ethanporcaro/eric-fulltext-meta huggingface dataset:
Nice to Tweet You: Supporting Rural Preservice Teachers through Twitter Chats
Author: Zimmerle, Joanna
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,Preservice Teachers,Telecommunications,Handheld Devices,Social Media,College School Cooperation,Teacher Education Programs,Teacher Effectiveness,Professional Isolation,Faculty Development

The challenges new rural teachers face often lead to stress and attrition. In response to a growing need to better prepare teachers to work in rural schools, teacher educators may consider incorporating Twitter chats into their coursework. Previous findings demonstrate Twitter chats enable preservice teachers to access new resources, direct their own professional development, and connect with other educators for support. One chat in particular, #RuralEdChat, can connect prospective rural teachers with inservice rural educators and supporters. This paper provides a theoretical basis, highlights previous research, and includes recommendations for using Twitter chats with rural preservice teachers.
Pre-Service Teachers and Their Self-Efficacy toward Online Teaching
Author: Cooper, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Online Courses,Teacher Effectiveness,Educational Technology,Teacher Education Programs,Teaching Skills,Technological Literacy,Elementary Secondary Education,Special Education,Technology Integration,Program Effectiveness,Blended Learning

There is an increasing demand for pre-service teachers to acquire the skills necessary to be proficient with the execution of teaching with technology as part of their educator preparation programs (GaPSC, 2018). This need for learning and applying technological proficiencies to enhance student performance in online classes can lead to divergent educator perceptions of self-efficacy in using technology. This study examined elementary, special education, and secondary pre-service educators' technology integration self-efficacy (TISE) before and after the completion of a comprehensive technology integration project and two semester of education courses.
Preservice Teachers&apos; Expectations of Faculty
Author: Quast, Julie
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Expectation,College Faculty,Teacher Student Relationship,Personality Traits,Classroom Environment

Using a qualitative approach, we explored preservice teachers' expectations of their professor in an educational technology course. An open-ended survey was given to students who were asked to describe their expectations for the professor in the course. Based on the survey data, students expected the professor to be patient, supportive, and a clear communicator. The participants also expressed a need for a safe classroom environment and hoped to learn from their professor. Understanding the students' expectations of instructors can help instructors meet the needs of their learners.
The South Australian May Music Camp: 1962-1986
Author: Watkins, Jennifer M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Camps,Music Education,Educational History,Extracurricular Activities

This research provides an account of the activities of the South Australian May Music Camp (SAMMC), identifying it as a significant extra-curricular activity in the calendar of music education opportunities open to children from nine to 23 years of age, between 1962 and 1986. This annual non-residential music camp took place during the two-week May school holidays. Students auditioned for SAMMC to engage in an intensive, graded music ensemble experience, receiving expert tuition from professional music educators, while being exposed to extensive orchestral, string and wind ensemble repertoire. The contribution of the National Music Camp Association in the establishment of state-based camps across Australia is acknowledged, specifically regarding SAMMC in Adelaide, and the subsequent formation of the South Australian Music Camp Association (SAMCA). This research notes the establishment of the South Australian Department of Education Music Branch, which resulted in an increased number of primary school students learning to play musical instruments, contributing to the need for further ensemble performance opportunities in South Australia. The research observes the actions of the SAMCA to evaluate and expand activities at SAMMC to accommodate these developments. This research provides evidence that SAMMC made an important contribution to South Australian music education history.
The Convergence of Emotionally Supportive Learning Environments and College and Career Ready Mathematical Engagement in Upper Elementary Classrooms
Author: Berlin, Rebekah
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Environment,College Readiness,Career Readiness,Learner Engagement,Elementary School Students,Security (Psychology),Emotional Experience,Teacher Student Relationship,Mathematics Teachers,Mathematics Instruction,Common Core State Standards,Alignment (Education),Public Schools,Safety,Educational Assessment

Research focused on emotionally supportive teaching has typically run in parallel to the study of rigorous, standards-aligned mathematics teaching. However, recent work theorizes that positive and warm classroom environments may be necessary to help students meet the ambitious goals outlined in newer mathematics standards. We analyze the relationship between facets of classroom environments and the prevalence of standards-aligned mathematics instruction across more than 400 mathematics lessons in Washington, D.C., classrooms. We find no evidence of consistent standards-aligned mathematical engagement absent an engaging, emotionally supportive learning environment. These findings suggest that efforts to help teachers make the instructional shifts outlined in college and career ready standards might also need to support the provision of productive, warm, and nurturing learning environments.
Education through &quot;TIME&quot;: Representations of U.S. Education on &quot;TIME Magazine&quot; Covers
Author: Kachorsky, Dani
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Periodicals,Visual Aids,Content Analysis,Politics of Education,News Media,Trend Analysis,Educational Trends,Elementary Secondary Education,Educational Change,Stakeholders,Educational Quality,Academic Failure

