ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Australian Special Educators: Courses and Content
Author: Stephenson, Jennifer
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Special Education,Graduate Students,Inclusion,Content Analysis,Pedagogical Content Knowledge,Knowledge Level,Program Content,Institutional Characteristics,Alignment (Education)

The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit teaching strategies and instruction in literacy and numeracy, was absent from over half the courses. The implications of these findings are discussed in the context of the limitations necessarily imposed by the inclusion of only publicly available online information.
Teacher Educators&apos; Perceptions of Schoolteacher Feedback Literacy: Implications for Feedback Training in Teacher Education Programmes
Author: Zhan, Ying
Date: 2022-10-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Feedback (Response),Literacy,Foreign Countries,Pedagogical Content Knowledge,Teacher Education Programs,Teacher Competencies

Few studies have empirically explored the specific elements of schoolteachers' feedback literacy in spite of its crucial role in supporting student learning in classrooms. To address this research gap, individual interviews were conducted with 20 teacher educators in Hong Kong. The interviewees were asked to explicate the mind maps of schoolteacher feedback literacy that they had previously drawn. Data analysis revealed that the participants perceived schoolteacher feedback literacy as a three-dimensional concept, comprising knowledge, competence and disposition with specifications. In addition, the participants believed that schoolteacher feedback literacy was gradually evolving from a qualified level to a fully professional level over time. In their views, understanding subject content knowledge and developing positive feedback dispositions were prerequisites for developing feedback competencies. The findings of this study enhance the understanding of schoolteacher feedback literacy from the perspective of teacher educators and offer guidance for providing effective feedback training in teacher education programmes.
Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies
Author: Hébert, Cristyne
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Assessment,Educational Policy,Summative Evaluation,Content Analysis,Policy Analysis,School Administration,Administrative Policy,Administrative Organization,Standards,Reliability,Validity,Stakeholders,Educational Principles,Equal Education,Student Evaluation

In Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school division administrative policies (n=24) to ascertain their alignment with contemporary assessment principles. Three principles--standards-based assessment, reliability and validity, and fairness and equity--and six sub-principles--ongoing/continuous, transparent/(involves) stakeholders, (excludes) extraneous/arbitrary factors, triangulation, differentiation, and inclusion--served as the focus of analysis, with particular attention given to how clearly and consistently principles were addressed.
Hosting Early Study Abroad Students in Ontario: Internationalization of Education Dynamics in Secondary Schooling
Author: Bell, Nancy
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Global Approach,Secondary Schools,Foreign Students,Secondary School Students,Educational Policy,Policy Analysis,Student Recruitment,Well Being,Second Language Instruction,English Language Learners,Acculturation

This study illuminates the current policy and practice dynamics and tensions of school internationalization in the province of Ontario generated by the increasing presence of international students at the secondary school level, identified as early study abroad (ESA) students. It conducts a comparative thematic analysis of a set of interviews with school- and board-level stakeholders of internationalization alongside a critical policy analysis of a key provincial policy text. We find that ESA-based internationalization is largely run out of internationalization offices resourced to focus on student recruitment and administrative support, with oversight of homestay and custodianship being significant components. The more idealistic visions of school internationalization emphasized in provincial policy and some school discourse occur in a more reactive fashion. On-the-ground &quot;educational&quot; support of these newcomer ESA students is shouldered by schools and educators within their existing and limited capacities, while the &quot;intercultural&quot; dimensions and benefits remain largely aspirational.
Teacher Educators: A Bibliometric Mapping of an Emerging Research Area
Author: Hangul, Tugba
Date: 2022-10-00
Type: Journal Articles
Subjects: Teacher Educators,Educational Research,Bibliometrics,Educational Trends,Foreign Countries,Networks,Periodicals,Professional Development,Professional Identity,Educational Practices,Productivity

