ethanporcaro/eric-fulltext-meta huggingface dataset:
The Urgent Need for Tailored Math Instruction
Author: Rose, Joel
Date: 2022-05-00
Type: Journal Articles
Subjects: Individualized Instruction,Mathematics Instruction,Instructional Program Divisions,Knowledge Level,Student Development,Academic Standards,Grade 4,Grade 8,Grade 12

Teachers have long struggled with the tension between ensuring a rigorous education for all their students and the reality that students arrive at the start of a school year with vastly different skills and conceptual understandings. The tension can be even more acute in math, which relies heavily on students mastering foundational concepts in prior years. The last two years made matters far worse--especially for students from historically disadvantaged groups. Given this trajectory, state policymakers, administrators, and teachers have choices to make. Should they double down on the teaching of grade-level material, as federal policies signal they ought? Or should they instead refocus instruction and systemic incentives on meeting each student where they are?
A Data-Driven Approach to Staffing Schools
Author: Putman, Hannah
Date: 2022-09-00
Type: Journal Articles
Subjects: Data Use,Standards,Teacher Certification,Educational Administration

With three school years touched by the pandemic so far, the extent of the damage to this generation of students is coming into focus. Three concerns are top of mind for state and district leaders: making up for disrupted learning, ensuring that schools have enough quality teachers and staff to lead this work, and building a diverse teacher workforce. Many states are tempted to lower requirements for teachers in the hopes that it will address some of these concerns. Before signing on to such changes, state boards of education should seek evidence about the exact nature of the problems a policy change is designed to address, whether the change is likely to help, and what the unintended consequences might be. Is there evidence, for example, that lowering teacher requirements will bring more teachers into the schools that are struggling to hire them? And what inadvertent harm will students suffer at a time when their learning recovery is most fragile?
Creating State Education Systems That Value Student Cultures
Author: Rodick, William
Date: 2022-09-00
Type: Journal Articles
Subjects: State Standards,School Districts,Pandemics,COVID-19,State Boards of Education,Inclusion,Culturally Relevant Education,Student School Relationship,Student Behavior,Classroom Techniques,Learner Engagement,Academic Achievement,Attendance,Student Motivation,College Credits,Academic Persistence,Self Concept,School Holding Power,Enrollment Trends,Lesson Plans,Cultural Awareness,Faculty Development,Diversity (Faculty),Educational Quality,Instructional Materials,Teacher Education Programs,Elementary Secondary Education,Kindergarten,In Person Learning

The last two years disrupted public education systems, but they also highlighted opportunities. Schools and districts can apply the nimbleness they demonstrated during the pandemic to efforts to reconnect and reengage their students. In this moment, state boards of education are in the perfect position to guide schools and districts, not just to a return to normal, but to a system that invites back students' whole selves through inclusive, culturally relevant practices. At a time when school systems have reported sharp declines in student enrollment, it is important to recognize that when students are disconnected from school they are disconnected from multiple facets of development. Culturally responsive practice makes use of culture as a basis for engaging and motivating students, and it fosters proactive classroom management and positive student behavior. Such practices also lead to improved academic performance, attendance, credits earned, retention rates, and positive self-identity.
Ensuring Equity in Grow-Your-Own Programs
Author: Gist, Conra D.
Date: 2022-09-00
Type: Journal Articles
Subjects: Equal Education,Program Development,Alternative Teacher Certification,State Policy,Teacher Recruitment,State Boards of Education,Minority Group Teachers

Created by partnerships of educator preparation programs, school districts, and community-based organizations, grow-your-own programs recruit, prepare, and place community members as teachers. They typically recruit and prepare high school students, school classified staff (e.g., paraeducators, afterschool workers, bus drivers), career changers, and leaders and activists from local schools and geographic communities. To address the shortage, preparation, and retention challenges facing the profession, it is critical to ensure equity across the teacher development continuum. Adopting state-level equity criteria for grow-your-own programs is one policy lever toward this end. The criteria should address four equity areas: structural, disciplinary, cultural, and interpersonal. These areas provide lenses for exploring how state education policymakers can understand, confront, and overcome barriers community Teachers of Color and Indigenous Teachers (TOCIT) may experience when attempting to enter the educator workforce.
Five Trends Shaping the Teaching Force
Author: Ingersoll, Richard M.
Date: 2022-09-00
Type: Journal Articles
Subjects: Educational Trends,State Policy,Teacher Recruitment,Teacher Persistence,Elementary Secondary Education,Teaching Experience,Gender Differences,Minority Group Teachers,Faculty Mobility