This study examined how &quot;TIME Magazine&quot; has visually represented and communicated ideas about education from &quot;TIME Magazine&quot;'s inception in 1923 through 2019. Drawing on theories of visual culture and social semiotic approaches to multimodality, the researchers conducted a qualitative multimodal content analysis of 115 covers that featured content related to education and schooling. The findings included (a) names and places are used to suggest authority, power, or relevance in education circles; (b) learning and schooling are presented as having not changed over time; (c) overgeneralized and metonymic representations can stand for broad categories of education stakeholders; (d) schools are presented as in need of fixing; and (e) schools are perceived as sites for larger, sociopolitical debates.
Gender and Racial Differences in Awareness and Consideration of Curricular Programs: Exploring a Multistage Model of Major Choice
Author: Baker, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Racial Differences,Community Colleges,Two Year College Students,Majors (Students),Decision Making,Career Choice

One method for reducing gender and racial segregation in career fields is addressing sorting by major in college. However, previous research has not examined the full process of major sorting; few studies have explicitly explored the majors of which students are aware or the majors that students consider choosing. In this study, we use survey data from community college students to examine differences in the size and composition of awareness and consideration sets of groups of students. We find significant differences in the size of awareness sets and the composition of consideration sets in our sample. Applying the methodological advances from this study could help college administrators identify key opportunities, in timing or methodology, for supporting and guiding students' decisions.
Examining Design and Statistical Power for Planning Cluster Randomized Trials Aimed at Improving Student Science Achievement and Science Teacher Outcomes
Author: Zhang, Qi
Date: 2020-00-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Research Design,Statistical Analysis,Science Achievement,Faculty Development,Teacher Effectiveness,Science Teachers,Educational Research,Outcome Measures,Elementary School Students,Secondary School Students,Secondary School Teachers,Elementary School Teachers

With the increasing demand for evidence-based research on teacher effectiveness and improving student achievement, more impact studies are being conducted to examine the effectiveness of professional development (PD) interventions. Cluster randomized trials (CRTs) are often carried out to assess PD interventions that aim to improve both teacher and student outcomes. Due to the different design parameters (i.e., intraclass correlation and R[superscript 2]) and benchmark effect sizes associated with the student and teacher outcomes, two power analyses are necessary for planning CRTs that aim to detect both teacher and student effects in one study. These two power analyses are often conducted separately without considering how design choices to power the study to detect student effects may affect design choices to power the study to detect teacher effects and vice versa. In this study, we consider strategies to maximize the efficiency of the study design when both student and teacher effects are of primary interest.
Favorability of Strategies to Facilitate Online Group Work
Author: Kritzer, Jeff
Date: 2020-07-00
Type: Journal Articles
Subjects: Group Activities,Electronic Learning,Online Courses,Preservice Teachers,Cooperative Learning,Teaching Methods,Distance Education,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Group Dynamics,Videoconferencing

Students aspiring to become teachers in public schools often find it necessary to complete their college degrees online. They will, of course, need to have the required skills that those graduates from face-to-face institutions possess. One of those skills is to be able to collaborate with colleagues in small group settings. This paper investigates the use of methods that allow online instructors to facilitate collaborative group projects. Demographic data from students were compared to the satisfaction with the techniques to investigate favored methods between groups of students.
Shared Cultural Connections Help Students Analyze Literature
Author: Manoharan, Arathy
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescent Literature,Cultural Relevance,Deafness,Social Justice,Reading Materials,Social Bias

After a year of teaching deaf students, Arathy Manoharan realized that she needed to be able to apply the principles of bilingual deaf education in order to be able to do justice to her profession. For this reason, at the age of 23, she moved to the United States to pursue another master's degree in deaf education from McDaniel College in Westminster, Md. On this predominantly white campus, she served as a graduate assistant in the Office of Diversity and Multicultural Affairs. When she graduated and joined the Model Secondary School for the Deaf (MSSD) as an English teacher, she was introduced to young adult literature with culturally diverse characters by a friend, who was trying to help her understand her students better. Young adult literature captures the interest of her students as they are able to relate to the characters in them. When they read about characters who look like them and talk like them and who stand up for what they believe in, students are able to more meaningfully explore social justice. Further, they are equipped to branch out into exploring other social issues through projects related to their reading.
Graduate-Level Online Instruction: Changes in Faculty Perceptions from 2002, 2007, and 2016
Author: Redman, Donna
Date: 2020-07-00
Type: Journal Articles
Subjects: Graduate Study,College Faculty,Web Based Instruction,Online Courses,Teacher Attitudes,Attitude Change,Technology Uses in Education,Distance Education,Teacher Student Relationship,Teaching Methods

