ethanporcaro/eric-fulltext-meta huggingface dataset:
College Attendance among Low-Income Youth: Explaining Differences across Wisconsin High Schools
Author: Smith, Christian Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Low Income Students,College Attendance,High School Students,Equal Education,Socioeconomic Status,Institutional Characteristics,Enrollment Rate,Educational Opportunities,High Schools

Bolstering low-income students' postsecondary participation is important to remediate these students' disadvantages and to improve society's overall level of education. Recent research has demonstrated that secondary schools vary considerably in their tendencies to send students to postsecondary education, but existing research has not systematically identified the school characteristics that explain this variation. Identifying these characteristics can help improve low-income students' postsecondary outcomes. We identify relevant characteristics using population-level data from Wisconsin, a mid-size state in the United States. We first show that Wisconsin's income-based disparities in postsecondary participation are wide, even net of academic achievement. Next, we show that several geographic characteristics of schools help explain between-secondary school variation in low-income students' postsecondary outcomes. Finally, we test whether a dense set of school organisational features explain any remaining variation. We find that these features explain virtually no variation in secondary schools' tendencies to send low-income students to postsecondary education. [For the corresponding grantee submission, see ED623645.]
Platformisation of Education: An Analysis of South African Universities&apos; Learning Management Systems
Author: Badaru, Kazeem Ajasa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Learning Management Systems,Content Analysis,Web Sites,COVID-19,Pandemics,Educational Technology,Literature Reviews

Several studies have focused attention on the crisis of the COVID19 pandemic and the impact on the traditional face-to-face teaching and learning activities across the globe. There is, however, little research regarding the platformisation of education with the aid of the learning management systems (LMSs) in the contexts of South African universities. With a thematic content analysis of the extant literature and a systematic review of universities' websites, this study explored and unearthed various LMS platforms which public universities in South Africa adopted and utilized before the outbreak of the COVID-19 pandemic and during the lockdown period. The findings revealed that the majority (46%) of South Africa's public universities used the Blackboard LMS while another 34 percent of the 26 universities used the Moodle LMS. The rest of the public universities in South Africa used one of the following LMS platforms: the Vula, Efundi, ClickUp, RUConnected, Sakai, SunLearn, Canvas, and D2LBrightspace. Furthermore, the study found that a few South African universities had moved from one LMS platform to another, especially during the period of lockdown precipitated by the pandemic; beginning from the year 2020. The LMS platforms serve the pedagogical needs of the universities in terms of facilitation of online interaction between instructors and students, dissemination of course materials, announcements, submissions, assessments, and grading of student assignments electronically. It is recommended that future studies should investigate the challenging factors responsible for the switch from one LMS platform to another across the public universities in South Africa.
Distance Learning under the COVID-19 Conditions within Architectural Education
Author: Unver, Emel
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Architectural Education,Electronic Learning,Educational Quality,Learning Management Systems,COVID-19,Pandemics,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Foreign Countries,Educational Technology

Distance learning is one of the means of education used in various levels, from primary school to college. However, distance learning in architectural education differs from other disciplines, as architectural education is design-based with predominantly applied courses. As the spring semester of the 2019/20 academic year had to continue online due to the COVID-19 pandemic and it remained uncertain whether or when face-to-face (FtF) education will start till the end of the term, the necessity to focus on online education suddenly raised in architectural faculties. This study aims to start a discussion on how to proceed with online architectural education, focusing on quality, defining the fundamentals, and proposing suggestions within this scope. In order to achieve this aim, research on the evaluation of the existing distance learning platforms of universities, the differences between the implementations of theoretical and applied courses, the advantages and disadvantages of the process are made. For this purpose, a comprehensive literature review on universities that provide fully online, hybrid and conventional (FtF) education throughout the world is conducted, given and discussed in the paper. After the research on ongoing processes, a case study to determine the experiences, opinions and approaches of students and academic staff with the scope of emergency remote teaching is designed and conducted. Together with the findings of the review and the case study, the challenges, strengths and opportunities of online architectural education are discussed and evaluated with a focus on maintaining and raising the quality of the education. In conclusion, suggestions and proposals are made and presented to be applied and developed in architecture faculties' future online education experiences.
Organisational Culture in Public University: A Case Study in Kosovo
Author: Tahiraj, Iliriana
Date: 2022-00-00
Type: Journal Articles
Subjects: Organizational Culture,Public Colleges,Foreign Countries,College Faculty,Teacher Attitudes,Organizational Change,Power Structure,Values

