ethanporcaro/eric-fulltext-meta huggingface dataset:
An Integrative Interdisciplinary Pedagogy for Well-Being in a Catastrophic Era
Author: Schulz, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teaching Methods,Well Being,COVID-19,Pandemics,Literary Criticism,Physical Health,Mental Health,Psychological Patterns,College Students,Student Attitudes,Student Experience

How do we navigate fear of catastrophic change while also fostering a sense of well-being in our everyday? This question provides the lived context for the story this article tells about teaching a course on imagining well-being during the COVID-19 pandemic. Taking an integrative interdisciplinary approach that employs methods of literary analysis in conversation with phenomenological philosophy gives students insights into the necessary relationship between well-being and catastrophe that modernist discourses bypass. This approach thus underscores the limitations in disciplinary attempts to find objective measures to quantify well-being and, implicitly, to prescribe (physiological, psychological, political, or economic) methods for attaining it. Further, attending to the lived experiences of students as they encounter this integrative approach can give us insights into valuable resources that are not just material but existential. In the face of direct and immediate threats to our physical, psychological, and emotional well-being, diving into a shared exploration of loss, fear, and displacement invites students and faculty to show up increasingly in our full humanness, replete with contradiction, confusion, and ambiguity. This stance of not-knowing, as opposed to claiming to know and hence prescribing, may lend itself to new cognitive, emotional, and imaginative avenues for self-realization and connection, which are means to the experience of well-being.
Interdisciplinary Studies and Implementation Science: Clarifying the Concept of Fidelity
Author: Demers, Catrine
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Guidelines,Fidelity,Definitions,Language Usage,Research Reports,Models,Teamwork,Health Sciences,Evidence Based Practice,Principals,Boards of Education,Allied Health Personnel,Researchers,Nursing Education,Speech Language Pathology,Intervention,Integrity,Meetings,Program Implementation

As implementation scientists know well, evaluating fidelity is essential for researchers and practitioners when making sure they implement a plan as intended. However, the concept of fidelity remains unclear, given that various conceptualizations exist within and across disciplines. To help researchers and practitioners understand fidelity, a conceptual framework integrating definitions within and across disciplines is needed. The study we report on here aimed to review the many different terms for and definitions of fidelity to create such an integrated interdisciplinary conceptual framework. We performed a rigorous and structured literature review, known as a scoping review. The 77 documents included in this scoping review: (1) defined fidelity by the degree to which a plan is implemented as planned, and (2) discussed fidelity as a concept, definition, conceptualization, facet, dimension, conceptual framework, model, or theoretical model. We used techniques that will be familiar to interdisciplinarians to find the commonalities amid the differences, allowing us to propose an integrated framework for this sort of endeavor. The conceptual framework we propose includes consideration of levels, dimensions, and relationships between key terms in the reviewed literature. It also clarifies the concept of fidelity and provides details regarding reliable measures to evaluate it. This framework can be used by those in all disciplines seeking to assess fidelity. And we think it will be especially helpful to those working in interdisciplinary teams.
Examining Theories Which Support Online Learning: Ideas for a New Integrated Model
Author: Ceglie, Robert
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Web Based Instruction,Online Courses,Models,Technology Uses in Education,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Learning Theories

A number of quality theories have been utilized to provide a framework or background for studies of online learning and instruction. While many of these theories have been useful, several have been modified as new technologies have been invented and adopted in schools. This paper examines some of the most prominent theories of online learning and hypothesizes a new model which better integrates many of the most recent technologies and understandings of how people learn in online environments.
The Impact of Introducing Self-Regulated Learning Strategies in Online Graduate Studies
Author: Abernathy, Dixie
Date: 2020-00-00
Type: Journal Articles
Subjects: Independent Study,Learning Strategies,Electronic Learning,Graduate Students,Online Courses,Metacognition,Goal Orientation,Time Management,Educational Environment,Planning,Help Seeking,Self Evaluation (Individuals)

