ethanporcaro/eric-fulltext-meta huggingface dataset:
Between the Foreground and the Background Lies the Middle Ground: Painting a Harmonious Early Childhood Curriculum Landscape
Author: Chen, Jennifer J.
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Curriculum,Global Approach,Local Issues,Educational Policy,Educational Practices,Cultural Influences

This commentary centers on one of the insightful articles in this Special Issue: &quot;Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore&quot; [EJ1342945], authored by Yang and Li (2022). The commented article provides insights and directions regarding early childhood curriculum policy and practice in China and Singapore. Aligning with Yang and Li's (2022) findings, this commentary further paints a new three-component framework (the foreground, the background, and the middle ground) for understanding and harmonizing the global-local dissonance in the early childhood curriculum landscape. Leveraging both hindsight and foresight, this commentary also provides insights for policy and practice to advance a harmonious early childhood curriculum landscape in China and Singapore as well as in other societies confronted with similar predicaments.
The Influence of Culture on Early Childhood Education Curriculum in the UAE
Author: Alhosani, Najwa
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Cultural Influences,Social Values,Identification (Psychology),Cultural Background,Kindergarten,Young Children,Islam,Cultural Education,Culturally Relevant Education,Educational Change,Government Role,Curriculum

Purpose: This article provides an overview of how childhood curriculum in the United Arab Emirates (UAE) is designed to serve cultural values. Design/Approach/Methods: The framework of kindergarten curriculum adopts the uniqueness of children laying the foundation for their cultural identity. This paper provides a description of how this is achieved through a case study of the kindergarten curriculum in the UAE. Findings: The core elements of Emirati culture are delivered in the early childhood education (ECE) curriculum, which is influenced by global practices. Islamic studies is a key component in the Emirati kindergarten curriculum, which is designed to help children practice principles of religion, with the main Islamic values of gratitude and charity as aspects that are deeply embedded. Similarly, through social studies, children learn about Emirati heritage and culture. In addition to exposure to world communities, the learning experience engages children in authentic stories that relate to their personal lives, families, and community to build national awareness. Originality/Value: This paper sheds light on ECE in the UAE. Although the topic is of interest to UAE policymakers and educators and the global audience interested in UAE education, there is no study to the researcher's best knowledge that has examined the influence of the UAE culture on ECE curriculum.
The Enhanced Planning Model: Responses to an Alternative Structure for Student Teaching
Author: Hamel, Fred L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Student Teachers,Mentors,Beginning Teachers,Student Teaching,Reflection,Career Readiness,Teacher Attitudes,Performance Based Assessment,Program Effectiveness

This article explores stakeholder perceptions of an alternative model for pre-service student teaching -- one that prioritizes instructional planning and reflective practice by reducing the amount of time student teachers are expected to teach directly. The research draws on 245 surveys, collected over a four-year period, from student teachers, mentor teachers, and early career teachers who used the model during student teaching. Findings focus on perceptions of the model's impact on quality planning and reflection, overall growth during student teaching, and sense of preparedness for the first years of teaching. The study also tracks candidates' consistency in using the model as designed, as well as tensions experienced by stakeholders in balancing perceived student teaching priorities. The study encourages teacher leaders to question assumed induction systems and practices, to seek ways to understand the unique needs of pre-service teachers during internships, and to shape conditions for optimal early career learning.
Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis
Author: Knight, Cathryn
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Policy,Educational Practices,Educational History,Educational Change,Curriculum Development,Student Diversity,Students with Disabilities,Documentation,Student Needs,Standards,Instruction,Leadership

Purpose: This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales, United Kingdom. Wales is currently undergoing the most significant changes to its education system since political devolution from the U.K. Government in 1999. Key to these changes is the new Curriculum for Wales and the Additional Learning Needs (ALN) regulations; alongside these and wider system-level reforms, there is an ambition to create an inclusive education system in Wales. This paper explores how inclusion is articulated and communicated within the key policy and guidance documents, using two continuums--&quot;practice&quot; and &quot;values&quot;--to map and interpret these documents. Design/Approach/Methods: This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales. Findings: The analysis reveals that despite a foregrounded commitment to inclusion, there is disparity both within and between the policy and guidance documents. Originality/Value: The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales, providing insight into the emerging national education system reforms, as well as developing an approach for evaluating inclusive education systems in other jurisdictions.
Three Days in March: Examining the Adaptive Expertise of a Teacher Leader at a Crucial Moment in a School-Embedded Teacher Preparation Program
Author: Sawyer, Richard
Date: 2022-00-00
Type: Journal Articles
Subjects: College School Cooperation,COVID-19,Pandemics,Teacher Leadership,Electronic Learning,Distance Education,Crisis Management,School Closing,Leadership Effectiveness,Adjustment (to Environment),Middle Schools,High Schools,Problem Solving,Partnerships in Education,Decision Making,Preservice Teacher Education

