ethanporcaro/eric-fulltext-meta huggingface dataset:
Job Satisfaction, Professional Growth, and Mathematics Teachers&apos; Impressions about School Environment
Author: Mainali, Bhesh Raj
Date: 2023-03-07
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Mathematics Teachers,Job Satisfaction,Teacher Attitudes,Inservice Teacher Education,Faculty Development,Educational Resources,Incentives,Politics of Education,Political Issues,Unions,Teaching Conditions,Teacher Salaries,Class Size,Faculty Workload,Educational Environment,Educational Facilities

This study examined high school mathematics teachers' job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools' infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers' unions need to work on behalf of teachers' welfare rather than carry forward their political parties' agendas and ideologies.
Mapping Choice: A Critical GIS Analysis of English Learner Enrollment
Author: Sartori, Aurora C.
Date: 2023-02-28
Type: Journal Articles
Subjects: School Choice,English Language Learners,Geographic Information Systems,Charter Schools,Open Enrollment,Metropolitan Areas,School Location,Student Mobility,Neoliberalism,Educational Change

In many ways, Arizona is on the forefront of school choice: in addition to a state-wide open enrollment law, it was one of the first states to adopt charter school legislation in 1994 and currently has the second-highest percentage of public school students attending charter schools in the nation. Despite the extensive research on school choice, less is known about whether choice systems meaningfully impart more opportunities for students classified as English learners, a diverse group that has been the subject of multiple discriminatory policies and has one of the lowest graduation rates in the state. The current paper uses geospatial analysis to examine English learner participation in school choice in one Arizona metropolitan area. The results indicate that charter schools consistently under-enroll EL students regardless of demographic variability across geographic locations. Charter school locational patterns may be one contributing factor to EL enrollment disparities, though they are not likely to be the only reason. Employing a conceptual framework of motility or &quot;mobility capital&quot; (Kaufman et al., 2004) and a critical stance on the spatial dimensions of neoliberal reforms, findings suggest that unregulated school choice may not reliably provide improved schooling options for students classified as English learners.
Achievement as White Settler Property: How the Discourse of Achievement Gaps Reproduces Settler Colonial Constructions of Race
Author: Barrero Jaramillo, Diana M.
Date: 2023-02-14
Type: Journal Articles
Subjects: Foreign Countries,Achievement Gap,Racial Factors,Colonialism,Whites,Power Structure,Academic Ability,Critical Race Theory,Discourse Analysis,Ownership,Civil Rights,Indigenous Populations,Equal Education,Educational Policy,Blacks,African American Students,Minority Group Students

Racialized narratives of academic ability, perpetuated by ahistorical interpretations of student performance data, have led to educational policies focusing on short-term solutions, instead of the ongoing legacies of racism and settler colonialism. The aim of this paper is to show how the racially defined achievement gap operates within the structure of settler colonialism. Informed by theories of settler colonialism (Tuck &amp; Yang, 2012, Veracini, 2010) and critical race theory (Harris, 1993; Ladson-Billings &amp; Tate, 1995), I closely examine some Toronto District School Board documents that address the so-called achievement and opportunity gaps. Using critical discourse analysis, this paper shows how the notion of achievement is racialized to protect white settler property rights, and how the discourse of achievement gaps functions as a settler technology to concurrently include and exclude individuals from the settler project. Understanding the settler colonial constructions of race brings to the foreground the relations between Indigenous erasure, anti-Blackness, and othering of racialized communities within the contemporary multicultural nation (Haque, 2012; Tuck &amp; Gorlewski, 2016).
Resegregation Will Not Happen on Our Watch: The Political and Social Context Surrounding Voluntary Integration in Wake County Public School System
Author: Ayscue, Jennifer B.
Date: 2023-02-21
Type: Journal Articles
Subjects: School Desegregation,Politics of Education,Boards of Education,Educational Policy,Policy Analysis,School Districts,Public Schools,School Choice,Power Structure,Neighborhood Schools,Educational Vouchers,Residential Patterns

As resegregation occurs across the country, some school districts are pursuing voluntary integration. This qualitative case study uses critical policy analysis to explore the political and social contexts surrounding the early stages of developing a voluntary integration plan in Wake County Public School System, North Carolina. Through analysis of interviews with school board and community members as well as a range of documents, findings indicate that population growth and residential development, the proliferation of unregulated school choice, varied perspectives of community stakeholders, inequitable distribution of power and resources, and school board politics largely shape the process of developing a voluntary integration plan. Recommendations are provided for school district policies, cross-sector collaboration, and state-level policies that could strengthen the potential success of voluntary integration plans.
Agnosticism in Instructional Observation Systems
Author: Kelly, Sean
Date: 2023-01-31
Type: Journal Articles
Subjects: Educational Practices,School Effectiveness,Teacher Effectiveness,Observation,Compensatory Education,Locus of Control,Educational Policy,Educational Assessment,Classroom Observation Techniques,Accountability,Educational Research