Faculty perceptions about interaction, instruction, and use of technology factors related to graduate-level online courses were explored using data from a brief, 10-item Online Graduate Distance Education survey administered to U.S. higher education faculty with online teaching experience in 2002 (N = 23), 2007 (N = 27), and 2016 (N = 22). Descriptive and ANOVA procedures were used to compare group differences. The 2016 faculty group had significantly lower importance ratings for interaction and instruction items compared to the 2002 and 2007 groups. The 2002 faculty group had significantly higher ratings for technology use factors compared to the 2007 group.
Youth Orchestra Participation and Perceived Benefit: A Pilot Study of the Tasmanian Youth Orchestra
Author: Baker, William J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Youth Programs,Musicians,Music Activities,Music Education,Emotional Experience,Skill Development,Friendship,Interpersonal Competence,Educational Benefits,Resilience (Psychology),Achievement,Student Motivation,High School Students

Formed in 1965, and now including around 150 players and seven ensembles, the Tasmanian Youth Orchestra (TYO) is the oldest state-based youth orchestra in Australia. This paper presents the findings from a 2018 survey of TYO participants, as one part of a broader qualitative pilot project into the perceived benefits of participation in TYO. Using inductive thematic analysis techniques researchers identified the following four themes from these data, which, in order of significance, are that participation in their TYO group: 1) was strongly identified as an embodied and emotional experience; 2) enables the development of specific, identified musical skills; 3) contributes to the making of, and maintenance of, important friendships; and 4) results in the development of non-musical skills such as personal organisation and learned social skills. The research team also found that many respondents demonstrated &quot;growth mindset&quot; thinking (Dweck, 2006) and resilient behaviours, perhaps indicating that there may be something in their experience that enables them to employ these characteristics in their learning in TYO groups. Funding has been provided to extend this research beyond the pilot stage to develop research informed resources to support learning and teaching for resilience in youth Arts organisations.
Group Composition and Learner Ability in Cooperative Learning: A Mixed-Methods Study
Author: Ghanbari, Nasim
Date: 2020-08-00
Type: Journal Articles
Subjects: Cooperative Learning,Ability Grouping,Heterogeneous Grouping,Homogeneous Grouping,Group Dynamics,Language Proficiency,High Achievement,Low Achievement,Student Attitudes,Adult Students,English (Second Language),Second Language Learning,Cultural Background,Foreign Countries

Cooperative learning pedagogy has been in place for more than 40 years. Nevertheless, there has been no consensus on the best grouping procedure for the cooperative learning activities. To shed more light on the issue, the present study examined the language achievement of learners at different ability levels in two heterogeneous and homogenous cooperative learning groups. Furthermore, the study explored the perceptions of the learners involved in either grouping. For this aim, a body of 100 intermediate EFL learners was randomly assigned into either homogeneous or heterogeneous groups. The treatment lasted nine weeks of instruction. The results showed that while high and average-achieving learners substantially benefited from homogeneous grouping, low achievers did equally well in either groups. Also, the learners' interview statements revealed considerable differences in the way they perceived the two groupings. Findings suggest that in any CL group composition, a body of factors should be taken into account. Pedagogical implications of the study will be discussed.
Risk/Protective Factors of Non-Adherence to Prescribed Anti-Hypertensive Medication among Adult Hypertension Patients in the United States, BRFSS, 2017
Author: Yu, Hairui
Date: 2020-00-00
Type: Journal Articles
Subjects: Risk,Drug Therapy,Adults,Hypertension,Patients,Health Behavior,Behavior Problems,Access to Health Care,Health Services,Individual Characteristics

About three in ten Americans with hypertension do not take medication to control their blood pressure. The risk and protective factors of non-adherence to prescribed anti-hypertensive medication have not been well investigated. Participants who were aware of their hypertension, advised by healthcare professional to take anti-hypertensive medication but were not adhering to treatment recommendations (n=8,416) were retrieved from 2017 Behavioral Risk Factor Surveillance System (BRFSS) survey. A series of 30 related variables were selected and analyzed using bivariate logistic and stepwise multiple logistic regression analysis. The results showed that participants who had a primary health care provider (OR=6.79), had a routine checkup (OR=5.48), had a flu shot or spray (OR=2.85), were unemployed (OR=2.35), not binge drinking (OR=2.09), annual household income $10,000 or higher (OR=1.77), female (OR=1.69), without depression (OR=1.41), and did not do exercise in past 30 days (OR=1.40) significantly predicted adherence to anti-hypertensive medication. The younger a participant was, the lower the likelihood of adherence. Patient education and healthcare services that aims to educate/serve younger males who do not have a primary healthcare provider, a routine checkup, and a flu shot/spray are suggested. Future studies should focus on prevention and management of high-risk populations.
Can Video-Creation Project Work Affect Students&apos; Oral Proficiency? An Analysis of Fluency, Complexity and Accuracy
Author: Spring, Ryan
Date: 2020-08-00
Type: Journal Articles
Subjects: Video Technology,Student Projects,Second Language Learning,English (Second Language),Film Production,Language Fluency,Language Skills,Language Proficiency,Oral Language,Program Effectiveness,Pronunciation,Syntax,Vocabulary,Foreign Countries,College Students

