ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing a Schoolwide Instructional Vision in a STEM School Partnership
Author: Wilhelm, Anne Garrison
Date: 2022-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,School Business Relationship,School Community Relationship,STEM Education,Active Learning,Student Projects,Instructional Design,Feedback (Response),Educational Objectives,Elementary Schools,Educational Planning

This article describes an intentionally mutually-beneficial partnership between a university, a local school district, an international company with local presence, and a community to design and create a school focused on STEM education and project-based learning. This article provides a thorough description of the iterative process of establishing an instructional vision, including collecting feedback from all participants, and how the process of establishing an instructional vision supported the creation of the school.
Teaching Responsively: Learning from the Pedagogical Reasoning of Experienced Elementary Mathematics Teachers
Author: Selmer, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Elementary School Teachers,Mathematics Teachers,Experienced Teachers,Teaching Methods,Decision Making,Teacher Student Relationship,Skill Development,Mathematics Instruction,Faculty Development,Teacher Attitudes,Feedback (Response),Case Studies

The participants in this study belonged to a professional development school that embraced the responsibility and challenge of improving students' mathematical thinking. In this study, experienced teachers' pedagogical reasoning was made visible as they analyzed pieces of student written mathematical work in an approximation of practice designed to support professional noticing. Researchers then worked to characterize participants' professional noticing using the lens of responsive teaching. Results indicate that experienced teachers' decisions about how to respond to students' mathematical thinking fall on a continuum and often shift in responsiveness across pieces of student written work. The findings of this study provide guidance for teacher educators who work to develop K-12 educators' responsive teaching practices and have practical implications for the use of approximations of practice to develop responsive teaching practices.
Putting the PASS in Class: Peer Mentors&apos; Identities in Science Workshops on Campus and Online
Author: Phelan, Liam
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,Student Behavior,Modeling (Psychology),Identification (Psychology),In Person Learning,Synchronous Communication,Electronic Learning,Distance Education,Computer Mediated Communication,Science Instruction

In this paper, we analyse the introduction of peer mentors into timetabled classes to understand how in-class mentoring supports students' learning. The peer mentors in this study are high-achieving students who previously completed the same course and who were hired and trained to facilitate Peer Assisted Study Sessions (PASS). PASS gives students the opportunity to deepen their understanding through revision and active learning and are typically held outside of class time. In contrast, our trial embedded peer mentors into classes for a large ([approximately]250 students) first-year workshop-based course. We employed a participatory action research methodology to facilitate the peer mentors' cocreation of the research process. Data sources include peer mentors' journal entries, student cohort data, and a focus group with teaching staff. We found that during face-to-face workshops, peer mentors role-modelled ideal student behaviour (e.g., asking questions) rather than acting as additional teachers, and this helped students to better understand how to interact effectively in class. The identity of embedded peer mentors is neither that of teachers nor of students, and it instead spans aspects of both as described using a three-part schema comprising (i) identity, (ii) associated roles, and (iii) associated practices. As we moved classes online mid-semester in response to the COVID-19 pandemic, mentors' identities remained stable, but mentors adjusted their associated roles and practices, including through the technical aspects of their engagement with students. This study highlights the benefits of embedding mentors in classrooms on campus and online.
Supporting and Recovering Science Learning Loss with a Game-Based Learning Approach Leveraging a School-University Partnership
Author: Ding, Ai-Chu Elisha
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Game Based Learning,Achievement Gains,College School Cooperation,Partnerships in Education,COVID-19,Pandemics,Middle School Students,Preservice Teachers,Science Teachers,Professional Development,Leadership,Coaching (Performance),Tutoring,Preservice Teacher Education

This study describes the process of forming a school-university partnership to support the professional growth of our pre-service teachers and the in-service teachers at one partner school district and improving middle school students' science learning amid the pandemic.
Twenty-Five Years of Peer-Assisted Learning: A Review of Philosophy Proctoring at the University of Leeds
Author: Prideaux, Melanie
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Teaching,Undergraduate Students,Philosophy,Educational Environment,Foreign Countries,Discussion (Teaching Technique),Student Attitudes,College Faculty,Teacher Attitudes,Student Costs