Many instructional observation systems are designed to provide rough, qualitative, highly-evaluative assessments on numerous core dimensions of teaching. Such systems achieve comprehensive overviews of teaching but are poorly suited to answering many discovery-oriented research questions. In contrast, fine-grained agnostic systems are needed to pose and answer causal questions about instruction, and to fully understand instructional variation and change. More speculatively, I argue that the agnostic quality of fine-grained systems may also be useful in promoting teacher learning. Agnostic systems offer choice, withhold judgement, make room for locally-compensatory practices, and promote a greater locus of control. Instructional observation systems that carefully and agnostically quantify instructional processes may best help teachers leverage their professional judgment and invigorate their professional practice.
Same Tests, Same Results: Multi-Year Correlations of ESSA-Mandated Standardized Tests in Texas and Nebraska
Author: Gibbs, Norman P.
Date: 2023-02-07
Type: Journal Articles
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Standardized Tests,Reading Tests,Mathematics Tests,Scores,Correlation,Accountability,Educational Policy,Elementary School Students,Middle School Students

Statewide assessments in reading and math are required every year under the Every Student Succeeds Act (ESSA) of 2015, at an annual expense of billions of taxpayer dollars. Analyzing 10 years of school-level results from public schools in two states-- Nebraska and Texas--we found that year-to-year correlations of schools' test scores were exceptionally high, with reading and math correlations regularly above r = 0.9, indicating that little new information is derived from annual testing. Furthermore, while schools experiencing the largest demographic changes had significantly lower year-to-year correlations--highlighting the sensitivity of these scores to changes in underlying student demographics--even these lower correlations remained strong. We argue that the frequency of these tests may therefore be reduced, yielding substantial savings of time and money and no loss of useful information.
Urban Education Reform in Wicked Times: The Limits and Possibilities of Building Civic Capacity in Detroit
Author: Kang, Leanne
Date: 2023-03-14
Type: Journal Articles
Subjects: Urban Education,Educational Change,Urban Schools,School Districts,Capacity Building,Civics,Educational Legislation,Politics of Education,Public Schools,Networks,Governance,School Choice,Leadership Styles

After decades of market-based education reforms, the landscape of urban school districts across the country have been transformed. Yet, this is neither a sign of the effectiveness of such reforms nor a widespread consensus over the contents and form of urban schooling. Education reform remains a wicked problem, particularly along racial lines, making it nearly impossible to build broad-based coalitions around the actual improvement of teaching and learning. Thus, this article seeks to address this matter as a political problem. I do so by examining a case study in Detroit, a one-year period (2015-2016) in which two education regimes emerge to fight for their version of public schooling in the final legislation for a new school district. Using Page's (2016) &quot;strategic framework for building civic capacity,&quot; I compare the regimes' leadership strategies and find different levels of engagement with building civic capacity. However, higher levels of engagement did not necessarily yield the desired policy outcome. I conclude by discussing the limits of building civic capacity when local control itself has been gutted by decades of market-based reform and how future strategic frameworks need to consider changes in the urban political economy as barriers to building civic capacity.
Foreign Language Curriculum and European Language Portfolio Compatibility on the Basis of Foreign Language Education Policies
Author: Kahraman, Hilal
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English Curriculum,English (Second Language),Secondary School Students,Portfolios (Background Materials),Language Planning,Language Proficiency,Evaluation Methods,Portfolio Assessment,Language Attitudes,Language Teachers

