ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Learning in Geological Engineering during the COVID-19 Pandemic
Author: Yildiz, Umit
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Geology,Engineering,COVID-19,Pandemics,Distance Education,Earth Science,Self Efficacy,Student Satisfaction,College Students

The undergraduate geoscience program concludes with a field-based capstone course that equips the graduating geologist with basic field-mapping abilities. However, many of the field-based geoscience programs have been temporarily halted or converted to an online version because of the COVID-19 outbreak. The South Dakota Mines created an online course to fulfill the demand for graduating seniors in the vast discipline of geoscience. Considering that this is a new way of delivering this course, it is important to understand the effectiveness of this online course. Thus, the main goal of the present study is to determine students' online learning satisfaction and its relationship with online learning self-efficacy. A total of 33 students participated in the study. Two instruments were used for this study: one for assessing online learning self-efficacy and the other for evaluating online learning satisfaction. Descriptive statistics and Pearson product correlation analysis were conducted to analyze data. The results indicated that students had high levels of self-efficacy beliefs and their learning satisfaction score was high as well. It was also found that self-efficacy to complete an online course was significantly related to learning satisfaction. Discussion of the findings and suggestions for online teaching and learning are given.
Utilizing Latinx Counterstories to Support Developing Critical Race Consciousness in Teacher Education
Author: Gabriel, María L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Story Telling,Critical Race Theory,Consciousness Raising,Racism,Hispanic American Students,Educational Experience,Student Experience,Cultural Awareness,Empathy,Teacher Education,Faculty Development,Culturally Relevant Education,Graduate Study

This study examines responses of educator participants to realities and current experiences of Latinx student educational experiences. Latinx student's counterstories of racialized experiences are used through four distinct teaching formats: frequency charts, student quotes, voice clips, and poetic counterstory. We interrogate how participants responded to youth's experiences and the relationship between the counterstory formats and the development of critical race consciousness. Findings demonstrated the use of voice clips and poetic counterstory were critical in creating empathy needed to move toward racial understanding and action. This transformative study develops future teaching approaches and professional development to increase awareness of student's racialized experiences.
A Call for Change: Disrupting White Supremacy Culture in Dispositional Expectations of Teacher Candidates
Author: Stevens, Elizabeth Y.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Whites,Power Structure,Advantaged,Personality,Expectation,Critical Race Theory,Teacher Education,Cultural Context,Student Attitudes

Today, in the context of the Black Lives Matter movement and an increased focus on antiracism, P-12 and higher education institutions are engaged in studying practices and resources from an (in)equity lens. This study explores disposition expectations for teacher candidates noted in the form of a rubric drawing on Critical Race Theory (Ladson-Billings &amp; Tate, 1995). Characteristics of White Supremacy Culture (Okun, 2021) also grounded the study and were used as themes determined a priori. Researchers engaged in document analysis to analyze and code the rubric (Bowen, 2009; Corbin &amp; Strauss, 2007). Findings show evidence of white supremacy culture in dispositional expectations. These findings reveal the need to challenge current expectations for teacher candidates to disrupt the white supremacy culture that permeates teacher education. Implications provide ideas for future research and practices that are flexible, collaborative, and critical.
COVID-19 and Transition to Online Learning: Evidence from a Sino-Foreign University in China
Author: Sultana, Rakiba
Date: 2023-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Educational Technology,Foreign Countries,Student Attitudes,College Students,Ethics,Privacy,Social Media,Blended Learning

This paper investigates how the COVID-19 pandemic influenced student perceptions of online learning. This study examines how did the COVID-19 pandemic and the first-time transition to online mode of instruction influence Sino-Foreign University student perceptions of online learning in terms of (1) academic dishonesty, (2) privacy and confidentiality, (3) impact of social media on online learning (4) hybrid method and (5) institutional training. In order to judge students' perception of the transition to online learning, this study employed a cross-sectional survey-based design to gauge student perceptions of online learning before, during, and after the transition to remote instruction. This study finds that Sino-foreign University students are more conscious of academic integrity. Social media has a vital role in providing teaching resources, communicating with professors and classmates, and expediting collaboration during the pandemic. A blended learning model might be the best option for a post-COVID-19 environment for higher institutions.
Pre-Service Teaching Candidates Reflect on Science Identity through Narrative Podcasting
Author: Gierhart, Aaron R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Middle Schools,Science Instruction,Professional Identity,Personal Narratives,Handheld Devices,Audio Equipment,Electronic Publishing,Information Dissemination,Professional Development,Student Experience,Competence,Reflection

