ethanporcaro/eric-fulltext-meta huggingface dataset:
Distance Teaching during the COVID-19 Crisis: Social Connectedness Matters Most for Teaching Quality and Students&apos; Learning
Author: Jaekel, Ann-Kathrin
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Instructional Effectiveness,Student Attitudes,Parent Attitudes,Secondary School Students,Teacher Student Relationship,Teaching Methods,Mathematics Instruction,Language Arts,German,Foreign Countries,English (Second Language),Second Language Instruction

In spring 2020, school closures were enacted to slow the spread of the COVID-19 pandemic. Students and teachers faced the challenge of organizing digital teaching and learning without sufficient time to prepare. In this study, we investigated how teachers implemented teaching from a distance and how these different implementations were associated with students' and parents' perceptions of teaching quality and students' social involvement, enjoyment of learning, academic effort, and perceived competence. To this end, we examined data from 277 teachers, 3,159 students in Grades 5 to 10, and 1,688 parents who rated classes in mathematics, German language arts, and English as a foreign language during the school closures. The results showed that teachers' implementations of distance teaching varied greatly. Teaching methods enabling social connectedness (e.g., video meetings, learning videos created by the teacher) revealed the most consistent positive associations with students' and parents' teaching quality ratings and students' learning experiences.
Out of the Class and into the Shadows: Immigration Enforcement and Education among U.S.-Citizen and Foreign-Born Hispanics
Author: Bucheli, Jose R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigrants,Immigration,Law Enforcement,Hispanic American Students,Crime,Racial Bias,Ethnicity,Trauma,Enrollment,Correlation,Adolescents,Young Adults,Metropolitan Areas,Geographic Regions,Individual Characteristics,Family Characteristics

With the recent escalation in interior immigration enforcement across the United States, immigrant and U.S.-born children are increasingly exposed to coercive measures that have been shown to disrupt their development. This study examines the relationship between immigration-related arrests and the educational outcomes of Hispanics--a group that is overwhelmingly targeted by immigration authorities. Using data on the number of U.S. Immigration and Customs Enforcement arrests at the Metropolitan Statistical Area level, we estimate the impact of immigration enforcement on Hispanics' school enrollment. We find that increases in the arrest rate are accompanied by substantial declines in enrollment among Hispanic youth, including U.S.-born, foreign-born, and individuals in mixed-status families. Additionally, we do not find evidence of this relationship among other racial/ethnic groups, suggesting that the impact is concentrated among Hispanic individuals. Our results advance our understanding of the unintended consequences of immigration enforcement on educational outcomes and show that ethnicity is a crucial factor in this process.
&quot;If We Don&apos;t Do It, Nobody Is Going to Talk about It&quot;: Indigenous Students Disrupting Latinidad at Hispanic-Serving Institutions
Author: Kovats Sánchez, Gabriela
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Minority Serving Institutions,American Indian Students,Indigenous Populations,Ethnicity,Racial Bias,Student Experience,College Students

Hispanic and Latinx are terms that conflate ethnicity, race, and nationality and complicate our ability to generalize what it means for Hispanic-serving institutions (HSIs) to serve such a diverse student population. Latinidad has also privileged mestizo narratives that obscure enduring colonialities of power and perpetuate the invisibility of Indigenous Peoples. Conceptually framed by Critical Latinx Indigeneities, this study documents the testimonios of 10 Indigenous Mixtec/Ñuu Savi, Zapotec, and Nahua students at HSIs in California. I highlight issues of racialization and Indigenous misrepresentation within Latinx-centered curricula and programming and the ways participants engaged in fugitive acts of learning to claim new forms of visibility on campus. The findings raise important implications for HSIs, including Latinx programming that disrupts colonial perspectives and creates more nuanced understandings of diasporic Indigeneity within Latinx communities.
Rethinking Education Leadership through Self-Reflection: Examining the TURNS Model
Author: Msila, Vuyisile
Date: 2021-09-00
Type: Journal Articles
Subjects: Instructional Leadership,Western Civilization,Leadership Effectiveness,Foreign Countries,Epistemology,Leadership Styles,Indigenous Knowledge,Models,Metacognition,Leadership Training,Social Justice,Principals,School Administration,Faculty Development,African Culture,Educational Policy,Cultural Context

