ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining an Alternative Teacher Education Undergraduate Program: Possibilities for Teaching and Extending What It Means to Be an Educator outside of the Classroom
Author: Wakefield, Wendy
Date: 2022-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Teacher Education Programs,Schools of Education,College Students,Electronic Learning,Online Courses,Nontraditional Occupations,Career Choice,Program Effectiveness,Student Attitudes,Teacher Attitudes,Student Characteristics

As part of efforts to become more interdisciplinary, socially embedded, and innovative, leaders of a large college of education reimagined a program originally designed to retain struggling students to target students interested in nontraditional educational careers (e.g., nonprofits). Researchers in this study explore reasons why this program has increasingly become a program of choice through both quantitative and qualitative analyses of institutional data across the program's history and surveys of current students and instructors. Findings about shifting demographics of students enrolled in the program toward nontraditional students who appreciate the accessibility and flexibility of the online modality, as well as shifts in program focus on preparation for a broader range of educational career options are presented. Findings also highlight the possibilities of this type of program to prepare students for further educational opportunities, including graduate programs, to also facilitate university-business partnerships. Implications for continued improvement and growth of this program and the design of similar programs targeting the preparation of students for non-traditional teaching positions are also discussed.
Investigation of Dialogic Teaching Principles According to Educational Ideologies of Teacher Candidates
Author: Beyazbal, Selen
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Dialogs (Language),Educational Principles,Ideology,Preservice Teachers,Classroom Communication,Classification,Political Attitudes

The study aims to investigate how teacher candidates with different ideologies differ in their use of dialogic learning principles in the dialogic teaching. The design of the study is a multiple case study in qualitative research methods. The educational ideologies of teacher candidates identify the cases of the study. The data were derived from the rubric results filled by the teacher candidates and the focus group interviews at the end of the lessons. The results showed that there is no difference in the levels of dialogic teaching principles of teacher candidates with different educational ideologies. The study is important in terms of showing how the characteristics of the dialogic principles change in teacher candidates that has albeit implicitly an ideology. Also, it shows that how participants with different educational ideologies differ in a dialogic learning environment due to their ideology.
Differentiating Teachers&apos; Social Goals: Implications for Teacher-Student Relationships and Perceived Classroom Engagement
Author: Chang, Chiung-Fang
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Learner Engagement,Teacher Motivation,Social Behavior,Goal Orientation,Elementary School Teachers,Middle School Teachers,High School Teachers,Foreign Countries,Profiles,Interpersonal Competence,Self Efficacy

Whereas developing meaningful connections with students has long been documented as critical for promoting classroom engagement, teachers' differing motives for building relationships with students remain underexplored. This study examined teachers' social achievement goals from a multidimensional perspective in relation to teachers' self-efficacy, teacher-student relationships, and perceived classroom engagement. Results from practicing K-12 teachers (N = 154) from across Canada showed three distinct goal orientations including social mastery-approach, social mastery-avoidance, and social ability goals (combining social ability-approach and social ability-avoidance goals). Teachers who aimed to develop better social skills with students (social mastery-approach goals) reported higher self-efficacy, better relationships with students, and greater classroom engagement. In contrast, social goal orientations focused on not losing connections with students (social mastery-avoidance goals) or being well-liked (social ability goals) did not correspond with self-efficacy or classroom outcomes. Implications concerning integrative pedagogies and growth mind-sets pertaining to relationship building were discussed.
Psychological Stamina and Thinking Style Preferences among First-Year University Students
Author: Mason, Henry
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Style,Academic Persistence,Preferences,College Freshmen,Foreign Countries,Academic Achievement,Student Development,Resilience (Psychology),Measures (Individuals)

This study investigated the association between psychological stamina (grit, mindset and hardiness) and thinking style preferences among South African university students. Data were collected from 369 first-year university students using measures of grit, mindset, hardiness and thinking style preferences. The results indicated that different thinking style preferences were related to grit, mindset and hardiness. We argue that thinking styles should be considered as an important variable when supporting first-year students. Additionally, the role of grit and hardiness in student success should be considered in conjunction with the thinking style preferences of students. Avenues for further research are considered.
Design-Based Research (DBR) as an Effective Tool to Create Context-Sensitive and Data-Informed Student Success Initiatives
Author: Karsten, Ilse
Date: 2022-00-00
Type: Journal Articles
Subjects: Research Methodology,Design,Educational Research,Higher Education,Intervention,Longitudinal Studies,Social Integration,College Freshmen,Foreign Countries