Knowing a foreign language has become one of the most necessary tools in politics, economy, social life and the use of technology. Around 90% of secondary school students learn English first, whether it is compulsory or not. In 2018, the Council of Higher Education (YÖK) reconsidered the curricula of the faculties of education. With this innovation, the necessity of &quot;language teaching to keep up with the world&quot; was emphasized. The lack of a planning process that meets the European criteria and meets the desired requirements in the planning of foreign language education makes an effective language learning process impossible. The European Language Portfolio (ELP) was developed by the Council of Europe in Strasbourg from 1998 to 2000. The European Language Portfolio (ELP) is an assessment used in foreign language teaching across Europe to support and record language learning. The document contains a guideline by which students can define their language proficiency. The method of this study, which was carried out with the data collection method with the qualitative research design, is phenomenology. The questions to be asked to the participants by the second researcher of the study were prepared by taking expert opinion and the final version was created by making a preliminary application. In this study, it was aimed to examine the compatibility between the &quot;English Curriculum&quot; and the &quot;European Language Portfolio&quot; implemented in schools. It is aimed to make an evaluation within the scope of foreign language policies regarding the use of foreign languages.
Teaching Comprehension to Beginning Readers
Author: Acosta-Tello, Enid
Date: 2023-03-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Comprehension,Reading Strategies,Inferences,Teaching Methods

Teaching reading can be simplistically divided into two sections: learning how to read, known as decoding, and deriving meaning from the printed word, known as comprehension. Many educators still hold to the position that these skills should be taught linearly with an emphasis on comprehension lagging considerably behind the teaching of decoding. Extensive experience, however, has demonstrated that the skill of comprehension can be taught alongside instruction on how to read as long as comprehension instruction is adapted for the beginning reader. This article presents several methods for teaching vital comprehension skills to students who have not yet mastered the ability to decode fluently.
Investigation of University Students&apos; Basic Needs Satisfaction, Rumination and Readiness for Being Teacher in Terms of Various Variables
Author: Dagasan, Adem
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Student Interests,Need Gratification,Preservice Teachers,Readiness,Gender Differences,Foreign Countries,Parent Background

In the study, it was aimed to examine the satisfaction of basic needs, rumination regarding interpersonal mistake and readiness for teaching according to various variables of university students. The research was carried out on a total of 140 university students, 57 of which were male (40.7%) and 83 were female (59.3%). In the research, &quot;The Scale of Readiness for Teaching&quot;, &quot;Rumination Scale for Interpersonal Mistake&quot; and &quot;Scale of Satisfaction of Basic Needs of University Students&quot; were used. As a research method, scanning model, one of the quantitative research methods, was used. When the results of the research were examined, it was concluded that there was a differentiation at the grade level according to the variable of satisfaction of the basic needs of the teacher candidates and the satisfaction decreased as the grade level increased. It was concluded that there was no difference in terms of other variables. It was concluded that there was no difference in terms of the variables examined in terms of Rumination Related to Interpersonal Mistake and being ready to be a teacher. The results of the research were discussed in the light of the relevant literature and some suggestions were made.
Charter Schools after Three Decades: Reviewing the Research on School Organizational and Instructional Conditions
Author: Dallavis, Julie W.
Date: 2023-01-17
Type: Journal Articles
Subjects: Charter Schools,School Administration,Educational Policy,Educational Environment,Academic Achievement,Scores,Outcomes of Education,Administrative Organization,School Effectiveness,Educational Practices

Charter school policies have focused on improving three aspects of schools--autonomy, innovation, and accountability--with the intention of promoting advances in curriculum, instruction, and learning that lead to better student outcomes. However, most research on charter schools tends to neglect school organizational and instructional conditions. Overall, reviews show that charter schools have inconsistent effects on student achievement scores, a finding that masks heterogeneous effects among different types of charter schools, operators of charter schools, and authorizers of charter schools and the organizational and instructional conditions under which they operate. This systematic review of the literature focuses on what we know about the organization of charter schools and the resources--material, human, and social as well as professional development and teaching practices--within them. We end by identifying gaps where more research is needed.
Gender and Higher Education in African Universities: A Critical Discourse Analysis of Key Policy Mandates in Kenya, Rwanda, and Uganda
Author: Hailu, Meseret F.
Date: 2023-03-07
Type: Journal Articles
Subjects: Foreign Countries,Colleges,Sex,Criticism,Discourse Analysis,Educational Policy,Content Analysis,Sex Fairness,Persistence,Attitudes,Motivation,Responsibility,Gender Issues,STEM Education,Outcomes of Education,Higher Education