There has been increasing research attention on teacher educators in recent years; however, the dynamics of this research area have not been examined through bibliometric analysis of the relevant studies. This study aimed to perform a systematic mapping of the trends in research studies on teacher educators through the bibliometric data obtained from the Web of Science database. The bibliometric analysis led to four substantial findings: (1) research on teacher educators is an emerging field of educational studies that have experienced a progressive increase since the 2000s; (2) scientific publications in this field are produced by a small group of researchers from the USA, Australia, Canada, several European, and few Asian countries through collaborative research networks; (3) research on teacher educators is primarily spread in general teacher education journals; (4) the main topics regarding teacher educator research area are: professional development, professional identity, works, and practices.
Using Formative Assessment to Build Coherence between Educational Policy and Classroom Practice: A Case Study Using Inquiry in Science
Author: Cirkony, Connie
Date: 2022-10-00
Type: Journal Articles
Subjects: Formative Evaluation,Inquiry,Evaluation Methods,Scoring Rubrics,STEM Education,Science Instruction,Educational Policy,Student Evaluation,Teaching Methods

In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policymakers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers' confidence to implement the change in their classrooms and we claim this same principle may apply to the development of rubrics in other disciplines, which can easily be incorporated by researchers into professional learning programs.
Reimagining Research Courses for Scholar Practitioners: Rejecting Methodological Binaries
Author: Hooser, Angela
Date: 2023-00-00
Type: Journal Articles
Subjects: Research Methodology,Student Research,Doctoral Students,Doctoral Dissertations,Teacher Education Programs,Curriculum Design,Doctoral Programs

This essay shares the ongoing efforts of faculty in one EdD program to embrace applied research methodologies and the shifts made in research coursework to support our doctoral candidates as they explore problems of practice. Framed by third space theory, our redesign work is positioned as the lived experience through which we were able to reflect on and change the traditional space of our advanced qualitative and quantitative method courses. We share our journey from conceptualization to teaching what began, but did not conclude, as two distinct courses including the challenges, successes, and subsequent strategies used in our teaching and development. We reflect on the tensions that arose from our preexisting beliefs about research and the needs articulated by our candidates as well as our navigation of those needs.
Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape
Author: Bozkurt, Aras
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Technology Uses in Education,Affordances,Teacher Role,Natural Language Processing,Futures (of Society),Distance Education,Individualized Instruction,Cooperative Learning,Educational Benefits,Fiction,Personal Narratives,Educational Practices,Foreign Countries

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
Rigor and Relevance in Research Methods: Reflections from a Professor and Alumni of an Online EdD Program
Author: Borkoski, Carey
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Research Methodology,Online Courses,Training,Graduate School Faculty,Teacher Attitudes,Alumni,Doctoral Dissertations,Synchronous Communication,Asynchronous Communication,Curriculum Design

EdD students represent diverse individuals with established professional identities who enroll in doctoral programs seeking relevant, useable content. Instructors and program directors must find ways to incorporate rigor and relevance into the readings, assessments, and training for EdD students. This essay explores the evolution of research methods courses in an online education doctoral program. Hochbein and Perry (2013) noted that &quot;research training need not be diluted, but rather tailored to the specific needs of scholarly practitioners&quot; (p.182). Our narrative integrates the unique perspectives of a former EdD research methods faculty member and two recent alumni to describe one program's efforts to maintain the rigor of doctoral research methods courses and better align student experiences to their needs and professional context. Relying on research literature and experiential evidence, we offer a rich recounting of a rationale for change and how these adjustments contributed to scholarly practitioner training and research journeys. The essay identifies requisite knowledge of scholarly practitioners and describes the integration of learning opportunities across the courses.
Age, Period, and Cohort Effects on Adult Literacy Skills in the United States
Author: Yamashita, Takashi
Date: 2023-00-00
Type: Journal Articles
Subjects: Adult Literacy,Human Capital,Surveys,Adults,Comparative Analysis,Adult Education,Age Differences,Cohort Analysis

Adult literacy skills are critical assets of individuals as well as societies in terms of economic (e.g., human capital) and social well-being. Thus, it is important to monitor the long-term trends and sources of skill gain/loss. Yet, temporal sources of adult literacy skill variation are understudied. The current study analyzed three comparable, nationally representative datasets including the 1994 International Adult Literacy Survey; the 2003 International Adult Literacy and Life Skills Survey; and the 2012/2014/2017 Program for the International Assessment of Adult Competencies. Results from the age-period-cohort hierarchical cross-classified random effects model showed significant variation in adult literacy skills across cohorts (1930-1995) and time periods (1994-2017). Possible implications for adult education policies and future research needs were evaluated.
An Intelligent Tutoring System for Adult Literacy Learners: Lessons for Practitioners
Author: Greenberg, Daphne
Date: 2023-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Adult Students,Adult Basic Education,Reading Comprehension,Educational Technology,Technology Uses in Education,Adult Literacy,Reading Skills,Reading Instruction,Electronic Learning

