ethanporcaro/eric-fulltext-meta huggingface dataset:
Stakeholders&apos; Perspectives of Reentry to School and Community for Young Offenders with Disabilities: An Ecological Approach
Author: Unruh, Deanne
Date: 2021-05-00
Type: Journal Articles
Subjects: Delinquency,Reentry Students,Barriers,Institutionalized Persons,Correctional Institutions,Stakeholders,Students with Disabilities,At Risk Students,Mentors,Adults,Student Adjustment,Agency Cooperation,Transitional Programs,Student Needs,Family Involvement

Reentry services for young offenders need to be youth-focused and inclusive of the multiple entities that support a youth's return to the community. The purpose of this study was to gain a better understanding from stakeholders' perspectives, based on experience, to identify challenges and facilitators to support young offenders' reengagement in school and successful return to their community postincarceration. Fifty-four qualitative interviews of key stakeholders involved in the reentry process were conducted across 4 years of a young offender with disabilities' reentry program in the Northwest. Stakeholders included youth, parents, school personnel, parole/probation officers, and other community agency personnel. An ecological framework coding scheme was used to qualitatively analyze the interviews. Findings validate the importance a key adult/mentor (i.e., transition specialist) plays in a youth's school engagement. In addition, developing strong working relationships within and across schools, juvenile services, and other key agency personnel was supportive of a young offender's reentry process.
The Problem of Measurement Equivalence or Invariance in Instruments
Author: Otbicer-Acar, Tulin
Date: 2021-00-00
Type: Journal Articles
Subjects: Attitude Measures,Adults,High School Students,Foreign Countries,Test Validity,Language Skills,Second Languages,Age Differences,Gender Differences

The purpose of this study is to discuss the validity of equivalence in the sample groups of young and adult; females and males in the scale of assessing the attitudes towards foreign language skills and to offer the researchers that will use this scale certain evidence based on data. No measurement equivalence/invariance was found in adult and young groups. Consequently, measurement equivalence/invariance based on gender variable was not present, either. The absence of measurement equivalence/invariance is in fact a fundamental proof that the measurement instrument is specific to the group that it is intended for. For this reason, researchers should evaluate cross-validity or multi-group analyses on the basis of the traits that are measured using the measurement instrument. It is not always negative not to have measurement equivalence/invariance during the process of gathering validity evidences.
Strategic Approaches to Glocalising Curriculum Practice: Responding to Faculty Development Needs and Circumstances in Diverse University Contexts
Author: Webb, Andrea S.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Diversity (Faculty),Faculty Development,Educational Strategies,Universities,Student Diversity,Culturally Relevant Education,Undergraduate Students,Graduate Students,Cultural Differences,Educational Policy,Inclusion,Evidence Based Practice,Global Approach,Educational Change,Curriculum Development,Local Issues,Strategic Planning,Institutional Characteristics,Foreign Countries

University campuses around the world face significant challenges for engaging culturally diverse faculty and students with responsive programming (e.g., undergraduate, graduate, staff and faculty development programs). Policy documents espousing inclusion and the strategic institutional importance of local and global engagement, for example, are positive steps to foster institutional change. However, in practice, ad-hoc curricula renewal initiatives aimed at facilitating cultural diversity tend to be far less strategic, and with scant attention to research-informed and evidence-based scholarship. This paper attempts to address these complex challenges and provides insights toward a scholarly approach to glocalising curriculum practice for faculty development in multinational settings. In this context, data suggests that strategic institutional supports are key to glocalising curriculum practices. Further, a glocalised curriculum is inherently situated; socially and culturally mediated; and, is responsive to the professional learning needs and circumstances of educational leaders in diverse institutional contexts.
Designing a Model of Practice for Australian Teachers of Young School-Age Children on the Autism Spectrum
Author: Taylor, Annalise
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Elementary School Teachers,Elementary School Students,Students with Disabilities,Educational Practices,Inclusion,Models,Program Development,Program Effectiveness