With the increased use of online teaching and learning at both the higher education level as well as in K-12 venues, practitioners and researchers alike actively seek better ways to ensure online success for all students. Factors such as technological prowess, classroom preparation, and self-motivation can all impact the mastery of objectives in the virtual learning environment, but there are other factors that hold promise in terms of helping online students to achieve. These strategies are ones that have been relevant to teaching and learning for quite a while in more traditional learning modalities. While students utilize these various strategies in varying degrees, might the simple knowledge that these strategies, known as Self-Regulated Learning Strategies (SRLS), help the online students, and specifically graduate students, with successful acquisition of learning objectives? In addressing this question and others, student perceptions were gathered as a part of a study on SRLS in the online graduate classroom. This article examines the results of that study and the implications moving forward.
Understanding Executive Function Deficits in Adolescent Students with Attention Deficit Hyperactivity Disorder
Author: Scott, Jay
Date: 2020-00-00
Type: Journal Articles
Subjects: Executive Function,Neurological Impairments,Adolescents,High School Students,Attention Deficit Hyperactivity Disorder,Males,Academic Achievement,Clinical Diagnosis,Intervention,Cognitive Style

The purpose of this case study was to determine specific academic and social deficits in executive functioning exhibited by students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The subject in the study was an eighteen-year-old male. Baseline data were gathered from researcher observations and teacher surveys. Self-evaluation surveys were implemented to determine how the subject perceived deficits in executive functioning in relation to his academic performance. This study shows that further research is needed in specific areas of executive functioning.
Pre-Service Educators and Professional Development on LGBTQ Youth in Higher Education
Author: Robinson, Corbin
Date: 2020-00-00
Type: Journal Articles
Subjects: LGBTQ People,At Risk Students,Social Bias,Teacher Competencies,Teacher Education Programs,Preservice Teacher Education,Social Justice,Equal Education

In order for lesbian, gay, bisexual, transgender, queer (LGBTQ) students to be fully included and affirmed in their schools, administrators need opportunities to learn about and recognize the need for a continuous process of interrupting the systematic exclusion and stigmatization of LGBTQ students in all arenas of school life: curriculum, social culture, policy, extracurricular activities, school ceremonies, and rituals (Payne &amp; Smith, 2017). Few teacher preparation programs in the United States include LGBTQ issues as required coursework for future teachers (Macgillivray &amp; Jennings, 2008) and no state requires LGBTQ multicultural competence to qualify for teacher certification. The importance of including LGBTQ in higher education programs (Goldstein, Russell, &amp; Daley, 2007; Kitchen &amp; Bellini, 2012; Taylor et al., 2009, 2011) are critical as many future teachers are not prepared to address LGBTQ youth. The opportunity for teacher candidates to understand how to incorporate anti-discrimination work in their teaching practice is a key component of school and education reform (Kearns, Mitton-Kukner &amp; Tompkins, 2014). Social justice policies and procedures exist in many school settings, but unless new teachers have the opportunity to explore and apply their grounded knowledge from professional development, these well-meaning policies are often neglected or ignored (Kearns, Mitton-Kukner &amp; Tompkins, 2014).
Community Mapping 2.0: Using Technology to Raise Community Awareness
Author: Sclafani, Chris
Date: 2022-01-00
Type: Journal Articles
Subjects: Maps,Teaching Methods,Literacy Education,Grade 3,Elementary School Students,Student Projects,Educational Technology,Technology Uses in Education

Community mapping can be an important tool for educators who aim to freely allow students to share their own connections and experiences. During community mapping, students identify areas within their own localities that matter to them, and engage in various literacy events centered on those places. Often, classes will study foreign lands and cultures during the course of a school year. While this is a wonderful learning opportunity, do they take the time to look deeper into their own personal neighborhoods and surroundings? This study uncovers the nuances of community mapping, as a group of third grade students work through the process together. Through their work, they were able to positively increase their local knowledge as well as gain a deeper understanding of the thoughts, ideas, and opinions of their classmates. While this case study addresses elementary school students, it is possible to perform variations of community mapping with students of all ages. For those who interested in implementing community mapping in their own classrooms, this study serves as a step-by-step guide.
Probation, Practitioners, and Pedagogy: Lessons Learned from Self-Study
Author: Schmid, David
Date: 2022-01-00
Type: Journal Articles
Subjects: College Faculty,Schools of Education,Academic Probation,Reflective Teaching,Self Evaluation (Individuals),Tenure,Teacher Student Relationship,Scholarship,Teacher Evaluation,Feedback (Response),Teaching Styles