This article is written by two researchers and a teacher involved with the development and implementation of a web-based intelligent tutoring system for adults reading at elementary levels. A description of the tool is provided, followed by some of the challenges faced in designing, developing, and using the tool in adult literacy classrooms.
Community-Based Adult Learning: A Scottish Case Study in the Time of COVID-19
Author: Tett, Lyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Adult Education,Community Education,Foreign Countries,COVID-19,Pandemics,Educational Finance,Value Judgment,Well Being,Disadvantaged,Critical Theory,Adult Educators,Teacher Attitudes

Community-based adult learning (CBAL) focuses on improving the quality of life for the most disadvantaged and has a different ideology, methods, and curriculum from mainstream education. This Scottish case-study investigated the main changes that had impacted on CBAL provision in the preceding three years. These were: a reduction in funding for CBAL and its undervaluing by other professions; the impact of COVID-19 on learning and teaching; the importance of CBAL in promoting wellbeing. It is argued that these Scottish issues are similar in their impact to other Western countries; negatively because COVID-19 has exacerbated inequalities in the education available to the least advantaged, and positively in that CBAL practitioners have demonstrated the value of their work especially in addressing digital inequalities and mental health issues.
Health Literacy and COVID-19: Implications for the ABE/ASE Classroom
Author: Ogrodnick, Michelle Mavreles
Date: 2023-00-00
Type: Journal Articles
Subjects: Health,Multiple Literacies,COVID-19,Pandemics,Adult Education,Literacy,Low Achievement,Adults,Comprehension,Health Education,Self Efficacy,Knowledge Level,Public Health

This paper discusses the implications of health literacy during the COVID-19 pandemic for adults with lower literacy skills. It highlights the challenges faced by individuals in understanding complex health information and emphasizes the role of adult educators in providing trustworthy and comprehensible health information. Incorporating health literacy into adult education programs has shown positive impacts on students' self-efficacy and health knowledge. Overall, improving health literacy in the ABE classroom can empower individuals to make informed health decisions.
The Tension between Rigor and Relevance: Redesigning EdD Applied Research Methods Coursework within an R1 Institution
Author: Neumerski, Christine M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Standards,Superintendents,Administrator Education,Best Practices,Doctoral Programs,Educational Administration,Instructional Leadership,Program Descriptions,College Faculty,Educational Change,Program Design,Critical Thinking,Educational Research,Relevance (Education),Research Universities

This essay examines the tension between rigor and relevance in a newly designed EdD program in School System Leadership in a Research 1 institution. After a three-year redesign of this program that prepares students to become superintendents, our faculty continue to wrestle with questions around how to make methodology coursework meaningful, impactful, timely, and useful. This article examines the perspective of one of the EdD faculty leading the redesign of the program and concludes with lingering questions and tensions around best practices.
College Access through Youth-Led Afterschool Programming
Author: Chiu, Helen
Date: 2023-00-00
Type: Journal Articles
Subjects: Access to Education,Student Leadership,After School Programs,First Generation College Students,Minority Group Students,Intervention,Program Development,High School Students,Program Evaluation,College Preparation

College access and success programs, which typically take place during out-of-school time, range widely in their size, target demographics, and services offered. Although concerted funding and energy have been dedicated to college access programs, the field suffers from a significant research and practice gap. Studies have demonstrated that college access initiatives increase college matriculation rates, but little is known about the mechanisms that drive their success; even less is known about the effectiveness of community-based college access programs, despite their prevalence. This paper shows how a student-led college access program implemented by a community-based nonprofit served as an effective mechanism for preparing first-generation students for college success.
How Clean Is My Water? A Culturally Responsive, Project-Based Interdisciplinary Summer Camp
Author: Stevenson, Alma D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Water Quality,Culturally Relevant Education,Student Projects,Interdisciplinary Approach,Summer Programs,Camps,Minority Group Students,Nonprofit Organizations,Youth Programs,Rural Areas,Elementary School Students

