (Students),Parent Attitudes,Predictor Variables

Many K-12 brick-and-mortar public schools now grant students the option of taking some of their courses online. Yet, a scant academic literature probes where online course choice exists and why it is utilized. We partnered with a market research firm to solicit 450 responses from a nationally representative group of American parents of public school-educated children to begin to understand the predictors of districts adopting course choice, disparities in access, and why families utilize course choice. Overall, there were no clear intrastate predictors of which districts provide parents the option to avail online course choice. Among several options provided, respondents emphasized the importance of scheduling flexibility or simply believing that their child would learn more in their decision to utilize online course choice.
Designing and Testing Affective Supports in an Educational Game
Author: Bainbridge, Katie
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Affective Behavior,Self Control,Emotional Response,Attention,Cognitive Style,Physics,Play,College Students,Learning Motivation

Five types of affective supports were designed to induce an appropriate emotional regulation strategy in players of an educational video game. These supports were based on the emotional regulation strategies of situation selection,situation modification, attentional deployment, cognitive change, and response modulation. A series of qualitative studies was designed to answer usability and efficacy questions on the incorporation of these affective supports into the game Physics Playground. Ultimately two of the five support types were removed and the implementation of two others were changed to between game levels rather than in the middle of gameplay. The results also offered insight into the relationship between player ability and when support was preferred. [For the corresponding grantee submission, see ED628809.]
A Phonologically Based Reading Intervention for Undergraduate English Language Learners At-Risk of Reading Difficulties: A Pilot Study
Author: Cook, Michelle J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,English Language Learners,At Risk Students,Reading Difficulties,Intervention,Phonological Awareness,Decoding (Reading),Word Recognition,Reading Comprehension,Response to Intervention

Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in the postsecondary setting. Although some students may only require explicit content-related vocabulary instruction and support with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm intervention in foundational reading skills. In this study, we examined whether a phonologically based reading intervention for undergraduate ELLs at-risk of reading difficulties would result in significant between-group differences for the proximal variables of decoding and sight word recognition and the distal variable of reading comprehension. This pilot quasi-experimental group design study involved 9 participants (treatment = 6/control = 3) from various L1 backgrounds, including Chinese, Spanish, and Arabic. Effect sizes were calculated for the proximal variables using measures of word attack and letter-word identification, and the distal variable based on a measure of passage comprehension. Although a small and small-medium effect were calculated for the measures of word attack and letterword identification, respectively, no effect was found for the measure of passage comprehension. Implications related to intervention dosage and additional intervention components are discussed.
The Peer Tutor and Supplemental Instruction Leader Experience: Perceived Gains in Learning, Connection to Campus, and Fulfillment
Author: Cofer, Rebecca
Date: 2023-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutors,Tutoring,Supplementary Education,College Students,Educational Benefits,Self Esteem,Student Attitudes

This study explored the perceived gains of postsecondary peer educators, specifically related to their views of learning, feelings of connection to campus, and feelings of fulfillment as a result of their roles. The peer educator in the campus learning center is a critical but undervalued resource for student success. This is reflected in the literature, which has a gap in the research related to the experience of the peer educators themselves. To address this problem, a survey was sent through public listservs to college learning assistance professionals, who then distributed it to their respective peer tutors and SI leaders (N = 1217). Using three open-ended questions from the Peer Educator Experiences Survey, I analyzed responses to generate several themes for each question. I identified five distinct themes from responses to the first question, which asked participants about their views of learning. Of the five themes, &quot;learned how/ways people learn&quot; had the highest frequency of responses (n = 239). I discovered four themes from responses to the second question that asked about the most rewarding aspect of their jobs. For this question, the theme of &quot;helping/witnessing growth&quot; was the most evident response (n = 326). The final question asked about participants' connections to campus; again, four themes identified four distinct themes. The theme of &quot;campus people/resources&quot; proved to be the most populous (n = 203). Institutions and learning center administrators should consider these results when recruiting, training, assessing, and requesting funds for these programs.
The Value of Volunteer Leadership for University Students Formerly Enrolled in Prescribed Reading: An Anti-Deficit Model
Author: Nelson, Timothy S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Volunteers,College Students,Student Leadership,Remedial Reading,Learner Engagement,Student Motivation,High School Students,Outreach Programs

