ethanporcaro/eric-fulltext-meta huggingface dataset:
Just Keep Swimming: Increasing Resilience of STEM Preservice Teachers during COVID-19
Author: Lussier, Catherine M.
Date: 2023-03-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Resilience (Psychology),COVID-19,Pandemics,English Language Learners,Curriculum Development,Student Diversity,Training,Cultural Pluralism,Professional Development,Self Efficacy,Student Development,Student Motivation,Disadvantaged Schools

A substantial achievement gap between K-12 English learners (ELs) and non-ELs in science, technology, engineering, and mathematics (STEM) content areas exists, as indicated by national assessments of student outcomes. Considering the expected steady increase in students who are ELs in the U.S., determining methods for addressing this achievement gap is of immediate concern. Research has indicated this gap may be exacerbated by lack of adequate teacher preparation, specifically in STEM fields, to effectively teach students who are culturally and linguistically diverse (CLD). Founded in previous research about effective teacher preparation, the current case study pilots and reports on a model of early STEM preservice teacher training that integrates: knowledge of language development for ELs, early experiences with CLD learners, and professional development activities that guide the implementation of STEM pedagogical methods. Five STEM preservice teachers participated in a year-long supplemental training program focused on adapting STEM instruction for ELs. Components of the supplemental program included: (a) coursework extending teacher knowledge of EL language development, (b) fieldwork providing early exposure to research-based teaching experiences with EL students, and (c) professional development guiding the creation of hands-on STEM curriculum for diverse learners. Five secondary preservice teachers experienced increases in self-efficacy, growth in STEM instructional practices, and greater motivation for teaching in high-need schools. Results will inform educational models for improving STEM-EL teaching, thereby addressing a crucial need to serve the growing national population of underserved students.
Facilitating Effective Mathematical Teaching Practices in Preschool
Author: Gonulates, Funda
Date: 2023-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Mathematics Instruction,Preschool Education,Faculty Development,Preschool Teachers,Public School Teachers,Teaching Methods,Teacher Attitudes

Initial seeds for mathematics literacy are planted during early childhood. Children benefit when they are exposed to and provided with opportunities for math experiences that emphasize their holistic development and not just mathematics proficiency in isolation. This way of viewing and presenting mathematics to young children requires teachers who are equipped with strong mathematics teaching skills. This study examined a 21-hour professional development series for public school preschool teachers on early numeracy, geometry, mathematical reasoning, and teaching pedagogies. This professional development series aimed to help preschool teachers incorporate effective mathematical practices and increase their comfort level in teaching mathematics. Participants noted this professional development series impacted their ability to foster children's early numeracy development, engage in &quot;math talk&quot; pose questions that helped children process early numeracy, and contextualize early numeracy through stories and/or word problems. The study demonstrates change takes time, and the impact of this professional development series is dependent on preschool teachers' readiness and their perception of their teaching context needs.
Global Educational Ramifications of COVID-19 on Minorities and Students Living in Poverty or Extreme Poverty: A Literature Review
Author: Thacker-King, Jessie S.
Date: 2023-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Emergency Programs,Minority Group Students,Poverty,Economically Disadvantaged,Equal Education,Journal Articles,News Media,Educational Research,Educational Change,Public Policy

Public education requires all stakeholders to collaborate as a community and focus on the essential factors that create a path for student progress, growth, and maturity. The result nurtures students from kindergarten to graduation and beyond and affords them opportunities to become efficacious members of their communities. Schools are a business operating on the premise of the service industry, working collectively with and for the communities they serve. Their operational parameters are to work with all stakeholders to successfully facilitate excellence in education for all students regardless of gender, race, or socioeconomic status. Recent COVID-19 school closures have opened dialogues concerning the ramifications of continued school closures, the slow reopening of schools, and the current chronic educational gap for minorities and students living at the poverty or &quot;extreme poverty&quot; levels. This literature review examines peer-reviewed articles, policy papers, editorials, and global research that examines how the COVID-19 school closures and slow reopening processes affect the equitable global education of minorities and children living in poverty or extreme poverty.
Proof That a Simple Positive Approach Can Reduce Student Cheating
Author: Fendler, Richard J.
Date: 2023-03-00
Type: Journal Articles
Subjects: Cheating,Prevention,Multiple Choice Tests,Ethics,Educational Strategies,Comparative Analysis,Intervention,Student Behavior,Incidence,Identification,Models,College Students