This case study was completed in Fall 2021 with elementary and middle grades pre-service teaching candidates. The goal of the study was to engage candidates in storytelling and reflection of their science identity. Science identity is important as science discourse is historically not diverse. Candidates completed a narrative podcasting assignment within their science methods coursework that asked them to draw upon their experiences. Students were then invited to participate in a focus group during which the authors gathered more insight regarding the candidates' previous experiences and ideas for future teaching. Carlone and Johnson's (2007) Model of Science Identity was used as a framework for this study, which conceptualizes science identity within three intersecting components of performance, recognition, and competence. Conclusions and implications include using reflection in coursework to increase candidates' awareness of bias, support their science identity development, and investigating how narrative podcasting can impact current teaching practices.
Developing and Reconceptualizing an Equitable Grading System in Undergraduate Education
Author: Brown, Rebecca D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Grading,Educational Practices,Evaluation,Critical Theory,Transformative Learning,Equal Education,Educational Change

Grading approaches differ in undergraduate higher educational settings, but most often reflect traditional systems that support an unbalanced power dynamic that does not acknowledge or support continuous learning. These practices are then taken up by pre-service teachers and applied within their future classrooms with children. Using Critical Theory and Transformative Learning Theory, we analyzed our own grading practices for the purpose of designing and implementing a more equitable approach to assessment. The process led us to think about what we want grades to represent and what matters most to us as educators. The paper includes our process and the challenges we have faced. We hope it is a valuable resource for educators who are considering adjustments to their grading systems.
Does Inclusive Teaching Impact College Adjustment and Performance for Students with and without Disabilities?
Author: Beaulieu, Catherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Inclusion,Students with Disabilities,College Students,Student Adjustment,Academic Achievement,Foreign Countries,Student Attitudes,Access to Education,Educational Experience,High Schools,Higher Education,Attention Deficit Hyperactivity Disorder,Mental Disorders,Learning Disabilities

The rise in numbers of postsecondary students who require adapted services underscores the need for inclusive teaching practices to help students with disabilities adjust and succeed. Despite the growth in studies on this topic, quantitative data are lacking on the prevalence of these practices in high school and college, and their predictive ability for student adjustment and academic performance. This repeated measures study involved students attending 10 colleges in the Province of Quebec (Canada), 42% of whom disclosed a disability at college entry. Students completed a battery of online questionnaires in October 2019 (n = 1,826) and a second battery in April-May 2020 (n = 1,435). They included assessments of teachers' use of inclusive teaching practices in high school and college, as well as student adjustment and academic performance in college. Results indicate that inclusive practices were perceived by students as not universally applied, and that their prevalence varied according to teaching level and disability status. While some inclusive practices positively predicted college adjustment and academic performance, others had negative effects on these outcomes. Results are discussed in light of the principles of Universal Design for Learning and with a view to developing inclusive teaching practices in high school and college.
Changing the Narrative on Rural Schools: Addressing Damaging Rural School Stereotypes through Teacher Education
Author: Hartman, Sara L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Schools,Stereotypes,Rural Education,Teacher Education Programs,Partnerships in Education,College School Cooperation,Rural Areas,Critical Theory,Mass Media Effects,Attitude Change

In the wake of recent political events, rural people and places experience unfiltered and uncensored criticism. For the approximately 20% of America's children who are growing up in rural places, these stereotyped narratives are damaging and dehumanizing. To ensure the wellbeing of rural children across the United States, teacher education programs must prepare teacher candidates to view rural schools from a strengths-based perspective. To do this, teacher education programs must consider the importance of critical pedagogy of place and the essential role of strong school-university partnerships. This article provides a historic and current look at rural schools, discusses the impact of rural stereotypes, and charts an initial path for teacher education programs to change the current narrative about rural schools. Perspectives that address rural stereotypes through a critical lens are essential for all educational stakeholders, no matter their locale.
Teacher Engagement and Reflections of Attitudes toward Students, Race, and Self Following STEM Summer Enrichment
Author: Morton, Benterah C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary Education,Middle Schools,STEM Education,Summer Science Programs,Teacher Student Relationship,Racial Attitudes,Self Concept,Racial Factors,Teacher Education Programs,Preservice Teachers,Minority Group Students,Student Experience,Culturally Relevant Education,Student Attitudes,Educational Legislation,Elementary Secondary Education,Federal Legislation,African American Students,Blacks,Program Effectiveness