Sub-Saharan Africa has the lowest higher education (HE) participation rate of any region in the world at under 10%. Large numbers of students are entering the various systems, often from non-traditional backgrounds, which contributes to making an already difficult transition even more difficult. In many instances, well-intended interventions and initiatives are imported from elsewhere or based on &quot;common sense&quot;, but they are often not very effective. This raises a crucial question: How can institutions best devise context-sensitive and effective student assistance programmes? Design-based research (DBR) uses an iterative and longitudinal process that involves theory, participant inputs, peer inputs and stakeholder inputs to cyclically develop theoretically informed, contextually sensitive and appropriate interventions. Most practitioners could benefit from a better understanding of this process when designing interventions. This article elucidates DBR as a phased intervention-development process aimed at assisting students to integrate into HE and focuses primarily on the methodological approach on which it elaborates using examples from a PhD study.
Risk and Protective Factors of College Students&apos; Psychological Well-Being during the COVID-19 Pandemic: Emotional Stability, Mental Health, and Household Resources
Author: Moeller, Julia
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Mental Health,Well Being,Undergraduate Students,Emotional Response,COVID-19,Pandemics,Risk,Socioeconomic Status,Parent Background,Educational Attainment,Resources,Mental Disorders,Psychological Patterns

Colleges and universities have increasingly worried in recent decades about college students' well-being, with the COVID-19 pandemic aggravating these concerns. Our study examines changes to undergraduate emotional sentiments and psychological well-being from before to after the onset of the pandemic. In addition, we explore whether certain risk factors (i.e., prior mental health impairments, trait emotional stability) and protective factors (i.e., subjective socioeconomic status, parental education, household resources) predicted students' emotions and their intraindividual changes due to the pandemic onset. We compared experience sampling method data from 120 students from before and after the pandemic onset, examining intraindividual trajectories. There was only little change in students' emotions. Prior mental health impairment and trait emotional stability predicted students' emotions, averaged across time points, but not emotion changes. Few associations with emotions were found for subjective socioeconomic status and parental education, but study-related household resources predicted levels and changes in emotions.
Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students&apos; Suburban School Choices
Author: Singer, Jeremy
Date: 2022-00-00
Type: Journal Articles
Subjects: Race,Geography,School Choice,Educational Policy,Criticism,Suburban Schools,Racial Differences,Critical Race Theory,Institutional Characteristics,Enrollment,Enrollment Trends,Public Schools,Charter Schools

The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students' suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students' suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families' school choices as well as school and district behavior at the intersection of race, geography, and school choice policy.
(Dis)Connected: Establishing Social Presence and Intimacy in Teacher-Student Relationships during Emergency Remote Learning
Author: Tackie, Hilary N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Intimacy,Distance Education,Electronic Learning,Emergency Programs,COVID-19,Pandemics,Psychological Patterns,Individualized Instruction,Holistic Approach,Learner Engagement,Web Based Instruction,Teacher Attitudes

In the effort to &quot;flatten the curve&quot; of the COVID-19 pandemic, teachers were required to adapt their curricula, pedagogy, and relationships with their students to remote learning structures. Using data gathered through an online qualitative survey of over 800 Chicago teachers in July 2020, this article will examine the ways that the shift to remote learning challenged teachers' relationships with their students during the spring of 2020. By utilizing social presence theory and considering the significance of emotional connection in teacher-student relationships, the study captures some of the relational challenges that teachers experienced during the initial months of remote instruction. The study identifies increased individualization, deeper holistic understandings of students, and a diversity of mechanisms of engagement as pedagogical techniques that allowed teachers to maintain and even improve their relationships with students.
Dual Certification in Special and Elementary Education and Associated Benefits for Students with Disabilities and Their Teachers
Author: Kirksey, J. Jacob
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Certification,Special Education,Correlation,Elementary Education,Mathematics Achievement,Reading Achievement,Students with Disabilities,Teacher Effectiveness,Job Satisfaction,Kindergarten,Grade 1,Grade 2,Teacher Attitudes

