ethanporcaro/eric-fulltext-meta huggingface dataset:
Physics Teaching in Croatian Elementary and High Schools during the COVID-19 Pandemic
Author: Štibi, Ivana
Date: 2021-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Foreign Countries,Elementary Secondary Education,COVID-19,Pandemics,Distance Education,Science Teachers,Elementary School Teachers,Secondary School Teachers,Technological Literacy,Teaching Methods,Student Evaluation

In spring 2020, 916 elementary schools and 443 high schools were closed in Croatia due to the COVID-19 pandemic and remote teaching was introduced. This had an impact on physics teaching as an experimental subject. In addition to positive aspects concealed in new experiences and work perspectives, the sudden transition from conventional face-to-face teaching to a remote format had an undeniable negative impact on physics teaching in elementary and high schools. In order to mitigate the effects and provide a detailed insight into the problems that arose during this transition, we conducted a quantitative study among teachers of physics in elementary and high schools in Croatia, with the aim of identifying logistical and technical problems and challenges in physics teaching during the COVID-19 pandemic. An online questionnaire with five parts (general data, teaching physics during the COVID-19 pandemic, experiments, sociological component, exchange of experience) was completed by 178 Croatian teachers. The results irrefutably point to the flexibility and responsiveness of physics teachers, an increase in the teachers' workload, a lack of the experimental work that forms an essential part of the subject of physics, and a lack of teacher knowledge (in ICT), skills and equipment for conducting distance teaching. However, it also emerged that online teaching, if carefully designed and individualised, can stimulate additional commitment and interest in the subject among students. The paper presents the research findings in detail, with the aim of helping physics teachers to plan further teaching more effectively as and if the pandemic progresses.
Publicly Subsidized Private Schools in Developing Countries: Lessons from Colombia
Author: Diaz-Rios, Claudia
Date: 2021-03-22
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Developing Nations,Public Support,Partnerships in Education,Academic Achievement,Educational Quality,Low Income Students,Access to Education,High School Seniors,School Effectiveness

Educational public-private partnerships (EPPPs) promise to increase education access and quality in developing countries, provided they have an adequate design that restricts the distribution of subsidies including targeted programs, centralized controlled enrolment, and accountability. This study investigates the effects of publicly subsidized private schools (PSPS) in Colombia--a type of EPPP program that follows all of these recommendations. We use propensity score and regression techniques to identify PSPS effects on student achievement, measured by national standardized tests. Our results show that Colombian PSPS serve vulnerable students, who are fairly similar to those attending traditional public schools (TPS). Nevertheless, students at PSPS underperform compared to TPS students. Our conclusion suggests that design restrictions may prevent student selection and self-selection, but do not guarantee quality improvement for disadvantaged students at subsidized schools. We also argue that design restrictions for PSPS may not be enough when private providers are scarce or difficult to attract for serving the most disadvantaged population.
Does Texas&apos; Compensatory Education Funding Get to the Intended Students?
Author: Toenjes, Laurence A.
Date: 2021-03-22
Type: Journal Articles
Subjects: Educational Finance,Expenditure per Student,Low Income Students,Educational Equity (Finance),School Districts,Elementary Schools,Middle Schools,Institutional Characteristics,Poverty

Two questions about Texas school expenditure patterns are examined. First, &quot;How progressive are spending patterns among high and low poverty schools?&quot; Second, &quot;How unequal are expenditures per pupil between schools with at least 70% of their students classified as economically disadvantaged, in different districts?&quot; The data, for school year 2017-2018, are restricted to 3,453 elementary and middle schools in 90 large Texas districts. The schools in each district were divided into high and low poverty groups. The differences in the average per pupil spending for operations between the two groups ranged from plus $1,382 in one district to a negative $802 in another. The average expenditures in schools with at least 70% economically disadvantaged students were 75% greater in one district than in another. It is demonstrated that districts with less extreme average levels of low-income students have more opportunity to act as good Samaritans, generally exhibiting substantially greater spending in their high poverty schools. This finding supports arguments for student funding weights that increase with increasing proportions of economically disadvantaged students. An incidental finding is that a commonly used measure of funding progressivity is a direct function of district and school level variances in poverty averages, and is therefore biased by them.
Examining the Continuum of Black Student Leadership: From Community to College and Beyond
Author: Hotchkins, Bryan K.
Date: 2021-03-29
Type: Journal Articles
Subjects: African American Students,Student Leadership,College Students,Socialization,Resilience (Psychology),Resistance (Psychology),Race,Social Justice,Institutional Characteristics,Whites