The U.S. elementary and secondary teaching force in recent decades has changed significantly and in important, sometimes surprising ways. It has become far larger, far less experienced, less diverse by gender, and more diverse by race/ethnicity. And it remains unstable. Yet researchers, policymakers, and the public appear not to have much marked these trends, even the most dramatic ones. I will summarize five of the key trends we identified, along with some takeaways and questions for state boards of education and others involved in state education policymaking to consider.
Preparing Pre-K Teachers: Policy Considerations and Strategies
Author: Garcia, Amaya
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Education,Early Childhood Teachers,Educational Practices,Educational Policy,Teacher Certification,Community Colleges,Apprenticeships,Prior Learning

Children across the nation lack access to high-quality pre-K programs that can support their development and build foundational skills for elementary school. The pandemic set pre-K enrollment and funding back further, with an enrollment decline of nearly 300,000 children and state spending remaining relatively flat. As children and families return to public pre-K, state policymakers must focus on investing in program expansion and strengthening quality. Those efforts should start with a pre-K teacher workforce that is well prepared and fairly compensated. Teacher preparation is quickly changing, with new models emerging to develop more accessible, affordable, flexible pathways. We will describe four of these approaches: allowing community colleges to confer bachelor's degrees, supporting paid work-based training through registered apprenticeships, funding grow-your-own programs that remove barriers for teachers within communities, and encouraging institutions of higher education (IHEs) to collaborate on developing aligned, articulated pathways. [This article was written with Cara Sklar.]
Teacher Recruitment and Retention in Missouri
Author: Katnik, Paul
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Supply and Demand,Teacher Salaries,Values,State Policy

Providing Missouri students a highly qualified, appropriately credentialed workforce has grown steadily more challenging over the past decade. Unsurprisingly, the pandemic made it even harder. Multiple surveys indicate Missouri educators' growing dissatisfaction over the last two years. These data, coupled with figures on declining enrollment in teacher preparation programs, increased vacancies, uncompetitive salaries, and declining retention rates, have prompted state education leaders to take bold steps to improve teacher recruitment and retention in Missouri. Fifty years of research have fully established and repeatedly confirmed that the quality of the teacher and their teaching is the number one school-related factor affecting student learning. Investments in improving teacher quality have direct outcomes for students. Thus it is critical that the Missouri Department of Elementary and Secondary Education (DESE), the state board of education, governor, and state legislators take new, unprecedented steps to address these teacher recruitment and retention challenges.
The Uneven Landscape of Teacher Preparation
Author: Fenwick, Leslie T.
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Education,Equal Education,State Legislation,Educational Legislation,Educational Policy,State Policy,Educational Trends,Alternative Teacher Certification

In a recent landscape of policies in 50 states and the District of Columbia, I found that states vary significantly in how they authorize, review, and approve teacher preparation providers and programs. What these policies have in common is a requirement that all programs meet the same standards. But in practice, they do not. Too often, alternative certification program providers--particularly those that are not college or university based--are able to take advantage of state statute and regulatory loopholes that allow them to skirt rigorous standards. The pandemic, coupled with mass shootings at schools and increasingly public, politicized scrutiny about what teachers teach, placed inordinate demands on teachers, exacerbating teacher shortages. Under these circumstances, will states and districts be forced to barter away teacher quality and the equitable assignment of high-caliber teachers just to have warm bodies in front of classrooms?
Strategies to Address Cheating in Online Exams
Author: Abood, Harith
Date: 2022-00-00
Type: Journal Articles
Subjects: Cheating,Methods,Computer Assisted Testing,Electronic Learning,Student Evaluation,COVID-19,Pandemics,College Students,Foreign Countries

This is a descriptive study to investigate one of the most critical issues faced by teachers in evaluating their students' performance at the university level during COVID-19. It aimed to specify the exams' problems faced by the Jordanian universities' teaching staff members, and the strategies they used to face cheating by their students in online exams. The researchers built a questionnaire of 33 items under (3) main headings, and sent by email to a random sample of 120 out of 995 teaching staff members in two Jordanian universities, University of Jordan and Arab Open University/ Jordan, in the academic year 2020/2021. The study revealed that most of the staff members faced a number of problems, especially with the effort needed for the preparation of online exams, and the advanced ways of cheating being used by their students. It also showed that they used several strategies to face those problems such as open-ended questions to assess knowledge achievement, and project application to assess students' skills, as well as using cameras to control exams monitoring.
New Teachers&apos; Perceptions of Their Impact on Student Learning While Developing Knowledge and Skills to Teach Online
Author: Tanguay, Carla L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Attitudes,Outcomes of Education,Teaching Methods,Teaching Skills,Technological Literacy,Teacher Effectiveness,Pedagogical Content Knowledge,Online Courses,COVID-19,Pandemics

