ethanporcaro/eric-fulltext-meta huggingface dataset:
Remote Prophylaxis of Social and Educational Adaptation of University International Entrants in Total Pandemic
Author: Bulatova, Firaya F.
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Pandemics,COVID-19,School Closing,Higher Education,Distance Education,Online Courses,Educational Technology,Program Effectiveness,Foreign Students,Barriers,Student Adjustment,Models

The relevance of the study is due to the trends of the global pandemic, which provoked an extremal transition of all areas of higher education to distance learning, as the only possible way to work with domestic and international entrants and students. In addition, the trends of the pandemic in the current educational environment also determine the special need to develop remote mechanisms for a prophylaxis approach to solving the problems of social and educational adaptation of international entrants -- future University students. In this regard, this article is aimed at identifying the features of remote prophylaxis of social and educational adaptation of entrants. The article reveals the transformation of social and educational adaptation of international entrants in the global pandemic; defines the structure and content of remote prophylaxis of social and educational adaptation of international University entrants in the global pandemic. Based on the results of the research, the authors of the article substantiate the prophylaxis model of the educational and software complex for remote prophylaxis of social and educational adaptation of University international entrants. The effectiveness of the model is proved by the results of its use in the process of remote social and educational adaptation of University international entrants in the context of a global pandemic. The materials of the article have practical application and can be useful in the development and implementation of various methods and practices of social and educational adaptation of international entrants -- future University students in the context of a global pandemic. It is recommended for University teachers and students, methodologists, curators, Tutors.
Historical Memory and Cultural Immunity of Society as Resources of the Transformation of the Culture of Education
Author: Vodenko, Konstantin V.
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Educational Trends,Educational Change,Global Approach,Systems Approach,Cultural Influences,Social Values

This paper problematizes the current state of historical memory and cultural immunity as a cross-development trend in the field of education, noting that sociocultural thought has focused on understanding of historical memory and cultural immunity as parallel processes, and the transformation of the culture of education is described in relation to a new information reality, which gives rise to the dehistorization of the field of education. The author of the paper believes that the adoption of social and resource methodological schemes brings hope to get the answers for the two important aspects: first, cultural space of the educational society in the analysis of the effects of the wearable information technologies, and, in this regard, the degree of influence of historical memory and cultural immunity, second, the aspect that can be described as &quot;specific&quot; in the educational culture of Russian society, in which the &quot;language&quot; of globalization is translated into the culture-historical context of national education.
&quot;I Think I&apos;m the Bridge&quot;: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education
Author: Bybee, Eric Ruiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Undergraduate Students,Student Research,Student Experience,Multicultural Education,Critical Theory,Preservice Teachers,Interpersonal Relationship,Student Attitudes

Although mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education. Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in introductory critical multicultural education courses. Specifically, we examined how pre-service teachers' personal, academic, and professional engagement with critical multicultural education is impacted when they are positioned as researchers and receive additional training outside the traditional class format. Our findings indicate that their involvement as student co-researchers fostered a new awareness, sensitivity, and emotional investment in issues of social justice beyond what they gained in their introductory multicultural education course. Pre-service teachers described navigating personal relationships with new awareness and sensitivity and adjusting future plans in accordance with their deeper understanding and commitment to educational equity. We argue that mentored research opportunities are an innovative way to reposition professor/student power differentials in teacher education research and offer a unique model of critical multicultural teacher education that promotes deep engagement with issues beyond the classroom setting.
&quot;No Difference between African American, Immigrant, or White Children! They Are All the Same.&quot;: Working toward Developing Teachers&apos; Raciolinguistic Attitudes towards ELs
Author: Song, Kim
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Racial Attitudes,English Language Learners,Racial Bias,Language Usage,Social Bias,Faculty Development,Critical Theory,Race,African American Students,Standard Spoken Usage,Nonstandard Dialects,Preservice Teachers,Graduate Students,Language Teachers,English (Second Language),Second Language Instruction,Middle School Teachers,Whites

This study explored Midwestern US teachers' raciolinguistic attitudes toward English learners. Two research questions guided the study: &quot;How did teachers perceive racism and linguicism&quot; and &quot;How did a professional training influence teachers' awareness of them?&quot; Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.
Pre-Service Teachers Confronting and Examining Media Bias
Author: Murray-Everett, Natasha C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mass Media Role,Stereotypes,Critical Theory,Race,Media Literacy,Racial Bias,News Media,Elementary School Teachers,Discussion,Discourse Analysis,Student Attitudes,Controversial Issues (Course Content)

