ethanporcaro/eric-fulltext-meta huggingface dataset:
Museums and Community-Based Organizations Partnering to Support Family Literacy
Author: Knutson, Karen
Date: 2022-00-00
Type: Journal Articles
Subjects: Museums,Communities of Practice,Informal Education,Literacy Education,Partnerships in Education,Elementary School Students,Art,Community Organizations,Animals,Science Experiments,Food,Cultural Education,Historic Sites,Family Involvement,Recreational Facilities,Educational Facilities,Books,Student Attitudes,Parent Attitudes,Program Effectiveness,Community Needs,Outreach Programs,Learner Engagement

The William Penn Foundation launched Philadelphia's Informal Learning Initiative (ILI) to support the development of literacy-rich programming for families with children aged 3 to 9. The initiative was designed as a network of partnerships in which a cultural organization--usually a museum--paired with one or more, community-based organizations (CBOs) to design literacy-rich informal learning experiences for caregivers and children. The initiative involved 11 cultural partners and 15 CBOs. Programs exposed three- to nine-year-old children and their families to literacy practices in the context of original artwork, live animals, science experiments, natural settings, new foods, and cultural or historical sites. Programming was delivered at no cost to families, often in community settings such as recreation centers or school auditoriums. Convenient times and locations, as well as snack or meal options, supported family participation, as did book giveaways, take-home activity packs, and special museum visits. As the evaluation team for ILI, the authors structured their work to support the development of a networked community of practice, collecting data for improvement and exploring the best ways to measure impact across projects. They used a structured observation protocol and CBO staff- and educator-conducted interviews with children and caregivers in their programs to determine ILI programming's impactfulness. The study aimed to examine how museums can connect to collective impact efforts in literacy and how informal learning programs can be reoriented to better respond to community needs. Findings from the study and recommendations for museum-CBO partnerships are discussed.
Motivation, Temperament, Personality and Well-Being as Predicting Propensity Factors for Mathematical Abilities of Adults
Author: Baten, Elke
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Mathematics Education,Educational Improvement,Accuracy,Well Being,Mathematics Achievement,Predictor Variables,Affective Measures,Personality Theories,Correlation,College Students,Foreign Countries,Learning Motivation,Measures (Individuals)

The role of motivation, temperament, personality and well-being as predicting propensity factors for mathematical abilities was investigated in 30 adults. By embedding these predictors in the Opportunity-Propensity framework, this study aimed to reveal their unique contribution in math development, which is important to improve mathematics education. To our knowledge, the present study is the first to combine predictors and find evidence for the importance of some non-cognitive and socio-emotional propensity factors for mathematical performance by using primary data. Results indicated significant interrelations between the propensities, pleading to integrate them in math research. Furthermore, the relationship propensities and mathematics was dependent on the specific investigated math task, which is in line with the componential nature of mathematics. Negative Affect was the best prediction of accuracy (lower levels of subjective well-being associated with lower levels of mathematical accuracy) whereas Intrinsic Motivation was the best predictor for fact retrieval speed. Limitations and implications for future research are described.
Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey
Author: Maadad, Nina
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Educational Policy,Semitic Languages,Educational Finance,Financial Support,Second Language Learning,Second Language Instruction,Course Content,Extracurricular Activities,Access to Education

This paper aims to compare refugee settlement and education policies between two geographically and culturally distinct nations, Australia and Turkey. Due to its geographical position in the Middle East, Turkey now hosts millions of refugees especially following the outbreak of the Syrian civil war in 2011. Australia also has a long history of hosting and supporting refugees from many countries and the Arabic-speaking nations are no exception. Conducting a comparative historical analysis, this study aims to fill the gap in our knowledge about the education policies and practices of both countries. Based on the expectations and needs of refugee students, it emerges that new policy practices and approaches backed by adequate academic and financial resources are required in both countries.
Leveraging Social Media and Scholarly Discussion for Educator Empowerment
Author: Kolber, Steven
Date: 2021-11-00
Type: Journal Articles
Subjects: Social Media,Scholarship,Teacher Empowerment,Discussion Groups,Faculty Development,Personal Narratives,Teacher Attitudes,Global Approach,Secondary School Teachers,Elementary School Teachers

