ethanporcaro/eric-fulltext-meta huggingface dataset:
Parenthood in a Crisis: Stress Potentials and Gender Differences of Parents during the Corona Pandemic
Author: Jellen, Josephine
Date: 2020-00-00
Type: Journal Articles
Subjects: Child Rearing,COVID-19,Pandemics,Stress Variables,Gender Differences,Coping,Emotional Response,Life Satisfaction,Parents as Teachers,Parent Role,Females,School Closing,Foreign Countries,Health,Trust (Psychology),Well Being,Mothers,Fathers,Resilience (Psychology)

The social consequences of the corona pandemic are unequally distributed. Initial studies show that people with a low household income are particularly affected by the consequences of the pandemic, but also families have been faced with massive challenges for coping with everyday life and subjective health due to the lockdown. In our research we can show and concretise the burden dimensions of parents, but also their resources in times of Corona crisis. It becomes clear that mothers in particular are more affected by emotional consequences, their life satisfaction has dropped most, and they have to take over the care and home schooling of their children for the most part. However, some families are benefiting from the crisis in terms of the time resources they are gaining. It is also striking that the family seems to be both a resource and a source of stress for women during the lockdown.
Looking at Catholic Schools&apos; Responses to the COVID-19 Schools&apos; Pandemic Through the Lens of Catholic Social Teaching Principles
Author: Friedman, Audrey A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Catholic Schools,Teaching Methods,Pandemics,COVID-19,Educational Principles,Urban Schools,Catholic Educators,Human Dignity,Caring,Civil Rights,Critical Theory,Teacher Attitudes,Disadvantaged,Barriers,Equal Education,Access to Education,Social Responsibility,Poverty,Family (Sociological Unit),Religious Factors,Elementary Secondary Education

The current COVID-19 crisis has significantly impacted all teachers throughout the country, in particular, those teaching in urban schools. The urgent nature of this crisis has brought new challenges to urban Catholic school educators specifically, and their ability to enact and model Catholic Social Teachings which include; respect for the life and dignity of the human person, the call to care for family and community, solidarity in uniting the human community, the dignity of work and the rights of workers, providing persons with rights that ensure decent lives such as an education, preferential option for the poor, and care for all creation. Using critical theory and narrative analysis, this paper examines how 31 urban Catholic school teachers perceive and address the impact of COVID-19 on teaching and learning in their classrooms. Analysis of these teacher's narratives illustrate how Catholic Social Teachings are foundational to their response to the current situation. The conceptual framework and methodology of the research, and findings are presented. A key aim of this paper is to provide some concrete examples of the current urban Catholic school landscape and practice recommendations for all teachers, particularly those working alongside marginalized communities.
Methodological Perspectives on Researching Home Schooling Due to the Corona Pandemic: An Invitation to Think Further
Author: Mußél, Fabian
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Home Schooling,Teaching Methods,Educational Technology,Electronic Learning,Educational Research,Qualitative Research,Time Factors (Learning),Time Management,Feedback (Response),Interpersonal Communication,Computer Mediated Communication

This article presents two quantitative studies examining the influences of the Corona pandemic for home schooling in Germany. Subsequently, the first impulses for a more profound qualitative oriented educational research should be given. In this way, this article attempts to identify the possibilities and limits of qualitative educational research, as was painfully demonstrated by the &quot;ad hoc&quot; interests of society in the example of the Corona pandemic. The article thus poses the overarching question of what contribution qualitative educational research can make for a better understanding of the consequences -- the social in general and the educational in particular -- the pandemic causes. Categories as sensitizing concepts emerging from the studies are presented: learning time and time regimes; feedback and support services; as well as the maintenance of communicative and pedagogical components of teaching in digital formats in terms of educational theory. We would like to invite the reader to methodologically discuss these categories in order to think further.
Reclaiming Location in Education: A Response to the COVID Pandemic
Author: Delamarter, Jeremy
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Interpersonal Relationship,Online Courses,Electronic Learning,Geographic Location