What happens when a peer-assisted learning scheme becomes &quot;business as usual&quot; rather than innovation? The proctoring scheme in undergraduate philosophy programmes at the University of Leeds has been running for over 25 years, making it one of the oldest (and possibly the single oldest) continuously running higher education peer-assisted learning schemes in the country. Over time, the centrality of the scheme in the teaching environment has changed, particularly in the shared understanding of philosophy learning and teaching and in the practical constraints of curriculum and timetable space. Using the insights of teachers, students, and graduates, this report identifies the extent of success for proctoring in fostering philosophical learning and developing academic community, the two major objectives for the scheme. We also identify the conditions for success of peer-assisted learnings schemes, which our results suggest. An unexpected outcome of this project is found in identifying a challenge around &quot;value&quot; resulting from the fee-paying environment in higher education where peer-assisted learning may be (mis)understood as &quot;teaching on the cheap.&quot; These findings raise important questions for all higher education peer-assisted learning schemes about how schemes are embedded, sustained, and remain central to the learning environment in a rapidly changing education environment.
An Analysis of Virtual Professional Development for School Leaders during COVID-19
Author: Irby, Beverly J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Leaders,Principals,Faculty Development,Online Courses,Pandemics,COVID-19,Coaching (Performance),Leadership Training,Knowledge Level,Student Attitudes,Program Effectiveness,Program Evaluation,Elementary Secondary Education

As a major component of leadership development, professional development (PD) support needs more researchers to focus on possible ways to build school leaders' instructional capacity. Despite the increasing use of virtual professional development (VPD) as venues for leadership development, little is known about the essential components of an effective VPD. With the advent of COVID-19, we pivoted to VPD focused on improving school principals' abilities to help teachers increase their instructional capacity. More specifically, we provided a virtual Summer Leadership Institute (VSLI) on peer coaching via VPD. Since research on effective PD calls for school leaders to translate their learning into leadership practice, we addressed in our sequential explanatory mixed methods study how practicing school leaders in the United States perceived the effectiveness of VPD on school leaders' professional knowledge and growth related to the VPD topic of peer coaching. We conclude with seven specific principles to consider when developing and providing such a VPD experience for school leaders.
Influence of Context Related Factors on Saudi Special Education Teachers&apos; Understanding of Evidence, Evidence-Based, and Evidence Based Practices
Author: Mursi, Najwa Bakr
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,Evidence Based Practice,Outcomes of Education,Teacher Attitudes,Autism Spectrum Disorders,Teaching Methods,Case Studies,Educational Policy,Foreign Countries,Teaching Experience,Context Effect

The complexity of special education and the variability among students Autism Spectrum Disorder (ASD) require special education teachers to make a concerted effort to provide validated supports that contribute to their students' learning outcomes. Among the most important considerations for teachers is the use of teaching practices supported as effective by evidence. There is a broad consensus that the use of Evidence Based Practices (EBPs) can lead to significant improvements for students with ASD and their families. The research to practice gap is widely recognised in special education in relation to the selection and implementation of EBPs, with several studies finding that teachers used unsupported teaching practices as frequently as those supported by empirical evidence. Thus, in order to utilise EBPs, teachers must first understand what EBPs mean and how a particular practice comes to be evidence-based. Aligning with this emphasis and the increasing introduction of EBPs in special education globally, this study explored special education teachers' understanding of evidence, evidence-based, and EBPs in one centre of autism in the Kingdom of Saudi Arabia (KSA). In this study, a qualitative approach was used. Within this approach, a single case study design was adopted. The data were collected from six special education teachers of students with ASD using interviews. The findings revealed that teachers referred to their own individual experiences or the experiences of other teachers as evidence. In addition, they referred to their superiors' advice as being evidence-based and the perceived EBPs as technical tools handed to them by the Centre. This indicated that teachers' understanding of evidence-based, and EBPs was constructed based on the culture of the Centre. The findings of this study suggest several courses of action for future research, and policymakers and teacher education.
Strengthening Collaborative Research Practices in Academia: Factors, Challenges, and Strategies
Author: Durante, Princess Gerbie C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperation,Research,College Students,College Faculty,Foreign Countries,Collaborative Writing,Student Attitudes,Teacher Attitudes

