ethanporcaro/eric-fulltext-meta huggingface dataset:
Who Supports MO Private School Choice? Evidence from Likely Voters in Missouri
Author: Shelton, Amy J.
Date: 2022-06-14
Type: Journal Articles
Subjects: Private Schools,School Choice,Voting,Public Opinion,Religious Schools,Educational Vouchers,Political Attitudes,Predictor Variables,Educational Policy,Access to Education

In the first half of 2021, 33 states considered new private school choice legislation. Despite this legislative interest, public opinion on private school choice remains varied. In this paper, we examine voter support for private school choice in Missouri, a politically conservative state that lacked a private school choice program until 2021. We conduct a survey experiment to gauge support for the expansion of private school choice to religious schools, assess preferences for universal or targeted student access, and explore opinions regarding the regulation of participating private schools. We find voters are significantly less likely to support voucher expansion when primed to consider that vouchers could be used at religiously affiliated schools. Political ideology, racial identity, college exposure, and family income are significant predictors of voucher support. Regulation support varies widely, with the strongest support for adherence to state testing requirements and the lowest support for waiving admissions requirements for voucher students. We conclude by discussing the implications of our findings for Missouri's recently passed private school choice program, particularly by considering ways in which political compromise may be reached to implement the program in a manner conscious of heterogeneous voter preferences.
Determinants of Teacher Attrition: Evidence from District-Teacher Matched Data
Author: García, Emma
Date: 2022-03-01
Type: Journal Articles
Subjects: Faculty Mobility,Predictor Variables,Work Environment,Teacher Morale,Educational Environment,Teacher Empowerment,Teaching Conditions

This study examines various factors influencing teacher attrition. Relying on nationally representative, district-teacher matched data, we attempt to identify key determinants of teacher attrition by employing multilevel mixed-effects linear models, which control for commonalities among teachers within the same school district. We find that a stronger teacher voice, a more supportive work environment, fewer school problems, and greater teacher morale significantly reduce teacher attrition. We also show that teacher base salary and returns to experience are negatively associated with teacher attrition. Among all these factors, teacher voice shows one of the largest impacts on teacher attrition, and its effects are much greater for novice teachers than for experienced teachers.
Achieving Research-Informed Practice amongst Teachers in Madrid and Catalonia: Findings from a Quantitative Analysis
Author: Ion, Georgeta
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Evidence Based Practice,Teacher Characteristics,Institutional Characteristics,Self Efficacy,Beliefs,Educational Research,Teacher Researchers,Value Judgment,Trust (Psychology),Information Sources,Administrator Role,Peer Influence,Elementary School Teachers,Early Childhood Teachers

Background: In Spain, as in many other countries, educational administrators are calling for schools and teachers to engage with research-informed teaching (RIT) to improve the quality of teaching and student outcomes. Despite this interest, schools' and teachers' engagement with research evidence is inconsistent, and studies exploring the factors affecting teachers' and schools' commitment to RIT, in the Spanish context, are undeveloped. Analysis: The authors analyzed a survey sample of 462 teachers in 204 Spanish schools to identify teacher and school characteristics that determine teachers' likelihood of engaging in evidence-informed educational practice (EIP). This analysis explores variables such as teachers' concepts of research, their self-efficacy to understand and conduct educational research, and the influence of school organizational variables. Findings: Teachers seem reluctant to use research in class practice. Whether research is seen as relevant to their immediate or short-term needs, combined with the capacity to use data research evidence, appears to be a decisive factor for those engaged with research.
The Trend of Physics Education Research during COVID-19 Pandemic
Author: Prahani, Binar Kurnia
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Educational Trends,COVID-19,Pandemics,Foreign Countries,Scientific Research,Partnerships in Education

Currently, physics education is a science that is still considered abstract by many students and the public. Thus, there is a need for information on the current trends in physics education to adapt to the current situation. Based on the Scopus, the research objective is to explore the ongoing trends in the last ten years and during the COVID-19 pandemic. This research is a bibliometric and bibliometric analysis. The findings show that research related to physics education is dominated by the most developed during the COVID-19 pandemic (2020-2021) countries Indonesia. Meanwhile, the Journal of Physics Conference Series is the journal that publishes the most publications (Scopus) related to physics education, followed by the AIP Conference Proceeding. Research implication to research, librarian, and policy maker. (1) Research and development need to be carried out in-depth related to the growing trend of physics education so that it can be published in Scopus; (2) Cooperation and collaboration between other universities to increase publications at the international level; and (3) The need for continuous research to follow current trends.
Adopting Educational Robotics and Coding to Open Dialogic Spaces in Lower Secondary Education
Author: Ritella, Giuseppe
Date: 2022-00-00
Type: Journal Articles
Subjects: Robotics,Animation,Computer Software,Interaction,Dialogs (Language),Educational Technology,Technology Uses in Education,Programming,Secondary School Teachers,Grade 6,Foreign Countries,Teacher Attitudes

