ethanporcaro/eric-fulltext-meta huggingface dataset:
Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key
Author: Verástegui Martínez, Macarena
Date: 2023-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Teacher Collaboration,Teaching Experience,Foreign Countries,Teaching Models,Elementary School Teachers,Secondary School Teachers,Special Education Teachers,Early Childhood Teachers,Teacher Attitudes

Models for understanding teacher knowledge do not consider the possibility of teachers themselves generating it. The model of Verástegui and Úbeda (2022) has developed in response to the need to overcome this limitation, which it does by including teacher agency as a key element for understanding teacher knowledge. The aim of this research is to define the degree of operationalisation of the Systemic Model of Educational Teacher Knowledge, using a qualitative methodology comprising discourse analysis of a semi-structured interview and focus groups with a total of 25 teachers. The main findings show that the model is comprehensible to teachers, it partially approximates their experience, and it incorporates new elements for understanding the nature of the concept. Consequently, this research makes it possible to overcome some dichotomies in the conceptualization of educational teacher knowledge and incorporate collaborative dynamics into its comprehension and generation. Finally, updates to the model are suggested, highlighting the inclusion of three elements of pedagogical content knowledge -- personal, enacted, and collective -- and new research lines are proposed to validate its capacity for researching the object of study.
A Revised Curriculum Framework for Emergency Remote Education: Lessons from Parents&apos; Perspectives of K-12 Online Remote Instruction during COVID-19
Author: Lei, Jing
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Parent Attitudes,Online Courses,Distance Education,Learner Engagement,Barriers,Curriculum Design,Parent Participation,Educational Technology,Intervention,Blended Learning,Teacher Role,Interpersonal Relationship,Health,Technological Literacy,Social Support Groups,Teacher Attitudes

Much research has been conducted to examine K-12 online/hybrid learning during the COVID-19 global pandemic, however, little research has studied this unique educational situation from the parents' perspective. Using Schwab's Traditional Curriculum Design Framework, this study examined the four common places (students, teachers, curriculum, and Milieu) of education for K-12 students' emergency remote education (ERE) based on parent's input. By qualitatively analysing 662 comments from parents and guardians during Fall 2020 semester, this study identified causes to students' engagement issues, teachers' online pedagogical challenges, parents' curriculum concerns, and technological barriers during the ERE. We propose a revised Schwab's traditional Curriculum Design Framework that encourages a more comprehensive and in-depth analysis of the ERE Milieu of teaching and learning. The revised framework emphasizes strong school leadership in preparing for the ERE, involving critical stakeholders particularly parents and guardians in the overall process, and providing various support and technology resources to address challenges from technological, pedagogical, social and other aspects that emerge in ERE situations. Lessons learned from this study will have meaningful implications for remote/hybrid learning in general and for future emergency situations in particular.
Preservice Language Teachers&apos; Identity Construction during COVID-19: Positioning Analysis of Online Practicum Experience
Author: Altinsoy, Ertan
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Identity,Language Teachers,COVID-19,Pandemics,Practicums,Teacher Education Programs,State Universities,Teaching Methods,Diaries,Student Attitudes,Foreign Countries,Teacher Supervision,English (Second Language),Second Language Learning,Second Language Instruction,Distance Education

This study investigates the identity construction and negotiation of four preservice English language teachers enrolled at a state university in Turkey during COVID-19 lock down within the theoretical framework of positioning theory and explores their digitalised practicum experience. The data collected through learning journals written by each participant about their clinical experience on a weekly basis, online semistructured interviews conducted with each teacher candidate at the end of their practicum period and the researcher's observations of participants' teaching practices was subjected to qualitative data analysis with Atlas.Ti software to analyse it systematically. The findings revealed that the participants constructed multiple reflexive positional identities some of which contradicted with their teaching practices. It was also observed that the participants distanced themselves from their mentor teacher while claiming interactive positional identities which was associated with their personal interpretative framework. The study further provided findings about the relational aspect of positioning theory especially when the participants were attaching positional identities for their supervisor.
Exploring Assessment Approaches of STEM Learning in Extended Reality Environments
Author: Chen, Xiaojun
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Evaluation Methods,Computer Simulation,Educational Environment,Educational Assessment

This paper explores assessment approaches within the unique context of Extended Reality (XR) learning environments, which offer immersive and contextualized experiences. Focusing on STEM disciplines, the paper presents four distinctive XR-based assessment cases, exploring the discipline, context, purpose, and results of each. These insights aim to contribute to a richer understanding of learning assessment in XR environments and provide direction for future assessment designs in this emerging field.
A Survey of Instructional Experience of Faculty in Teacher Preparation Programs during the COVID-19 Pandemic
Author: Quinn, Robert J.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Education Programs,College Faculty,Distance Education,Online Courses,School Closing,Teacher Attitudes,Technological Literacy,Teacher Competencies

