ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing Teacher Shortages in Rural America: What Factors Encourage Teachers to Consider Teaching in Rural Settings?
Author: Oyen, Kari
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Rural Areas,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Decision Making,Student Characteristics,Racial Differences,Ethnicity,Educational Attainment,Parent Background,High Schools,Geographic Location,21st Century Skills,Critical Thinking,Specialization,Teacher Education Programs,Teaching Skills,Classroom Techniques,Parent Teacher Cooperation,Supervision,Faculty Development

Teacher shortages in rural areas has become a public crisis. This shortage of key personnel requires stakeholders (higher education, state departments, local school districts) to examine factors that help teacher education students choose to apply to rural settings. The current study examines new teacher candidates' background, preparation for teaching, and perceptions of protective factors on their decisions to work in rural areas. Data from teacher education students in their residencies from 14 institutions were analyzed. Results suggest that student background, including race, level of education, parent education, and high school location are important. White students, those pursuing undergraduate degrees, those from rural high schools, and students who feel more confident in teaching 21st-century critical thinking skills (e.g., using a variety of perspectives, engaging in self-assessment, teaching critical thinking) are also more likely to consider teaching in rural areas. Results are discussed as they relate to recruitment in rural areas. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2020.]
Teaching Play Skills to Children with Autism: A Review of the Literature
Author: Cardinal, Hoanglan
Date: 2021-00-00
Type: Journal Articles
Subjects: Play,Autism,Pervasive Developmental Disorders,Skill Development,Children,Teaching Methods,Video Technology,Modeling (Psychology),Interaction,Interpersonal Relationship,Behavior Modification,Behavior Problems,Students with Disabilities,Scripts,Child Development,Social Behavior

Play is a universal activity that is an integral part of childhood experiences and aids in the development of important skills. While most children naturally engage in play, children with autism spectrum disorder (ASD) do not follow the typical pattern of play development and often exhibit delays in play skills. One of the defining characteristics of autism is a lack of pretend and imitative play. Given the academic, social, and cognitive benefits of learning through play, educators should make play an intervention goal for children with ASD. The majority of studies reviewed identified three effective instructional strategies for teaching play skills: video modelling, pivotal response training, and script training. These strategies result in increased levels of play, positive social interaction, and decreased inappropriate behaviours.
Innovating a Promising Practice in High Poverty Rural School Districts
Author: Harmon, Hobart L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,Disadvantaged Schools,Poverty,School Districts,Models,Family School Relationship,School Community Relationship,Mathematics Education,STEM Education,Health Education,Institutional Characteristics,Student Characteristics,Family Characteristics,School Role,Family Role,Community Role,Middle Schools,High Schools,Success

This article gives meaning to innovating promising practices in high poverty rural contexts, as experienced by the Rural Math Excel Partnership (RMEP). The project sought to develop a model of shared school-family-community responsibility to support student success in foundational math courses as preparation for science, technology, engineering, mathematics and health (STEM-H) careers. RMEP was one of the two rural development grant awards in the 2012 federal fiscal year, the first year for awards in the rural priority area of the U.S. Department of Education's Investing in Innovation (i3) program. High poverty rural areas may have major implications for fidelity of implementation and measurement of intended impacts that raise important questions about project organizational structures, capacities and evaluation needs. If significant external funding and a partnership approach are key catalysts for innovating solutions to educational challenges, the answers to 10 questions of readiness could have major implications for project success. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2020.]
Coaching Preservice Teachers to Integrate the Arts in STEM Content
Author: Luton, Cheryl A.
Date: 2021-06-03
Type: Journal Articles
Subjects: Preservice Teachers,College Freshmen,Instructional Innovation,Preservice Teacher Education,Integrated Curriculum,STEM Education,Art Education,Coaching (Performance),Experiential Learning,Feedback (Response),Peer Teaching,Elementary Education