This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key themes in the educator narratives. The findings of this research emphasise that professional learning occurring in virtual spaces is open to social mediation using the norms of social networks, rather than the norms of workplaces, jurisdictions or education sectors, and that this can lead to a greater sense of empowerment for educators.
Teachers&apos; Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review
Author: Jackson, Claire
Date: 2021-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Role,Leadership,Educational Planning,Interpersonal Relationship,Foreign Countries,Teachers,Teacher Aides,Responsibility,Instruction,Inclusion,Students with Disabilities

With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers' perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers' thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key themes of roles and responsibilities, planning and pedagogy, leadership, and interpersonal relationships. Implications from the review highlight a need for schools and universities to reconsider teacher preparation and ongoing training with respect to teachers' work with TAs.
A Perception of Thai Tone in Chinese Students Using the Thai Tone Application: A Case Study of the Low Tone and the Falling Tone
Author: Teeranon, Phanintra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Thai,Tone Languages,Intonation,Second Language Learning,Auditory Discrimination,College Students,Foreign Students

The use of education applications in language learning is rapidly increasing. This research aims to analyse the tonal perception ability of Chinese students using the Thai Tone Application with minimal pairs approach. The participants were divided into two groups, an experimental group (ones who studied in the class and used the application) and a control group (ones who studied in the class without using the application), of 20 students each. One-syllable words bearing low tone and falling tone were used to examine the participants' tonal perception ability. The findings revealed that the experimental group significantly outperformed the control group in terms of differentiating between low tone and falling tone. The result of the current study further indicates the use of the mobile-assisted language learning application since supplemental material may effectively enhance Thai tone perception or Thai tone learning outcomes in some Chinese students. The significance of the minimal pair approach is also discussed.
The Role of Educational Leaders in the Development of Students&apos; Technology Use and Digital Citizenship
Author: Baydar, Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Responsibility,Educational Technology,Technology Uses in Education,Technological Literacy,Student Responsibility,Ethics,Student Behavior,Safety,Foreign Countries,Empathy,Role Models,Knowledge Level,Information Security,Computer Mediated Communication,Bullying,Barriers,Teacher Role,Administrator Role

This study aims to investigate the role of educational leaders in students' acquisition of digital citizenship and technology use. The research study group consists of school principals, assistant principals, and teachers working in Istanbul. In this study, the case study technique, one of the qualitative research designs, was used to describe the current situation in detail regarding the use of technology and the development of digital citizenship behaviors. The data were obtained with a semi-structured interview form, and content analysis was made. The results explain the roles of educational leaders in developing technology ethics in students, ensuring that students use technology safely, preventing students from misusing technology, and raising a sense of responsibility towards technology as required by the age.
Evaluation of the Distance Education Process Based on Teachers&apos; Opinions during the COVID-19 Pandemic
Author: Ögdem, Zeki
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Teacher Administrator Relationship,Barriers,Evaluation

This study aims to examine the quality of distance education activities carried out during the COVID-19 pandemic, based on teachers' feedback from primary and secondary schools. In this context, the research was structured in a phenomenological design by employing a qualitative approach. The study participants consisted of 10 teachers determined by the maximum variation sampling method and the snowball sampling method. A semi-structured interview form developed by the researchers were used as data collection tools. The research data were collected through online interviews and also recorded. Research data were analyzed by the content analysis method. According to the findings of the study, teachers mostly used the EBA platform to conduct their distance education activities, school administrations provided limited support to teachers during the distance education process, students and parents had not shown significant interest in the distance education activities, students' participation in the live classes, and their desire to learn, motivation were quite low, and teachers during the distance education process have experienced some systemic and technical problems on the EBA platform. Within the scope of the research, various suggestions were presented as per the research results. [Note: The page range (61-75) shown on the PDF is incorrect. The correct page range is 61-74.]
An Examination into Teaching Experiences of Contract Teachers Teaching Individuals with Special Needs
Author: Kasap, Caner
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Experience,Special Needs Students,Special Education Teachers,Intellectual Disability,Teacher Qualifications,Temporary Employment,Foreign Countries