Using an adaptive expertise lens, the following case study examined a teacher leader's perceptions of three crucial days in his life and practice. From March 13th to 16th, 2020, when his school responded to the COVID-19 virus, David1, a teacher leader, had to move a complex school-university learning partnership from in-person classes to an on-line environment. In the partnership, a graduate-level preservice teacher preparation program was embedded into the daily operation of an innovative project-based middle-school. In this partnership, David wore four hats: he taught 6th grade classes, taught a graduate-level technology course at the middle school in the teacher preparation program, co-directed the school university partnership, and conducted professional development for his school and district. In the midst of a rapidly changing global crisis, David had to coordinate changes to each of these four interconnected institutional levels (of which we study the first three). The following research question guided the study: What were the key factors that facilitated David's leadership for teacher preparation and partnership success? Three key findings emerged from the research as important contextual pieces that enabled David's adaptive expertise as a teacher-leader -- and which allowed the school-university partnership to continue for the full semester: (1) David's deep knowledge of educational technology; (2) his ability to respond to challenges by drawing on foundational beliefs and principles; and (3) the progressive leadership of administrators at multiple levels.
Conditions Fostering International Graduate Students&apos; Happiness and Engagement during the COVID-19 Pandemic
Author: Ankomah, William S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Graduate Students,Psychological Patterns,Well Being,Student Attitudes,Paying for College,Social Support Groups,Family Role,Teacher Behavior,Employment Opportunities,Extracurricular Activities,COVID-19,Pandemics,School Personnel,Professionalism,Integrated Learning Systems,Educational Technology,Online Courses,Parent Financial Contribution

This paper focuses on eight conditions that kept international master's students (IMS) in a Southern Ontario university happy and engaged in their studies during the first and second waves of the COVID-19 pandemic. Using the first phase of the Appreciative Inquiry's (AI) 4-D cycle--i.e., discovery--this doctoral study conducted 14 individual interviews and three focus group discussions to identify conditions that made the IMS students happier and more engaged despite pandemic-related challenges. The study is crucial in advancing positive experiences of IMS because existing literature has focused primarily on their challenges and problems. The study's use of AI, a strength-based theoretical and methodological approach, suggests the need to highlight the quality experiences of this minoritized group. Data revealed specific factors that brought about happiness and boosted IMS engagement in their studies, namely: financial and emotional support from family; responsive instructors; employment opportunities during the pandemic; and learning and engaging in extracurricular activities with colleagues and friends. Other conditions also proved crucial to participants' happiness and engagement in their studies, including: professionalism of non-teaching staff; the institution's learning management system and supporting online platforms; virtual access to campus software and other learning resources; and reduced travel time. Study findings aim to inform international student policy and enrich the international student experience literature.
ELLs in Higher Education: Learning Strategy Use and Goal Orientation
Author: Shi, Hong
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Goal Orientation,Mastery Learning,Teaching Methods,Undergraduate Students,Graduate Students,Second Language Learning,Student Attitudes,Correlation,Gender Differences,English for Academic Purposes,Learning Motivation,Measures (Individuals),Surveys,Foreign Students,Asians,Comparative Analysis,Second Language Instruction

This study examined language learning strategy and goal orientation of college-level English Language Learners (ELLs) by using a questionnaire survey. It analyzed the relationship between goal orientation and demographic characteristics and further explored the correlation between learning strategy use and goal orientation. The results of the study show that non-Asian ELLs had a greater performance goal orientation tendency than Asian ELLs. ELLs who had bachelor's degree had a higher level of mastery goal orientation, as well as performance-approach goals than those who had master's and doctoral degree. Female ELLs had a higher level of mastery goal orientation than male ELLs. Mastery goal orientation is positively related to all types of strategy, and it possessed the beneficial role in strategy use. Effective instructional methods for ELLs were provided to promote their adopting of mastery goals.
Teachers&apos; Beliefs: Positive or Negative Indicators of Inquiry-Based Science Teaching?
Author: Mohammed, Salifu Maigari
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Science Instruction,Science Teachers,Junior High School Teachers,Teaching Methods,Scientific Literacy,Outcomes of Education,Teacher Attitudes,Curriculum Implementation,Positive Attitudes,Public Schools,Private Schools,Construct Validity,Institutional Characteristics,Teacher Qualifications,Faculty Development,Preservice Teacher Education,Foreign Countries

