ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Simulations to Support Undergraduate Elementary Preservice Teachers&apos; Biological Understanding of Natural Selection
Author: Thomas, Nicole Juliana
Date: 2021-05-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Integration,Instructional Effectiveness,Undergraduate Students,Preservice Teachers,Elementary School Science,Concept Teaching,Concept Formation,Evolution,Biology,Wildlife,Scientific Concepts

Natural Selection is prevalent throughout life science learning standards across K-12 contexts. Additionally, undergraduates who are interested in the fields of biology and education must also be well informed on the topic, as it is foundational to some biology research and necessary to touch upon within elementary and secondary classrooms. This pilot study explores the understanding of undergraduate preservice teachers' understanding of evolution mediated by a simulation called SEPUP, which explains evolution within generations of bird populations. By utilizing this simulation, we were able to identify how students engaged with a simulation to think about natural selection. Through analyzing student artifacts, findings suggest that employing a simulation to teach natural selection afforded students' a positive learning experience which likely could not have been easily achieved otherwise. This work provides recommendations for technology usage (e.g. creating meaningful reflection questions which target content) and development (e.g. ensure simulations provide a clear scope and scale around time) for evolution simulations.
Reflections from Teaching Basic Adult Literacy
Author: Einarson, Inga
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Adult Literacy,Research and Development,Program Effectiveness,Student Attitudes,Student Needs,Foreign Countries,Metacognition,Decoding (Reading),Spelling,Phonological Awareness,Vowels,Faculty Development,Special Needs Students,Individualized Instruction,Adult Students

Teaching reading to adults who struggle with literacy learning is a difficult task, and there is a paucity of evidence-based programming designed especially for them. Three research teachers describe their experiences while teaching an evidence-based reading program to adult literacy students. This article provides an overview of the program content delivered to adult learners, an account of teachers' experiences teaching this program, a description of the learners' responses to the program, and a portrayal of what the learners' responses revealed about their educational needs. [For the corresponding grantee submission, see ED609699.]
Metaphors of &quot;Reading&quot; and &quot;Teaching Reading&quot;: Adult and College Educators&apos; Readerly and Teacherly Identities
Author: Shaw, Donita
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Instruction,Developmental Studies Programs,Reading Teachers,Teaching Methods,Teacher Attitudes,Reading Attitudes,Figurative Language,Elementary Secondary Education

The purpose of this study was to explore possible implicit models of reading that drive curriculum and instruction in adult and postsecondary developmental reading contexts. This qualitative investigation explored faculty conceptualizations of reading via linguistic metaphors. Forty-six reading education professionals completed an online survey that gave two options for describing &quot;Reading&quot; and &quot;Teaching Reading&quot;: create an elicited metaphor through an open-ended statement or choose from a prescribed list of metaphors. Using metaphor analysis procedures, we identified conceptual metaphor categories. Results indicated interesting differences within the conceptualizations of these participants' readerly identities compared to their teacherly identities.
Probing the Interface between Learning Theory and Practice in Adult Basic Education
Author: Demetrion, George
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Learning Theories,Theory Practice Relationship,Instructional Design,Adult Learning,Constructivism (Learning),Adult Literacy

This essay tracks and expands upon critical exchanges with graduate students in a course for adult educators, highlighting conflicting perspectives among participants on the relative value of theory in enhancing practice. An underlying focus of the course consisted of comparing constructivist and cognitive perspectives on learning theory and their relationship to corresponding models of instructional design. To gain further insight on the theory/practice dynamic, the essay also highlights Dewey's functional theory of learning underlying his pragmatic philosophy of inquiry. Participants &quot;implicitly&quot; embraced practitioner research frames of reference, drawing out the insider perspective--atopic &quot;explicitly&quot; discussed below--as an essential counterpoint to an outsider stance, that typically orients academic research. The essay calls for critical intermingling of research traditions to facilitate collaborative approaches to problem solving in adult basic education.
Making the Time: Relationships among the School Specialists
Author: Drew, Meredith
Date: 2021-00-00
Type: Journal Articles
Subjects: Specialists,Special Education Teachers,School Psychologists,School Social Workers,School Counselors,Cooperation,Barriers,Time,Scheduling,Role,Student Diversity,Student Needs,Special Needs Students,Preschool Education,Elementary Education,Urban Schools