This paper examines how pre-service teachers (PSTs) come to understand the role that media plays in perpetuating and reinforcing stereotypical views of marginalized groups through engagement in weekly news groups. This study sought to look at how critical media skills influenced the ways PSTs interacted with media content. Findings suggest that by critically engaging in controversial current event topics that participants began to recognize the value and importance in finding multiple and reliable sources. They also began to question and interrogate the problematic ways that race and racism are portrayed in and through the media.
Rendering Latinas Invisible: The Underrepresentation of Latina Role Models in K-12 History Textbooks
Author: Leslie, Angela M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Females,Textbooks,Textbook Content,Role Models,Middle Schools,High Schools,Disproportionate Representation,History Instruction,Culturally Relevant Education

There is a lack of research on the prevalence of Latinas in K-12 history textbooks. This research offers a content analysis of the unique gendered contributions of Latinas in history to fulfill this gap in educational research. Twelve middle and high school textbooks were examined using content analysis to assess the extent of Latina inclusion in history as well as how Latinas were characterized when discussed in books. The author confirms that there is an underrepresentation of Latinas in history textbooks. Latinas only represent 0.0063 of the individuals mentioned in historical content with few pictures of these successful Latinas. If young Latinas do not see Latina role models who are doctors, scientists, inventors, or entrepreneurs, they may be less apt to pursue those occupations. The author contends that it is imperative for all students, including Latinas, to see culturally relevant role models represented in textbooks to create a more inclusive and engaging classroom experience.
Supporting Black, Indigenous, and Students of Color in Learning Environments Transformed by COVID-19
Author: Mize, Min
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,African American Students,Indigenous Populations,American Indian Students,Minority Group Students,Racial Bias,Ethnicity,Culturally Relevant Education,Teaching Methods,Teacher Characteristics,Whites,Sustainability,Cultural Awareness,Teacher Competencies,Curriculum Development,School Closing,Equal Education,At Risk Students,Family Involvement

This article sheds light on the challenges that Black, Indigenous, and students of color in the U.S. face in dealing with uncertainties and prejudice caused by the worldwide pandemic. It provides recommendations on culturally relevant, responsive, and sustaining teaching strategies based on the cultural competence model (Pedersen, 1994; Sue, 2001; Sue et al., 1992) and curriculum reframing. Teachers of Black, Indigenous, and students of color around the world will find this article particularly useful because there are limited research-based recommendations applicable to schools in the U.S. and around the world.
The Elephant in the Classroom: Using YouTube Comments to Address the Essential but Unacknowledged Topic of Race
Author: Riley, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Video Technology,Social Media,Educational Technology,Technology Uses in Education,Critical Thinking,Preservice Teachers,Preservice Teacher Education,Social Differences,Cultural Differences,Student Diversity,Teaching Methods

Drawing on critical race media theory, this praxis article describes how instructors can effectively introduce critical race literacy theory in a teacher education class using online videos. Ultimately, this study helps us to better understand how viewing YouTube videos and responding critically to YouTube user comments can help preservice teachers acknowledge and challenge their pre-existing beliefs related to teachers and students of color in a teacher education writing course. Data analysis reveals that preservice teachers' idealism for compassionate teaching is embedded in a superficial understanding of sociocultural differences and lacks an understanding of how race affects student learning.
Investigation of STEM Competencies of Teacher Candidates
Author: Ergül, N. Remziye
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Teacher Competencies,Preservice Teachers,Science Teachers,Mathematics Teachers,Physics,Science Activities,Foreign Countries

This research is a descriptive study that aimed to investigate STEM competencies of science and mathematics preservice teachers. For this purpose, a group of science and mathematics preservice teachers were asked to design and conduct parachutes covering the topics of movement (free fall, air resistance and lift force) in the course of physics I. It was expected to consider variables such as the qualities to be used in parachute design and the geometry of the parachute surface. It is recommended to choose materials which are easily found in everyday life, such as rope, fabric, paper, nylon, etc., Parachutes were assessed according to their longest stay in the air and thus they were expected to have a result. A total of 106 first grade preservice teachers studying at Faculty of Education Department of Mathematics and Science Education at a public university in Turkey were included Faculty of Education Department of Mathematics and Science Education were included in the study. The findings showed that three categories existed, and the ratio of the most desirable category was found 6.6%. All the results obtained are evaluated and the reasons for the low success are discussed.
The Hidden Curriculum of Monolingualism: Understanding Metonymy to Interrogate Problematic Representations of Raciolinguistic Identities in Schoolscapes
Author: Przymus, Steve Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Hidden Curriculum,Monolingualism,Racial Bias,Language Usage,Signs,Multicultural Education,Bilingual Education,Ideology,Bilingualism,English,Spanish,Equal Education