Inquiry-based science teaching is an innovative pedagogy that is more effective than traditional instruction in promoting scientific literacy. However, teachers must develop strong favourable beliefs about inquiry teaching before they can successfully employ it to improve students' learning outcomes. Despite its importance few studies have been done to examine teachers' beliefs about inquiry teaching in places, like Africa, where there are serious inquiry curricula implementation challenges. This study investigated whether teachers' beliefs are positive or negative indicators of inquiry-based science teaching. Convergent parallel mixed methods was used for the study. Purposive and stratified random sampling were used to select 308 and subsample of 18 integrated science teachers from public and private junior high schools (JHSs) from urban and rural areas. Administration of questionnaires and semi-structured interviews were used for the quantitative and qualitative data collection. The questionnaire has content and construct validities and is reliable. The interview schedule is credible and dependable. One finding suggests that most teachers in the research setting hold weak beliefs about inquiry teaching but strong beliefs about traditional instruction, that are negative indicators of inquiry-based science teaching. Other findings indicate that there are significant school type and academic qualification differences in teachers' beliefs about inquiry-based science teaching. One implication of the findings is that currently most teachers in the study context do not hold strong positive beliefs necessary for the implementation of inquiry-based science curricula. It is recommended that regular inquiry-based in-service trainings be designed to improve teachers' beliefs. It is also recommended that inquiry-based in-service trainings should be designed based on teachers' school type and academic qualifications.
The Post-Pandemic Effects of Distance Education on Business Students: A Review of Expert Reports
Author: Estelami, Hooman
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Business Administration Education,College Students,Student Experience,Cooperative Learning

The period following the outbreak of the COVID-19 pandemic presented monumental challenges to education systems around the world. In the United States, the unique effects experienced by business students due to the rapid adoption of distance teaching methods resulted in significant changes in the students' learning environments. Using expert reports published in the media, this article systematically reviews the pattern of student experience cited by experts, and identifies six disruptive effects. Furthermore, the disruptive nature of the changes is contrasted with earlier historical contexts in which distance business education had been deployed to overcome societal challenges. The article concludes with a discussion of expected changes resulting from the massive deployment of distance education methods among business schools in the post-pandemic era.
Is It Teacher Leadership? Validation of the Five Features of Teacher Leadership Framework and Self-Determination Guide
Author: Hunzicker, Jana Lynn
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Self Determination,Self Evaluation (Individuals),Validity,Construct Validity,Trust (Psychology),Faculty Development,Teacher Attitudes,Teacher Competencies,Teacher Effectiveness,Professional Autonomy,Student Centered Learning,Leadership Role,Teacher Collaboration,Elementary Secondary Education,COVID-19,Pandemics,Teaching Methods,Evaluation Methods

When teachers have a practical, easy to use tool to self-assess acts of teacher leadership, they are better equipped to develop as leaders by self-determining to whom or what they are committed (relatedness), what they know and can do (competence), and when and how to act (autonomy). The purpose of this mixed methods study was to assess the validity of the Five Features of Teacher Leadership Framework and Self-Determination Guide (FFTL) through field testing by credentialed teacher leaders. Twenty-five credentialed teacher leaders representing all six regions of the United States participated in the study. The FFTL was favorably viewed by all 25 teacher leaders, revealing reasonably strong confidence in the tool's face, content, and construct validity. The findings suggest that participants considered the FFTL credible enough to trust as a guide for self-determining acts of teacher leadership. By describing an act of teacher leadership and using the FFTL to self-determine the degree to which the act accomplished the five core features of teacher leadership, the teacher leaders in this study were empowered to grow and develop as leaders privately, in their own way, and at their own pace. More research is needed.
Teacher Leaders&apos; Participation in Teacher Evaluation
Author: Bradley-Levine, Jill
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Evaluation,Teacher Participation,Principals,Teacher Administrator Relationship,Participative Decision Making,Evaluators,Faculty Development,Models,Accountability,Evaluation Methods,Resistance (Psychology),Instructional Improvement