This article explores how the adoption of educational robotics, cloud-based animation software, and simplified visual programming software can provide valuable opportunities for dialogic interaction and learning. The potentialities of this type of activity are often overlooked in dialogic investigations. Based on empirical illustration, we discuss how open-ended educational tasks involving the creation of material-digital artifacts can promote the expression of the students' voices and the emergence of a dialogic space in which both human and non-human Others, as well as chronotropic dynamics and materiality, play a crucial role. To provide a polyphonic account of the dialogical processes detected, we analyzed excerpts from two group interviews with seven lower secondary school students (aged 11-12) and excerpts taken from meetings with their teacher. Our qualitative analysis shows that the technology-mediated activity provided valuable opportunities for opening a dialogic space in which the students could express their own voice in interaction with both human and non-human Others. The material world (including the virtual materiality of computer-generated objects) seems to play a twofold role. First, the resistance of the virtual and material objects can contribute to the opening of a dialogical space between the child and the world; second, the chronotopic relations seem to have an impact on the dialogic learning process. These are valid opportunities for educationally relevant dialogic interaction. They should be cultivated and supported to further advance the pedagogical value of educational robotics and coding.
Dialogical Interactions Mediated by Technology in Mathematics Education
Author: Albano, Giovannina
Date: 2022-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Teaching Methods,Mathematics Education,Electronic Learning,Story Telling,High School Students,Educational Technology,Animation,Mathematical Concepts

This paper discusses the results of a research that integrates Digital Interactive Storytelling (DIST), competence-oriented mathematical activities, and argumentation called DIST-M. The general aim is to support a reflective knowledge of mathematical concepts by implementing a digital educational device based on collaborative and dialogical activities proposed by researchers. Within a dialogical dimension of interactions (Bakhtin, 1981), argumentative practice is considered a social activity, where the acquisition and elaboration of new knowledge take place within a social space with multiple interlocutors in a dynamic process. The participants are engaged in constructing and negotiating mathematical meanings within a specific context. This dialogical approach to argumentation tends to create an authentic argumentative culture that is a system of implicit and explicit rules where the exchanges and interactions among participants require a joint elaboration of new meanings, within a given mathematical context, through a dialogical exchange. Learning and development result from a dialogical negotiation process during which new knowledge is developed and those already possessed are re-organized and systematized (Bakhtin, 1981; Vygotskij, 1978). In the current pandemic circumstances, technologies are the main tools to uphold the educational processes. Despite the fact that the DIST-M was implemented and tested before the COVID-19 era, its epistemic bases of dialogism mediated by technology could significantly keep alive the dialogic interaction in educational settings that have been heavily affected by the social distancing and promote mathematical thinking. The articles focus on the United Nations Sustainable Development Goal n. 4, &quot;Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.&quot;
Dialogic Authorial Academic Language Learning: An Alternative to Genre Pedagogy
Author: Smith, Mark Philip
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Literary Genres,Dialogs (Language),Learning Theories,Misconceptions,Writing Instruction,Learner Engagement,Higher Education,Socialization,Academic Language,Perspective Taking,Authors,Teacher Student Relationship,English for Academic Purposes,Second Language Learning,Second Language Instruction

This paper reenvisions academic language learning in the university from a dialogic authorial perspective inspired by the work of Bakhtin. I argue that language pedagogues have misappropriated the radical alternative Bakhtin poses for language learning in his critique of genre through adopting a Vygotskyian internalization approach to discourse and a post-structuralist interpretation of Bakhtinian dialogic discourse as intertextuality. I explore how genre pedagogy has adopted these misunderstandings of Bakhtin to prioritize students' and scholars' socialization within pre-existing, commonly accepted, shared, authoritative patterns of discourse. I claim that genre pedagogy tends to legitimize the practice of university writing curricula to postpone students' engagement in meaning making, focusing on training over education. I explore the consequence of this prioritization on socialization and training in form for suppressing students' dialogic addressivity to and problematization of the ideas of others, which is an essential for meaningful academic discourse. By contrast, a dialogic authorial approach to language learning prioritizes education through students' and scholars' ontological engagement in posing problems and authoring meaning in communion with others. The expectation is for language forms to become a necessary byproduct of the production of utterances that are meaningful to oneself and responsive to others. When focused on meaning, academic language forms become invisible except when there are challenges with intelligibility or modality. I argue for a radical rethinking of university language learning curricula in terms of a focus on voice and the &quot;stylistics&quot; of form to serve meaning making.
Dialogic Possibilities of Online Supervision
Author: Bang-Larsen, Anne
Date: 2022-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Teaching Methods,Electronic Learning,Supervision,Foreign Countries,Distance Education,Secondary School Students,COVID-19,Pandemics,Interdisciplinary Approach,Student Experience,Computer Mediated Communication,Videoconferencing,Student Attitudes,Writing Assignments