Choices regarding how signs are displayed in schools send messages regarding the status of languages and speakers of those languages. The monolingual paradigm can be implicitly reified by the position, shape, color, etc. of languages in relation to English on school signage (Przymus &amp; Kohler, 2018). This can have a negative impact for culturally and linguistically diverse youth. In combining bilingual/multicultural education with linguistic landscape research, we uncover a hidden curriculum of raciolinguistic ideologies (Alim, 2016), and confront the hegemony found on some of the most overlooked and under questioned representations of curriculum - signs in schools.
Effects of Three Neo Piagetian Constructs on Students&apos; Portrayed Representations of the Atomic Structure: A Latent Class Analysis
Author: Zarkadis, Nikolaos
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Piagetian Theory,Nuclear Physics,Cognitive Style,Logical Thinking,Age Differences,Gender Differences,Grade 8,Grade 10,Grade 12,Foreign Countries,Visual Aids,Models

The present study investigates the effect of three neo-Piagetian constructs, namely Formal Reasoning (FR), Field Dependence/Independence (FDI) and Divergence (DIV), as well as the effect of age and gender, on students' portrayed representations of the atomic structure, considering their degree of coherence. For this purpose students' representations were examined for their consistency across three task contexts, using Latent Class Analysis (LCA), in order to identify distinct latent classes of participants providing specific consistent representations. Participants (n=421) were students of the grades 8th, 10th and 12th of secondary education. LCA led to three clusters, in each of which, students' responses demonstrated a consistency across tasks, with Bohr's model, Nuclear model and Particle model, respectively. LCA with the covariates provided evidence for the association of the three cluster-memberships with the neo-Piagetian variables and age, while no effect of gender was found. Implications for science education are also discussed.
Measuring Values in Modern School System
Author: Salleh, Amla
Date: 2017-12-00
Type: Journal Articles
Subjects: Values Education,Social Values,Moral Values,Religious Factors,Islam,Measures (Individuals),High School Students,Adolescents,Test Validity,Test Reliability,Beliefs,National Curriculum,Public Education,Foreign Countries

Teaching values in modern schools is a new phenomenon. Malaysian national curriculum at both primary and secondary school levels ensures that students develop desirable attitudes and behaviors based on human, religious, and spiritual values. The inculcation of the values is made possible through various subjects and non-academic subjects and students' activities. However, knowledge about values education remains limited because there is no measurement device to assess the extent of values teaching in school. To fill this gap, the present study was designed to develop and examine the psychometric properties of an instrument measuring values teaching schools. Using data from 400 high school students, the study developed and validated a measure called Malaysia School Values Scale (MSVS) tailored to high school students in Malaysia. A robust analysis of Confirmatory Factor Analysis (CFA) in Structural Equation Modeling (SEM) provides a rigorous analysis of the model power in relation to construct and content validity, confirming the dimension and analyzing the fitness of the data collected in the hypothesized model. This paper provides insight construct and content analysis using the CFA approach to consider the 15 school values constructs. To achieve the intended research objective, the 15 school values were explored. The results provide evidence that the MSVS achieved sound psychometric properties. The overall reliability value of Cronbach's Alpha was acceptable. The CFA results showed that the goodness-of-fit indices for the hypothesized model were as follows: x2 (182) = 627.269, p = 0.00, x2/DF = 3.409, GFI = 0.852; AGFI = 0.814, CFI = 0.92; IFI = 0.921, RMSEA = 0.077. Each of the indices was above the threshold value. Results imply that MSVS is a valid measure to describe the school values among high school students. However, more studies are recommended to further validate the scale.
Relative Availability and Its Impact on Violent Tendencies within the African American Community: A Didactic Application of Multiple Regression
Author: Smith, Christopher N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Violence,African Americans,Family Influence,Family Relationship,Help Seeking,Safety,Neighborhoods,Community Resources,Intimacy,Interpersonal Relationship,Individual Characteristics,Blacks,Emotional Response,Crime,Drug Abuse