This mixed-method research sought to identify the factors, challenges and strategies that enable and strengthen collaborative research practice in academia. Participants of the study are purposively chosen, self-selected faculty and students from an external campus and a unit in the main campus of a state university in Bulacan, Philippines, who have successfully completed collaborative research writing projects, presented collaborative research projects in conferences and symposia, or published said collaborative research projects. Data were gathered using a researcher developed instrument, validated, and checked for reliability. Analysis of results using principal components analysis led to the development of the DRREAM (Diversity, Role assignment, Relationship-building and peer interdependence, Ergonomic, flexible and adaptable processes, Acquisition of knowledge, skills and expertise, Motivation consideration) model, a conceptual framework on factors that strengthen effectual collaborative research writing; while the use of thematic analysis enabled the formulation of IPP (Individual, Professional and Personal) model, a conceptual framework on strategies to overcome challenges faced by collaborators in a collaboration research project. Finally, an Action Plan Framework for Effectual Collaborative Research Writing is proposed to promote the culture of collaborative research practices among the members of the academia.
Acceptability of a Preventative Coping and Connectedness Curriculum for High School Students Entering Accelerated Curricula
Author: Shaunessy-Dedrick, Elizabeth
Date: 2022-09-00
Type: Journal Articles
Subjects: Coping,Acceleration (Education),Prevention,Stress Variables,Advanced Placement,Advanced Placement Programs,Curriculum Development,Pilot Projects,Feedback (Response),Social Emotional Learning,Parent Attitudes,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Stress Management,Gifted Education,Intervention,Grade 9,Learner Engagement,High School Students

Students report experiencing elevated levels of academic stress while in Advanced Placement (AP) and International Baccalaureate Diploma (IBD) classes. In response, we developed a classwide, preventative coping and connectedness curriculum, which consists of 12 50-minute modules for 9th-grade students enrolled in accelerated coursework. In this pilot study, we implemented the curriculum in 2 schools and sought user feedback. After describing the curriculum, we examine the acceptability of this social-emotional curriculum at three stages: prior to, during, and following implementation. Overall, all stakeholders--including students, parents, and educators--deemed the curriculum highly acceptable. Teachers, administrators, and parents rated the content and lessons as highly acceptable for addressing students' academic stressors and development of necessary coping and strategies. Included is a discussion of these findings relative to prior acceptability research, including research with gifted learners, limitations, and the role of acceptability in the line of inquiry for this curriculum intervention development.
How Literacy Resources Contribute to a Gender Inclusive Classroom
Author: Lewis, Brooke
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Teachers,Literacy Education,Educational Resources,Gender Issues,Inclusion,Language Usage,LGBTQ People,Barriers,Stereotypes,Gender Bias,Diversity

The New Zealand Curriculum requires schools to be inclusive of all areas of diversity, highlighting the need for schools to ensure children of all genders feel physically and emotionally safe. Children develop concepts and expectations of gender norms at school which can influence self-esteem. Gender-inclusive classrooms are a safe environment for children to explore and express gender identities. One way that gender-inclusive classrooms can be achieved is through children's literature, which can result in less bullying at school and higher self-esteem in gender-diverse children. The research question for this study is: what are New Zealand primary school teachers' understandings of how literacy resources contribute to gender-inclusive classrooms? Semi-structured interviews were used to gather qualitative data to answer this question. Data were analysed through a thematic approach and revealed a need for professional development for primary school teachers in Aotearoa to confidently incorporate gender-inclusive and queer literacy resources for a gender-inclusive classroom.
The Beauty of Universal Design for Learning (UDL) and Why Everyone in Early Childhood Education and Intervention Should Be Using It
Author: Moffat, Thecla K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Access to Education,Learner Engagement,Early Childhood Education,Educational Principles,Ethnic Groups,Pacific Islanders,Indigenous Populations,Foreign Countries,Early Intervention,Students with Disabilities,Developmental Delays,Economically Disadvantaged,At Risk Students,Behavior Problems

This article seeks to highlight the importance of consciously implementing universal design for learning principles in practice in early childhood intervention. Universal design for learning (UDL) is based on three principles: (1) providing multiple means of engagement; (2) providing multiple means of representation; and (3) providing multiple means of action and expression. The term UDL is being championed in New Zealand schools but there are few examples of how early childhood settings and early childhood kaiako can utilise it. Highlighting the three UDL principles and how they link with &quot;Te Whariki,&quot; the early childhood curriculum, is important when supporting kaiako and early interventionists to reflect on their practice through the UDL lens. When kaiako and early interventionists focus on providing multiple ways of engaging children, multiple ways of representing information, and multiple ways of enabling action and expression, then the early childhood environments will truly be inclusive. This article outlines the three UDL principles and provides specific examples of enactment of these in early childhood environments.
A Collaborative Autoethnography on Being Preservice English Language Teachers throughout the Bachelor&apos;s Degree
Author: Peynado, Cristian Camilo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autobiographies,Ethnography,Preservice Teachers,Language Teachers,Second Language Instruction,English (Second Language),Bachelors Degrees,Preservice Teacher Education,Empowerment,Mentors,Native Language,Ideology,Foreign Policy,Resistance (Psychology),Professional Identity