This study aimed to examine the experiences of contract teachers teaching students with special needs. To achieve this goal, this descriptive research was designed within the framework of the qualitative research paradigm. Semistructured interviews were conducted with ten contract teachers. None of the participants had a bachelor's degree in special education. Besides, participants were graduates of departments such as sociology, sports management, and pre-school teaching. The students with special needs had an intellectual disability and an autism spectrum disorder. To determine the experiences of contract teachers, the data collected in the fall semester of the 2021- 2022 academic year was analyzed via content analysis. Findings indicated that contract teachers were professionally inadequate. To eliminate these inadequacies, contract teachers tried to develop themselves by getting support from permanent teachers, reading books, and researching on the internet.
WeCARE Intervention Program: An Online Multilevel International Program for Promoting Well-Being and Resilience in the School Community during Unsettling Times
Author: Hatzichristou, Chryse
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Well Being,Resilience (Psychology),Health Promotion,Foreign Countries,Program Effectiveness,Program Evaluation,Elementary Secondary Education,Multicultural Education,Technology Uses in Education,Economic Climate

During the second decade of the 21st century families and schools world-wide have been affected by several critical events, with economic recession, the refugee crisis, and lately the COVID-19 pandemic being the most prominent. Pertaining to the school community (students, educators, administration, parents, school personnel etc.), evidence-based interventions for improving mental health and supporting psychosocial adjustment are necessary. In this paper the development, implementation, and evaluation of the international WeCARE (We Connect, Accept, Respect, Empower) program, an online multilevel intervention for promoting well-being and resilience in the school community during unsettling times, is presented. The Program has a multicultural perspective and provides the opportunity to students from different countries to cooperate and develop multicultural skills. The intervention is based on a conceptual model for enhancing positive development, resilience, social and emotional skills, and competence. The interventions were implemented on individual and system levels over four consecutive years, including web-based teachers' training and supervision, seminars for parents, and classroom implementation. Furthermore, collaboration amongst schools and educational settings was highlighted, in the form of networking at national and international level. Based on the evaluation results, the necessity for further development and implementation of programs for the promotion of resilience and well-being during unsettling times is discussed.
Assessing College Students&apos; Social and Emotional Strengths: A Cross-Cultural Comparison from Mexico, United States, and Spain
Author: Furlong, Michael J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,College Students,Student Attitudes,Factor Analysis,Foreign Countries,Social Development,Emotional Development,Academic Support Services,Stress Variables,Goodness of Fit,Student Adjustment,Psychometrics,Secondary Education,Higher Education,Developmental Tasks,Measures (Individuals)

Endeavors supporting college students' positive psychosocial development are gaining attention and investment in various countries and social contexts. Higher education experiences provide new academic, social, and vocational advancement opportunities at a critical developmental stage. However, higher education can also cause distress due to the challenges and stressors present during this new stage of increased independence. The Social Emotional Health Survey-Higher Education (SEHS-HE) assesses the core psychosocial strengths of individuals transitioning from secondary schools into institutions of higher education (IHE) to aid campus student support services. The present study sought to extend the SEHS-HE research by examining its application with college student samples from Mexico (n = 4,207), United States (n = 1,638), and Spain (n = 1,734). Confirmatory factor analyses investigated the hypothesized SEHS-HE higher-order factor model. The Mexico sample returned an acceptable model fit, but the USA and Spain samples had a suboptimal fit; hence, we explored alternative models. A two-level structure had full invariance for all three samples. This study extends the current scholarship on the conceptual model and psychometric properties of SEHS-HE. The discussion focuses on implications for future research to enhance SEHS-HE in national and cross-national research and practice.
An Investigation into Lecturers&apos; Perceptions and Experiences Regarding Students with Special Needs
Author: Kasap, Caner
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Special Needs Students,College Faculty,Teacher Attitudes,Attitudes toward Disabilities,Teaching Experience,Academic Accommodations (Disabilities),Faculty Workload

This study aimed to examine lecturers' perceptions and experiences regarding their students with special needs. The research was designed within the framework of the qualitative research paradigm. The participants of this descriptive study were nine lecturers of two different universities in Turkey who had experience in teaching students with special needs. They were working in different departments/programs such as midwifery, foreign languages, and interior architecture. The students with special needs had different disabilities such as physical disability, hearing impairment, and visual impairment. Data were collected through semi-structured interviews in the fall semester of the 2021-2022 academic year. The data were analyzed via content analysis.
A Qualitative Study of the Perspectives of Music Students on Distance Piano Education
Author: Ünlü, Levent
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Music Education,Distance Education,COVID-19,Pandemics,College Students,Foreign Countries

