ethanporcaro/eric-fulltext-meta huggingface dataset:
Reimagining Education: Restore, Rebuild, Curate, Uplift, and Celebrate
Author: Brooks DeCosta, Dawn
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Innovation,Public Schools,Urban Schools,Elementary Schools,COVID-19,Pandemics,Distance Education,Blended Learning,In Person Learning,Social Emotional Learning,Culturally Relevant Education,Academic Persistence,Disproportionate Representation,Minority Group Students,Equal Education,Hunger,Unemployment,Diseases,Financial Problems,Death,Racism,Trauma,Social Support Groups,Interpersonal Relationship,Daily Living Skills,Self Management,Sense of Community

In this paper, a principal and two lead teachers describe the ways their school community has reimagined the learning environment at their NYC urban, public, K-5 elementary school throughout the COVID-19 pandemic. In March 2020 they were forced to immediately switch to fully remote learning, a platform they had never previously experienced. Since then, they have engaged in hybrid and now fully in person learning through a worldwide pandemic. The school community, whose focus before the pandemic was on social emotional learning and culturally responsive pedagogy, utilized those practices and the strong relationships between staff, students, and families to persevere. The pandemic disproportionately impacted communities of color, like the one this school community is located in. Other inequalities such as food insecurity, job loss, sickness, financial strain, and death impacted the community. Racial trauma and political unrest that was exacerbated during the pandemic also placed a toll on the school community. The staff, families and children of the community joined together with a mission to support one another, strengthen relationships, practice self-care, address trauma and crisis, tackle unfinished learning, and focus on celebrating the community wherever possible to find joy, survive and thrive.
Applying a Socio-Ecological Model to Understand the Psychosocial Support Services Available to Students with Disabilities in Universities
Author: Akoto, Yaw
Date: 2022-10-11
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Mental Health,Inclusion,Barriers,Undergraduate Students,Family School Relationship,College Environment,Student School Relationship,Peer Influence,Social Support Groups,Family Influence,Student Personnel Services

The importance of psychosocial support for students with disabilities to participate effectively in universities cannot be overemphasized. As an essential a spect of inclusive practice, psychosocial supports empower students with disabilities and improve their accessibility to and belongingness in higher education. In the Ghanaian context, some attention has been given to challenges students with disabilities encounter during their university education, while less attention has been paid to the types of support they receive. Using Bronfenbrenner's socio-ecological model as a theoretical framework, this study conducted qualitative semi-structured interviews with 11 participants with a disability, made up of 10 undergraduate students and one lecturer (physical disability: n=8 and visual impairment: n=3), to understand the nature and extent of psychosocial supports institutionalized for students with disabilities in universities in Ghana. The participants were recruited using purposive and snowball sampling approaches from one of the largest public universities in Ghana. The interview data were transcribed verbatim, and theoretical thematic analysis was performed. The psychosocial supports received by the students with disabilities that enable them to maintain their status at the university were presented and discussed around three levels: micro-system, meso-system, and exo-system. The result showed that students with disabilities received most of their psychological support from the micro-system. The study concludes with a call to policymakers to consider the important role of stakeholders such as family and peers as well improve support services to enhance the retention of students with disabilities.
Resilience and Despair: Exploring the Educational Experiences of Graduate Students during the COVID-19 Pandemic to Guide Strategies for Action
Author: Ely, Frank O.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,COVID-19,Pandemics,Mental Health,Student Experience,Time to Degree,Access to Education,Student Satisfaction,Electronic Learning,Distance Education,Emergency Programs,Mental Health Programs,Time Perspective,Barriers,Resilience (Psychology),Psychological Patterns