Extensive work has been undertaken in North America on effective practices in early childhood education, early childhood special education, and autism-specific interventions. Much of this work, however, has not been disseminated in teacher-friendly ways nor has it been translated into useable formats that support teacher uptake and incorporation into everyday classroom practice. The research presented here drew on practice literature from North America and a Design-Based Research approach to produce a Model of Practice (MoP) for Australian classroom teachers working with students on the autism spectrum in their first year of primary school. This practice model aims to support pedagogical decision making in relation to the effective and inclusive education of this student cohort. Iterative cycles of design involving generation of educational practices from the literature, content validation by experts, and social validation by classroom teachers were undertaken. These cycles were guided by MoP design principles and resulted in a prototype Early Years Model of Practice (EY-MoP) comprising 29 empirically-supported practices, which were highly endorsed by Australian teachers. The field testing of the EY-MoP should provide preliminary evidence of the applicability of this tool in Australian early years classrooms.
Teacher Qualification, Experience, Capability Beliefs and Professional Development: Do They Predict Teacher Adoption of 21st Century Pedagogies?
Author: Omare, Elijah
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Teaching Experience,Self Efficacy,Teacher Attitudes,Teacher Competencies,Pedagogical Content Knowledge,Professional Development,Secondary School Science,Science Teachers,21st Century Skills,Educational Innovation,Predictor Variables,Adoption (Ideas),Foreign Countries

The primary objective of the study is to unravel the role played by selected teacher variables in adoption of 21st century pedagogies in Kisii County, Kenya. We hypothesized that there is no statistically significant relationship between the teacher characteristics and adoption of 21st century pedagogies. Convergent parallel mixed method design was employed in this research. A randomized sample of science teachers (n=184) was used to avail required data. Ordinal logistic regression was used to establish to what extent the teacher variables predicted teacher adoption of 21st century pedagogies. The final model statistically significantly predicted the dependent variable over and above the intercept-only model. We conclude that the teacher characteristics investigated do inform teacher adoption of 21st century pedagogies. Policy implications suggest that the Ministry of Education should strive to ensure quality pre-service teacher education, engender teacher motivation to better teacher beliefs/attitudes and also invest in teacher professional development-all which we consider fundamental determinants of teacher adoption of 21st century pedagogies. [This is a reprint of an article published in International Journal of Curriculum and Instruction v12 n2.]
Parents&apos; Perceptions and Needs for Their Children Who Are Deaf or Hard of Hearing in the Kingdom of Saudi Arabia
Author: Alqahtani, Abdulaziz
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Family Needs,Deafness,Hearing Impairments,Foreign Countries,Identification,Student Personnel Services,Students with Disabilities,Assistive Technology

This study was conducted to investigate the perceptions of parents of children who are deaf or hard of hearing (DHH) in the Kingdom of Saudi Arabia (KSA) regarding the support and services provided to them and their children. One hundred fifty-eight parents of children who are DHH were surveyed. The survey questions focused on five areas: early identification, hearing technology, communication, education, and social support. The results indicated that: (1) a variety of services are available and have been received by some parents; (2) parents reported an average level of satisfaction towards the services and supports received; and (3) all services listed are needed. Additionally, parents identified problems and offered solutions to improve the services and support for their children. The need for more research in the KSA is noted in order to obtain a more in-depth understanding of parents' perceptions and needs.
Teaching Writing in Emergency Distance Education: The Case of Primary School Teachers
Author: Sarikaya, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Instructional Effectiveness,Emergency Programs,Distance Education,Electronic Learning,Synchronous Communication,COVID-19,Pandemics,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Student Motivation,Parent Participation,Anxiety,Classroom Techniques,Feedback (Response),Error Correction,Technological Literacy,Time Management,Foreign Countries