This article explores critical studies in education by examining avenues through which teacher education programs problematize racial mismatch in K-12 classrooms. More specifically, the article describes the efforts of a regional teacher education program to support its pre-service teachers by providing opportunities to engage with racially diverse populations of students. This was accomplished through an elementary and middle school STEM summer enrichment program serving over 500 students from Title I schools. Pre-service teachers were surveyed about their experience and reported how they perceive students, race, and themselves within the context of a Title I school setting. Findings, centering on the exploration of pre-service teachers' attitudes, suggest the need for pre-service teachers to be engaged with diverse school settings and populations during their teacher education programs.
Teacher Mental Health and Well-Being in a Global Pandemic
Author: Adkins-Cartee, Mary R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Elementary School Teachers,Mental Health,Pandemics,COVID-19,Distance Education,Electronic Learning,Emergency Programs,Coping,Well Being,Teacher Role,Secondary School Teachers,Middle School Teachers,Blacks,Minority Group Teachers,White Teachers,Power Structure,Racial Attitudes,Stress Variables,Students,Teacher Student Relationship

This paper explores the ways in which COVID-19 and the rapid shift to remote education has impacted teachers' mental health. Teachers play multiple roles in students' lives (Cross &amp; Hong, 2012) and already face high levels of work stress. This study, which draws on interview data from a larger pool of interviews conducted with K-12 teachers nationally and internationally from 2020-2022, documents teachers' increased responsibilities for monitoring students' mental health and helping families cope with the consequences of the pandemic. This oftenunacknowledged work was a source of stress and impacted teacher well-being. Black, Indigenous, and People of Color (BIPOC) teachers and white teachers who explicitly resisted white supremacy particularly experienced more elevated stress and responsibilities because of the disproportionate impacts of COVID-19 and the concurrent racial uprisings. Nevertheless, these teachers also demonstrated remarkable resilience in coping with their own and students'/families' needs.
Innovations in Intern/Mentor Relationships and Conceptions of the Technological Pedagogical Content Knowledge (TPACK) Framework
Author: Wells, Melissa Summer
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Innovation,Internship Programs,Mentors,Interpersonal Relationship,Technological Literacy,Pedagogical Content Knowledge,COVID-19,Pandemics,Preservice Teacher Education,Student Teachers,Cooperating Teachers,Educational Technology,Distance Education,Electronic Learning,Teaching Experience

The global COVID-19 pandemic has caused many adaptations to preservice teacher preparation, especially supporting completion of field-based internship experiences. This mixed methods research project utilized surveys to analyze the impact of virtual settings on (1) intern (n=14) and mentor teacher (n=5) experiences and relationships; and (2) the use of instructional technology, specifically Technological Pedagogical Content Knowledge (TPACK). Key findings indicated (1) reversals of traditional mentor/intern relationships; and (2) the role of technology as the foundation of instructional decision-making, resulting in challenges when adapting pedagogies of classroom management, assessment, and differentiation to virtual settings.
&quot;Mister What Time Is It?&quot; Preparing Teachers for Border Schools: The Case of the Arizona Borderlands
Author: Kralovec, Etta
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Alternative Teacher Certification,College School Cooperation,Rural Schools,Mentors,Culturally Relevant Education,Social Justice,Hispanic Americans,Program Development,Coaching (Performance)

&quot;Mister, what time is it?&quot; is an account of the evolution of a traditional teacher education program into an alternative certification program in the Arizona borderlands, outlining the theoretical frameworks that shaped the program redesign, program design elements, and challenges encountered along the way. We found many of the perennial problems of teacher education: the disconnect between schools and the university; the challenges of finding critically conscious teachers in rural schools to serve as mentors; and the difficulty of embedding teacher dispositions in observation tools (Zeichner, 2017). The redesign of the program led to two awards from the NSF Noyce program. Early-entry or teacher residency programs have been on the rise in the past two decades addressing the urgent needs of urban schools. Our work adds the rural context to this ongoing, teacher preparation reform movement (Zeichner, 2017).
Reimagining Online Teacher Education: A Collaborative Autoethnography
Author: Moody, Stephanie M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Electronic Learning,Autobiographies,Ethnography,Online Courses,Teacher Educators,Educational Change,Pedagogical Content Knowledge,Feedback (Response),Reflection,Teaching Methods,Creative Thinking,Models