With the policy windows open for decolonial practices, educational leaders in Africa have much to ponder on as they examine and transform their leadership practices to suit the current climates. All progressive leaders seek to lead institutions where they could motivate followers, enhance performance as they utilise relevant leadership qualities. Conscientious leaders in Africa would be eager to know what it means to combine Western epistemology and indigenous knowledge to achieve the institution's goals. Arguably, today's institutions require leaders who will be able to study their contexts and utilise leadership strategies for effectiveness.
Longitudinal Review of Communication Skills and Empathic Tendency Levels among the Students of the Department of Sports Management
Author: Aydin, Ali Dursun
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,Empathy,Athletics,Administration,College Students,Instructional Program Divisions,Skill Development,Age Differences,Gender Differences,Correlation,Student Characteristics,Physical Education

This study aims to review communication skills and empathic tendency levels of the students who studied at the department of sports management in a longitudinal manner. The study was designed in a longitudinal survey model of quantitative study methods. The study group consisted of 122 students (52 female students, 70 male students) who attended the first grade of Sarikamis Department of Sports Management, School of Physical Education and Sports, Kars Kafkas University in Turkey during the 2016-2017 academic year. To detect the differences, data collection tools were employed four times for the same students during the first grade of 2016-2017 academic year, the second grade of 2017-2018 academic year, the third grade of 2018-2019 academic year and the fourth grade of 2019-2020 academic year. As data collection tools, &quot;The Communication Skills Scale&quot; (CSS) developed by Korkut (1996) and Empathic Tendency Scale (ETS) developed by Dökmen (1988) were used. The data were analyzed by using the Bonferroni post-hoc comparison test, independent t-test, analysis of one-way variance (ANOVA) and Pearson correlation coefficients. The result found that both students' communication skills and emphatic tendency levels were high, their 3rd grade communication skill scores were higher in terms of grade/time variable, their emphatic skill scores were higher in the 3rd and 4th grades, their scores of communication skills and emphatic tendency did not differ in terms of age and gender variables and a positive correlation existed between communication skills and emphatic tendency at all levels.
The Effect of Metacognition Strategy Teaching on Biology Education
Author: Akkurt, Nese Döne
Date: 2021-11-00
Type: Journal Articles
Subjects: Metacognition,Biology,Science Instruction,Science Achievement,Instructional Effectiveness,Teaching Methods,High School Students,Adolescents,Learning Strategies,Foreign Countries

The development of students' skills of using metacognition and their comprehension level of &quot;Classification of Living Beings and Conscious Individual -- Habitable Environment&quot; were examined through teaching metacognitive strategies to the students. The study aims to determine whether there is a significant relationship between the score changes on the achievement scale and the use of metacognitive strategies in the classes in which metacognitive strategies are applied. The research is an experimental study using the &quot;control group pre-post test model&quot;. 60 students were studied in the experimental and control groups. Two classes whose success levels are close to each other were selected among the students aged 14-15 who were educated in the same school. It was determined by the pretest that the success levels of these two classes and their knowledge of using metacognitive strategies were similar. Prior to the study, the Motivated Strategies for Learning Questionnaire and the Achievement Scale were applied to the two classes. Classical lectures were made in the control group for 13 weeks. In the experimental group, the lesson was taught by applying metacognitive strategies. After the lesson process, the same questionnaires were applied as a post-test. Pre and post-test results were compared and interpreted. In addition, the relationship between the results of the two surveys was evaluated. As a result, the achievement test and GÖS Scale scores of the students whose pre and post-tests were evaluated changed significantly in a positive way. In addition, in the light of the findings, it was determined that the students with high scores of using metacognitive techniques had the highest average on the achievement scale.
Examination of Prospective Teachers&apos; Educational Beliefs and Attitudes towards Educational History
Author: Aydin, Rafet
Date: 2021-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational History,Teacher Education Programs,Correlation,Foreign Countries,Gender Differences,High Schools,Institutional Characteristics,Intellectual Disciplines,Student Satisfaction,Geographic Location,Career Choice,Instructional Program Divisions