When schools locked down owing to the spread of COVID-19, Danish upper secondary school students worked on the major written assignment that completes their studies. This assignment is interdisciplinary, and students receive up to twenty hours of supervision from two teachers. This year, supervision was reorganised into a virtual format. This article explores how and in what ways students benefited from this reorganisation. This article is based on a mixed-methods design that includes quantitative and qualitative data and investigates how various online supervision formats support dialogic interaction. This article focuses on the student's experience of supervision. It finds that all the formats we investigated offer the opportunity for dialogue during supervision, but their potential varies significantly. Some formats seem to have great potential for supporting students' academic development, whereas others support their psychosocial development. We conclude by addressing the importance of choosing the online format suited to a given purpose and recommend that supervisors be aware of the didactic purposes of the various formats.
What Does It Mean to Tutor? Conceptualizing Tutoring with a Commitment to Social Justice in Preservice Teacher Education
Author: Smith, Robert W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Tutoring,Social Justice,Preservice Teacher Education,Preservice Teachers,College School Cooperation,High School Students,Student Characteristics,Teacher Characteristics,Student Experience,Caring,Student Attitudes

The article focuses on a tutoring program between high school students and preservice teacher students from a local college. The 10-week tutoring program, which involved two 1-hour tutoring sessions each week. On the first visit to the high school, the teachers and principal provided the preservice teachers with a 30-minute orientation and tour of the school. The preservice teachers had to submit a lesson plan for their tutoring that was reviewed by staff in the college's Education Lab. At the end of each week, the preservice teachers wrote a one-page reflection on their tutoring experience to include the lesson's objectives; the activities they used; an evaluation of whether they met the objectives; and what they learned about their tutees, themselves as tutors, and the process of tutoring. They were also encouraged to include any connections to the instructional design course in which they were currently enrolled as well as prior education courses. The tutoring program (renamed a mentoring program) helped preservice teachers realize the importance of looking at the whole person when evaluating their success. Conversations with the two high schools teachers and principal also established a clearer sense of purpose to the program around &quot;seeing the child,&quot; including why some students, because of their race, class, and gender, are not seen.
Dialogue about &quot;Learning&quot; across the Northern Norway-Russia Border: An Analysis of Textbooks in Kindergarten Teacher Education
Author: Merzliakova, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Early Childhood Education,Kindergarten,Teacher Education Programs,Preschool Teachers,Textbook Content,Cultural Influences,Preservice Teacher Education,Cultural Differences,Educational Practices

This paper is the first in a series of three studies that explore the pedagogy used in the Norwegian and Russian early childhood settings by examining texts that are part of the syllabus in two early childhood teacher education programs that participated in our project with student international exchanges. The study explores how Mikhail Bakhtin's notion of dialogue relates to the concept of 'learning' in the context of early childhood teacher educations in Northern Norway and Northern Russia. The data sources are textbooks used as syllabi for kindergarten teacher education in those countries. These national dialogues are understood as authoritative discourses on the concepts of learning to which the students in both countries have to relate. By being inspired by Bakhtin's notion of dialogue, we consider that the ideas in textbooks areas are in a dialogic relationship as they are parts of a regulating battle between centrifugal and centripetal forces. A constructivist perspective on learning and the division of the learning process into subject, knowledge and education areas are identified as the centripetal forces in the dialogue on learning. Activities, tools, and the role of adults are identified as centrifugal forces. Based on the hypothetical premise that textbooks influence practices and that practice may unfold as textbooks describe, we have created hypothetical discussions between educators and students in these countries. The study provides better insight on the premises for the dialogue about learning across international borders which can be useful in internalization and exchange programs in kindergarten teacher educations in different countries.
&apos;Google Speak&apos;: The Discursive Practices of Search in Home-Education
Author: Morrison, Renee
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Home Schooling,Online Searching,Search Engines,Elementary School Students,Parents,Discourse Analysis,Power Structure,Internet,Speech Acts,Parents as Teachers,Parent Child Relationship