&quot;In the spring of 2020, educational professionals rushed to suddenly and unexpectedly shift to remote teaching in light of the COVID-19 pandemic&quot; (Boltz, Yadav, Dillman &amp; Robertson, 2021). During this time, &quot;Schools and universities had to quickly adapt to a distance learning model….&quot; (Stevens, Stevens, &amp; Grady, 2021) as &quot;…professors everywhere scrambled to implement some version of their class in an online format&quot; (Baker &amp; Dannatt, 2020). This study provides an analysis of self-reported survey data gathered from college instructors tasked with preparing preservice teachers or developing in-service teachers, who were forced to transition to online delivery of their courses.
Understanding Racial Trauma: Implications for Professional Counselors
Author: Wright, Warren
Date: 2023-00-00
Type: Journal Articles
Subjects: Trauma,Race,Counselors,Posttraumatic Stress Disorder,Stress Variables,Mental Health,Blacks,African Americans,Minority Groups,Indigenous Populations

Racial trauma has become a common topic of discussion in professional counseling. This concept is also known as race-based traumatic stress, and it addresses how racially motivated incidents impede emotional and mental health for Black, Indigenous, and people of color (BIPOC). Research about this topic and strategies to reduce its impact are substantial in the field of psychology. However, little research about racial trauma has been published in the counseling literature. The intent of this paper is to provide an in-depth perspective of racial trauma and its impact on BIPOC to enhance professional counselors' understanding. Strategies for professional counselors to integrate into their clinical practice are provided. In addition, implications for counselor supervisors and educators are also provided.
Perceptions and Experiences of School Counselor Trainees on Self-Care Grounded in Mindfulness and Social-Emotional Learning
Author: Mi Choi, Kyoung
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Experience,Counselor Training,School Counseling,Self Management,Caring,Metacognition,Social Emotional Learning,Graduate Students,Summer Programs,Advocacy,Altruism

This study, using a transcendental phenomenological approach, explored the perceptions and experiences of school counselor trainees participating in a self-care course grounded in mindfulness and social--emotional learning. Seven students who enrolled in a master's-level school counseling program and completed a summer self-care course shared their experiences, leading to the identification of five key themes: (a) recognizing the importance and need for self-care, (b) cultivating a nonjudgmental mindset toward challenging emotions, (c) integrating self-care into both personal and professional settings, (d) an increase in compassion and empowerment, and (e) a commitment to ongoing learning and advocacy. The school counselor trainees' narratives highlight the importance of self-care as a way to reclaim power within themselves and become change agents in their school communities.
Teen Dating Violence: Examining Counseling Students&apos; Responses to Gendered Vignettes
Author: Emelianchik-Key, Kelly
Date: 2023-00-00
Type: Journal Articles
Subjects: Dating (Social),Violence,Gender Differences,Adolescents,Counselor Role,Counseling Techniques,Counselor Training,College Students,Gender Bias,Counselors

Teen dating violence (TDV) is an ongoing epidemic in the United States. Subsequently, gender symmetry regarding the experience and perpetration of violence continues to be a prevalent debate in American society. TDV is a clinical concern that can impact clients' safety; therefore, counselors must be adequately trained and cognizant of any biases that may influence the assessment and treatment of survivors of abuse. We conducted a qualitative research study using case vignettes to explore how counseling students conceptualize and propose treatment of TDV with male and female clients. Six overarching categories and 19 corresponding themes emerged, with gender bias as the most notable finding of the study. We conclude by discussing the implications for counseling and providing recommendations for educational standards and best practices to reduce gender bias and promote more inclusive treatment.
Indigenous Knowledge Sharing and Botanical Literacies in Early Childhood Education
Author: Beasley, Kimberly
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Sustainability,Indigenous Knowledge,Plants (Botany),Natural Resources,Knowledge Level,Indigenous Populations

This study contributes to the research in Early Childhood Education for Sustainability (ECEfS) by exploring a case study of two Western Australian early childhood education classes who welcomed an Indigenous Elder to share their expertise about the native plants in the schools' bush space. The findings from this study demonstrate the impact Indigenous perspectives had on teacher's and children's relationship with the bush and the development of their botanical literacies. Indigenous peoples in Australia, and across the world have botanical practices that have existed for tens of thousands of years. This study acknowledges botany as a settler colonial practice and contemplates changes to botanical practices and pedagogies that include Indigenous ways of knowing, being and doing.
Journey to Reconceptualization of Children in Nature: Going beyond the Fences
Author: McMichael, Michelle
Date: 2023-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Environmental Education,Forestry,Indigenous Knowledge,Place Based Education,Indigenous Populations,Epistemology