This study examined the relationships among school specialists, specifically, special education teachers, Child Study Team members (school psychologists and school social workers), and school counselors, who provide support to students with specific learning needs and their families. By examining the relationship and level of collaboration among these professionals, this research provides further insight into the way schools are addressing the needs of a diverse student body. It was found that relationship barriers may be negatively impacting the work of these school specialists and ultimately affecting the students. Explored relationship barriers included time restrictions, scheduling conflicts, and role ambiguity. Recommendations for collaboration are discussed to support the development of these relationships.
Professor Slavin and the Development of Evidence-Based Education in China
Author: Yao, Jijun
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Evidence Based Practice,Foreign Countries,Teaching Methods,Educational Change,Faculty Development,College Students,Educational Research,Educational Development,Recognition (Achievement),Teacher Exchange Programs

In the new century, the quantity and quality of empirical education research in China have been greatly improved, and more people are paying attention to and engaging in evidence-based research and practice in education. In this context, Professor Robert Slavin, a well-known expert in evidence-based education at Johns Hopkins University in the United States, contributed greatly to the guidance and assistance to the development of evidence-based education in China. He clarified some vague understandings of Chinese scholars on the research and reform of evidence-based education, trained and instructed Chinese scholars and students, and built a platform for exchanges between Chinese and foreign scholars, which has played an inestimable role in promoting the development of evidence-based education in China.
Adult Education: A State Director&apos;s Perspective. &quot;Where Are We Now?&quot; &quot;Where Are We Headed?&quot; Forum: COVID-19 and the Future of Adult Education
Author: Miles, Trenia
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Adult Education,Educational Trends,Educational Change,Family Literacy,Workplace Learning,Correctional Education,High School Equivalency Programs,Student Centered Learning,Faculty Development,Partnerships in Education

The COVID-19 pandemic has caused increasing economic and physical vulnerability of many Americans. There has also been a surge in poverty, housing insecurity, food insecurity, long-term unemployment, and challenges with health care access and use. This first article in the forum examines how the field of adult education continues the pattern of evolving to meet the needs of its respective community and the nation. For example, family literacy classes are offered to help improve the economic outlook of families and assist parents in supporting their children's academic needs. Workplace classes provide an opportunity for employees to improve basic academic skills and increase work productivity on the job. Additionally, correctional education gives those in institutional settings a chance to earn their high school equivalency diploma so that, upon release, they can reenter society and increase their chances of obtaining a job. This article considers an approach that comprehensively fosters student-centered environments, provides professional development for teachers, promotes adult education, and builds and expands partnerships.
Success for All: Professor Slavin and the Improvement of Evidence-Based Schools and Its Enlightenment to China
Author: Zhou, Longjun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Improvement,Evidence Based Practice,Educational Change,Comparative Education

Success for All (SFA) is a school improvement project promoted by the team of Professor Robert Slavin of Johns Hopkins University. This paper reviewed the development process of SFA and analyzed its characteristics. By comparing with China's &quot;New Basic Education&quot; project, we summarized the reference value of SFA for China, and further discussed the possible path of China's evidence-based school improvement.
The Impact of Higher Education and Human Capital Quality on &quot;Local-Neighborhood&quot; Economic Growth
Author: Zhao, Ran
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Human Capital,Neighborhoods,Economic Development,Technological Advancement

Based on China's provincial panel data from 1990 to 2017 and the improved Lucas, Nelson &amp; Phelps model, the Spatial Dubin Model is used to test the spatial effects of higher education and human capital quality. The results showed that high-level human capital, characterized by higher education and urban labor income index, indirectly promoted local economic growth through technological innovation. There was also a &quot;local-neighborhood&quot; synergy effect. The neighborhood effect was manifested in that it affected the economic development of neighbors by promoting technological catch-up. After considering the quality factor, both the local and neighborhood effects were enhanced. From a regional perspective, higher education in the Yangtze River Delta, where the level of economic development is relatively high, was manifested as a spatial spillover effect of technological innovation and the neighborhood effect in the northeastern Bohai Rim and the Pearl River Delta was manifested as a technological catch-up.
Promoting a Traditional Home-School Partnership: A Teacher&apos;s Efforts to Involve Families in a Turkish Urban School
Author: Gedik, Serafettin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family School Relationship,Partnerships in Education,Urban Schools,Parent Teacher Cooperation,Teacher Role,Teacher Leadership,Literacy Education,Parent Attitudes,Middle School Teachers,Middle Schools,Grade 8,Test Preparation,School Culture