The school shutdowns necessitated by the 2020 COVID pandemic have highlighted the importance of &quot;located&quot; education. A located education is not determined by medium or physical proximity. Instead, a located education acknowledges the limits of human understanding and sustains mutually beneficial relationships. Recent neoliberal reform efforts have sought to dis-locate education -- to strip it of both spatial limitation and the obligations of interdependent care. However, the COVID-related shutdowns have highlight the brokenness of a dis-located education. Drawing from the work of activist Wendell Berry and philosopher Nel Noddings, this article makes the case for located education -- an education that recognizes the importance of both place and people.
Reflection and Evaluation of Distance Education in School
Author: Chahin-Dörflinger, Fatima
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Self Evaluation (Groups),Distance Education,Electronic Learning,COVID-19,Pandemics,School Closing,School Effectiveness,Pedagogical Content Knowledge,Technological Literacy,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Educational Improvement

When schools in Germany were closed in Spring 2020 due to the COVID-19 pandemic, distance teaching and learning was implemented. Teachers and schools strived to recreate learning programs and education in a new and unknown way. To learn about ways that distance learning can work well for students and schools, several teachers and principals started to evaluate their distance teaching and learning with scientific support of the evaluation service center of the Institute of Educational Analysis (IBBW). The findings of this action research led to a model of orientation for reflection and development of digital distance teaching and learning in schools.
Social Media in the Classroom. The New Normal for University Education after COVID
Author: Richardson, Marianna E.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Media,Educational Technology,Online Courses,School Closing,Technology Uses in Education,Distance Education,Teaching Methods,Higher Education

The current pandemic is quickly changing the way professors teach students. In a previous anecdotal study done five years ago, it was difficult finding professors who used social media and online resources effectively in the classroom. With the new normal of online classroom instruction, professors should consider the following three principles as they modify their delivery of information: (1) Instructors should become proficient in using social media and new computer programs before using them in the classroom, (2) social media should be used strategically, not as busy work, and (3) professors should still focus on active learning in their classrooms. The restrictions of social distancing may engender a restructuring of universities. Efficient online institutions may expand their commoditized knowledge delivery while research universities specializing in more specialized, active, hands-on learning finding more creative solutions to fund their institutions.
A Teacher&apos;s Reflection on Catholic Social Teachings and Hopeful Curriculum during COVID-19
Author: Giunco, Kierstin
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Catholic Educators,Advocacy,Social Responsibility,Units of Study,Social Justice,Religious Factors,Student Participation,Distance Education,Online Courses,COVID-19,Pandemics,Grade 6,Elementary School Students,English,Language Arts

This reflection details the online adaptation of a robust advocacy unit that was grounded in Catholic Social Teachings. As this unit asked students to unravel single narratives and persuade others to take action, there was a seamless link between the original design and a &quot; hopeful curriculum,&quot; which is supportive during a time of crisis as the goal is social-justice through solidarity and active participation (Renner, 2009) Through intentionally redesigning the unit guided by student curiosity, the classroom was simultaneously engaged with faith and social justice. Students became active advocates, especially through the intertwined nature of their topics and current events. This reflection serves as a metacognitive template for Catholic educators to design remote learning units that answer God's call to respond in times of need. Moreover, the concluding case study around a students' work, exemplifies the potential of this learning through a lens of Catholic Social Teachings and a hopeful curriculum.
ESL Teachers&apos; Intention in Adopting Online Educational Technologies during COVID-19 Pandemic
Author: Wen, Kelvin Yew Kai
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Educational Technology,Electronic Learning,Online Courses,Distance Education,Technology Integration,Teaching Methods,School Closing,Technological Literacy,Teacher Competencies,Intention,Work Environment,Access to Computers,Foreign Countries,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Pedagogical Content Knowledge