Forest school and nature-based pedagogy have grown in popularity in recent years. Previously, I examined the perspectives of parents who chose to enrol their children within these programs to learn and understand why. As I furthered my studies, I became concerned about how these forest and nature schools connect to Indigenous ways of knowing, teaching, and learning, as many claim. I wanted to examine how Forest school pedagogy and Indigenous perspectives of education may connect or not, and how these land-based pedagogies intertwine with Indigenous perspectives of land as first teacher. This work is a storying of my educational journey about land-based pedagogy, environmental education for children and how children are viewed within nature. The aim of this story is to ask what might happen when Forest pedagogies, Indigenous peoples, and their epistemologies and ontologies are assembled? The secondary purpose is to ignite pedagogical conversations amongst educators and inform about Forest School programs and how they connect to Indigenous perspectives or do not connect at all.
The Effect of Interdisciplinary and Sensory-Based Programs on Preschool Children&apos;s Acquisition of the Concepts of Living and Non-Living Things
Author: Cappellaro, Evren
Date: 2023-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Multisensory Learning,Preschool Children,Concept Formation,Biology,Instructional Effectiveness,Foreign Countries

Children's understanding of living and non-living concepts is usually interpreted by a child's degree of cognitive development. However, many studies with a different methodology include biological characteristics demonstrating that young children can distinguish between living and non-living. This research aims to examine the effect of the interdisciplinary and sensory-based education program prepared for preschool children on acquiring living and non-living concepts. A mixed method design was used, involving pre-test and post-test. Seventy-eight children, including 38 in the experimental group and 40 in the control group, participated. An education program was developed and applied to the experimental group for eight weeks. A designed questionnaire was used to collect data. According to the results, a significant difference (p &lt; 0.05) existed between the pre-test and post-test of the experimental group scores of plant and non-living categories, but in the animal category, no significant difference (p &gt; 0.05) was evident. In the scores of the human category, only five-year-old children's scores were found statistically significant (p &lt; 0.05). The children with interdisciplinary sensory-based education explained the living and non-living things primarily through biological characteristics (growth, nutrition, and breathing). These differences were not observed in the control group expressions.
Early Childhood Care and Education in Botswana: Implications for Access and Quality
Author: Pillar, Lebogang J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Child Care,Access to Education,Educational Quality,Teacher Attitudes,Administrator Attitudes,Barriers,Educational Resources,Program Implementation,Educational Policy,Public Schools,Inclusion,Teacher Education,Student Evaluation,Educational Facilities

Background: The value of Early Childhood Care and Education (ECCE) is recognised as beneficial to the child and society. Research evidence on pre-primary ECCE access and quality in Sub-Saharan Africa is scarce. Aim: The aim of this article is to examine Botswana's pre-primary school programme in enhancing accessibility and quality of ECCE provision. Setting: The study was conducted in 12 of the 24 primary schools implementing the pre-primary programme in a Gaborone sub-region. Methods: Adaptations of the Levesque Access Framework and Woodhead Quality Framework were applied to this qualitative research study. Using semi-structured interviews, 11 pre-primary teachers, 5 school heads or Heads of Department, and 3 Principal Education Officers (PEO) were interviewed, and the data collected was analysed thematically. Results: The findings suggest that the main barriers to the effective pre-primary programme rollout are supply-side and systemic. These barriers represent the public institutional environment (e.g. funding, inter-governmental co-ordination), policy design (e.g. the physical infrastructure delivery model, administrative barriers, enrolment policy), and programme implementation (enrolment practices, teaching personnel, learning materials, and assessment of learners). Conclusion: Although over 600 public schools have implemented the pre-primary programme, meeting the objectives of universal access, equitability, inclusivity, and quality remains a challenge in Botswana, as in many other African countries. Contribution: The findings offer research frameworks and evidence for understanding pre-primary ECCE accessibility and quality. Further, the research has policy, programmatic, and practice-based implications for pre-primary educators and policymakers.
Normal Ranges for Proprioceptive Tasks in 6-Year-Old Children in Mangaung
Author: Bonafede, Carmen
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychomotor Skills,Performance Tests,Norms,Elementary School Students