Learning with technology is increasingly understood to be a social process involving unique and telling discourses. An emerging research agenda has resulted, investigating the links between 'talk' and student technological practices but is yet to include home-education. Preliminary evidence exists of a relationship between particular types of 'talk' and success with particular online activities, namely online search. This may prove especially pertinent to home-educators who report that their most prolific online activities are those reliant upon search engines like Google. This paper presents select findings from a study into online search and the associated discursive practices among early primary students and their parent-educators in Australia. Data from observations, tests and interviews with five home-educating families were analysed recursively using a system guided by Fairclough's Critical Discourse Analysis. Specifically, this paper seeks to investigate: which discursive practices are privileged in these sites during online search; the extent to which these practices contribute to relations of power and the extent to which these practices are found alongside effective online search. Findings revealed a prevalence of inequitable discursive practices, those that either inhibited the equal conversational power of speakers or which naturalised inequitable power relations more generally. These discursive practices were found alongside ineffective online searches. Notwithstanding, participants continued to speak positively about search engines and their educational power. This rhetoric-reality gap is theorized in the paper as the work of dominant ideologies surrounding technology in education. Findings can assist the growing number of home-educators and their students to use online search more effectively. Insights regarding links between discursive practice and search practice may also help ensure that discourse helps to maximise the educational benefits associated with online search.
The Dialogic Nature of Regulation in Collaborative Digital Argumentative Writing Practices
Author: Paba Argote, Zuany Luz
Date: 2022-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Writing (Composition),Collaborative Writing,COVID-19,Pandemics,Dialogs (Language),State Universities,Foreign Countries,Controversial Issues (Course Content),Information Technology,Sociocultural Patterns,Undergraduate Students,Writing Instruction,Distance Education,Interpersonal Communication,Cartoons,Discourse Analysis,Peer Relationship

This article discusses the dialogic nature of regulating perspectives on a controversial topic during students' argumentative writing in remote teaching. The emerging collaborative writing processes mediated by digital technology are importantly changed as responses to physical distancing in education, as demanded by the measures of biosecurity established by the national government to prevent the transmission of COVID-19. Our analysis is framed in a sociocultural perspective, which contributes to our understanding of the concepts related to dialogism, regulation, positionings on a topic, collaborative writing, and digital technology as a tool for dialogic interaction. Our qualitative, idiographic study analyzes the argumentative utterances produced by a dyad of students enrolled in a Textual Production course at a Colombian public university who write a critical commentary over four (4) weeks using Google Docs application. The findings indicate that the participants discuss and negotiate decisions in the group writing situation and that during this dialogic interaction, the ideas are influenced by the thoughts of the other. When they communicate with each other, their discourses regulate their positionings on the social situation that is the subject of the dialogue. It is also possible to identify both the possibilities of the pedagogical mode and its potential limitations for dialogic interaction, which synchronously and asynchronously facilitate or restrict the performance of the joint writing activity. It can be concluded that within the framework of remote teaching, digital technology has become a flexible mode of pedagogical practice that supports dialogic interaction, enables regulation among peers for discussion, negotiation, and positioning on a topic, and facilitates the construction of collective knowledge that emerges in argumentative collaborative writing.
Early Opportunities and Fourth-Grade Success: State Pre-K Funding, Quality, and Access on Student Achievement
Author: Pendola, Andrew
Date: 2022-08-23
Type: Journal Articles
Subjects: Preschool Education,Grade 4,Academic Achievement,Success,Educational Finance,State Aid,Educational Quality,Access to Education,Equal Education,Achievement Gap,Language Arts,Low Income Students,Educational Policy,Racial Differences

To ensure all children can be successful in school and beyond, states have increasingly supported and expanded pre-kindergarten (pre-k) programs aimed and improving student outcomes and reducing disparities. While research has shown generally positive short-term outcomes for specific programs, state design and support for pre-k programs varies widely across the US, making cross-state comparisons difficult. As a means to better inform state policy decisions, this study assesses the relation between structural aspects of pre-k programs on fourth-grade student achievement and gaps across all 50 states. In assessing the relation of ELA achievement with state funding, standards of quality, and scope of access, we find that (1) state funding is associated with both increases in student achievement and reduced gaps, (2) the effect of funding is stronger in states that provide targeted pre-k access to low-income/at-risk students, and (3) legislated quality standards only improve overall achievement in states that provide universal access to pre-k. These results help identify how state policy structure may best be used to leverage achievement benefits for pre-k programs and reduce disparities.