Over the past two years teacher education programs across the world have faced unprecedented and unexpected challenges that have led to a rapid reconfiguration of in-person teacher training to online formats. For many, this meant reimagining how practice-based teacher education could be envisioned in an online space and without field experiences in P-12 schools. This collaborative autoethnography critically examined how two teacher educators conceptualized the shift to online education, and their attempts to construct meaningful experiences. Our conclusions highlight virtual modeling and enactments as powerful tools to foster content and pedagogical knowledge, decomposition, collaboration, feedback, and reflection. We posit that carefully crafted practice-based learning opportunities, regardless of delivery mode, benefit preservice teachers.
Talking about Race in Mathematics Teacher Education: An Analysis of Online Community Dialogues
Author: Moldavan, Alesia Mickle
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Preservice Teacher Education,Online Courses,Methods Courses,Race,Racial Attitudes,Teacher Behavior,Racism,Discourse Analysis,Attention,Context Effect,Mathematics Instruction,Teacher Role,Responses

This study reports on a race-focused case designed for use in online mathematics methods courses to encourage preservice teachers to talk about race, including the racial injustice observed in an authentic mathematics classroom situation and how a teacher might respond. Using the theoretical lens of Racial Noticing alongside the 8S Framework for Race Talk, findings indicate that preservice teachers, when prompted with the case, were able to recognize racial phenomena and identify both verbal and practice-based responses they would make as the teacher. Navigating online community dialogues also presented unique benefits and tensions in how to engage in conversations about racial noticing competencies. We argue that preservice teachers must be prepared to notice racial phenomena and develop skills for responding and that mathematics methods courses, regardless of the in-person, online, or hybrid setting, need to provide intentional activities that call attention to race and racism in mathematics classrooms.
&quot;There Was a Lot Going on behind Them&quot;: Student Teachers&apos; Access to Children and Their Families during Virtual Student Teaching
Author: Bradford, Chris
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Electronic Learning,Distance Education,Teacher Student Relationship,Parent Teacher Cooperation,COVID-19,Pandemics,Family Involvement,Student Attitudes,Elementary Education,Privacy,Emergency Programs,School Closing

Traditionally pre-service teachers are undersupported as they develop culturally sustaining family engagement strategies through teacher preparation programming. As COVID-19 forced teachers, and in turn student teachers, to teach virtually, we explored how this setting affects student teacher access to students' home lives and families and impacts their view of future family engagement and teaching. We interviewed six elementary preservice teacher candidates who completed a semester of virtual student teaching. The shift to virtual instruction gave student teachers unprecedented access to students' personal lives and also gave families access to student teachers' practices. This newly acquired access presented multiple opportunities, challenges, and implications for candidates' teaching and development. This study highlights the need for teacher preparation programs to leverage student teachers' experiences to elevate culturally sustaining family engagement practices in their curriculum.
Using Literature to Support Adolescent Identity Development: A Critical Perspective
Author: Verbiest, Courtney
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescent Development,Self Concept,Adolescent Literature,Needs,Social Development,Cultural Background,Barriers,Reading Skills,Teacher Student Relationship,Intersectionality,Educational Benefits

Adolescent literature has the power to positively impact and support the identity development of all adolescents, regardless of ability, gender, race, cultural, or linguistic background. Yet, we contend that this is only possible through the intentional, purposeful, and cognizant selection of texts that accurately and respectfully portray characters with whom students can relate and connect. To that end, this article explores the sociocultural needs of adolescents, their challenges in today's society, and the ways that literature can support their adolescent identity development to leverage rather than deter their reading skills.
Recent College Graduates with Disabilities: Higher Education Experiences and Transition to Employment
Author: Phillips, Kimberly G.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Graduates,Higher Education,Educational Experience,Disabilities,Adjustment (to Environment),Employment,Education Work Relationship,Career Readiness,Mentors,Institutional Characteristics,Job Satisfaction,Outcomes of Education

Although the well-known employment gap between people with and without disabilities persists, employment prospects are more favorable, in general, for individuals with college degrees. In the 30 years since the passage of the Americans with Disabilities Act, the number of disabled people who attend college has steadily risen. This study investigated how college characteristics and engagement in career preparation activities during college affected the transition to work and employment outcomes of recent college graduates, comparing the experiences of people with and without disabilities. A convenience sample of n = 4,659 U.S. residents ages 20 to 35 who had completed their first undergraduate degree within the last 5 years responded to an online survey about college and work. Results showed that recent college graduates with disabilities engaged in academic and career preparation services at least as much as their peers without disabilities. After college, 80% of recent graduates with and without disabilities were currently employed at the time of the survey. Yet, inequities in the type and quality of employment were evident. Recent disabled graduates were less likely than recent non-disabled graduates to work at a job that was related to their college degree or to hold regular, permanent positions. Disability services educators can contribute to positive post-college employment outcomes by encouraging college students with disabilities to engage in career preparation activities during college and helping to ensure that such services and activities are appropriately accessible for all.