During recent decades, educational reform in the U.S. has favored standards-driven curricula with the purpose of improving education. However, national assessments have not demonstrated significant improvements in educational outcomes, especially among economically disadvantaged and minoritized populations. To mitigate these outcomes, youth-serving organizations provide children from these populations with out-of-school time programs to enhance their academic and social skills. This study highlights the significance of programs offered by nonprofit organizations like the Boys &amp; Girls Clubs and the need to establish partnerships with universities to foster systematic collaboration. The program described in this article is a one-week summer science camp for students entering grades 4-7. The authors created an instructional unit that integrated literacy and mathematics into a science unit focused on water quality and related environmental issues, while also exploring student outcomes. The interdisciplinary project-based instructional unit focused on culturally responsive practices. Through these practices, students developed awareness of environmental issues and increased their understanding and use of scientific vocabulary related to water quality.
Promoting Mental Health Careers and Improving Mental Health Outcomes among Latinx Youth
Author: Underwood, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: Mental Health,Hispanic Americans,Health Promotion,Youth Programs,Culturally Relevant Education,Well Being,Access to Health Care,Knowledge Level,Bilingualism,Allied Health Personnel,Spanish Speaking,Recruitment,Training,Outreach Programs,Career Exploration,Intervention,Internship Programs,Community Involvement

Out-of-school time (OST) programs that work with historically marginalized youth, employ staff that match the demographics of participants, and are well connected to mental health resources are uniquely positioned to support participants to recognize the risks and assets linked to their mental health and well-being. Such programs can simultaneously address career readiness, exposing youth to mental health professionals and career pathways and thereby nurturing the future bilingual-bicultural mental health workforce. This article evaluates the Latino Service Providers (LSP) Youth Promotor Internship program, which was launched in response to the steady increase of the Latinx population in Sonoma County and an attendant concern for ongoing mental health disparities.
A Strategic Exploration of Bilingual Education Policy: An Interpretive Policy Analysis
Author: Strunc, Abbie
Date: 2023-00-00
Type: Journal Articles
Subjects: Bilingual Education,Educational Policy,Bilingualism,Language of Instruction,Educational Legislation,English (Second Language),English Language Learners,Spanish,Policy Analysis

Language diversity in the United States has always been part of its history, yet policy and funding have not always promoted bilingualism or multiculturalism. Throughout the history of bilingual education, administrators, politicians, and policymakers have changed their preferences and practices in response to trends and ideological shifts (Crawford, 2004). Even with a plethora of research regarding the benefits of bilingualism and biliteracy in support of bilingual education (Baker, 201; Camilleri, 1996; Fuh Suh, 2022; Goodman, &amp; Tastanbek, 2021; McCarty, 1980), the literature on bilingual policy exclusively focuses on the use of two languages as languages of instruction with the sole purpose of eventually transitioning fully to English. The purpose of this paper is to provide a strategic analysis of discourse on language policy.
More than a Test Score: Toward a More Balanced School Accountability System
Author: Leader, Joel A.
Date: 2023-00-00
Type: Journal Articles
Subjects: School Districts,Accountability,Alternative Assessment,Program Design,Stakeholders,Educational Cooperation,Educational Change,Educational Legislation,Federal Legislation,Elementary Secondary Education,Scores,High Stakes Tests,Credibility,Satisfaction,Holistic Approach

Using a zone of mediation framework, we explore how one school district designed a community-based accountability system (CBAS) reflecting community stakeholders' values, priorities, and goals. We collected rich data sets from a document analysis, focus group, and individual interviews. Our findings indicated a strong dissatisfaction with test-based accountability that led the district to engage its stakeholders in designing a CBAS using multiple achievement measures to report on district success. The importance of collaboration with other districts and leaders at the local, regional, and state levels also emerged. This study highlights the importance of stakeholder involvement, leadership, and collaboration when making equity-minded reforms and exemplifies how to engage in this work.