The aim of this study is to determine whether distance education is a viable option for music department students to receive an adequate piano education. Furthermore, the study seeks to discover encountered in distance piano education and to make recommendations about how piano education could best continue during the current pandemic. The study examines the conditions under which university students who receive piano education through distance education are affected either positively or negatively. It highlights the importance of student attitudes toward distance learning as this can determine student feelings, expectations and the desired outcomes of their education. The findings were obtained by conducting qualitative research using the phenomenological design method. For this study, an interview form was prepared and used as a data collection tool to gather student perspectives about piano education. The results of the study revealed that students found piano education through distance learning as not beneficial overall, the overall achievement of students was found to be negatively affected in distance education. Significant disadvantages of piano education were found through distance learning platforms. According to the results of the research, further recommendations are made to improve the current distance education methods.
&apos;MPower Shows Me Who I Want to Be&apos;: A Qualitative Study of a Youth Purpose Program
Author: Lincoln, Brenna
Date: 2021-00-00
Type: Journal Articles
Subjects: Youth Programs,Self Efficacy,Self Actualization,Goal Orientation,Strategic Planning,Grade Point Average,Learner Engagement,Mentors,Middle School Students,High School Students,Outcomes of Education,Program Effectiveness,Graduation Rate,Grade 11,Grade 12,Student Attitudes,Program Implementation,Principals,Administrator Attitudes,Comparative Analysis

Studies have documented widespread academic disengagement in middle and high school students. This disengagement has been tied to a myriad of negative outcomes, including failure to graduate from high school and transition into college and meaningful vocations. Supporting adolescents in cultivating a sense of beyond-the-self purpose is one factor that may combat student disengagement. MPower is a program designed to cultivate beyond-the-self purpose in an effort to promote student engagement and completion of high school (Klein et al., 2019). In a recent quantitative study, MPower participants compared to controls demonstrated a higher GPA, BTS purpose, self-efficacy, and decreased performance approach and performance avoidance goal orientations. In the current qualitative descriptive study, 11th and 12th grade (N=25) students in the Northeastern region of the United States, described their experiences in the MPower program. Three themes associated with the transformative aspects of MPower emerged from focus group data: 1) practice in strategic goal planning, 2) engagement in mentoring relationships, and 3) increased social support within a community. Because fostering youth purpose engenders many promotive and protective factors, these findings hold important implications for implementing similar programs more widely.
Who Gets Coached? A Qualitative Inquiry into Community Clinicians&apos; Decisions to Use Caregiver Coaching
Author: Tomczuk, Liza
Date: 2022-04-00
Type: Journal Articles
Subjects: Caregiver Training,Family Influence,Evidence Based Practice,Autism,Pervasive Developmental Disorders,Early Intervention,Minority Groups,Family Characteristics,Beliefs,Social Bias,Young Children,Coaching (Performance),Socioeconomic Background,Low Income

Clinicians' beliefs about an intervention's fit with an individual family influence whether they use it with that family. The factors that influence clinicians' decisions to implement evidence-based practices for young autistic children have yet to be evaluated systematically. These factors may partially account for the significant disparities in quality of and access to early intervention. We examined disparities in clinicians' reported use of caregiver coaching, an evidence-based practice, with families from minoritized or structurally marginalized groups, and the perceived reasons for those disparities, to assess the factors that influence clinicians' use of caregiver coaching. We conducted semi-structured interviews with 36 early intervention clinicians from publicly funded early intervention agencies in two distinct geographic regions in the United States. Clinicians identified social and structural factors, including perceived family characteristics and stigma, that influenced their beliefs about the fit of coaching with families from minoritized or structurally marginalized groups. These findings point to the presence of beliefs that likely exacerbate disparities in access to evidence-based practices and reduce the quality of care for minoritized families of young autistic children. These findings highlight the need to develop and deploy equity-focused implementation strategies to improve both access to and quality of evidence-based practices for young autistic children from minoritized groups. [For the corresponding grantee submission, see ED618068.]