In this comparative project, we analyze three policy documents that have guided genderbased higher education initiatives in Kenya, Rwanda, and Uganda. Two research questions guided our work: (1) How do key policy documents conceptualize gender equity? and (2) How is gender equity discussed in relation to economic priorities and sociopolitical realities in each country? To address these questions, we conducted a critical discourse analysis of the following: Kenya's Education and Training Gender Policy in Kenya, Rwanda's Education Sector Strategic Plan 2018/19--022/23, and Uganda's Gender in Education Policy. Corroborating the work of other scholars, we found that all three documents shared (1) an increased commitment to gender equality, (2) persistent underrepresentation of women in higher education despite increased participation of women over time, and (3) markedly low gender parity in STEM disciplines. Our findings are significant because they confirm that there is a disconnect between stated policy goals and actual student outcomes, which limits institutional success and economic development. Additionally, our analysis highlights differences in the strength in commitment to gender equity in policy mandates in these three countries. This is a key issue which warrants further research attention.
Small Advances and Swift Retreat: Race-Conscious Educational Policy in the Obama and Trump Administrations
Author: Siegel-Hawley, Genevieve
Date: 2023-03-21
Type: Journal Articles
Subjects: Racial Attitudes,Racism,Educational Policy,Presidents,Politics of Education,Policy Formation,Elementary Secondary Education,Civil Rights Legislation,Privatization,School Choice,School Law,Public Agencies,Civil Rights,Public Education,Policy Analysis

The three terms comprising the Obama and Trump presidencies provide an opportunity to understand the evolution of race-conscious education policy in an increasingly multiracial, unequal, and divided society. Through document review and interviews with civil rights lawyers, government officials, congressional staffers, and intermediary organization personnel, we sought to understand how Obama officials envisioned and changed the role of the federal government in fostering K-12 race-conscious educational policies and what mechanisms they used to advance priorities. We also explored changes Trump administration officials made to federal civil rights policies and through which institutional means. Our findings reveal through-lines between past and present political agendas and the methods for enactment. Obama's interagency efforts to reinvigorate civil rights oversight and enforcement in education harkened back to the mid-1960s era of bipartisan cooperation around school desegregation. Yet the decades-long legal and policy retrenchment against civil rights advances made in the 1960s constrained further progress. Trump's administration advocated for the privatization of public education through increased choice and opposed race-consciousness in education law and policy. The reshaping of the federal judiciary under Trump presents challenges for race-consciousness in the law for years to come. Recognizing these consistent through-lines and constraints will be essential for advocates and policymakers going forward.
State-Level Responses to U.S. Federal Policy on State Authorization for Higher Education
Author: Natow, Rebecca S.
Date: 2023-01-24
Type: Journal Articles
Subjects: Responses,Higher Education,Educational Policy,Policy Formation,Program Implementation,State Policy,State Government,Accountability,Federal Government,Federal State Relationship,Nongovernmental Organizations,Compliance (Legal)

In the United States, higher education institutions must be authorized as postsecondary education providers -- through a process known as state authorization -- to be eligible to receive federal student financial aid funds. Through state authorization policies, state governments play a key role in maintaining accountability for higher education. Since 2010, the federal government has issued a series of significant reforms on postsecondary state authorization; yet little is known about how state-level officials implement these policies. The purpose of this multi-case study was to analyze the experiences of five states (California, Illinois, Massachusetts, North Carolina, and Pennsylvania) responding to federal policy on postsecondary state authorization. Through semi-structured interviews with 25 officials across the five states and analysis of policy-relevant documents, this study found much consistency in the ways policy actors responded to federal state authorization policies. This study also found that states' implementation of these policies was challenged by insufficient staff capacity, limited communications with the federal department of education, complexity of federal policies, and high compliance costs. Intermediary organizations and policy actors' networks played important roles in many aspects of states' responses to the policies.
Effect of Semantic Encoding Strategy Instruction on Transfer of Learning in E-Learning Environments
Author: Telli, Esra
Date: 2023-00-00
Type: Journal Articles
Subjects: Semantics,Cognitive Processes,Memory,Transfer of Training,Instruction,Recall (Psychology),Instructional Design,Electronic Learning,Cues

This research aims to examine the effect of semantic encoding strategy instruction on students' near and far transfer performances in e-learning environments. The research was performed by experimental design. Dependent variables of the research were near and far transfer performances. Independent variable was strategy instruction on encoding. Also recalling performance was included in the research as a control variable. Research data were gathered with a transfer test containing 18 multiple-choice items. The experimental study was performed with 67 students with a medium level of recalling performance. The students were randomly assigned to experimental group I (strategy instruction+integrated content), experimental group II (strategy intruction+non-integrated content), and control group (non-integrated content). The results of this research indicated that encoding strategy instruction is essential for the transfer of learning in e-learning environments. However, it is more effective when e-learning design is integrated with encoding strategies. Therefore, it is suggested that semantic encoding strategies should be integrated into the content when designing elearning environments.