Background: A well-developed proprioceptive system is essential for motor control, muscle tone and voluntary movements. Sound proprioceptive development of young children can positively influence their motor abilities, while adequate movement abilities consequently form a strong foundation for young children entering the formal school setting. Aim: This study aimed to establish normal ranges for proprioceptive tasks in 6-year-old children. Setting: This study was conducted in the Mangaung, Motheo district, including 10 schools from five different quintiles. Methods: One hundred and ninety-three, 6-year-old participants (mean: 6.46, SD 0.27 years) were included in the study, of which 97 (50.3%) were boys and 96 (49.7%) were girls. Five field-appropriate tasks were identified to establish participants' proprioceptive abilities. Statistical analysis was largely descriptive of nature, and normal ranges were established based on the interquintile range of each task, which represented the middle 50% of data (between the 25th and 75th percentiles). Results: Normal ranges were identified as follows: 6-10 successful repetitions for the Angels-in-the-snow task; 22-30 s for the Rhomberg task; two to three successful repetitions per arm for the finger-to-nose task; two to four successful repetitions for the shoulder-level-arm raise (both arms and preferred arm), one to four successful repetitions for the shoulder-level-arm raise (non-preferred arm) and correct identification during the force perception task. Conclusion: Most tasks had a ceiling effect, and thus it is necessary for practitioners to use these established normal ranges of proprioceptive tasks for 6-year-olds to identify children with proprioceptive difficulties. Contribution: Proprioceptive difficulties of 6-year-olds can be identified using the normal ranges established.
Perspectives in Eye-Tracking Technology for Applications in Education
Author: da Silva Soares, Raimundo, Jr.
Date: 2023-00-00
Type: Journal Articles
Subjects: Eye Movements,Mathematics Education,Difficulty Level,Neurosciences,Thinking Skills,Brain Hemisphere Functions,Measurement,Cognitive Processes,Task Analysis,Teaching Methods,Learning Processes,Mathematics Instruction,Intervention,Independent Study,Metacognition,Foreign Countries,Video Technology

Background: Many students struggle with mathematics difficulties, such as arithmetic problem-solving, intuitive geometry concepts and learning disabilities. Currently, there is an increasingly interesting in applying neuroscientific research paradigms to elucidate mathematical thinking and neural mechanisms that underlie academic achievement. On this matter, eye-tracking technology has been a valuable option for educational research. It provides a non-invasive and real-time measurement of participants' eye movements and pupil sizes during cognitive tasks. Moreover, the eye-tracker device is portable, allowing more ecological educational experimentations. Aim: Our main goals are to provide an overview and different opportunities for educational eye-tracking research to investigate mathematical thinking at schools. Setting: This study was conducted in Sao Bernardo do Campo, Sao Paulo, Brazil. Methods: This is a perspective article that briefly introduces the eye-tracking technique and describes its possible use in educational research. Results: We present the popular measures and the trends of this technology that could enable educational practitioners and scientists to apply the eye-tracking system to benefit teaching and learning mathematics in naturalistic research. Conclusion: The eye-tracking provides insights for innovative approaches to promote evidence-based practices and new interventions through self-directed learning and metacognition skills that could be helpful in mathematics education. Contribution: This article provides insight into eye-tracking system utility in educational research regarding the mathematics teaching-learning process.
Student Teachers&apos; Preparedness to Raise Awareness about Bullying among Grade R Learners
Author: Mawila, Daphney
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Teacher Role,Preservice Teacher Education,Preservice Teachers,Consciousness Raising,Readiness,Teacher Competencies,Early Childhood Education,Teacher Education Programs

Background: The prevalence of bullying in South African schools is alarming, and it affects everyone, including children in early childhood development. Teachers have a critical role in raising awareness about bullying to minimise its effects. This implies that student teachers need to be prepared to raise awareness about bullying. Aim: This study aimed to establish the preparedness of university student teachers to raise awareness about bullying among Grade R learners. Setting: Using a qualitative approach anchored in a phenomenological design, data were gathered from a university in Johannesburg, South Africa. Methods: Purposeful sampling was used to sample 25 second-year Bachelor of Education (BEd) Foundation Phase student teachers. In groups of five, students were required to facilitate an antibullying campaign to raise awareness about bullying among Grade R learners. Individually, the student teachers wrote reflective essays on their perceptions of their preparedness to raise awareness about bullying. Data were analysed thematically in line with Braun and Clarke's steps of data analysis. Results: The study's results revealed that student teachers were not prepared to raise awareness about bullying because of the use of inappropriate activities, poor classroom management, poor planning and discord in students' groups. Conclusion: To ensure that student teachers are prepared to raise awareness about bullying, this study concludes that higher tertiary institutions should strengthen their training in raising awareness of bullying for student teachers. Contribution: The study contributes to the body of knowledge on student teachers' preparedness to raise awareness about bullying in schools.