Local volunteer opportunities hold the potential for university students to develop as leaders and engaged members of the academic community, but students taking prescribed (sometimes termed developmental education) courses may be overlooked as candidates for these kinds of opportunities. Taking an anti-deficit stance, university faculty may promote student success by recruiting students from prescribed courses to participate in carefully-designed volunteer programs. In this qualitative case study, I explored the perceptions of growth in the areas of academic engagement and leadership and the motivation to participate in future community volunteer service in student volunteers who had previously been enrolled in prescribed reading courses. Three such university student volunteers reflected on their experience as leaders in a short-term academic outreach program for high school students. In open-ended survey and interview responses, the university volunteers described their development of specific skills as well as changes in self-perception. Their responses indicated that they perceived the volunteer experience as effectual in all the investigated areas. Notably, they reported that serving as role models for youth encouraged specific academic habits. The study includes descriptions of the academic outreach program with supporting theory for its design because the context of the volunteer service cannot be separated from the findings. This study is a unique contribution to student success literature--there is no previous model linking students from prescribed courses with community volunteer opportunities.
The Progress Made in the Implementation of Inclusive Education Policy in Tanzania: Opinions from Parents and Students
Author: Maphie, Emanuel Ismael
Date: 2023-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Policy,Policy Analysis,Secondary School Students,Student Attitudes,Foreign Countries,Parent Attitudes,Students with Disabilities,Positive Attitudes,Negative Attitudes,Individualized Education Programs,Teacher Competencies,Teacher Effectiveness,Peer Groups,Physical Environment,Social Support Groups,Knowledge Base for Teaching,Parent Participation,Parent School Relationship

This research employed phenomenological approach to explore parents and students' perspectives on inclusive education settings in Tanzanian secondary schools. Twentyfour respondents, including students and parents were involved. The study objective was to explore the students' and parents' perspectives on inclusive education settings in secondary schools in Tanzania. The study leading question was: What are the opinions of students and parents on inclusive education settings in secondary schools in Tanzania? Interviews and focused group discussions used to gather data. The findings reflected various perspectives from parents and students on secondary school inclusive education settings. Students with and without disabilities had positive perception towards inclusive education settings despite the fact that they had some reservations for improvement. For parents of children with disabilities had positive opinions towards inclusive education settings and found it appropriate to include their children with those without disabilities in a classroom. Parents of children without disabilities had negative perception and were against inclusive education. Parents also found not participating and cooperating in financing education for their children in inclusive education settings.
Investigating Student Achievement Using Equitable Assessments and VARK: An Experimental Study of Secondary School Students in Pakistan
Author: Javed, Misbah
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Achievement,Equal Education,Evaluation Methods,Secondary School Students,Foreign Countries,Cognitive Style,Grade 9,Physics,Curriculum Development,Access to Education

Students have diverse learning needs and unique learning styles. Providing options in assessments to address those needs helps eliminate rote learning and also addresses learner diversity (Pauline &amp; Collings,2018). This study aims to promote student learning by designing teaching activities and assessments to support all students. This experimental study addressed learners having different learning styles and investigated the impact of equitable assessment practice grounded on universal design for learning on the academic achievement of 64 9th graders in a Physics course at a Secondary School in Pakistan. The relationship of VARK learning style on academic achievement was also investigated. The results indicated a significant difference (p = 0.00 &lt; 0.05; Mean difference = 4.031) between the academic achievement of the control and the experimental group supporting equitable assessments and the UDL approach. The correlation between the learning style and academic achievement was not significant. The outcomes of the study recommend that consideration of learning style and needs of students while designing the learning and assessment content can bring better learning outcomes. The results also showed that there is a moderately positive correlation between bimodal learning style and a moderately negative correlation between auditory learning style with the academic achievement of students. It is recommended that the learning style and individual needs of the students should be addressed during the learning and assessment phase.
Going beyond Structural Integration: Exploring the Role of Mainstreaming and Adaptation Classes in the Educational Integration of Syrian Schoolchildren in Turkey
Author: Kalman, Mahmut
Date: 2023-00-00
Type: Journal Articles
Subjects: Refugees,Social Integration,Educational Practices,Student Attitudes,Teacher Attitudes,Mainstreaming,Inclusion,Elementary School Teachers,Middle School Teachers,Case Studies,Foreign Countries,Educational Policy,Student Adjustment,Access to Education,Public Schools

Turkey has developed educational policies and measures to help Syrian students to access education in public schools through different integration practices. This research aimed at examining two integration practices, i.e. mainstreaming and adaptation classes, and exploring the advantages and limitations of each practice for the integration of Syrian students from practitioners' perspectives. The participants consisted of fifteen teachers who had experience in both practices and were working at primary, middle, and secondary schools in a large city in Southeastern Turkey. This research employed a comparative case study design to analyze and synthesize similarities, differences, and meaningful patterns across the integration practices. It was revealed that each practice has limitations and advantages in terms of integration. How integration is handled is the main distinction between the practices. Mainstream classes facilitate relational integration through inclusion; however, integration is fostered through language tuition in adaptation classes. Both practices warrant some arrangements for effectiveness.
Identifying and Responding to Students&apos; Social-Emotional Learning Needs Related to COVID-19
Author: Light-Stevenson, MollyAnne
Date: 2023-00-00
Type: Journal Articles
Subjects: Identification,Social Emotional Learning,Student Needs,COVID-19,Pandemics,Educational Practices,Coping,Teacher Student Relationship,Student School Relationship,Elementary School Students,Low Income Students,Stress Variables,Interpersonal Communication,Psychological Patterns,Self Destructive Behavior