Researchers and policymakers use certification as a metric of teaching quality in subject areas as well as subfields of education. We examined the association between having a teacher with dual certification in elementary and special education and math and reading achievement for students with disabilities (SWDs). We also examined whether dual certification related to teachers' efficacy and job satisfaction. Using the Early Childhood Longitudinal Study: Kindergarten Class of 2010-2011, we employed ordinary least square regression models supplemented with school and child fixed effects to examine differences for children with disabilities based on certification type of their teachers in kindergarten, first, and second grades. After controlling for confounding variation at the school and child levels, we find that SWDs with teachers with dual certification score better in math. Results also suggest that teachers with dual certification exhibit more positive dispositions related to teaching SWDs.
Is Teacher-Student and Student-Principal Racial/Ethnic Matching Related to Elementary School Grade Retention?
Author: Redding, Christopher
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Principals,Ethnicity,Race,Elementary School Students,Grade Repetition,Educational Policy,Children,Surveys,Longitudinal Studies,Probability,Minority Group Students,African American Students,Hispanic American Students,White Students,Racial Differences,Decision Making,Student Characteristics,Teacher Characteristics,Administrator Characteristics,Matched Groups,Gender Differences

This study uses data from the Early Childhood Longitudinal Study, 2010-2011 to better understand the rates of grade retention during elementary school and the factors associated with this grade retention. Using matched student-teacher and student-principal data, I examine the student-, teacher-, and school-level factors associated with a student's probability of being retained. I then apply within-student comparisons to examine the extent to which students with a teacher or principal of the same race/ethnicity had a lower probability of being retained. No evidence of a relationship is found between student-teacher and student-principal racial/ethnic matching and reduced grade retention for Black, Latinx, or White students.
Immigrant Children in a Pol(ICE) State
Author: Rodriguez Vega, Silvia
Date: 2022-00-00
Type: Journal Articles
Subjects: Immigrants,Children,Preadolescents,Middle School Students,Student Experience,Police,Violence,Law Enforcement,Student Attitudes,Freedom,Theater Arts,Safety,Culturally Relevant Education

Guided by the following questions: (1) What are the experiences of immigrant children attending schools in communities experiencing police brutality and anti-immigrant sentiments? (2) How do middle school children of immigrants visually represent their experiences with legal violence? and (3) What are children's visions of freedom and community safety in this context?, this article highlights the understudied preadolescent children of immigrants through a 2-year study of a multidisciplinary theater class at a local elementary school in South Central Los Angeles. Data includes child interviews, class observations, artwork, and performance videos, from recently arrived Mexican and Central American children aged 10 to 13 years. Findings reveal how children come to understand policing, reinforcing concepts like &quot;good cop/bad cop,&quot; conflating local police and ICE (Immigration and Customs Enforcement) agents, but also imagining alternatives for community safety outside of police systems. This work contributes to the fields of immigration, abolitionist education, and ethnic studies, among others, offering new ways of supporting immigrant children through the use of arts-based tools.
From Yellow Peril to Model Minority and Back to Yellow Peril
Author: Wu, Lin
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Asian American Students,Racism,Asian Americans,Crime,Critical Race Theory,Elementary School Students,Elementary School Teachers,Teacher Role,Advocacy,Grade 4,Educational Environment

During the COVID-19 pandemic, some perceptions of Asian Americans in the United States shifted as anti-Asian hate crimes escalated. However, little is known about how these shifting views manifest in K-12 schools. This qualitative case study uses Asian critical race theory to examine how two Southeast Asian American students faced exclusion and erasure before and during the COVID-19 pandemic and how their Southeast Asian American teacher advocated for them at a public elementary school in the Pacific Northwest. Implications include how researchers can pursue inquiries about Asian American students' holistic development and how in-service and pre-service teachers can address anti-Asian xenophobia.
Comparing the Growth and Predictive Performance of a Traditional Oral Reading Fluency Measure with an Experimental Novel Measure
Author: Nese, Joseph F. T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Tests,Oral Reading,Reading Fluency,Curriculum Based Assessment,Computer Assisted Testing,Scores,Reading Comprehension,Predictor Variables,Test Reliability,Test Validity,Elementary School Students,Grade 2,Grade 3,Grade 4

Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students' response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading evaluation [CORE]) with Traditional CBM-R WCPM scores to determine which provides more reliable growth estimates and demonstrates better predictive performance of reading comprehension and state reading test scores. Results indicated that in general, CORE had better (a) within-growth properties (smaller SDs of slope estimates and higher reliability), and (b) predictive performance (lower root mean square error, and higher R2, sensitivity, specificity, and area under the curve values). These results suggest increased measurement precision for the model-based CORE scores compared with Traditional CBM-R, providing preliminary evidence that CORE can be used for consequential assessment. [For the corresponding grantee submission, see ED618695.]
School Absenteeism and Academic Achievement: Does the Reason for Absence Matter?
Author: Klein, Markus
Date: 2022-00-00
Type: Journal Articles
Subjects: Attendance,Attendance Patterns,Academic Achievement,Foreign Countries,High Stakes Tests,Elementary Secondary Education,Truancy,Diseases,Vacations,Family Environment,Regression (Statistics)