This article shares the findings of a qualitative case study examining the experiences of teacher leaders as they engaged as teacher evaluators alongside school principals. Data collection included observations and interviews with four teacher leaders and three school principals to answer these research questions: (1) What TDEM structures have supported instructional improvement within ESD? (2) How have teacher leaders navigated the implementation of the TDEM? (3) How do teacher leaders support and evaluate career teachers within the TDEM? Findings from this study contribute to what is known about the ways that engaging teacher leaders in the teacher evaluation process can positively influence the meaning and purpose of evaluation for teachers.
Teacher Leadership -- Collective Actions, Decision-Making and Well-Being
Author: Woo, Hansol
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Participative Decision Making,Mentors,Faculty Development,Communities of Practice,Well Being,Models,Teacher Collaboration,Job Satisfaction,Self Efficacy

The study of educational leadership suffers from a lack of precision in definition of key concepts (Modeste et al., 2020; Wang, 2018). This is particularly true for teacher leadership (Wenner &amp; Campbell, 2017) where the core leadership practices that teacher leaders engage in are collaborative in nature and take many forms, including mentoring other teachers, coordinating professional development, and leading professional learning communities (Klein, Taylor, et al., 2018; Lai &amp; Cheung 2015; Mujis &amp; Harris 2007; Von Dohlen &amp; Karvonen 2018). In this paper, we discuss three key constructs of collective action: coordination, cooperation, and collaboration. We discuss the centrality of these concepts in modeling how teacher leadership is related to decision-making and teacher well-being in schools. We propose a consistent usage of these terms that will allow wider application when using international data sets to study the effects of teacher leadership.
Effects of Educational Video Games on English Vocabulary Learning and Retention
Author: Gunel, Emre
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Video Games,Vocabulary Development,Retention (Psychology),Middle School Students,Role Playing,Direct Instruction,Student Attitudes,Grade 6,Grade 7,Vocabulary Skills,Second Language Learning,English (Second Language)

This study aims to integrate video games into classrooms not as a replacement for regular lessons but as supplementary materials under the teacher's supervision. To this extent, the researcher created an educational English learning video game specifically modeled on the students' real lives. Ninety-six middle school students, 48 in the control group and 48 in the experimental group, participated in the study. While follow-up activities were used in the control group and the regular classroom teaching, students in the experimental group played the educational game under the teacher's supervision with no follow-up activities. Pre, post, and retention achievement tests were applied to the students. Semi-structured interviews were also conducted with 18 students from the experimental group. The results showed that the experimental group's vocabulary learning and retention were significantly higher than the control group. Also, the views of the students on English lessons and games based on their lives were promising. By considering the achievement test and students' views on the game developed, it can be said that the game in the study includes educational features as well as the basic features of the games.
Examining Students&apos; Readiness for MOOCs: Applying a Structural Equation Modeling Approach
Author: Alshammari, Sultan Hammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Readiness,Online Courses,Structural Equation Models,College Students,Foreign Countries,Interpersonal Competence,Technological Literacy,Factor Analysis

This study investigates students' readiness to adopt Massive Open Online Courses (MOOCs) at the University of Ha'il. It applied Student Online Learning Readiness (SOLR) model to examine the constructs that might influence students' readiness toward using MOOCs. A questionnaire was sent to students that measured the model's latent constructs: technical competency (TC), social competency (SC), communication competency (CC), and student readiness. A total of 111 responses were received, and the model was analyzed relied on structural equation modeling (SEM). The findings showed that TC and CC had a significant positive effect on the readiness of students to use MOOCs. Surprisingly, SC had an insignificant effect on students' readiness. The findings of this study provide educational decision-makers and designers with essential input for delivering effective MOOCs.
Analysis of Pre-Service Science Teachers&apos; Development Processes of 3D Designs and Design Products
Author: Kahraman, Emine
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Computer Simulation,Design,Foreign Countries,Biology,Thinking Skills,Student Developed Materials,Instructional Materials

In this study, 3D design products of pre-service science teachers were evaluated, and the opinions of the candidates regarding the 3D design process and the design products they created were investigated. This study is a case study of qualitative research designs. The research was carried out with 48 pre-service science teachers studying as sophomores at the education faculty of a university in Turkey. The research was carried out in the course named General Biology Practices II in 7 weeks as three classes per week. As data collection tools in the research, a interview form was used to obtain the opinions of pre-service teachers and rubrics prepared in line with the criteria that should be found in 3D designs and the design process. As a result of the research, it was found that pre-service teachers had a sufficient performance, and created good designs while establishing 3D design products. Candidates gave a positive opinion regarding the 3D design process. In particular, they stated that the implementation process helped the improvement of 3D thinking ability, thereby gaining different perspectives. They also stated that 3D design products created could be used as teaching materials.