This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: (1) Collective Definition; and (2) Self-sacrifice. Participants indicated parents and elders racially socialized them to be self-sacrificing leaders who used values, respect, and honor to preserve Black culture, people, and traditions. Racial socialization processes influenced students to become leaders who built and sustained Black college communities by being resilient. Participants acknowledged that although resiliency was important there was added value in practicing racial resistance, which allowed for exposing racially threatening oppositions and identify acts of racism that were menacing.
Higher Education Students&apos; Experience of Emergency Remote Teaching during the COVID-19 Pandemic in Relation to Self-Regulation and Positivity
Author: Juriševic, Mojca
Date: 2021-00-00
Type: Journal Articles
Subjects: Emergency Programs,Distance Education,COVID-19,Pandemics,Preservice Teachers,Self Management,Positive Attitudes,Life Satisfaction,Emotional Experience,Coping,Learning Strategies,Goal Orientation,Correlation,Foreign Countries

The main objective of the present research was to explore students' experiences of emergency remote teaching during the COVID-19 pandemic. Specifically, we were interested in how strategies for coping with an emergency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students' experience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment structuring strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a better understanding of students' emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when supporting students to cope with the pandemic.
Teaching ?igher ?ducation Pedagogy in a Department of ?ducation: ?n Assessment Based on Students&apos; Views and Opinions
Author: Raikou, Natassa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Schools of Education,Foreign Countries,Undergraduate Students,Distance Education,Flipped Classroom,COVID-19,Pandemics,Course Evaluation,Curriculum Implementation

In this article we present the results of a pilot implementation of a course in Higher Education Pedagogy in a Department of Education in Greece. Our goal is to investigate whether a similar course may be introduced into the undergraduate curriculum of a Department of Education. The course was taught according to remote flipped classroom approach, whereas the assessment is based on the views and opinions of the students who attended the course during the academic year 2020-2021, i.e., during the COVID-19 pandemic period. According to the findings of the research, the course achieved a particularly high evaluation degree regarding the interest it attracted, the usefulness and its relevance to the other courses of the curriculum of a Department of Education, while its introduction in a curriculum of this type produces additional benefits, both for the development of the students and for the field of HEP.
Using PLS-SEM to Examine the Structure of First-Year University Students&apos; Mathematics-Related Beliefs
Author: Ji, Ruixuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Structural Equation Models,College Freshmen,College Students,Mathematics Education,Student Attitudes,Self Efficacy,Academic Persistence,Foreign Countries,Learning Strategies,Questionnaires

Many research indicated that more and more students choose to drop out of mathematics-related subjects during university study, especially in the western context. Besides the difficulty of mathematics content, first-year university students also face issues of the transition period. Identifying the impact of first-year university students' belief factors on their persistence in mathematics study needed further research. This study served as a pilot study; it structured the framework of first-year university students' mathematics-related beliefs in relation to students' persistence on the further mathematics study. A two-stage approach of using PLS-SEM to assessing the conceptual framework was introduced in detail. The relationships of dimensions of students' epistemological beliefs about mathematics, self-efficacy, self-regulated learning strategies and perceptions about learning environment were assessed. This study provides the feasibility for future follow-up studies to examine mathematics-related beliefs and intentions to continue learning among university students on a larger scale.
Lost Trust? The Experiences of Teachers and Students during Schooling Disrupted by the COVID-19 Pandemic
Author: Zorkic, Tijana Jokic
Date: 2021-00-00
Type: Journal Articles
Subjects: Trust (Psychology),COVID-19,Pandemics,Emergency Programs,Distance Education,School Closing,Teacher Student Relationship,Expectation,Role Perception,Elementary School Students,Elementary School Teachers,Foreign Countries