Despite the rhetoric, establishing effective home-school partnerships remains a puzzle for Turkish educators. Extant literature in Turkey provides some guidance, but these studies focus heavily on problematic cases and merely request educators' and parents' perceptions about existing problems. The current study focuses on an exemplary literacy teacher (&quot;Mr. Kara&quot;) in an urban public school who was recognized for implementing an effective partnership program with the parents of his counseling classroom1 (8-E) and examines what Kara and the 8-E parents were able to achieve. Findings of this case study reinforce the importance of educators' leadership and their values, dispositions, and practices, as they were displayed by educators in promoting or disabling positive relationships with parents. Findings showed that 8-E parents were previously avoiding home-school partnerships because of their negative partnership experiences in schools. This one teacher was able to change about 75% of the parents' negative preconceptions by his proactive leadership. In this case, Kara believed in all the parents, viewed them as dedicated advocates for their children's education, and built on the parents' care for their children. He took responsibility for establishing a positive partnership and strategically fought parents' negative preconceptions about schools and educators.
Does Training Predict Second-Grade Teachers&apos; Use of Student Data for Decision-Making in Reading and Mathematics?
Author: Filderman, Marissa J.
Date: 2021-09-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Teachers,Mathematics Instruction,Learning Analytics,Longitudinal Studies,Surveys,Elementary School Students,Pedagogical Content Knowledge,Outcomes of Education,Reading Instruction,Benchmarking,Faculty Development,Prediction,Intervention,Student Placement,Data Use,Correlation

Although national legislation and policy call for the use of student assessment data to support instruction, evidence suggests that teachers lack the knowledge and skills required to effectively use data. Previous studies have demonstrated the potential of training for increasing immediate teacher outcomes (i.e., knowledge, skills, and beliefs), yet research is still needed that investigates whether these immediate learning outcomes correspond to improved practices in reading and math instruction. Using the Early Childhood Longitudinal Survey: Kindergarten (2011), the present study sought to investigate whether data-focused training predicted teacher use of data for four prevalent decision-making outcomes: monitor progress on specific skills, identify skill deficits, monitor overall progress of students performing below benchmark, and determine placement in instructional tiers. Results indicate that professional development to use data to identify struggling learners and coursework focused on the use of assessment to select interventions and supports significantly predicted teachers' frequent use of data across key decision-making dimensions in reading instruction. Results for math instruction differ in that more frequent data use was not consistent across outcomes, more training sessions were needed, and professional development to use data to guide instruction significantly predicted use of data to monitor students who performed below benchmark.
The COVID-19 Pandemic from an Adult Literacy Practitioner-Scholar Perspective: &quot;Where We Were,&quot; &quot;Where We Are,&quot; &quot;and Where We Should Be Going.&quot; Forum: COVID-19 and the Future of Adult Education
Author: Lotas, Sasha V.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Adult Literacy,Adult Education,Distance Education,Educational Change,Blended Learning,Access to Computers,Internet,Integrated Learning Systems,Student Personnel Services

Founded in 1985, the Academy of Hope (AoH) Adult Public Charter School, an adult education and workforce development program in Washington, D.C., had to abruptly shift to a full distance learning model due to the pandemic. This suddenness necessitated a huge teaching and learning cultural shift: In only one week, AoH transitioned from an in-classroom learning environment augmented by digital learning tools to a remote learning environment reliant on digital learning tools. Understanding that adult learners could not afford to put their education or career training on hold for the duration of the pandemic, the transition to distance learning was swift and expansive. AoH converted 44 in-person classes into both analog and digital remote classes. The transition was also extremely challenging. Like many other adult literacy programs in the nation, one of the greatest challenges was learners' lack of access to devices and broadband (Belzer et al., 2020). The forum's second article is a reflection of Sasha V. Lotas, an adult literacy practitioner-scholar at AoH. She was deeply involved in the sudden orchestration of &quot;lockdown&quot; virtual schooling for adults, as well as struggled with negotiating the tension of conflicting paradigms in adult literacy education, such as the tension between a Freirian-based model and a workforce-readiness model (Demetrion, 2013). [For the first article in the series, &quot;Adult Education: A State Director's Perspective. &quot;Where Are We Now?&quot; &quot;Where Are We Headed?&quot; see EJ1304813.]
Psychometric Assessment of Young Visitors at the National Museum of Malaysia
Author: Mahphoth, Mohd Halim
Date: 2021-04-00
Type: Journal Articles
Subjects: Psychometrics,Museums,Foreign Countries,Learning Activities,Outcomes of Education,Satisfaction,Experience,Motivation,Item Response Theory