The aim of this research is to reveal the educational beliefs of prospective teachers and their attitudes towards the History of Education course and the relationship between them. This research aimed to determine the opinions of prospective teachers about their future profession and to make suggestions about teacher training. The research was designed in the survey model and the relational survey model was used to determine the relationship between the variables. The sample of the study consisted of a total of 453 teacher candidates, 90 of whom were male and 363 were female. The data of the research were collected by using the &quot;Educational Beliefs Scale&quot; and &quot;Attitude Scale Towards Turkish Education History Course&quot;. The data were analyzed with computer package programs. In line with the educational beliefs scale used in the research, it was revealed that the educational beliefs of the teacher candidates were 'Existentialism', 'Progressivism', 'Perennialism', 'Reconstructionism' and 'Essentialism', respectively. According to the data obtained from the scale of attitude towards education history, it was concluded that prospective teachers' attitudes towards education history are high. Finally, it was concluded that there is a moderate, positive, and significant relationship between the educational beliefs of the prospective teachers and their attitudes towards Education History.
Visually Impaired Student-Teachers&apos; Knowledge and Use of Basic Assistive Technology Tools for Mathematics
Author: Ali, Clement Ayarebilla
Date: 2021-12-00
Type: Journal Articles
Subjects: Visual Impairments,Students with Disabilities,Student Teachers,Knowledge Level,Assistive Technology,Braille,Mathematics Education,STEM Education,Elementary Education,Inclusion,Access to Education,Developing Nations,Foreign Countries

Studies show that assistive technology tools have provided opportunities for the visually impaired in some developed countries to pursue mathematics programmes and foster inclusive education. However, their counterparts in developing countries sparingly participate in any mathematical activity due to low knowledge and use of these tools. The main purpose of this study was to expose student-teachers with visual impairments to basic assistive technology tools. The knowledge and use of the tools helped to convert, convey and interpret basic mathematical equations. The design was a case study involving five student-teachers who were admitted to the Department of Basic Education, University of Education, Winneba to pursue a Post Diploma in Mathematics programme. A semi-structured interview guide was used to collect the data whose items contained tools for general administration, additional support, STEM, mathematics instruction, polynomials and assessment. These served as the cases of the study and data analysis. The analysis was undertaken in two stages. The first stage explored their knowledge and use of the assistive technology tools. The second stage analysed transcriptions of statements. The two stages helped to corroborate the findings. To ensure the validity and reliability of the findings, the interview guide was validated by post-graduate students of the Department of Special Education and Basic Education. The findings showed that the student-teachers had little knowledge and use of the basic assistive technology tools. However, they were still desirous to learn and use the basic assistive technology tools for mathematics teaching and learning. It was therefore recommended that stakeholders make available and accessible common basic assistive technology tools to schools, and restructure the mathematics curriculum to suit the integration of assistive technology tools.
Challenges in the Provision of Early Childhood Care and Education Services in Rural Areas of Botswana
Author: Mwaipopo, Christina
Date: 2021-09-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Young Children,Rural Areas,Geographic Isolation,Disadvantaged Youth,Barriers,Access to Education,Educational Research,Developing Nations,Foreign Countries

Quality Early Childhood Care and Education programs are beneficial to children in numerous ways. Consequently, from time immemorial, various stakeholders not only in Botswana, but the world over, has embarked on various efforts to try to provide such services. However, several challenges in the provision of Early Childhood Care and Education services prevail in various countries. This paper explores such issues in the context of Botswana. It also maps the way forward in relation to addressing the challenges. Desktop research using existing sources such as newspapers, University archives, and published citations was used to gather relevant information for this paper.
Task Performance: Report on the Study of Social and Emotional Skills of Chinese Adolescents (I)
Author: Gao, Xingyuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Foreign Countries,Secondary School Students,Personality Theories,Performance,Predictor Variables

Task Performance is greatly significant in the field of education. The OECD defines Task Performance as the ability to function based on conscientiousness in the &quot;Big Five&quot; personality domains. People with high Task Performance tend to also have significant conscientiousness. In other words, they are more self-controlled, more responsible, and more persistent. As a result, they focus well on tasks and earn better grades. Task Performance includes self-control, responsibility, and perseverance. The study surveyed 3,647 10-year-old students and 3,621 15-year-old students in Suzhou (China) on their Task Performance by using self-assessment questionnaires, parent surveys, and teacher evaluation. The main results of the study are presented: (1) The overall status of task performance; (2) Predictive variable analysis of task performance; and (3) Task performance and life. [For part II, see EJ1324085; for part III, see EJ1324104; and for part IV, see EJ1324107.]
Formation of Group Creative Thinking When Working with Virtual Walls
Author: Soboleva, Elena V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Thinking,Teamwork,Cooperative Learning,Group Activities,Electronic Learning,Technology Uses in Education,Foreign Countries