Due to the health pandemic of 2020, teachers have been forced to initiate online teaching delivery models with little preparation just as students and parents have had their routines abruptly altered from in-person schooling to hybrid and fully online instruction (Mecham, et al., 2021). The pandemic brought to light new opportunities for novice teachers to learn how to implement pedagogical strategies using digital tools to support student learning and development in remote settings. As part of a larger case study of 23 novice teachers who graduated from our urban institution, these results focus on new teachers' perceptions of their own development and their impact on student learning while teaching online, during the pandemic. Semi-structured interviews focused on educators' approaches to instruction across 12-18 months of the pandemic. Data were analyzed using NVivo through open coding. Findings help us understand these new teachers' perceptions of their impact on student learning while developing knowledge and skills to teach fully online. Four themes are highlighted in this study as a glimpse into new teachers' perceptions of themselves and their impact during this time. New teachers describe their impact on student learning as their ability to build relationships and trust with learners and their families, to use students' funds of knowledge to engage them in meaningful tasks, to teach with digital tools, modeling and collaborating with learners, and to incorporate various digital tools to monitor progress, assess, and provide feedback online. Novices describe student engagement and motivation as resulting student outcomes due to their abilities to build relationships, tap into students' multiple knowledge bases, and use digital tools to teach and assess student learning. They describe their new knowledge and skills teaching online as unintended outcomes related to their own development and learning.
Who&apos;s Zooming Who: A Case Study of Videoconferencing&apos;s Effects on Faculty and Students
Author: Massner, Chandra K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Videoconferencing,Fatigue (Biology),Higher Education,College Faculty,College Students

When COVID-19 forced colleges and universities to abruptly transition their inperson courses online in spring 2020, many professors instinctively turned to videoconferencing tools as a substitute for face-to-face interactions. The extensive implementation of synchronous online instruction through videoconferencing presented various opportunities and challenges for faculty and students. Notably, users quickly identified a new phenomenon that the popular press labeled Zoom fatigue. This study presents findings from a qualitative case study on videoconferencing use, its effects, and the problem of Zoom fatigue in higher education. The faculty and student experience with the synchronous, virtual classroom and Zoom fatigue is explored. A theoretical model of Zoom fatigue is presented. Finally, recommendations for the effective use of synchronous online instruction are shared. This study advances a working model of Zoom fatigue to explain the multi-dimensional factors that cause it. The mediated, virtual communication environment offers opportunities and challenges for participants to navigate as they attempt to answer, &quot;Who's Zooming' who?&quot;
Through the Lens of Students: How Online Discussion Forums Affect Students&apos; Learning
Author: Gasmi, Afef Ahmed
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Online Courses,Discussion (Teaching Technique),Technology Uses in Education,Instructional Effectiveness,English (Second Language),Second Language Instruction,Foreign Countries,College Students,Student Attitudes,Critical Thinking,Interpersonal Competence,Learner Engagement,Academic Achievement,Reading Skills

The current exploratory study investigated the perspectives of 13 students about the use of online discussion forums in a virtual English Language course at Sultan Qaboos University, Oman. A mixed methods approach utilizing self-report questionnaires, focus group interviews, and researcher observation was used to collect data. The study results showed that the majority of the participants viewed asynchronous discussion forums positively. Most importantly, the study revealed that participation in these forums enhanced various aspects of students' learning including critical reading, critical thinking and critical reflection skills, behavioral, emotional and cognitive engagement, as well as their social skills. On the other hand, the study results showed that online discussion forums were associated with several challenges. These findings have pedagogical implications on the design and implementation of these forums in the EFL field. The article calls for further research on online discussion forums in relation to students' level of study, academic achievement, and exam pass rates in various EFL courses.
The Role of Social Networks in Forming Social Relations among University Students
Author: AlKhudari, Majed Numan
Date: 2023-00-00
Type: Journal Articles
Subjects: Internet,Social Networks,College Students,Peer Relationship,Communication (Thought Transfer),News Media,Cognitive Measurement,Personality Traits,Student Needs,Psychological Needs,Social Media,Influence of Technology,Foreign Countries,Access to Information