Museums have become an important institution for learning activities especially for young visitors as it provides significant function towards educational benefits and knowledge enrichment. The actual outcomes from learning experience need to be encountered in order to indicate satisfying experience level from museum visiting. However, the assessment of satisfying experience on museum visit is entirely lacking in the existing literatures. Therefore, this study proposes a set of assessment for young visitors in order to evaluate their satisfying experiences in museum. The items were adapted and developed from the concept of satisfying experiences established by museum practitioners. This paper aims to present evidence in order to show the validity of the survey data and the instrument meets the requirements of specific measurements as determined by Rasch model. It is hoped that the assessment of satisfying experience will benefit researchers as well as practitioners and educators in managing the quality of young visitors experience in museum. The literature also intends to add to the body of knowledge in museum context.
Primary School Teachers&apos; Practices of Collaborating with Parents on Upbringing
Author: Stroetinga, Mirjam
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Parent Teacher Cooperation,Child Rearing,Foreign Countries,Child Development,Teacher Role,Parent Role,Teacher Attitudes,Parenting Styles,Interpersonal Relationship,Teacher Behavior,Power Structure

This study addresses teachers' practices of collaborating with parents on upbringing. It was inspired by the understanding that teachers contribute to upbringing in their day-to-day interaction with students and by the renewed interest in the upbringing-related goals of education in Western societies. The study aimed to learn more about the topic and collaboration practices that emerge from primary school teachers' narratives about collaborating with parents on upbringing. Teachers' practices of collaborating with parents on upbringing are under-researched, and the topic is not often taught in teacher education. Narratives of 34 teachers about practices of collaborating with parents on upbringing were collected in the Netherlands through the method of letter writing. The narratives show a variety of topics: the interwovenness of care, upbringing, and teaching in teachers' practices and views; and a school-focused approach to upbringing goals in education. In this research, three characteristics of teachers' collaboration practices on upbringing were distinguished: (1) teacher--parent equality; (2) a reflective attitude; and (3) commitment to parents. The results show that practices of &quot;collaboration,&quot; &quot;limited collaboration,&quot; and &quot;no collaboration&quot; can be distinguished. Consequences for teacher education are discussed.
Establishing a Reading Mindset Measure: A Validation Study
Author: Tock, Jamie L.
Date: 2021-09-00
Type: Journal Articles
Subjects: Reading Attitudes,Attitude Measures,Test Construction,Test Validity,Psychometrics,Elementary School Students,Reading Comprehension,Predictor Variables,Grade 4

Much attention has been given to the development and validation of measures of growth mindset and its impact on learning, but the previous work has largely been focused on general measures of growth mindset. This research was focused on establishing the psychometric properties of a reading mindset (RM) measure among a sample of upper elementary school students and validating the measure through its relations with standardized measures of word reading and comprehension. The RM measure was developed to capture student's beliefs about their ability, learning goals, and effort during reading. Item response theory was used to select items that optimally measured the RM measure from a pool of existing items from previous research. The final five-item RM measure predicted reading comprehension outcomes above and beyond the effects of word reading, indicating that this measure may be an important tool for diagnosing noncognitive areas of improvement for developing readers. The implications, limitations, and future directions for expanding upon the measure were discussed.
Rules without Relationships Lead to Rebellion: Secondary Teachers and School Belonging
Author: Booker, Keonya
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,High School Teachers,Teacher Student Relationship,Classroom Environment,Caring,Behavior Modification,Classroom Techniques,Barriers,Standards,High School Students,Teacher Behavior,Teacher Expectations of Students

School belonging encompasses many complex psychosocial and interpersonal components in the classroom. Teacher-student relationships are the cornerstone of school belonging and can predict student success in the secondary grades. In this qualitative study, interviews with nine high school teachers provided insight into how they viewed their role in creating a sense of classroom community and making sustained connections with their students. Findings indicated that teachers who demonstrated high levels of caring and were consistent in their approach to behavior management reported a stronger bond in the classroom. Teachers also reported challenges to establishing belongingness, the implications of which are discussed.