This research utilizes a unique, validated, multiple-choice exam design that allows researchers to observe and measure the degree to which students copy answers from their peers. Using data collected from the exam, this study investigates whether asking students to sign an honor code at the start of the exam reduced instances of cheating relative to a control group. Empirical results demonstrate that the classroom of students who signed the honor code had less overall copying of answers and also fewer individual students who engaged in cheating. This study contributes to the literature by conducting analysis on a sample that measures actual cheating frequency, as opposed to relying on reported cheating in surveys, and by demonstrating that a positive intervention can effectively discourage unethical behavior.
How Did School Administrators Manage the Crises during the COVID-19 Outbreak?
Author: Akbaba Altun, Sadegul
Date: 2023-12-00
Type: Journal Articles
Subjects: Principals,Crisis Management,COVID-19,Pandemics,Foreign Countries,Educational Planning

The focus of this research was to investigate how school administrators in Turkey managed the crises caused by the COVID-19 outbreak, which was a deadly threat for humanity worldwide. The research questions guiding this study are: (1) Did schools have a crisis plan? (2) If yes, how was the plan implemented in a crisis situation?; (3) What kind of changes were made in the plans?; (4) What should administrators do in such crisis situations?; and (5) What was done in the COVID-19 outbreak? The research was conducted as a qualitative case study which involved 105 school administrators. Due to the pandemic conditions that hindered direct face-to-face interviews and interactions, data collection was carried out online via a Google drive form with open-ended questions. The findings demonstrated that there were two main headings as the basis for the research problems. The first was the existence of crisis planning by school administrators; the other was the status of implementation of these plans. Finally, how school administrators handled crisis management was pointed out.
Learning to Learn in Mathematics: Two Fulbright Distinguished Awards in Teaching Fellows&apos; Narratives
Author: Goldberg, Sabrina
Date: 2023-12-00
Type: Journal Articles
Subjects: Mathematics Education,Awards,Fellowships,Middle School Teachers,Foreign Countries,Teaching Experience,Student Centered Learning,Authentic Learning,Teaching Methods,Intercultural Communication,Language Usage,Comparative Analysis,Observation

Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers' adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee's discovery of how student-centered learning is structured, delivered, and valued in Finland and the Netherlands. This article (1) describes how communication empowers middle school mathematics students, (2) analyzes the learning-to-learn framework, and (3) provides insights into how to utilize language diversity in a mathematics classroom.
Spreadsheet Check Figures and Guided Errors for Problem-Solving Instruction
Author: Green, Kimberly M.
Date: 2023-03-00
Type: Journal Articles
Subjects: Spreadsheets,Problem Solving,Error Patterns,Error Correction,Self Efficacy,Mathematical Formulas,Computation,Loan Repayment

Functions and formulas in spreadsheets provide an instructional opportunity to help students build their skills in identifying errors in their own work and identifying a path to go about correcting the errors. This paper provides examples of functions and equations used to create two approaches to calculating the solution to one problem, such as a weighted average calculation or a loan payment calculation. Solving the problem two ways gives students the opportunity to see why both approaches work and to reconcile them if errors cause the results to differ. Using a guided errors pedagogy, instructors can also create an error in one computational approach so that students then work to reconcile the two. This method helps build problem-solving skills and confidence in a process for persisting to resolve errors. Learning from failure and correcting errors in one's work can contribute to perceptions of self-efficacy.
Single and Not Ready to Mingle: The Potential Gentrification of Student Housing
Author: Peters, Anna
Date: 2023-12-00
Type: Journal Articles
Subjects: Higher Education,College Housing,Student Costs,Costs,Preferences,Student Attitudes,Disadvantaged,Social Class,Paying for College,Debt (Financial),Off Campus Facilities

As higher education tuition continues to rise in the United States and globally, other costs impacting students, such as fees, parking, and housing, are rising at a similar pace. Concurrently, more higher education institutions are focusing on creating boutique experiences for students, including the option for single-unit housing. This paper analyzed the costs associated with single-unit housing at the ten largest college campuses in the United States compared to the costs associated with multiunit housing and off-campus living. The changes in preferences for students associated with their college experiences, when partnered with higher costs of living and off-campus housing, create an unsolvable, wicked problem.
Curriculum Revisions in Teacher Education during COVID-19: The Critical Reflections of Two Professors
Author: King, Elena
Date: 2023-00-00
Type: Journal Articles
Subjects: Curriculum Development,Teacher Education,COVID-19,Pandemics,Teacher Educators,Reflection,Distance Education,Electronic Learning,Pedagogical Content Knowledge,Technological Literacy,English (Second Language),Second Language Learning,Teacher Attitudes