The problem to be solved by the research is due to the need to prepare a graduate capable of creative thinking, working in a team, managing changes, projects, teams of people within the modern educational environment, and insufficient degree of development of the methodological base for training specialists of the future that meets these requirements. The aim of the study is to theoretically substantiate and experimentally test effectiveness of using virtual walls for formation of group creative thinking, as an important skill that corresponds to conditions of uncertainty of the future. The research methodology is the analysis and generalization of scientific works on the problem of determining the essence of group creative thinking, the virtual wall, clarifying requirements for training of highly qualified specialists of the future. Methods of group interactive learning (demonstration in the distant form of interaction, online discussion, defense of projects, and work on a virtual team wall) are used to enhance cognition, create favorable conditions for creativity when working in a team. The Trello service is a software tool for supporting online collaboration and group creative discovery. The pedagogical experiment is presented on the example of assessing changes in the levels of skills that constitute the essence of group creative thinking. Research results. The work clarifies the essence of the concept &quot;group creative thinking&quot; and describes the directions of group work on a virtual wall, which is most effective when forming it. The authors formulated the conditions under which the group activity on a virtual wall contributes to formation of group creative thinking: awareness of the meaning and motives of activity; the need for self-expression, active participation in the discussion, etc. Specific materials are proposed to improve the quality of education by means of supporting students' group activities, focused on their creative development and preparation for future professional activities. In the conclusion findings that confirm the inclusion of group activities on a virtual team wall in the training of specialists of the future contributes to formation of skills and abilities that make up the essence of group creative thinking are given.
Emotional Regulation: Report on the Study of Social and Emotional Skills of Chinese Adolescents (II)
Author: Liu, Zhi
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Foreign Countries,Secondary School Students,Personality Theories,Emotional Response,Predictor Variables

An article published in the &quot;Journal of East China Normal University&quot; (&quot;Education Sciences&quot;) was based on the data of 10-year-old and 15-year-old students in Suzhou City, China participating in the OECD social and emotional ability assessment. The study used descriptive statistics, difference testing, regression analysis, and other statistical methods to conduct a comprehensive analysis of the emotional regulation performance of Suzhou students. Sampling of the OECD Youth Social and Emotional Ability Research is systematically conducted from all eligible schools and students in the participating cities, specifically to all primary and secondary schools in the 6 districts and 4 county-level cities under the jurisdiction of Suzhou City. The study uses a stratified two-stage cluster sampling method. The 10-year-old group and the 15-year-old group constituted 3,800 and 3,750 subjects, respectively, with the total sample size being 7,550. The research results are divided into three parts, including overall condition, analysis on predictive variables of emotion regulation, and variables of emotion regulation and life outcome. The analysis shows differences in the students' abilities to resist stress, their optimism, and emotional control according to age, gender, urban and rural areas, and school categories. There is a correlation among the 15 abilities of the &quot;Big Five Personalities&quot; model, which one can analyze from multiple levels through regression analysis. The following details are are presented in this article: (1) The overall situation of emotional regulation; (2) Analysis of predictors of emotion regulation; and (3) Emotion regulation and life outcomes. [For part I, seeEJ1324078; for part III, see EJ1324104; and for part IV, see EJ1324107.]
Generation Alpha: Understanding the Next Cohort of University Students
Author: Ziatdinov, Rushan
Date: 2021-00-00
Type: Journal Articles
Subjects: Age Groups,College Students,Generational Differences,Technology Uses in Education,Student Characteristics,Social Media,Interpersonal Relationship,Foreign Countries,Literature Reviews

Technology is changing at a blistering pace and is impacting on the way we consider knowledge as a free commodity, along with the ability to apply skills, concepts and understandings. Technology is aiding the way the world is evolving, and its contributions to education are not an exemption. While technology advances will play a crucial part in future teaching-learning approaches, educators will also be challenged by the next higher-education generation, the Alpha Generation. This entrepreneurial generation will embrace the innovation, progressiveness, and advancement with the expectation that one in two Generation Alphas will obtain a university degree. In anticipating the educational challenges and opportunities of the future higher education environment, this research reflected on Generation Alpha as the next cohort of university students, considering their preferred learning styles, perceptions and expectations relating to education. The research employed a theoretical analysis based on the characteristics and traits that distinguishes Generation Alpha, spearheaded by technology advances. The empirical investigation considered three independent studies that were previous conducted by authors from Slovakia, Hungary, Australia, and Turkey to understand the challenges and opportunities pertaining to Generation Alpha. The research identified the influence of social media, social connections, high levels of perceptions and the Generation Alpha's ability to interpret information as strengths to consider in future teaching-learning approaches in the higher education environment. This research concluded with recommendations on how universities could be transformed to ensure a better learning experience for Generation Alpha students, aligned with their characteristics, perceptions and expectations.