This is a case study examining the writing teaching processes of primary school teachers during the COVID-19 pandemic. Fifty-four primary school teachers who conduct their writing teaching practices by distance education took part in the study. The data were gathered through a semi-structured interview form developed by the researcher under the guidance of an expert. The interviews were conducted via video chat programs. After having the participant's consent, the interviews were recorded. In the analysis of the transcribed texts, descriptive and content analysis methods were used. The results were divided into five groups after the data analysis, and these are: first writing experiences, situations originating from the teacher, situations originating from the student, situations originating from the student's parents, and recommendations. The results revealed that sufficient significance was not given to the writing tasks during the pandemic, and these efforts were postponed to the next semester when it was expected that face-to-face education would begin. In the process, the study revealed that student motivation was poor, there were issues in the management of the classroom environment, and writings of students could not be provided with the necessary feedback and corrections. Besides, what stands out that for teaching writing, parent support is required, and parents do not pay desired attention to the writing. However, primary school teachers have provided some suggestions for more effective writing teaching.
Exploring Implementation of National Special Needs Education Policy Guidelines in Private Secondary Schools
Author: Mbewe, Gift
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Private Schools,Secondary Schools,Foreign Countries,Special Education,Guidelines,Program Implementation,Inclusion,Knowledge Level,Teacher Attitudes,Special Needs Students

The implementation of the National Special Needs Education Policy Guidelines in Malawi began in 2009. There is limited literature on how the guidelines are implemented in secondary schools, particularly in private secondary schools of Malawi. Therefore, the study aimed at exploring the implementation of the guidelines in private secondary schools. The study used a phenomenological design and qualitative methodology. Data were generated through a triangulation of methods including semi-structured interviews, observation and document analysis. The data generated were analysed thematically. The findings revealed that there was a lack of thorough knowledge of the guidelines, resources for implementing the guidelines in private secondary schools were not available, and support for learners with special education needs was not sufficient. The results of this study indicate that communication with key school stakeholders is key for the effective implementation of the National Special Needs Education Policy Guidelines.
Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review
Author: Shrestha, Sagun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Policy,Program Effectiveness,School Closing,Emergency Programs,Guidelines,Student Needs,Educational Resources,Educational Technology,Technology Uses in Education,Online Courses

The COVID-19 pandemic has brought chaos in education across the world, including developing countries like Nepal. To respond to this educational disruption in this South Asian country, different educational plans and policies were formulated by the Ministry of Education, Science and Technology, Government of Nepal. It is not known whether these policies were realistic and practicable, as there is no review of these documents to date. With this backdrop, this paper critically reviews the educational plans and policies that were developed to manage education during the crisis. It appraises the strengths of these policies in terms of their intent and practicalities of implementation in the given situation, and identifies gaps and challenges, and recommends some ways to realistically run the education system. The review reveals that these documents have several strengths, such as they plan to create data in terms of learners' access to resources, value self-learning and parent education, and suggest several alternative ways to resume school. Yet, there are some gaps and challenges, the identification of which can guide the effective delivery of education in Nepal in any kind of crisis period both at present and in future. This paper is expected to help policy makers to revisit the existing policies or guide them when they form future educational policies that are designed to manage education in any kinds of crisis. It is also deemed helpful for teacher educators, practitioners and other educational stakeholders to understand about the educational plans and policies formed to deal with crises.
A Scale Development Study on Teachers&apos; Perceptions of Collective Efficacy in Schools
Author: Zincirli, Muhammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Teacher Attitudes,Self Efficacy,Foreign Countries,Construct Validity,Factor Analysis,Teacher Collaboration,Public School Teachers,Test Reliability,School Effectiveness

The aim of the study was to developed a scale assessing teachers' perceptions of collective efficacy in schools. The participants were composed of 808 teachers in five different public schools affiliated with Ministry of National Education, Turkey. Construct validity was determined using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA results revealed a two-factor structure that accounted for 53% of the total variance. The CFA results indicated acceptable goodness of fit indices for the two-factor Collective Efficacy Scale (CES) model. Criterion validity was determined using the scale of organizational cynicism (SOC) and the individual performance scale (IPS). The results showed that the CES was positively correlated with IPS and negatively correlated with SOC. Reliability was measured on three different samples. The CES had a Cronbach's Alpha of .85 to .88. Reliability was also analyzed using the test-retest method. The results showed that the CES had an acceptable reliability coefficient. These results of the analysis indicated that the CES was a reliable measure. The &quot;upper and lower 27 percent rule&quot; and corrected item-total correlation coefficients were used for item analysis. The former revealed acceptable results for all three samples, while the latter revealed significant t-test results for all items. All these results indicate that the CES is a valid and reliable measure.
A Validity and Reliability Study of a Nomination Scale for Identifying Gifted Children in Early Childhood
Author: Karabulut, Ridvan
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Test Construction,Gifted,Talent Identification,Young Children,Elementary School Students,Multiple Intelligences,Kindergarten,Intelligence Tests,Foreign Countries