This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students' learning and wellbeing, a consensus about role expectations must be achieved. As the COVID-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand: (1) the context in which trust was challenged; (2) the ways in which trust was disrupted; and (3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students' and teachers' expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students' and teachers' perspectives are brought to each other's attention and negotiated locally. Finally, recommendations for restoring trust are given.
Growing Emerging Researchers in a TESOL Teacher Education Program: Implications for Feedback Practice
Author: Molina, Sarina Chugani
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Educators,Mentors,Masters Programs,Graduate Students,Psychological Patterns,Student Attitudes,Self Concept,Inquiry,Active Learning,Teacher Researchers,Feedback (Response),Sociocultural Patterns,Learning Theories,Teacher Student Relationship,Diaries,Attitude Change

As teacher educators (TEs), we have a unique and remarkable opportunity to mentor the next generation of teachers. Over the years, our teacher candidates (TCs) have reported a sense of cognitive and affective dissonance while engaging in their culminating master's research requirement as part of a research seminar course. Cognitively, this research study requires knowledge-generation quite different from research they engaged in throughout the program, where they would synthesize and analyze published work in response to a prompt. This knowledge-generation process would often result in challenging previously held assumptions regarding the topic of inquiry through an analysis of authentic data gathered in the field. Many also experience affective dissonance when beliefs about their sense of self as emerging practitioner-researchers are questioned. Some research has examined ways in which to provide deliberate feedback that attunes not only to the TCs' cognitive and affective dimensions but also to where they can be moved in terms of the outer limits of their learning potential. This study examines how the lenses of socio-cultural and constructive-developmental theories can complement TEs in supporting their TCs in navigating the complex task of teacher research and proposes a framework for feedback practice grounded in a person-centered approach that accounts for TC developmental potentialities.
How Collaborative Learning Supports ESL Learners&apos; Development of Higher Order Thinking Skills
Author: Zhou, Wangmei
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Grammar,Foreign Students,Thinking Skills,Skill Development,Questioning Techniques

The effects of collaborative learning have been well studied in the context of students' developing reading proficiency. However, only a handful of scholars have examined the impact of collaborative learning on students' development of higher order thinking skills (Chapman, Ramondt, and Smiley, 2005; Lehtinen et al., 1999; Ma 2009). This article reports a case study that explored how collaborative learning supports English as a Second Language (ESL) learners' development of higher order thinking skills in a traditional ESL grammar class. To collect data, the researcher employed interviews, audio recordings, and class observations. It is hoped that through understanding this relationship not only will ESL lean1ers develop their higher order thinking skills while acquiring a second language, but also school directors and instructors will be inspired to create effective collaborative learning activities.
Instructional Models for Equitable and Effective Multilingual Instruction in California
Author: Gross, Esther
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Equal Education,Multilingualism,Progressive Education,Bilingualism,English (Second Language),Second Language Learning,Kindergarten,Elementary Secondary Education,Student Centered Learning,Power Structure,Instructional Effectiveness,Second Language Instruction,Educational Practices,Sociocultural Patterns,Race,Bilingual Education,Scaffolding (Teaching Technique),Cooperative Learning,Culturally Relevant Education,Language Proficiency,Academic Language,Standard Spoken Usage,Language Variation,Spanish,Constructivism (Learning),Prior Learning