This article explores an innovative strategy for teaching preservice university freshmen to integrate the arts in STEM content. Based on theoretical foundations of brain science, and combined with the author's 15 years of experience as an elementary school teacher, and an additional 15 years in higher education, this approach represents a conceptual framework that includes coaching teacher candidates to write, teach, critique, and reflect on lessons that integrate the arts, and to effectively use arts-infused lessons throughout their academic program and their own reflective professional practice. This instruction includes early hands-on learning opportunities and experiences, enabling preservice teachers to learn from their own teaching, and the teaching of their peers, by using reflective reciprocal feedback to revise and improve lesson design and teaching skills. Possible implications for more effective educator preparation, arts integration in STEM content, and curriculum design and program development are discussed.
Overlooked and Underserved: Gifted Students in Manitoba
Author: Metelski, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Gifted Education,Access to Education,Student Needs,Acceleration (Education),Public Schools,Educational Policy,Students with Disabilities,Underachievement

Gifted education in Manitoba is neglected by policymakers, leaving gifted students without assurance of access to appropriate consideration in the province's classrooms. The needs of students with intellectual disabilities are addressed and protected by the Public Schools Act, but guidance for understanding and accommodating the needs of gifted learners is lacking. Programming for gifted students is necessary to meet their affective and academic needs. Acceleration, which may take many forms, is an effective intervention that is appropriate for gifted learners; as they stand, Manitoba's guidelines for accommodating student needs do not support acceleration as a viable option for gifted students.
Self-Efficacy and the Inclusive Teacher
Author: Abraham, Joshua
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Student Diversity,Self Efficacy,Teacher Effectiveness,Teacher Attitudes,Knowledge Level,Faculty Development,Communities of Practice,Beliefs,Preservice Teacher Education,Leadership Responsibility

The success of inclusive education is dependent on the self-efficacy of classroom teachers. This research examines the different ways in which teachers shape their confidence when providing equal opportunity for all students. For teachers to successfully implement inclusive practices within the classroom, they must first believe in the right for education for all students and understand the legislations surrounding inclusive education. Teachers must also continue to grow their knowledge through participation in Professional Development that is supported by collaborated Professional Leaning Communities within the school. In order for teachers to continue to adapt their practice to suit the needs of their students, school leaders are responsible for developing a culture of inclusion and providing opportunities for collective growth among all educators within the system.
Schoolwide Positive Behaviour Support: The Positive Effects and Barriers to Sustainability
Author: Berg, Kyle
Date: 2021-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Behavior Modification,Behavior Problems,Program Effectiveness,Barriers,Program Implementation,Administrator Role,Teacher Role,School Culture,Attitudes,Sustainability,School Personnel

Schoolwide positive behaviour support (SWPBS) programs have proven to be largely effective at reducing problem behaviour in schools. Full implementation of SWPBS has been associated with positive behavioural and academic outcomes. However, despite their effectiveness, implementation rates of SWPBS remain low. For SWPBS to be sustained, a number of barriers need to be addressed. Insufficient investment from school administrators, staff buy-in, and school culture are the main barriers to successful implementation. By attending to these barriers, the chances of successful implementation of SWPBS are enhanced.
An Autobiographical Narrative Inquiry into Curriculum Making Experiences as a Resource Teacher
Author: Levesque, Michelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Resource Teachers,Curriculum Development,Personal Narratives,Teaching Experience,Teacher Collaboration,Teacher Student Relationship

Teachers are often master students who thrive in structured school settings; however, not everyone learns well in school. There is a great responsibility for adults in schools to support students as thriving learners. What barriers are there to student learning? What changes are needed to nurture learning? How can we best learn alongside others? Through autobiographical narrative inquiry, the author has explored these questions in an effort to bring forth transformation. The author's research began with selecting experiences fraught with tension and a feeling of incompletion, followed by writing personal autobiographical narratives of these experiences, and re-reading them. One autobiographical narrative was selected with the purpose of delving into the research puzzle in an attempt to draw learning experiences from re-viewing the narrative, and exploring new understandings of how to learn alongside others. It is the hope of the author that others in the discipline may also glean some information that will aid them in shifting practice and perspective.
High Impact Learning for Facilitator Training and Development
Author: Gauthier, Launa
Date: 2021-00-00
Type: Journal Articles
Subjects: Training Methods,Models,Teacher Improvement,College Faculty,Foreign Countries,Facilitators (Individuals),Pedagogical Content Knowledge,Teaching Skills,Faculty Development,Experiential Learning,Teacher Workshops,Feedback (Response)