In response to the COVID-19 outbreak, households around the world experienced a surge in remote learning and teaching. However, as many teachers and students can attest, online education was not initiated by the pandemic. Online programs had already become well established over the past few decades--in higher education (Moore, Dickson-Deane, and Galyen 2011), alternative access schools and online classes in public-school settings (Turley and Graham 2019; Sanders and Lokey-Vega 2020), and synchronous tutoring at all levels (Herrera Bohórquez, Largo Rodríguez, and Viáfara González 2019). In particular, the demand for online English tutors and teachers has soared as the number of English speakers around the world increased to nearly two billion (British Council 2013). The intention with this article is to narrate the path of two higher-education professors' pivots in their own teaching to support in-service and licensure-candidate teachers in the midst of the pandemic. Because of the narrative nature of online course design (Dickerson 2017) that was utilized, the authors chose to write this paper in first person in keeping with this narrative style. First, Elena King outlines the framework used to design an &quot;Online Pedagogy in Teaching English to Speakers of Other Languages (TESOL)&quot; course. Then they discuss the collaboration initiated and the reflection performed surrounding multiculturalism within technology and equity, as Molly Riddle transitioned from a traditional post-baccalaureate &quot;technology and assessment&quot; course to one focused on preparing teachers for teaching solely, and equitably, online. They clarify with examples of how to use the Technological Pedagogical Content Knowledge (TPCK) framework and notions of equitable digital access to create an exchange of ideas to enhance learning. They conclude with four takeaways that we hope will guide teacher educators, as well as their current and future teaching force, as they navigate technology both in the classroom and as the classroom.
The Examination and Analysis of the Huigu of Zhuang Ethnicity in Mashan County, Guangxi Province, China
Author: Shi, Lin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Musical Instruments,Music Techniques,Cultural Influences,Folk Culture,Ethnic Groups,Music,Cultural Maintenance,Performance

This study used a qualitative research and interview methodology with the objective of examining the development and analyzing the playing pattern of Huigu of Zhuang nationality in Mashan County, Guangxi. The fieldwork method is mainly used for collecting data, together with the information from the document. The study's result showed that the process of making HuiGu requires the preparation of tools and instruments used to make musical instruments. and the process of preparing wood, cow hide, and Zhumie to be assembled to make HuiGu. On the playing mode of HuiGu, we found that there were the following types of play styles: (1) Single drumming mode; (2) group drumming patterns; (3) group playing mode; (4) parade performance mode. Playstyle Huigu can be found at Drums of Dragon Dances, Wedding Drums, and Harvest Drums.
The Knowledge and Development of the Chinese Yangqin
Author: Yan, Cui
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Musical Instruments,Music Techniques,Asian Culture,Western Civilization,Cultural Influences,World History

This study used a qualitative research methodology. The research objective was to describe the knowledge and development of the Chinese yangqin. discusses the current situation of the yangqin in Chinese music culture from the three aspects of its origin, evolution, and development. Using literature and interview methods, the distribution, name, and form of yangqin in various countries around the world are combs, and the origin theory of yangqin is compiled and supplemented. The area was selected in China. The fieldwork method is mainly used for collecting data, together with the information from the document. The study's result showed that Yangqin has long communicated with Chinese folk art since its introduction into China. It has developed into a unique Chinese national musical instrument through the improvement and innovation of shape, timbre, percussion instruments, and rhythm. Chinese yangqin not only absorbed the essence of Chinese traditional music culture but also drew lessons from western composing techniques and performance techniques of other musical instruments, which provided new ideas for Yangqin's works and was conducive to the development of Yangqin music and the exchange of Chinese and Western cultures.
Enliven Your Class and Engage Your Students with Fun Facts
Author: Silvers, Stephen Mark
Date: 2023-00-00
Type: Journal Articles
Subjects: Learner Engagement,Teaching Methods,English (Second Language),Second Language Learning,Listening Comprehension,Student Motivation

Fun facts--facts that are interesting, unusual, and often little-known--are a popular form of entertainment throughout the world. There are countless books, TV quiz shows (Jeopardy!), board games (Trivial Pursuit), and museums (Ripley's Believe It or Not!) dedicated to trivia and the unusual that fascinate people of all ages. Short oral presentations of fun facts will captivate your students, engage them, and enliven your class. Fun facts can do all of the following: (1) bring fun and humor to a lesson; (2) add variety and provide a change of pace; (3) serve as a springboard for a short discussion; and (4) provide a productive filler when you find yourself with extra time in a lesson.
School-Based Policies to Identify Adversity in Childhood and Mitigate the Effects of Toxic Stress in Texas
Author: Palacios, Arelis
Date: 2023-00-00
Type: Journal Articles
Subjects: Trauma,Early Experience,Stress Variables,Identification,Educational Policy,Children,Prevention,Trauma Informed Approach,Community Schools,School Activities,Student Needs