This study reports on how project-based language learning in which L1 Japanese EFL learners created short videos affected L2 oral proficiency. Students took short speaking tests before and after the class, and the fluency, complexity and accuracy of the pre- and posttests were measured to see which, if any, of these three aspects of proficiency would show improvement. The results indicated that participants made marginal progress in fluency, reducing their number of pauses and increasing their raw speech rate slightly, and significantly improved their syntactic complexity (p&lt;0.001, d=1.1) and both syntactic (p=0.04, d=0.48) and pronunciation accuracy (p=0.002, d=0.75), but did not seem to make gains in lexical complexity. Overall, the results suggest that project-based learning can result in clear improvements in oral proficiency, meaning that it can be appropriately implemented in oral communication classes, but that the greatest gains are likely to be made in accuracy and syntactic complexity. However, it is still unclear whether different types of project settings will affect L2 oral proficiency in the same way.
Exploring Teachers&apos; Perceptions of an English Language Proficiency (ELP) Standards Professional Development Workshop
Author: Howlett, Kristina M.
Date: 2020-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Second Language Learning,English,Language Proficiency,Teacher Workshops,Faculty Development,Inservice Teacher Education,English for Academic Purposes,English Teachers,Standards,English (Second Language),Second Language Instruction

This study examines the perceptions of 49 educators participating in a three-day English Language Proficiency (ELP) standards professional development (PD) workshop to assist K-12 in-service teachers in responding to the dual challenge for English Learners: learning academic English while simultaneously using academic English to learn subject matter content. To date, there has been little attention to evaluating educators' experiences and their perceptions in relation to ELP standards PD. This study's analysis employed a mixed methods design consisting of pre- and post-surveys as well as semi-structured interviews. Survey findings indicated participants learned and comprehended the standards, were able to retain knowledge, and shared knowledge with colleagues. Interview results conveyed themes of increased awareness, time constraints, isolation, collaboration, and accountability. The findings suggest ongoing job-embedded training and intentional collaboration time is necessary for content and English as a Second Language teachers so they may work together on the alignment of content area standards in relation to ELP standards.
Occupational Credentials for Jobs in the Subbaccalaureate Economy: The Case of the Emerging Energy Sector in Ohio
Author: Bozick, Robert
Date: 2020-00-00
Type: Journal Articles
Subjects: Power Technology,Fuels,Community Colleges,Enrollment,Education Work Relationship,Outcomes of Education,Associate Degrees,Educational Certificates,Technical Education

Using data on a mid-sized community college in northeast Ohio as a case study, we examine patterns of enrollment in petroleum technology credential programs and labor market returns to those credentials. The enrollment analysis yields mixed results. Strong industry conditions represented by an increase in oil prices is associated with a decline in program enrollment; however, higher wages for petroleum workers is associated with increased program enrollment. Earning analyses were unambiguous: Obtaining a certificate or an associate's degree was associated with outsized quarterly earnings returns of $2,900 and $5,500, respectively. This study suggests that partnerships that align subbaccalaureate postsecondary education to the needs of local labor markets may result in occupational credentials with substantially larger returns than those observed in the literature.
The Design of Clustered Observational Studies in Education
Author: Page, Lindsay C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Observation,Research Design,Statistical Analysis,Regression (Statistics),Best Practices,Statistical Bias,Summer Schools,Reading Instruction,Intervention,Elementary School Students

Clustered observational studies (COSs) are a critical analytic tool for educational effectiveness research. We present a design framework for the development and critique of COSs. The framework is built on the counterfactual model for causal inference and promotes the concept of designing COSs that emulate the targeted randomized trial that would have been conducted were it feasible. We emphasize the key role of understanding the assignment mechanism to study design. We review methods for statistical adjustment and highlight a recently developed form of matching designed specifically for COSs. We review how regression models can be profitably combined with matching and note best practices for estimates of statistical uncertainty. Finally, we review how sensitivity analyses can determine whether conclusions are sensitive to bias from potential unobserved confounders. We demonstrate concepts with an evaluation of a summer school reading intervention in a large U.S. school district.