The reward systems typically found in colleges and universities often serve as a barrier rather than a catalyst for improving teaching. As such, an increasing number of university faculty members are using their own classrooms as a site of inquiry and reflective practice (e.g. self-study) to concurrently advance their own research and teaching. This paper portrays a yearlong self-study of two former practitioners turned probationary faculty members within a college of education at a comprehensive regional university. Findings include tensions within relationships, the influence of our past positions, the engagement of students, and how scholarship requirements influence our professional lives. Finally, the authors suggest five reasons tenure-track faculty ought to consider participating in a self-study.
Factors Influencing Students&apos; Willingness to Communicate in Korean Elementary School EFL Classrooms
Author: Matuzas, Mark A.
Date: 2022-01-00
Type: Journal Articles
Subjects: Elementary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Action Research,Communication (Thought Transfer),After School Programs,Student Attitudes,Class Activities,Diaries,Classroom Communication,Familiarity,Teaching Methods,Learner Engagement,Student Placement,Educational Background,Foreign Countries

In this teacher-research study I examine factors influencing willingness to communicate (WTC) on 39 students, grades 1-6, enrolled in after-school English as a foreign language (EFL) classes in Korea. Quantitative data from student surveys, was analyzed to identify student perceptions of their comfort when engaged in various types of communicative classroom activities and to identify trends occurring across gender and grade levels. Qualitative data gathered from journals recorded after each day's lessons was coded to identify themes related to classroom WTC. Findings from these data sources were compared with observation records and self-reflection. Factors identified that influence student WTC included: familiarity with speaking tasks, class size and environment, and instruction appropriate for each student's proficiency level. I recommend that EFL teachers hoping to increase student engagement become familiar with their students' educational backgrounds, social interactions within their classroom, and actively take part in the assessment and placement of students.
The Inclusiveness of Mixed Ability Grouping in Johannesburg Primary Schools
Author: Hove, Nilford
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Foreign Countries,Educational Policy,Equal Education,Educational Quality,Teaching Methods,Academic Achievement,Individualized Instruction,Barriers,Instructional Materials,Heterogeneous Grouping,Elementary School Students,Teacher Attitudes,Cooperative Learning,Interpersonal Competence,Disadvantaged Schools

Background: South Africa adopted the policy on inclusive education in 2001 that aimed at offering quality and equity in education to all learners, as well as addressing their diverse needs in the classrooms despite their differences. Mixed ability grouping is one of the commonly used classroom practices in the schools, but little is known on how it reflects on principles of inclusivity. Aim: The study aimed to explore how mixed ability grouping reflects on inclusivity as one of the commonly used classroom practices. Setting: This qualitative study embedded in descriptive phenomenology was carried out in six selected primary schools of Johannesburg's Metropolitan region of South Africa. Methods: Six participants and their classrooms were purposefully sampled, and data were collected through observations and in-depth interviews with each individual participant. Data were analysed thematically and the organisation of the emerging themes was informed by Florian and Black-Hawkins' model on inclusive pedagogy. Results: Findings of this study revealed that mixed ability grouping takes into account learners' levels of academic performance, gender parity, age of learners, as well as learners' backgrounds leading to diverse learners accepting one another in the classrooms. However, there are challenges in providing differentiated instruction, using appropriate teaching/learning media, and opportunities for individualised instruction according to learner needs. Conclusion: The study argues that for mixed ability grouping to be more inclusive, it has to provide for differentiated instruction within the same group setups, use teaching/learning media that are tailored to meet specific needs of individual learners, as well as offering individual instruction to learners who need it.
Cultural Adaptation and Northern Sotho Translation of the Modified Checklist for Autism in Toddlers
Author: Vorster, Carlien
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,African Languages,Translation,Test Construction,Disability Identification,Autism,Pervasive Developmental Disorders,Cultural Relevance,Test Validity,Test Reliability,Toddlers