Drawing on evidence and example legislation, this policy research brief identifies school-based policy options for Texas to prevent and mitigate toxic stress caused by Adverse Childhood Experiences (ACEs). The term ACEs refers to the 10 common categories of adversity included in a landmark study from the Centers for Disease Control and Prevention and Kaiser Permanente (Felliti et al., 1998). These include physical, emotional, or sexual abuse; physical or emotional neglect; and household challenges such as living with a person who is experiencing mental illness (Felliti et al., 1998). Of great concern is that even before the COVID-19 pandemic, ACEs were already widespread in the state, cutting across lines of race and income and potentially affecting constituents from every region and demographic group (Texas Department of State Health Services, n.d.). Over the past two years, COVID-19-related school and child-care center closures coupled with an economic recession have increased children's risk of hunger, homelessness, and neglect (Welch &amp; Haskins, 2020). The effects of ACEs are particularly concerning in Texas which is home to over 7.5 million children under 18--more than any state other than California--and children under 18 make up more than 25% of the population of Texas--more than any other state other than Utah (Population Reference Bureau, n.d.). Therefore, Texas's school-based policies to mitigate the effects of toxic stress are particularly consequential now and in the future. The purpose of this policy research brief is to identify and describe nationwide legislative efforts to help Texas school district officials and Texas policymakers consider legislative remedies to reduce or mitigate the detrimental impact of ACEs.
Making Learning Inclusive in Digital Learning Environments
Author: Sowell, Jimalee
Date: 2023-00-00
Type: Journal Articles
Subjects: Inclusion,Electronic Learning,Educational Environment,Students with Disabilities,Access to Education,Technology Uses in Education,Accessibility (for Disabled),Teaching Methods

The purpose of this article is to present the main principles of accessibility for online learning. The first part of the article defines disability. The next section focuses on how to apply the framework of universal design for learning (UDL) to the online teaching context. The final section explains how to create or modify learning materials so that they are accessible educational materials (AEMs).
Deconstructing Deficit Orientation: Teacher Perceptions of Lived Experiences of Young Children
Author: Keller Nicol, Marilyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Teachers,Young Children,Barriers,Equal Education,Training,Faculty Development,Teacher Attitudes,Experience,Colonialism,Cultural Pluralism,Metacognition,Power Structure,Values,Family Attitudes,Ambiguity (Context),Cultural Differences,Social Differences,Teacher Student Relationship,Disadvantaged

This conceptual paper explored the fundamental barriers to successful equity training and professional development for teachers. This was done to show the need for a professional development series, based on Ting-Toomey and Chung's (2012) cultural value pattern analysis. Using the theoretical lens of post-colonial theory, the authors posit the need for professional development that begins with teacher positioning (Davies &amp; Harré, 1990) for purpose of disrupting deficit-oriented epistemes of sociocultural differences. The conceptual framework contains activities for participants, as well as future recommendations for further training.
A Creative Approach to Promoting and Discussing Social Emotional Learning
Author: Doyle, Lori B.
Date: 2023-03-00
Type: Journal Articles
Subjects: Social Emotional Learning,Discussion,Knowledge Level,Faculty Development,Teaching Methods,Poetry,Teaching Models,Creative Teaching

Social emotional learning (SEL) is an important topic in education and a desired area of professional development for teachers. This conceptual essay offers a creative approach in promoting and discussing SEL through the use of haiku poetry. The tenets from the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework were synthesized into key concepts and presented as haiku poems as a pedagogical exercise to increase awareness on SEL.
A Survey of Lessons Learnt from COVID-19 by School Administration Interns
Author: Guramatunhu Mudiwa, Precious
Date: 2023-03-00
Type: Journal Articles
Subjects: School Administration,Internship Programs,COVID-19,Pandemics,Student Experience,Principals,Barriers,Emergency Programs,Student Adjustment,Coping,Social Support Groups,School Community Relationship,Decision Making,Communication (Thought Transfer),Mentors,Teacher Education Programs,Intention,Interpersonal Relationship,Difficulty Level

The COVID-19 pandemic brought unprecedented challenges that threatened the quality and rigor of school administration internships. A survey administered to school interns in a principal preparation program at a large comprehensive university in the southeastern part of the United States revealed a huge difference in experiences and support that students received, based upon differences in existing school infrastructure and their supervising principal. The pandemic necessitated the principal preparation program adapt some internship requirements. The number of hours required to complete the internship was reduced. The building of authentic relationships with students became a greater priority. Finally, more flexibility was allowed to ensure student success in completing the internship. There is a dearth of research that investigates experiences of interns in principal preparation programs during the COVID-19 pandemic. This study potentially enhances the current body of research.