Research shows that cascade training models are common approaches to improving teaching in many developing countries. Cascade models are popular for reaching large cohorts of teachers in a short time and often at a low cost. However, they have been criticized because training efforts can get diluted and transmission modes of instruction tend to prevail across all tiers of the cascade. In this essay, we discuss the development and implementation of the Facilitator Training Program (FTP) at a university in Pakistan. The FTP supports high impact learning for new facilitators to develop pedagogical knowledge and instructional and facilitation skills needed to sustain an experiential faculty development program. We define high impact learning as experiential, reflective, emphasizing feedback, and involving learning with and from others. We believe the FTP design can be useful for facilitator training in other institutions outside of Pakistan where cascade training models may also be prevalent.
Teacher Perceptions of Skills, Knowledge, and Resources Needed to Promote Social and Emotional Learning in Rural Classrooms
Author: Zolkoski, Staci M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Teacher Competencies,Self Efficacy,Self Management,Educational Resources,Educational Environment,Social Emotional Learning,Mental Health,Predictor Variables,Curriculum Implementation,Intention,Adoption (Ideas),Student Diversity,Public Schools,Rural Schools

The incorporation of social and emotional learning (SEL) in schools has been shown to improve academic and psychological health of students. Research has been limited regarding implementation of SEL programs in rural communities, where student needs are heightened. The current study examined factors that could impact teachers' intentions to be early adopters of a SEL curriculum in a rural community. Seventy-six teachers provided self-report data regarding perceptions of professional strengths, school climate, school resources for student support, ability to educate diverse students, ability to teach specific SEL domains, and intentions to be an early adopter of a SEL program. Present results indicated positive perceptions of school climate, one's ability to teach diverse students, and one's ability to teach self-management skills positively predicted intentions to be an early adopter of a SEL curriculum. Implications for rural schools are explored and recommendations for adoption of SEL curricula in rural schools are provided.
Prepared to Respond? Investigating Preservice Teachers&apos; Perceptions of Their Readiness for Culturally Responsive Teaching
Author: Moore, Alicia L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Cultural Awareness,Undergraduate Students,Student Attitudes,Self Efficacy,Readiness,Field Experience Programs,Public Schools,Elementary Education,Special Education,Teacher Certification,Student Diversity

Increasing cultural diversity in American schools has made preparing graduates to work with diverse learners an essential goal of teacher education programs. The purpose of this study was to investigate the perceptions of elementary (K-6) undergraduate preservice teachers (n=36) in a dual certification program regarding their personal and professional readiness for culturally responsive teaching. Data collected using the Cultural Responsive Teaching Readiness Scale (Karatas &amp; Oral, 2017) revealed relatively high mean overall with little variation (M = 4.25, SD = 0.18) with a statistically significant difference (t (33) = 18.65, p &lt; 0.001) between Personal Readiness (M = 4.46) and Professional Readiness (M = 3.98). Participants seemed to perceive classroom practice as influential in terms of their cultural awareness, thus, indicating the importance of partnerships with area schools and districts to ensure effective field experiences for preparing teachers for sustained employment in culturally and linguistically diverse settings.
Service-Learning to Develop Responsiveness among Preservice Teachers
Author: White, Elizabeth S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Service Learning,Culturally Relevant Education,Preservice Teachers,Undergraduate Students,Elementary Secondary Education,Children,Child Behavior,Childhood Interests,Childhood Needs,Interaction,Role Perception,Lesson Plans,Classroom Techniques,After School Programs,Public Colleges,Program Effectiveness

The purpose of this study was to examine the benefits, challenges, and limitations of a service-learning project designed to promote responsiveness among PK-12 preservice teachers (N=41). The service-learning included working with children (5- to 12-year-olds) at before- and after-school programs, interviewing site staff, and developing lesson plans for the children at each site. Data sources for this study included students' reflections and group lesson plans. Qualitative analysis showed that what constituted benefits for some students, such as connecting with children and learning classroom management, were reported as challenges for others. Additionally, students' ideas about responsiveness in education were focused on children's needs, interests, and school resources, yet rarely included children's strengths. Findings show the varied experiences undergraduate students have when engaged in service-learning and suggest that future teachers would benefit from greater scaffolding to foster the development of strengths-based perspectives. Implications for teacher preparation programs and service-learning in higher education are discussed.
Using Robots with Storytelling and Drama Activities in Science Education
Author: Bravo, Flor A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Robotics,Story Telling,Dramatic Play,Teaching Methods,Technology Education,STEM Education,Instructional Effectiveness,Science and Society,Student Motivation,Grade 6,Early Adolescents,Concept Formation,Classroom Environment