The purpose of the current study was to explore graduate students' mental health and educational experiences during the COVID-19 pandemic. Graduate students (N = 28) in Canada completed an online survey consisting of both closed- and open-ended questions related to their mental health, degree progress, and access to campus workspace. Data were analyzed using both quantitative and qualitative approaches before being synthesized through a pillar integration joint display to merge study findings. Based on self-report data, approximately 60% of participants were experiencing poor-to-moderate mental health at the time of the survey. Participants also expressed dissatisfaction with online learning and felt uncertain about their degree trajectory due to changes and restrictions associated with the pandemic. Based on the participants' responses, recommendations for assisting graduate students during the pandemic were presented. Highlighted by these recommendations was the importance of accessing workspace on campus and the challenges associated with university mental health resources. Overall, nearly 16 months into the pandemic, participants' mental health was negatively impacted by the restrictions. Although the study findings may not be generalizable to all post-secondary institutions, they could be used to inform university administrators regarding the continued challenges faced by graduate students during the pandemic.
Core Conceptual Features of Successful Blended Learning in Higher Education: Policy Implications
Author: Bekele, Teklu Abate
Date: 2022-10-25
Type: Journal Articles
Subjects: Blended Learning,Higher Education,Educational Policy,Policy Formation,Success,Educational Indicators,Technology Uses in Education,Instructional Design,Holistic Approach

COVID-19 has &quot;taught&quot; universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately explain &quot;success indicators&quot; and &quot;success factors&quot; in blended learning. Existing frameworks provided particulars about the impacts of blended learning within certain contexts; none provided a comprehensive analysis of the significant factors that transcend specific application contexts. Moreover, the frameworks did not offer clear conceptions of &quot;knowledge,&quot; &quot;teaching,&quot; &quot;learning,&quot; and &quot;technology&quot; and &quot;its role in learning.&quot; To better inform successful blended learning adoption, this study problematizes &quot;success indicators&quot; and &quot;success factors&quot; based on a configurative review of existing frameworks and emerging theoretical perspectives in higher education. A holistic conceptual framework that transcends context specificity is proposed to better inform policy making, instructional design, and teaching and learning. Conceptions of adaptive policy, policy as learning design, and policy as practice are found relevant for blended learning policy making and analysis in higher education.
Shifting from the Hidden Shadow to the Bright Sunshine under the COVID-19 Pandemic: Implications for the Education New Normal from Hong Kong&apos;s Learning System
Author: Lam, Man-Ho Adrian
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Change,Curriculum Development,Change Strategies,Student Needs,Educational Policy,Educational Practices,Academic Achievement,Adjustment (to Environment),Holistic Approach,Educational Technology,Teacher Role,Equal Education,Inclusion,Community Involvement

The sudden and unprecedented outbreak of the global pandemic of coronavirus disease 2019 (COVID-19) has brought along a series of abrupt and sweeping disruptions to almost all learning systems around the world. The pandemic has simultaneously revealed many weaknesses and problems associated with the existing educational model, which serves as a timely and critical reminder that educators should start thinking and doing education in a very different manner. Nonetheless, this does not simply mean restoring long-standing norms, or reorganizing and perpetuating existing practices as &quot;back to normal,&quot; but discarding and transforming many obsolete assumptions and conventional operations as a &quot;new normal.&quot; As one of the high-performing learning systems around the world throughout the decades, Hong Kong has successfully transitioned from disruptive schooling to a &quot;new normal&quot; throughout the pandemic. By collecting concrete examples emerging and evolving across different layers of Hong Kong's learning system, this conceptual article aims to contribute to the field of comparative and international education by shedding light on ten key principles in terms of shaping a more responsive, resilient, and sustainable curriculum system for all students to thrive in the uncertain and unpredictable environment ahead of them.
Educational Belief Systems among American Parents: Exploring the Relationship between Integration, Testing, and Enhanced Academics
Author: Diehl, David K.
Date: 2022-11-15
Type: Journal Articles
Subjects: Parent Attitudes,Parent Background,Beliefs,Parent Surveys,National Surveys,Public Schools,Socioeconomic Status,Advanced Courses,Political Attitudes,Diversity,Public Opinion