In recent decades, there has been a significant increase in research that focuses on organisational culture as an important construct that can support or hinder the implementation of changes in higher education. In developing countries of Europe, limited studies are assessing organisational culture and its alignment with planned changes in higher education institutions. Hence, the objective of this research was to identify the dominant organisational culture types in higher education and understand how the planned changes are aligned with the dominant cultures. The research was conducted in a large public university in Kosovo. The Competing Values Framework was used to assess the organisational culture. The study adopted a quantitative research approach. The sample consisted of 102 academic staff from a population of approximately 960. The data were collected using a standardised instrument (The Organisational Culture Assessment Instrument (OCAI)) to identify the dominant organisational culture based on four organisational culture types: clan, hierarchy, adhocracy, and market. The data related to the planned changes of the university were collected through document analysis. The research identified hierarchy and market cultures as the dominant cultures. The results also show that the dominant organisational cultures militate against the main planned changes. The findings confirm the relevance of the Competing Values Framework in assessing the organisational culture in higher education institutions and provide direction to academic leaders about how they can align their planned changes with the organisational culture to achieve better outcomes.
Online Learning during the COVID-19 Pandemic: Readiness and Satisfaction among Indonesian Students
Author: Rafsanjani, Mohamad Arief
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Electronic Learning,Student Satisfaction,Learning Readiness,Student Characteristics,Time Management,Technological Literacy,Computer Mediated Communication,Communication Skills,College Students

The spread of COVID-19 has affected the entire world, including the education sector in Indonesia. This study examines the relationship between Indonesian students' readiness and students satisfaction with online learning during the COVID-19 pandemic. It used an online questionnaire to reach 518 students as a participant. Structural equation modelling (SEM) with SmartPLS software was utilised to examine the relationship between the variables. The finding indicated four dimensions of student readiness (online student attributes, time management, technical competencies, and online communication competencies) closely related to students' satisfaction with online learning. The result provided an understanding of the condition of online learning satisfaction from students readiness point of view during the COVID-19 pandemic in Indonesia. This study serves as a starting point for stakeholders (government and education institutions) in making future policies.
Examining the Relationships between the Burnout Levels and Creative Thinking Levels of Special Education Teachers
Author: Guven, Didem
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Burnout,Creative Thinking,Special Education Teachers,Burnout,Measures (Individuals),Self Control,Personality Traits,Fatigue (Biology),Promotion (Occupational),Teacher Education,Foreign Countries

In this study, the relationships between the burnout and creative thinking levels of special education teachers (SET) were examined. 214 special education teachers were contacted to accomplish this goal. The Maslach Burnout Inventory-Educator's Survey and the Marmara Creative Thinking Tendency Scale were used in the study. Conducted in accordance with the goal, the surveys revealed that the creative thinking tendencies of SETs decrease as their burnout levels increase; their creative thinking, self-discipline, novelty-seeking, courage, curiosity, and flexibility levels decrease as their emotional exhaustion levels increase; and their creative thinking, self-discipline, novelty-seeking, courage, curiosity, doubt, and flexibility levels increase as their personal accomplishment levels increase. In conclusion, improving the salaries, providing training on scientific-based practices, and organizing in-service training were suggested in the study in order to reduce the burnout of SETs and increase their creative thinking tendencies.
&quot;Through Thick and Thin&quot;: Lower Secondary School Students&apos; Barriers to Learning under COVID-19 Conditions
Author: Nedzinskaite-Maciuniene, Rasa
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Barriers,Academic Achievement,COVID-19,Pandemics,Distance Education,Foreign Countries,Grade 7,Grade 8,Access to Computers,Technological Literacy,Secondary School Teachers,Feedback (Response),Teacher Attitudes,Well Being

At the global level, the COVID-19 pandemic has affected the whole education system, ranging from pre-school to higher education. Without any prior preparation, the teaching process has undergone a massive transition from face-to-face to distance learning. This transition has posed many challenges. This article aims to reveal what barriers to learning lower secondary school students face and how schools can minimise these barriers. A systematic review of the academic literature from two well-known databases, EBSCO and ScienceDirect, was performed to identify and determine the prevailing consistencies and gaps. The empirical study follows a qualitative research design: an explanatory case study. The data were collected through observations of online lessons, interviews with teachers and the school principal, and students' reflections. In addition, an inductive thematic analysis was employed. The empirical results help to identify secondary school students' barriers to learning in terms of learning accessibility and technological literacy; planning and reflections on learning; self-regulated learning and active involvement; and emotional as well as psychological well-being. Furthermore, the study highlights how a school can minimise these barriers.
The Inclusion of Differentiation in Literacy Lessons in the First and Second Grades of Slovenian Primary School
Author: Švajger, Jasna
Date: 2022-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Literacy Education,Grade 1,Grade 2,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Academic Achievement,Instructional Effectiveness