Background: In recent reviews of autism spectrum disorder screening tools, the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/FTM) has been recommended for use in lower middle-income countries to promote earlier identification. Aim: The study aim was to culturally adapt and translate the M-CHAT-R/FTM into Northern Sotho, a South African language. Setting: An expert panel was purposively selected for the review and focus group discussion that was conducted within an academic context. Method: The source translation (English) was reviewed by bilingual Northern Sotho-English speech-language therapists who made recommendations for cultural adaptation. A double translation method was used, followed by a multidisciplinary expert panel discussion and a self-completed questionnaire. Results: Holistic review of test, additional remarks and grammar and phrasing were identified as the most prominent themes of the panel discussion, emphasising the equivalence of the target translation. Conclusion: A South African culturally adapted English version of the M-CHAT-R/FTM is now available along with the preliminary Northern Sotho version of the M-CHAT-R/FTM. The two versions can now be confirmed by gathering empirical evidence of reliability and validity.
Learning at Home for Grade 1 Learners in Disadvantaged Communities: Insights from the Sandbox@Home COVID-19-Response Intervention
Author: Moodley, Cathryn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Grade 1,Elementary School Students,School Closing,Distance Education,Disadvantaged Youth,Barriers,Program Effectiveness,Access to Education,Instructional Materials,Learning Activities,Parents as Teachers,Parent Attitudes,Program Implementation

Background: The spread of the coronavirus disease-2019 (COVID-19) has escalated the need for studying the home learning environment (HLE). With learners spending more time at home, understanding about learning at home, especially in disadvantaged communities, is paramount. Aim: The aim of this research study was to explore the HLE for foundation phase learners by analysing data from an intervention that aspired to support organised learning at home during the COVID-19 pandemic. Setting: This research study was conducted telephonically with families from 11 schools (10 in the Waterberg district, Limpopo and one in Soweto, Gauteng). Methods: Qualitative data (recorded phone interviews) were collected from caregivers and learners from 17 households. The interview recordings were transcribed and translated into English. The constant comparative method of data analysis was used to analyse interview transcripts. Results: Three themes emerged from the analysis: (1) challenges of learning at home, (2) perceived benefits of learning at home and (3) the desire to continue with the programme even after schools re-opened. The data showed that having access to learning material facilitated learning at home. Additionally, caregivers noted benefits to learners from engaging in learning activities. However, there were also challenges in facilitating learning at home. These include caregivers not following the learning guidelines provided. Conclusion: Caregivers appreciated having access to learning material and were willing to facilitate learning at home. However, the challenges they faced resulted in them not executing the programme effectively. Future studies and interventions should explore how to provide adequate and accessible support to caregivers.
An Emerging Framework for the EdD Activist
Author: Becton, Yasha J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,Activism,Social Justice,Doctoral Programs,Models

Increasingly, Ed.D. programs are challenged to produce graduates with the skills and expertise needed to create and foster change in the various educational environments in which they serve. Promoting, and more importantly, preparing the Ed.D. Activist is a theme that was addressed during the October 2019 convening of the Carnegie Project on the Education Doctorate (CPED) hosted by the University of South Carolina. As part of the opening convening, the U of SC faculty assisted with surveying the more than 65 CPED-informed programs in an effort to construct a potential framework to guide both new and existing programs within the consortium. The resulting framework highlights two potential profiles for the Ed.D. Activist, 12 considerations that programs should examine, four primary outcomes, and five quality indicators. The framework is representative of the data collected from more than 200 participants and provides a broad, but foundational framework for engaging more deeply in the work of promoting activism amongst Ed.D. graduates.
Launching an EdD in Community College Leadership Program with Activism in Mind
Author: Harrington, Christine
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Community Colleges,Leadership,Postsecondary Education as a Field of Study,Activism,Program Development,Social Justice,Equal Education

The purpose of this article is to share an example of how an activism framework was used to design and launch a new EdD in Community College Leadership. Capper, Theoharis, and Sebastian's (2006) framework for preparing leaders for social justice along with the Carnegie Project for the Education Doctorate's (CPED) guiding principles and the American Association of Community College's ([AACC], 2018) competencies for community college leaders guided program design and implementation. Marketing and recruiting efforts aimed at identifying a talented, diverse cohort and on-boarding strategies focused on creating a safe learning environment and a sense of urgency related to social justice and equity are shared. Examples of how activism is being emphasized through coursework and plans to nurture activism through experiential learning and the dissertation are also discussed. Doctoral programs seeking to promote activism will discover an effective framework and practical examples for this work.