Storytelling and drama are well-known teaching tools that can be used throughout the curriculum for the active participation of students in their own learning process. The introduction of robots in storytelling and drama activities provides students with a meaningful, multisensory, hands-on learning experience. This paper explores the potential and challenges of using storytelling and drama activities with robot actors in science teaching. We present the lessons learned from two experiences of storytelling and drama activities with robots in science education. Observations revealed that this approach facilitates the development of science concepts, creates a rich context to foster skills in students, creates a positive classroom environment, and improves the students' attention and motivation. Finally, it was identified that there is a need to design low-cost expressive actor robots that are easily customizable. Additionally, the need to develop multi-robot programming interfaces that facilitate the creation of scripts for robots and their programming is also shown.
We Have Something to Say: Youth Participatory Action Research as a Promising Practice to Address Problems of Practice in Rural Schools
Author: Means, Darris R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Youth,Participatory Research,Action Research,High School Students,Access to Education,Postsecondary Education,Rural Education,Photography,Research Methodology,Conferences (Gatherings),Learning Resources Centers,School Libraries,Leadership Training

The purpose of this article is to highlight a critical approach for practice, youth participatory action research, that can be used to invite rural youth to collaborate with school administrators, educators, and community leaders to identify and examine challenges, while building upon the strengths of a school and community to address challenges. Our youth participatory action research project was a collaboration between adult researchers and five students from a rural high school to examine and address postsecondary education access challenges. The adult and student researchers developed and implemented two evidence-based products: (a) a conference and (b) a resource corner in the school library. Student co-researchers demonstrated an increased commitment to the project, development of postsecondary education knowledge, and development as leaders during the project. Our project demonstrates evidence of youth participatory action research being an effective approach to address problems of practice in rural education. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2020.]
The Educational Technology of Monological Speaking Skills Formation of Future Lawyers
Author: Almazova, Nadezhda
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Skills,Legal Education (Professions),Second Language Learning,Educational Technology,Foreign Countries,Law Students,Instructional Effectiveness

In modern higher education, there was a change in the educational paradigm, when the emphasis shifted to the formation of competencies. The goal of the competence approach is to improve the quality of education, which is impossible without the use of educational technologies that guarantee a steady effective result. The priority of teaching foreign languages to future lawyers is the foreign speaking skills formation in general and the monological ones in particular. The introduction of educational technology in the process of monological speaking skills formation, including a set of methods and techniques such as peer review, discussion, working with the text, etc., took place over the course of the pedagogical experiment. Qualitative and quantitative data analysis allowed us to determine the difference in the level of the monological speaking skills formation in experimental and control groups at all stages of the experiment conducted. The effectiveness of the developed technology is determined by the significance of the adaptation stage, the use of the peer review method, which implements the potential of students' metacognitive skills, and the possibility to change the role while evaluating students' answers.
Land-Based Education: Stepping Back to Save the Future
Author: Loewen, Patrick
Date: 2021-00-00
Type: Journal Articles
Subjects: Residential Schools,Place Based Education,Land Use,Self Concept,Catholics,Christianity,American Indian History,Trauma,Racial Bias,Child Abuse,Educational History,Conflict Resolution,Foreign Countries,Family Relationship,Indigenous Knowledge,Sexual Abuse,Teaching Methods,Instructional Leadership,American Indian Education,Disadvantaged,American Indian Culture

The impact of Residential Schools on Indigenous People has left a long-lasting crippling effect on the subsequent generations of Indigenous youth. The resultant intergenerational loss of identity and self-value has cost the Indigenous People and their communities immensely. Aboriginal People based their education system on the real world around them for centuries and are intrinsically attached to nature. This article investigates the benefits of re-introducing Indigenous youth to a land-based educational system as a means of re-attaching the severed familial and communal ties. The very nature of traditional Land-based education practices such as hunting and gathering form strong bonds between participants and nature, and lays the foundation for interpersonal community relationships. It is believed that, by returning to a land-based teaching approach, Aboriginal communities can be rebuilt.