Studies consistently show associations between school absences and academic achievement. However, questions remain about whether this link depends on the reason for children's absence. Using a sample of the Scottish Longitudinal Study (n = 4,419), we investigated whether the association between school absenteeism and achievement in high-stakes exams at the end of compulsory and postcompulsory schooling varies with the reason for absence. In line with previous research, our findings show that overall absences are negatively associated with academic achievement at both school stages. Likewise, all forms of absences (truancy, sickness absence, exceptional domestic circumstances, and family holidays) are negatively associated with achievement at the end of compulsory and postcompulsory schooling. First difference regressions confirm these negative associations, except for family holidays. These findings suggest that, in addition to lost instruction, other mechanisms such as behavioral, health-related, and psychosocial pathways may account for the association between absenteeism and achievement. The findings have implications for designing tailored absenteeism interventions to improve pupils' academic achievement.
&quot;What Counts&quot; as Research? Comparing Policy Guidelines to the Evidence Education Leaders Report as Useful
Author: Farrell, Caitlin C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Research Utilization,Evidence Based Practice,Evidence,School Districts,School Administration,Administrators,Instructional Leadership,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Practices,Guidelines,Books,Information Sources

Despite calls for evidence-based decision making, the field has a limited understanding of how educational leaders actually engage research. This study draws on a nationally representative sample of 368 district and school leaders who named pieces of research that were useful to their work. Educational leaders found frameworks and practical guidance in the form of books to be most useful. They report turning to research across different domains of leadership practice, including supporting their own professional learning, guiding instructional activities for others, and monitoring and supporting implementation. While a small portion of sources named would qualify for the top three &quot;tiers of evidence&quot; of the Every Student Succeeds Act, those sources named as useful for program selection more frequently met these criteria. Together, these findings offer a broader portrait of research use, one rooted in leaders' engagement with research as a part of their multifaceted and complex practice.
Leading from the Middle: How Principals Rely on District Guidance and Organizational Conditions in Times of Crisis
Author: Kaul, Maya
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Urban Schools,School Districts,Guidance,COVID-19,Pandemics,Educational Change,School Administration,Compliance (Psychology),Middle Management,Administrator Role,Decision Making,Organizational Learning

COVID-19 has presented unprecedented challenges to schools, leaving principals to lead rapid organizational change with limited guidance or support. Drawing on interviews from a larger, national study of principals at the onset of the COVID-19 pandemic, we analyzed the experiences of 20 principals in four large, urban school districts--Boston, Denver, New York, and San Diego. We found that principals relied on both district guidance and preexisting school structures and conditions as they led through the crisis. Although no principals were satisfied with district guidance, principals responded to guidance on a spectrum--from abiding, to challenging, to subverting guidance. Principals' responses were associated with their perceptions of the internal capacities of their schools, as well as the district guidance. Our findings support an emergent typology of principals as middle managers during crisis, which sheds light on how principals act as middle managers and how districts can support their work. [For the corresponding grantee submission, see ED618684.]
&quot;We Are Trying to Communicate the Best We Can&quot;: Understanding Districts&apos; Communication on Twitter during the COVID-19 Pandemic
Author: Michela, Esther
Date: 2022-00-00
Type: Journal Articles
Subjects: Communication Strategies,Social Media,School Districts,COVID-19,Pandemics,Elementary Secondary Education,Crisis Management,Content Analysis,Community Involvement

While educators' uses of social media for purposes such as professional learning and networking are now well-established, our understanding of how educational institutions use social media--including to engage key stakeholders during periods of crisis--is limited. In this study, we used a public data mining research approach to examine how K-12 school districts in the United States used Twitter as a communication tool during a critical period of the COVID-19 pandemic, March-April, 2020. Through a three-step grounded theory approach of 1,357 district tweets from 492 school districts, we found that districts worked to build community and share time-sensitive announcements in alignment with social media crisis communication recommendations. Announcements were more common during the early stages of the pandemic (and were engaged more collaboratively), with community-building posts more common later on. This study demonstrates how researchers can use publicly available (social media) data to understand districts' communication priorities and strategies during and beyond periods of crisis.