Violence has been a prevalent issue within the African American community for the last two decades. This research study seeks to supplement the plethora of research around this area. Particularly, this study is concerned with what variables impact an individual's tendency to react violently within the African American community. Utilizing structural-functionalist ideology, the hypothesis being tested here is that the more relatives one has to call on for help if needed, and other related variables, the lower tendency that individual will have to violently react. The data was taken from The National Survey of American Life collected through a multi-stage sample design combined a 'core' national area probability sample of households and analyzed using multiple regression techniques. The study ended with confirming the hypothesis that as the number of relatives an individual can call for help increases, the tendency for the individual to react violently will decrease; with stipulations concerning the magnitude of impact. This research can be used to advocate for increased funding and support for family strengthening and other related organizations and programs that seek to curtail violent tendencies within the African American community.
Special Education Teachers&apos; Attitudes towards Teaching Students with Learning Disabilities in Middle Schools in Saudi Arabia
Author: Alharthi, Nora
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Teacher Attitudes,Students with Disabilities,Learning Disabilities,Middle School Students,Inclusion,Regular and Special Education Relationship,Middle School Teachers,Beliefs,Teacher Education,Teacher Competencies,Evidence Based Practice,Teacher Collaboration,Parent Teacher Cooperation,Faculty Development

Teachers' practices are influenced by their attitudes and beliefs (Avramidis &amp; Norwich, 2002). Consequently, a large part of the success of inclusive education depends on teachers' attitudes. Understanding teachers' attitudes and beliefs is critical to the development and success of inclusive education practices (Hodkinson, 2005). In Saudi Arabia, limited research has been conducted on teachers' attitudes and beliefs at the primary school level and no research has been identified that investigates teachers' attitudes towards teaching students with learning disabilities (LD) at the middle school level. The present study sought to investigate special education teachers' attitudes towards teaching students with LD in regular classrooms and examine the collaborative efforts that create inclusive classrooms in Saudi public middle schools. The quantitative data were collected through a Likert scale questionnaire. A vignette attached to the questionnaire was used to collect the qualitative data. Fifty-six special education teachers from a range of middle schools in Riyadh completed the questionnaire for this study. The results indicated that special education teachers' attitudes towards inclusive education were positive. There were no significant differences between teachers' attitudes according to their gender. However, the qualitative findings indicated that special education teachers thought their training was insufficient to meet the educational needs of students with LD in Saudi middle schools. The results of this study suggest that decision makers should consider in-service and pre-service training and education programs for teachers to enhance educational services for students with LD. Teachers should be equipped with the necessary knowledge and skills before implementing inclusive education practices. Specifically, teachers need to learn to use evidence-based strategies to serve students with LD in inclusive classrooms and find ways to collaborate with colleagues and parents through on-going professional learning.
Test the Effect of Perceived Satisfaction, Motivation and Anxiety on Second Life Environment in Distance Learning Model: Structural Equation Modeling
Author: Omar, El-Nour
Date: 2018-06-00
Type: Journal Articles
Subjects: Student Satisfaction,Student Motivation,Anxiety,Computer Simulation,Educational Environment,Distance Education,Structural Equation Models,Predictor Variables,Asynchronous Communication,Undergraduate Students,Foreign Countries,English (Second Language),Second Language Learning

The main purpose of the present study is to predict the relationship between motivation , anxiety, perceived satisfaction and Second Life within asynchronous learning environment specifically in EFL course. Data of the present study were collected from undergraduate students - Sudan University of Technology and Science (SUST) in Sudan. The Questionnaire was conducted manually. Structural Equation Modelling (SEM) Version 16 and SPSS Version 11.5 were used. A hypothesized model was tested for model fit in the present study. The convergent validity and discriminant validity were conducted. The exogenous variables showed that Motivation was positively and significantly related to anxiety statistically level was 0.29 and Motivation was positively and significantly related to second life statistically level was 0.32 , anxiety positively and significantly related to Second Life statistically level was 0,25 whereas, perceived satisfaction was excluded in this study because did not satisfy statistical requirement. Therefore, the study was conducted in asynchronous learning environment, particularly in EFL course which is offered to undergraduate students at Deanship of Distance Education - Sudan University of Technology and Science (SUST) - Sudan. [Paper presented at the International Conference on Modern Education Studies.]