In the modern educational process, teachers adapt lessons to the student's individual abilities, prior knowledge, interests and social skills. The present study, whose aim is to examine the inclusion of differentiation in literacy lessons in the first and second grades of Slovenian primary schools, was carried out on a smaller scale (N = 79). It aims to determine the views of first- and second-grade primary school teachers on differentiation, and to find out how differentiation takes place in literacy lessons and which factors affect student performance in class. The results show that the inclusion of differentiation in literacy lessons is present in the entire initial literacy teaching process, and that Slovenian teachers undergo regular training and professional development courses in this area, thus contributing to the educational success of students and affecting their personal growth and development. Teachers estimate that the intertwining of individual abilities, family environment, engagement in co-curricular activities and well-developed social skills represents a key factor in student success. It was expected that internal differentiation would be more effective than external differentiation. Surprisingly, however, teachers report that heterogeneous groups do not enhance educational efficiency.
Quality Pedagogical Practice in Early Childhood Education Institutions Relating to Children at Risk of Social Exclusion
Author: Antulic Majcen, Sandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Young Children,At Risk Students,Social Isolation,Group Membership,Barriers,Educational Practices,Foreign Countries,Models,Student Needs

Quality early childhood education and care has been the focus of interest of researchers for over half a century. Approaches to the quality monitoring and quality assurance of early childhood education and care, as well as its conceptualisation and operationalisation, have changed and developed over the decades in line with contemporary understandings of child development and learning, and in accordance with changes in the purpose and functions of early childhood education and care. The results of many relevant studies confirm that quality early childhood education and care is crucial for short-term and long-term positive outcomes in different development and learning areas, especially in the case of disadvantaged children, including children at risk of social exclusion. The aim of this paper is to present the concept of quality in early childhood education and care from various research perspectives, with special emphasis on a review of the literature on the quality of pedagogical practice aimed at children at risk of social exclusion. The paper presents the theoretical model of responding to the needs of children at risk of social exclusion in Croatian early childhood education and care. Special attention is given to the quality of pedagogical practice regarding children at risk of social exclusion, as a prerequisite for planning targeted measures and interventions directed at this group of children and their families within the Croatian early childhood education and care system. It was concluded that the key factors for quality pedagogical practice are an interdisciplinary approach of highly qualified professionals and the participation of all key stakeholders within the child's immediate environment, as well as connection between relevant policies and practice, which are crucial for early childhood education and care quality.
Parents&apos; Opinions about Their Children&apos;s Distance Learning during the First Wave of the COVID-19 Pandemic
Author: Drvodelic, Maja
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Distance Education,School Closing,COVID-19,Pandemics,Parent Role,Elementary School Students,Educational Technology,Technology Uses in Education,Family Relationship,Barriers,Student Needs,Online Courses,Program Effectiveness,Independent Study,Technological Literacy,Teacher Role

Due to the COVID-19 pandemic, distance education became the only official form of instruction in all schools in Croatia for a period commencing 16 March 2020. This situation changed the expectations, roles and responsibilities of parents with regard to the teaching and learning process of their children. Understanding parents' experiences during school closure is important for the development of recommendations for similar situations. This paper presents part of the results of an online survey investigating the opinions of 1,205 parents of primary school children on various aspects of distance education. The responses were analysed by researchers using the thematic analysis approach. The initial answers of parents regarding the positive and negative aspects of education during the lockdown were grouped into categories. The results indicate that distance education positively contributed to the development of children's self-regulated learning and to providing greater parental support in learning, as well as empowering children in using ICT. Parents emphasise positive changes in the quality of family relationships, which are partly the consequence of joint learning with their children and partly due to changes in the way of life during the lockdown. Negative aspects can be divided into two general categories, the first of which is linked to children (e.g., lack of support from school, lack of children's interest in learning), while the second refers to the challenges faced by parents (e.g., fear of school failure, undertaking the double role of custodian and teacher). The findings suggest the need for the development of recommendations that would provide support for parents and children in situations where the teaching and learning process take place in an online environment.
How the COVID-19 Pandemic Was Experienced by Slovenian and German Adolescents with Specific Learning Difficulties
Author: Javornik, Karmen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Adolescents,Learning Disabilities,Barriers,Distance Education,Educational Technology,Cultural Differences,Student Adjustment,Age Differences,Gender Differences,Instructional Materials,Educational Environment