The study aimed to develop a measure that enables gifted children to be picked out in early childhood through the nomination of teachers. In order to collect the data, a conceptual framework based on Gardner's theory of multiple intelligences was set to identify gifted children. Once the conceptual framework was created, a 64-item framework consisting of typical characteristics of gifted children was designed, and presented to experts' opinion. In line with expert opinion, the framework was finalized as a 50 item data collection tool. The participants of the study were composed of 365 teachers in different kindergartens and primary schools in the city centre of Kirsehir, Turkey. As a result of the data analysis, a nomination scale, the validity and reliability of which were tested was developed.
Online University Teaching at the Time of COVID-19 (2020): An Australian Perspective
Author: Smith, Erika K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Educational Technology,Electronic Learning,Distance Education,Higher Education,School Closing,Barriers,Student Motivation,Academic Persistence,College Faculty,Lecture Method,Teaching Methods,Teacher Characteristics,Learner Engagement

The impacts of COVID-19 have been widespread, and the education sector has not been immune to its effects. In March 2020 Australian universities were forced into a shutdown, which prompted an unanticipated, sudden shift in education, from on-campus and face-to-face to an off-campus and online mode of teaching and learning. This paper describes the experiences of two Sydney-based university unit coordinators, from two different institutions, who rapidly shifted their units online as a result of COVID-19. In particular, it applies reflection as a research method, to share what the authors' encountered as successful, and what was challenging about teaching online. Motivating and retaining students was a key challenge identified by the authors. Therefore, the paper discusses the authors' application of various digital programs and tools in their response to this challenge of motivation and engagement. It is hoped that our experiences might benefit those looking to integrate programs and tools in the online teaching and learning space. Although Australia is currently one of the most successful countries in their handling of COVID-19, there is still great uncertainty about the future. Globally the pandemic shows no signs of abating, as many countries struggle to manage high levels of transmission and infection rates, which in turn have an impact on the education sector more broadly. Consequently, online learning may be the 'new normal' for many institutions in the near future. Therefore, it is important for educators to share their online teaching experiences that can contribute to greater understandings of this space.
Motivating Online Learning through Project-Based Learning during the 2020 COVID-19 Pandemic
Author: Hira, Avneet
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Projects,Online Courses,School Closing,Distance Education,Educational Technology,Teaching Methods,Teacher Attitudes,High School Teachers,High School Students,Student Motivation,Personal Autonomy,Student Attitudes,Interpersonal Relationship,Competence,Student Interests,Relevance (Education)

The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students' motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers' narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.
Teacher Professional Learning Whilst in Quarantine: A Case Study from China
Author: Laws, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Early Childhood Teachers,Teacher Attitudes,Electronic Learning,COVID-19,Pandemics,Educational Philosophy,Educational Change,Preschool Education,Montessori Method,Young Children,Program Effectiveness,Foreign Countries

Transforming two early education centres in China to incorporate the educational philosophy of Maria Montessori is a huge task. To induct teaching staff into Montessori's philosophy, pedagogy, and curriculum when their past educational experiences have been formed by a rigid, traditional model added to the challenge. To further complicate matters the transformation took place during lockdown due to the COVID-19 pandemic and the staff participated in a completely voluntary capacity whilst in isolation. For this research project the authors collected data through direct observations, surveys, questionnaires, individual teacher interviews, and focus group interviews. How online professional learning for 35 staff members was planned, organised, modified, and undertaken is outlined. Practical and technical issues involved in moving from face-to-face to online teaching are also included. Teachers reported that the professional learning program had prepared them well for when the centres reopened and the children returned.