Current research typically uses surveys to study parental preferences but examines the responses in isolation from each other. A key insight from the sociology of culture and political psychology, however, is that the meaning of responses in opinion data comes from their relationships with one another. To make progress in understanding the meaning of parental preferences, it is necessary to study their educational belief systems -- the structural configuration of their attitudes related to schools. Using data from Phi Delta Kappa's annual survey on education, I employ correlational class analysis to identify three subsets of parents whose members configure their beliefs about integration, standardized testing, and enhanced academics in distinct ways. These three groups of parents are &quot;convergents,&quot; who see testing and integration as being aligned; &quot;integration divergents,&quot; who see standardized testing and integration as being in opposition; and &quot;academic divergents,&quot; who see standardized testing and enhanced academics as being in opposition. Compared to the full sample, these subgroups display more structure in the associations among their preferences. I also examine if the relationships between preferences and sociodemographic characteristics vary across subgroups and if political ideology predicts belief systems. I conclude with a discussion of implications for policy and future work.
Culturally Relevant Pedagogy in the Post-COVID-19 Era
Author: Cataldo, Kevin
Date: 2022-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,COVID-19,Pandemics,Academic Achievement,Cultural Awareness,Critical Theory,Consciousness Raising,Educational Change

In this essay, through the lens of a novice Latino urban educator of Color, doctoral student, and emerging culturally relevant classroom teacher and teacher educator, I will revisit and critically analyze the three tenets of CRP by situating Ladson-Billings' theory in the post-COVID 19 era. I examine the tenets of CRP with the following question in mind: What does CRP look like in a classroom post-COVID-19? While analyzing each tenet, I will provide educationalists with reflective questions that they can use to help them re-analyze the need for CRP in schools. I define educationalists as someone who knows various principles and pedagogical practices of teaching (e.g., classroom teachers, school leaders, district leaders, literacy coaches, curriculum writers, and teacher educators).
Equity for Multilingual Learners: A Global Network Response to the Pandemic
Author: Nordmeyer, Jon
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Multilingualism,Bilingual Students,Inclusion,COVID-19,Pandemics,Access to Education,Electronic Learning,Communities of Practice,Educational Cooperation,Consortia,Networks

During the COVID-19 pandemic, amid the collective necessity to pivot towards new technologies for teaching and learning, many educators expressed concerns about unequal access for multilingual learners. When online learning relies exclusively on English, students and families who navigate school in multiple languages can be excluded. Over the past two years, a focus on the intersection of multilingualism and equity catalyzed connections across the worldwide community of teachers. Global networks such as the WIDA International School Consortium provided an opportunity for educators to connect with, share, and learn from each other as a community of practice. This essay explains how, in an increasingly interdependent world, a global network of schools and scholars co-created a powerful community to both learn from and contribute to dialogue about equity for multilingual learners during the pandemic.
Entrenched Disadvantage and the Internationalization of Education: A Review of the Science without Border Program in Brazil
Author: Barbosa, Rafael Silva
Date: 2022-11-22
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Global Approach,Higher Education,Science Education,Access to Education,Fellowships,Student Exchange Programs,Geographic Regions,Program Evaluation,Equal Education,Student Mobility,Educational Finance,Expenditures

Brazil has focused on internationalization of the higher education sector, in response to trends across the globe. The main program for promoting internationalization was the Science without Borders program. The paper analyses Brazilian international mobility from a regional perspective, particularly reviewing how inequality affected access to fellowships. The Northeast Region, which historically records higher poverty indicators than the South and Southeast regions, showed average growth statistically equal to the Southeast Region. By comparing access to scholarships and fellowships between the two largest regions of Brazil, this paper sought to analyze any structural change between the Southeast region and the Northeast. The Science without Borders (Ciência sem Fronteira, in Portuguese) program has achieved considerable results. In the first four years of the program, completed student exchange programs increased by 1,620% (i.e., 2011-2014). Despite this, the structure of unequal regional access remained. Using the hypothesis test methodology T for means with different variances, it was possible to evaluate at a significance level of 95%. The two largest regions in Brazil maintained the unequal profile of access to the program. The conclusion is that the growth in the offer of scholarships for internationalization between 2010 and 2019 has not changed the unequal regional profile of access to public education services in Brazil.
Innovation in Times of Crisis: Using the COVID-19 Pandemic to Reevaluate Curricula
Author: Harrienger, Samantha
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Curriculum Evaluation,Achievement Gap,Instructional Materials,Access to Education,Equal Education,Academic Standards,Electronic Learning,Educational Change,Educational Innovation