The COVID-19 pandemic affected many countries across the globe tremendously. One of the consequences of this pandemic was the closure of educational institutions to curb the spread of the virus. In Malaysia, the Ministry of Education (MOE) encouraged teachers to adopt online educational technologies, such as Google Classroom, in executing teaching and learning processes during the pandemic. However, the sudden transition of the nature of education required teachers to prepare themselves to carry out online education in an instant. Past studies revealed that ICT competence, infrastructure and online resources and working environment affect teachers' usage of online educational technologies in their teaching. This study examined the relationship amongst these three factors and teachers' intention to adopt online educational technologies. This study also identified the most significant factor that affects teachers' behavioural intentions. A total of 153 Malaysian ESL teachers participated in this study via a survey questionnaire. Findings revealed that although the working environment was moderately correlated with teachers' behavioural intentions, the other two factors were strongly correlated with teachers' behavioural intentions. This study found accessibility to infrastructure and online resources to be the most significant factors that affected teachers' behavioural intentions.
Mutual Promotion of Reading and Expression: Research into Children&apos;s Picture Book Teaching of &quot;I Wanna Iguana&quot;
Author: Xiang, Jing
Date: 2020-00-00
Type: Journal Articles
Subjects: Childrens Literature,Picture Books,Asian Culture,Cultural Awareness,Teaching Methods,Reading Processes,Illustrations,Elementary School Students,Notetaking,Instructional Design,Case Studies,Seminars,Foreign Countries,Elementary School Teachers,Secondary School Teachers

The narrative function of children's picture books connects the exquisite, meaningful and colorful paintings with easy and imaginative words. A teaching process, which is called the circulation process, happens when teachers and children are reading the pictures and words repeatedly. This process involves four stages: lead-in, telling the story, retelling the story and utilizing the retold story. Teacher may understand children's knowledge, cognitive features as well as nature of picture books and paintings effectively. Then the vivid illustration of story line encourages children to think from others' views and communicate with different people in the world. In such a way, we aim to establish a brand new teaching culture consisted of national memory and traditional Chinese culture elements.
Use of Fun Book in Science Education: Sample Applications
Author: Gülen, Salih
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Student Attitudes,Science Achievement,College Science,Foreign Countries,Learning Activities,Homework,Knowledge Level,Grade 6,Program Effectiveness,Science Activities,Student Interests,Teacher Education Programs,Books

This study is to determine the effect of using a fun book in a science course to enhance academic achievement and retention and to investigate student's views on the use of the fun book. Another aim of the study is to set an example for process evaluation in using fun lessons for higher education students. Participants used the fun book for reasons such as learning and not forgetting the subjects, repeating the subject in a fun way, and taking notes from the teacher. The positive aspects of using the fun book was that it enabled students to learn subjects while having fun, prevented them from forgetting material, and it made it easier for teachers to take notes by preparing for the exam. The negative aspects of using the fun book were that students said that they considered it to be exhausting and that the intensive writing caused hand pain.
International Student Migration and Polymedia: The Use of Communication Media by Bangladeshi Students in Germany
Author: Masud, Md. Matiul Hoque
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Student Mobility,Study Abroad,Information Technology,Social Media,Family Relationship,Friendship,Social Networks,Student Attitudes,Undergraduate Students,Social Support Groups,Marital Status,Gender Differences,Family Structure,Social Structure,Peer Relationship,Comparative Analysis,Foreign Countries

Tertiary-level students from Bangladesh usually migrate to Germany for the purpose of higher studies. These international student migrants use communication media to maintain connections with family members and friends in Bangladesh and social networks with friends, classmates, and Bangladeshi community members in Germany. Drawing on the experiences of Bangladeshi student migrants in Germany and using polymedia theory, this paper investigates how the migrant students use the polymedia environment to maintain the transnational social networks and connections. This paper is based on qualitative data derived from 18 in-depth interviews with Bangladeshi migrant students in Germany. Findings suggest that using the polymedia environment, Bachelor migrant students receive emotional support from their family members back home, while Masters and PhD students are responsible for providing emotional and practical support to their left-behind families, relatives, and friends. Migrant students' media usage with families and friends living in Bangladesh is influenced by their marital status and gender as well as their familial and social structure in Bangladesh. Their use of communication media with the members of the Bangladeshi community and foreign classmates living in Germany is comparatively less frequent and more education-oriented.
Witness to Hope: Catholic Schools Respond to COVID-19
Author: Boyle, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Catholic Schools,School Closing,Online Courses,Educational Technology,Electronic Learning,Values,School Prayer,Family School Relationship,Partnerships in Education,Individualized Instruction,Persistence,Planning