In this practice-oriented article, the authors aim to provide teachers with tools to identify and respond to students' social-emotional learning (SEL) during COVID-19 and beyond. Related to the principles of whole schooling, this content connects with Principle 1: Creating Learning Spaces for All, Principle 4: Build a Caring Community, and Principle 6: Partner with Families and the Community. In this article, the authors provide an overview of SEL literature and research-based related strategies, then introduce two vignettes, one pre-COVID-19 and one peri-COVID-19 (i.e., during COVID-19), and conclude with a discussion connecting SEL literature and strategies to the data they received from surveying students' SEL needs at their school. The authors hope that by sharing how they surveyed students to identify their SEL needs because of the pandemic, that administrators and teachers can recreate a similar &quot;SEL roadmap&quot; that they used to navigate students' emotional support needs resulting from excessive stress, anxiety, and isolation connected to remote learning and the pandemic at large.
Perceptions and Attitudes of Teachers on the Inclusion of Children with Disabilities in Mainstream Classrooms in the East Mamprusi Municipality of the Northeast Region of Ghana
Author: Mprah, Wisdom Kwadwo
Date: 2023-00-00
Type: Journal Articles
Subjects: Access to Education,Equal Education,Students with Disabilities,Teacher Attitudes,Inclusion,Knowledge Level,Teacher Competencies,Special Education,Teacher Education,Attitudes toward Disabilities,Foreign Countries

Education is a fundamental human right and should be made accessible to all learners. However, lack of knowledge and preparation adversely affect teachers' willingness to embrace children with special needs in their classroom. This study ascertained teachers' perception and attitude to embrace children with special needs in regular classroom in the East Mamprusi Municipality in the Norther region of Ghana. The study used a descriptive design and qualitative data collection method to collect information on the topic from five basic schools in the East Mamprusi Municipality. Convenience, purposive, and simple random sampling techniques were used to select the schools and 40 respondents, comprising five head teachers, and 35 classroom teachers. In-depth interviews were used to elicit responses from participants. The data were analyzed thematically. The findings indicated that teachers had little knowledge of inclusive education. It also revealed that classroom teachers were not adequately prepared towards the implementation of inclusive education. The researchers recommend that Ghana Education Service, in collaboration with the Special Education Division, should make adequate provision to introduce more practical courses on special needs education (Sign language and braille) in teacher training institutions (colleges).
Anxious, Disconnected and &apos;Missing Out&apos;, but Oh so Convenient: Tertiary Students&apos; Perspectives of Remote Teaching and Learning with COVID-19
Author: Thomas, Melissah
Date: 2022-09-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Student Attitudes,Foreign Countries,COVID-19,Pandemics,Social Isolation,Peer Relationship,Cooperation,Feedback (Response),Teacher Student Relationship,Student Participation,Learner Engagement,Electronic Learning,Educational Environment,Humanization

The higher education sector has learnt a great deal in the online delivery shift due to COVID-19, however, student voice has been underrepresented in literature. This paper reveals 15 student perspectives, including both international and domestic students, who were studying a Master of Teaching (Secondary) at one university in Melbourne, Australia, during heightened social distancing restrictions. The inductive thematic qualitative data analysis collected through semi-structured interviews showed opportunities and challenges of learning experiences. Emergent themes found affordances of convenience and challenges of relational and structural aspects of teaching and learning. Relational aspects of learning were more challenging, including peer collaboration, seeking informal advice and feedback from academics, and participation and engagement. We recommend the inclusion of student voice to guide post COVID-19 teacher education design recommend several areas of support to guide a humanising and personal connection into the remote learning environment.
Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School
Author: Ayre, Kay
Date: 2022-09-00
Type: Journal Articles
Subjects: Trauma Informed Approach,Positive Behavior Supports,Foreign Countries,Trauma,Culturally Relevant Education,Faculty Development,Elementary School Students,Indigenous Populations,Elementary School Teachers,Teacher Attitudes,Attitude Change,Public Schools

Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot case study examines teachers' experiences in a regional school implementing trauma-informed practices with First Nations students. Findings highlight the complexities of balancing students' safety and belonging with teachers' professional and personal needs in sustaining trauma-informed practice. Implications for implementing trauma-informed education with First Nations communities are discussed.