This article offers a critical interpretation of the current trends in instructional models for English language learners in California. We review key instructional models and analyze them from traditional (teacher-centered), progressive (student-centered), and critical orientations (society- and power-centered). These instructional models share many common effective principles and strategies for bilingual instruction that support and often accelerate language and content learning. While these instructional models exemplify many of the best traditional and progressive approaches to multilingual instruction, they do not encompass critical orientation to language teaching and learning. In this article we argue that none of the current models synthesize high-leverage practices from all orientations and thus offer a critical framework grounded in the sociocultural and raciolinguistic contexts of multilingual instruction to best serve all K-12 Emergent Bilinguals (EBs) in California.
Schooling Interrupted: Educating Children and Youth in the COVID-19 Era
Author: Anderson, Lorin W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Children,Adolescents,Elementary Secondary Education,Educational Improvement,Distance Education,Electronic Learning,Emergency Programs,Pandemics,COVID-19,Barriers,Program Implementation,Program Effectiveness,Delivery Systems,Disadvantaged,Access to Computers,Learner Engagement,Cheating,Context Effect

Distance education has been practised for generations, although its purpose and form have changed. Correspondence courses, in which students receive instruction via mail and respond with assignments or questions to the instructor, date back to the mid-1800s, if not earlier. As technology changed, so did the nature of distance education. Radio, television, computers, and, most recently, the internet have supported distance education over the years. Research studies on the use and effectiveness of distance education focus almost exclusively on higher education. A recent research synthesis suggests that fewer than five per cent of the studies have addressed K-12 education. The COVID-19 pandemic, however, has brought distance education into K-12 schools and classrooms. Distance education in the COVID-19 era has been referred to as 'emergency remote teaching' (ERT) because, with little research on which to rely, teachers must improvise quick solutions under less-than-ideal circumstances, a situation that causes many teachers to experience stress. The purpose of this paper is to address five fundamental questions. First, what problems have K-12 school administrators and teachers faced in implementing ERT? Second, under what conditions has ERT been effective since the advent of the COVID-19 pandemic? Third, what are the strengths of ERT in K-12 schools and classrooms? Fourth, what are the weaknesses of ERT in K-12 schools and classrooms? Fifth, to what extent will lessons learned from ERT influence teaching and learning when the pandemic abates? The paper concludes with a brief set of recommendations. Throughout the paper, the focus is on K-12 education.
Beyond IQ: The Importance of Metacognition for the Promotion of Global Wellbeing
Author: Varshney, Lav R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Well Being,Metacognition,Intelligence,Teamwork,Systems Approach,Health Promotion,Social Problems,Cooperation,Prosocial Behavior,Problem Solving,Interpersonal Competence,Decision Making,Intervention,Physical Activities,Physical Fitness,Neurosciences

Global policy makers increasingly adopt subjective wellbeing as a framework within which to measure and address human development challenges, including policies to mitigate consequential societal problems. In this review, we take a systems-level perspective to assemble evidence from studies of wellbeing, of collective intelligence, and of metacognition and argue for a virtuous cycle for health promotion in which the increased collective intelligence of groups: (1) enhances the ability of such groups to address consequential societal problems; (2) promotes the wellbeing of societies and the individual wellbeing of people within groups; and, finally, (3) enables prosocial actions that further promote collective problem-solving and global wellbeing. Notably, evidence demonstrates that effective collaboration and teamwork largely depend on social skills for metacognitive awareness--the capacity to evaluate and control our own mental processes in the service of social problem-solving. Yet, despite their importance, metacognitive skills may not be well-captured by measures of general intelligence. These skills have instead been the focus of decades of research in the psychology of human judgment and decision-making. This literature provides well-validated tests of metacognitive awareness and demonstrates that the capacity to use analysis and deliberation to evaluate intuitive responses is an important source of individual differences in decision-making. Research in network neuroscience further elucidates the topology and dynamics of brain networks that enable metacognitive awareness, providing key targets for intervention. As such, we further discuss emerging scientific interventions to enhance metacognitive skills (e.g., based on mindfulness meditation, and physical activity and aerobic fitness), and how such interventions may catalyze the virtuous cycle to improve collective intelligence, societal problem-solving, and global wellbeing.