The spring phase of the pandemic made the education of adolescents with specific learning difficulties (SpLD) challenging. In the present study, which included 122 adolescents with SpLD (50% from Slovenia, 50% from Germany), we investigated how Slovenian and German adolescents with SpLD perceived and solved some of the challenges of distance learning. The study data were collected with two online questionnaires (in Slovenian and German, respectively). Slovenian adolescents were statistically significantly more likely than German adolescents to mention problems with attention, the importance of multisensory learning, and the importance of being able to choose the time to learn, as well as psychosomatic problems. Slovenian adolescents had more experiences with praise from teachers during the pandemic and they also mentioned more issues with the transition to distance learning and the use of information and communication technology. Younger adolescents had more parental help. Male adolescents were more likely to report that they did not have the right spatial conditions for learning. German adolescents spent more time chatting on social media and experienced less support for learning. Female adolescents were more likely to express fear of the pandemic and a lack of learning support, while male adolescents across the sample missed their peers more. Most of the respondents came from families in which the pandemic did not cause serious material and spatial problems, but German adolescents were statistically significantly less likely to feel these consequences. According to the respondents, the spatial and material conditions were similar in both countries.
Climate, Culture, Conditions, and Compensation: How to Address the Staffing Crisis and Meet Kids&apos; Needs
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Educational Research,Student Centered Learning,Teacher Persistence,Leadership,Educational Environment,Educational Change

This article provides excerpts of &quot;Here Today, Gone Tomorrow? What America Must Do to Attract and Retain the Educators and School Staff Our Students Need&quot; by the AFT Teacher and School Staff Shortage Task Force. The report stands as recognition that teacher and school staff shortages have been caused by a long-term disinvestment in schools, and there is not one simple solution to restructuring the school system to reflect the needs of its workers and learners. It stands as an acknowledgment that all students, and all educators and staff, have unique needs. Moving into the new school year the AFT will continue to use this report and its action steps to proactively improve the working and learning conditions for everyone in our schools. For the full report--which contains dozens of bold yet practical actions that federal, state, and local governments; school districts; and unions should take to create student-centered, educator-led schools--see go.aft.org/rfq. [This article was written by the AFT Teacher and School Staff Shortage Task Force.]
Bonding through Music: All Teachers Can Use Music to Help Students Express Emotions and to Add Joy to the Classroom
Author: Campbell, Patricia Shehan
Date: 2022-00-00
Type: Journal Articles
Subjects: Music,Psychological Patterns,Educational Strategies,Interpersonal Relationship,Self Expression,Children,Anxiety,Language Arts,Social Studies,Mathematics Instruction,Science Instruction

Music is an invaluable facet of everyday human life. Whether we are the music makers or someone else is &quot;musicking&quot; for us (in person or through our earbuds), we are drawn to it, touched by it, engaged in it, and often captivated by it. Adults and children alike spend a considerable chunk of their waking hours listening to music and responding in movement, gesture, and groove. Teachers can employ musical experiences in meaningful ways to build relationships, allow self-expression, and infuse joy into the school day. In this article, the author offers several practical strategies and suggestions for all teachers--not just music specialists--to incorporate music into their daily routines. From listening nooks, which may be all the more important as students recover from the pandemic, to transitions with a groove, all educators will see valuable ways to harness the power of music to enrich their classrooms.
Conspiracy in America: Recognizing and Confronting Assaults on Our Democracy
Author: Muirhead, Russell
Date: 2022-00-00
Type: Journal Articles
Subjects: Democracy,Misinformation,Misconceptions,Theories,Political Attitudes

The authors' 2019 book, &quot;A Lot of People Are Saying: The New Conspiracism and the Assault on Democracy,&quot; is their effort to make sense of the startling appearance of conspiracy charges enveloping American politics. In this article, they expand on that discussion of the ways conspiracy allegations threaten democracy, and describe the essential role of educators in helping students learn to critically evaluate such claims.