This article analyzes the experiences of two preservice English language teachers within their bachelor's degree and their pedagogical practicum through a collaborative autoethnography. The authors discuss their empowerment as a contributing agent to the field of English language teaching and address issues such as methodologies, mentor teachers, native speakerism, colonial ideologies, and decolonization processes. Findings suggest that preservice English language teachers should be allowed to reflect, analyze, and thus contribute to understanding the social dynamics of what it means to teach and be a language teacher. Preservice English language teachers are not passive agents but builders of knowledge, capable of transforming their vision of education, making visible the critical aspects of education, and resisting imposed colonial pedagogical processes.
English Learning and Teaching at a Polytechnic University in Mexico: Towards Bilingual Education?
Author: Castillo-Nava, Diana Leslie
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Bilingual Education,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Language Teachers,Teacher Characteristics,Language Proficiency

This study aims to examine the implementation of the sustainable international bilingual model at a polytechnic university in central Mexico. Drawing upon qualitative research, this instrumental case study explores teachers', students', and coordinators' experiences with the aforementioned model. Data were gathered through semistructured interviews. Results show that participants consider the university has started a positive change, focusing on improving teachers' and students' linguistic abilities in English. However, they also acknowledge some challenges, such as a lack of teachers' training, the context of the university, and teachers' knowledge of the language. The data suggest that actions need to be taken to avoid the same poor results the national English programs in Mexico have had over the past years.
Together for Good: Aspects of Supportive Communication between Tertiary Classmates That Lead to Academic Success
Author: Mock, Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Relationship,College Students,Academic Achievement,Social Support Groups,Foreign Countries

How well classmates communicate support with each other may significantly influence how well they learn and their commitment to learning. This study asked students which aspects of supportive communication they use with each other and which aspects they regard as most important for successful study. One hundred polytechnic students participated in this study. They rated how frequently they experienced and how influential they considered 18 aspects of supportive communication between classmates for study success. The students regarded many aspects of supportive communication influential but few aspects were present in most instances. They experienced and valued able and motivated supporters, and supportive relationships with classmates the most. Students in similar years of study experienced and valued similar aspects of supportive communication. Training a whole class in supportive communication may develop positive shared values among the students and a climate that encourages mutual support. Courses that provide ongoing activities and opportunities for students to develop their skills in communicating support may produce more successful students.
Are Language Teaching Methods Really Dead as Some TESOL Gurus Have Proclaimed?
Author: Bastidas, Jesús Alirio
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Teaching Methods,English (Second Language),Instructional Effectiveness

Up to the last two decades of the 20th century, the era of methods prevailed as a key component, especially in the field of teaching English as a second language. Nevertheless, by the end of the century, many TESOL authorities were questioning the usefulness and scope of methods. Consequently, the idea was declared dead and the postmethod condition emerged. In this reflection article, it is argued that the nature and scope of a method in the teaching field cannot die for a series of reasons. It is concluded that what can be proclaimed is the death of a unique, universal method, but not the death of methods per se, since this is an essential component of any teaching process.
The Repertory Grid Interview: Exploring Qualitative and Quantitative Data on Language Teachers&apos; Pedagogical Beliefs
Author: Richter, Kenneth
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Cultural Influences,Teaching Methods,Instructional Effectiveness,State Universities,Mexicans,Foreign Countries,College Faculty,Comparative Analysis,Applied Linguistics,Research Methodology

This article focuses on the use of the repertory grid technique as a research instrument for conducting and analyzing interviews in the field of teaching English as a foreign language. As a demonstration of the explanatory usefulness of this methodological framework, a pilot study was carried out to elicit second language teachers' tacit beliefs concerning cultural perceptions of good language teaching. Repertory grid interviews were conducted with nine teachers at a public university in central Mexico. The data from each group were compared to uncover possible cultural influences on participants' beliefs. It is hoped that this overview of the method encourages an interest in repertory grid interviews and their analytic techniques in the field of applied linguistics and in English as a foreign language teaching in particular.