With the advent of the Internet, social networking sites have spread, and their number has increased dramatically. The number of its users, especially school and university students, who use these sites for social communication and entertainment for obtaining information and exchanging experiences with their peers has increased. The study aimed to identify the role of social networks in forming social relations among students of private universities. The study used the descriptive analytical method. The study population consisted of all students of three private universities. A random sample of 530 students was chosen to answer a questionnaire. The study revealed that students enjoy the freedom to use social networks. Also, it is inferred that social networks have become a source of news as they compete with traditional means of communication. In addition, students using social networks has many negatives, including wasting time and effort, distorting facts, and spreading rumors. In contrast, they have many advantages, including making new friends, communicating with friends and relatives, and exchanging opinions. Furthermore, the study showed that social networks achieve cognitive satisfaction by providing students with information about the world. It is believed that they satisfy the desire for curiosity by 80% and cognitive needs by 77%. In light of the results, the study recommends the necessity of using social networks by educational institutions to achieve psychological, social, and cognitive gratification for students.
Student Motivation in Learning Mathematics in Technical and Vocational Higher Education: Development of an Instrument
Author: Saadati, Farzaneh
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics,Vocational Education,Student Motivation,Goal Orientation,Foreign Countries,Self Esteem,Self Efficacy,Higher Education,Learner Engagement,Active Learning

Mathematics is a challenging subject for most students in technical and vocational institutions. The institutions apply great effort towards developing mathematics knowledge and skills, mainly by influencing students' motivations. This study tries: (1) to present evidence for the validity of an instrument for measuring students' motivational beliefs as their beliefs, self-efficacy, and intrinsic-extrinsic goal orientations regarding mathematics; (2) to explore the relationship between institutional context and the instrument's scores as students' motivational beliefs. The data collected from 1,239 students from two different Chilean institutions were analyzed. The psychometric analysis provided evidence of the reliability and validity of the instrument. The instrument suggests differences in the level of motivational beliefs associated with students' age and the type of institutions. The instrument allows educators to study the relationships between motivational beliefs and the institutional context of technical and vocational schools. It can also be used for the prediction of student success in their mathematics course by the understanding of their motivational beliefs towards mathematics.
A Two-Year Follow-Up Case Study on Pre-Service Science Teachers&apos; Attitudes towards Online Learning and Academic Achievement in Science Education Courses
Author: El Takach, Suzanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Teacher Attitudes,Distance Education,Academic Achievement,COVID-19,Pandemics,Undergraduate Students,Foreign Countries

The present paper attempts to answer the following research questions: (1) What are students' attitudes towards distance education during COVID-19? (2) What are students' feelings and opinions towards online education? (3) What are the impacts of distance learning on students' development of their PCK skills? And (4) What is students' academic achievement in taught online science education courses? To collect data, a total sample of 117 students enrolled in undergraduate program for science teaching at the elementary level, was used. Data was collected over three semesters, during the academic years 2020/2021 and 2021/2022. The data collection tools used are: a. a questionnaire administered to students enrolled in their 2nd through the 6th semesters, at the Faculty of Education, Lebanese University, at the end of science education courses, b. students' grades in formative and summative assessments in science education courses, c. students' drawing themselves as remote learners, and d. a post-interview of a purposeful sample. Data analysis was done using interim analysis in the form of post-zoom class conferences and data validation using member check at the end of courses. Findings showed that students at the beginning of the state successive and long lockdowns were happy to learn remotely. But as time passes, they were dissatisfied with online learning, 38% of students missed the campus life and 16% lacked the interaction with their teachers and classmates. In addition, students' academic performance decreased significantly and many were concerned about the little expertise to deal with students in real classes. For 57% of students, distance learning was difficult than classroom, and 70.5% admitted that home environment was not suitable for participating in online lectures due to distractions by their families. Quality teaching and the need for evaluation the online teaching/learning process at the level of the Faculty of Education and the Lebanese University is an urgent need. [This paper was presented at ICSES Conference, Antalya, Turkey, 10-13 November 2022.]
Experiences of Peer Tutors of a Korean Language Peer Tutoring Program at a U.S. University: A Qualitative Study
Author: Kim, Hyein Amber
Date: 2022-00-00
Type: Journal Articles
Subjects: Experience,Peer Teaching,Tutoring,Korean,Second Language Learning,Undergraduate Students

This study explored the experiences of peer tutors of a Korean language peer tutoring program at a U.S. university. Using qualitative methodology and gathering data from pre- and post-tutorial program individual interviews, monthly in-program group interviews, and reflective papers, this study aimed to investigate experiences of eight Korean language peer tutors. The findings revealed reasons for being peer tutors, how peer tutors addressed learners' needs, the importance of empathy in peer tutoring, and benefits of peer tutoring. This study's results can serve as valuable data for creating, growing, and improving Korean language tutoring programs at universities. Peer tutoring can be a useful tool for enhancing the effectiveness of Korean language education at universities, especially as Korean language learners increase.