The twin uncertainties of the pandemic and the economic downturn have taken a toll on our Catholic schools. Yet reports across the country are that Catholic schools have been very successful in remote learning. Although there are well-documented efforts to define the values of Catholic schools, these values are not fully known and there is still not a well-crafted national value proposition for Catholic schools. As the context surrounding Catholic schools has changed, it has become imperative that Catholic schools coalesce around a new value proposition during uncertain times. What follows is an attempt by a group of dedicated Catholic school stakeholders determined to change the narrative. As our schools have pivoted to new forms of delivery and connections, this ad hoc group represents the same type of creative efforts to form a community. As a committee, we identified five themes of hope that can continue to guide the work and witness of our Catholic schools: prayer, partnership with families, personalization, persistence, and planning. In the following sections, we provide a rationale and overview of each theme. We also include relevant testimonials of diverse stakeholders to illuminate each theme and give voice to the hope across our school communities.
Problematizing Immigration Restrictions during COVID-19 in the Social Studies Classroom
Author: McCorkle, William
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Immigration,Public Policy,Social Studies,Civil Rights,Refugees,Social Bias,International Cooperation,Travel,Foreign Countries,Course Content,Learning Activities,Public Health,Terrorism,Economic Factors,Government Role,Power Structure

In the midst of the COVID-19 pandemic, which affected almost every corner of the globe, nations largely closed their borders and restricted or completely halted immigration. This stance, while understandable, raises questions about how ideas of inclusivity and immigrant rights can be maintained in the midst of chaos and insecurity. This article based in the framework of critical border and migration studies provides an overview of the evolution of immigration policies during the crisis and examines how social studies teachers can problematize assumptions of restrictive immigration policies during times of uncertainty and connect the current situation with past times of crisis. Though this is relevant to teachers from all countries, there is a particular focus on the United States context. Central to the argument is that the ideals of a more open and inclusive immigration system must be maintained even during times of fear and panic. This work builds upon pedagogical scholarship on immigration in the social studies classroom while applying these ideas to the problematic and unique circumstances of immigration during a pandemic.
Contention between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities
Author: Lopes-Murphy, Solange A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingualism,Students with Disabilities,English (Second Language),Second Language Learning,Second Language Instruction,Special Education,Student Needs,Barriers,Interpersonal Competence,Academic Achievement,Multilingualism,Public Schools,Student Evaluation,Disproportionate Representation,Cooperation,School Personnel,Teaching Methods,Classroom Techniques,Elementary Secondary Education

The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals' understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students' diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings.
Subsidiarity &amp; Innovation during the Pandemic
Author: Uhl, Timothy D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Catholic Schools,Decision Making,COVID-19,Pandemics,Educational Finance,World Views,Financial Support,Barriers,Human Resources,School Closing,Educational Change,Teaching Methods,Federal Aid,Federal Legislation,Crisis Management,Educational Administration,Administrative Organization,Parent Attitudes,Professional Autonomy,Elementary Secondary Education,Administrator Attitudes,Curriculum

As the COVID-19 pandemic has unfolded, Catholic schools have been faced with numerous challenges, including finances, human resources, and curriculum. Catholic schools are founded on the principle of subsidiarity, a system that provides an uneven capacity for each school. This essay reflects on the impacts of subsidiarity in this time of crisis, concluding that a system founded on allowing each school to make its own decisions has provided uneven results.
Coronavirus Pandemic in Spring and Summer 2020 and the School in Germany
Author: Waterkamp, Dietmar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Distance Education,Electronic Learning,Homework,Disadvantaged,Outcomes of Education,Educational Change,Web Based Instruction,Models

What we are doing to continue learning during the current pandemic is not so much an experiment as a reaction. Given the rush to provide schooling for children and young people, helpful terms such as &quot;distance learning&quot;, &quot;online schooling&quot; and &quot;homework&quot; are mentioned. The author notes that both educators and economists are concerned about the short and long-term effects of our situation, especially with regard to disadvantaged groups, and he points out that the &quot;new normality&quot; may well become normal.