In a short essay, I will examine the issues that plague education (e.g., achievement gaps, lack of learning materials, and access to learning) and how the COVID-19 pandemic brought them to the public's attention. I will share my experience teaching during the pandemic and note the importance of seizing the opportunity to correct the inequities that have long afflicted educational institutions. I will explain the challenges of adapting a standards-based curriculum to an online format and how we must use the pandemic as a time of rebirth for America's education system.
Exploring State Department of Education Grading Guidance during COVID-19: A Model for Future Emergency Remote Learning
Author: Townsley, Matt
Date: 2022-11-08
Type: Journal Articles
Subjects: State Departments of Education,Grading,Guidance,COVID-19,Pandemics,Emergency Programs,Distance Education,Elementary Secondary Education,Educational Policy,Policy Analysis,Student Promotion,Alternative Assessment

Due to the COVID-19 pandemic, many United States brick-and-mortar schools in Spring 2020 rapidly transitioned to emergency remote learning. School leaders grappled with how grades ought to fit within the many unknowns of K-12 remote education. In some cases, schools modified their grading scales to give students greater flexibility to pass courses, and in other situations, schools offered &quot;incomplete&quot; grades in lieu of failures. During this time, state departments of education (DOEs) provided a variety of guidance documents to their school districts. The purpose of this study was to explore the components of state DOE grading guidance during the Spring 2020 school shutdown, along with the patterns of guidance across states. The researchers applied a grounded theory approach to systematically explore the equivalent of 1,444 pages of documents from 48 state DOE guidelines. The document analysis resulted in three primary categories that influenced state DOE grading guidance: &quot;guiding principles,&quot; &quot;student advancement,&quot; and &quot;determining grades.&quot; The researchers conclude by presenting and discussing a three-category model for emergency remote learning grading guidelines for K-12 schools. In the event of another pandemic temporarily affecting the delivery of education to students, policymakers may use this model as a starting point for future recommendations.
The Principal&apos;s Role in Managing Curriculum Change: Implications for the Provision of Quality Education
Author: Govindasamy, Vanitha
Date: 2022-11-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Curriculum Development,Educational Quality,School Culture,Cooperation,Educational Resources,Faculty Development,Educational Trends,Teaching Methods,Elementary Secondary Education,Foreign Countries,Administrator Attitudes,Teacher Attitudes

Drawing mainly on Lewin's 3-Phase Process of Change framework, in the study reported on here we explored the role of principals in facilitating curriculum reforms. A case study design within an interpretivist paradigm was employed to determine the experiences and perceptions of principals, school management teams (SMTs) and teachers of how principals managed curriculum changes in their schools. Change is deemed a necessary and significant component of educational praxis. Principals, as instructional leaders, are compelled to be the driving force in managing curriculum reforms, ensuring that changes are conscientiously aligned to high learner achievement. Data were gathered through personal and focus-group interviews using a purposeful sample comprising of 4 principals, 13 SMT members and 9 teachers. Findings reveal that principals were not directly involved in the facilitation of curriculum changes but delegated this to deputy principals and heads of departments. For SMTs and principals to effectively manage curriculum changes, a collaborative culture must exist in schools. It is recommended that principals should make a paradigm shift by placing high priority to the procurement of adequate resources, providing support and development to teachers, and keeping abreast with latest trends in teaching. This approach will result in high learner achievement and educational standards.
Tokenism and Barriers to Genuine Learner Participation in School Governance in One Progressive South African Girls&apos; High School
Author: Yu, Ke
Date: 2022-11-00
Type: Journal Articles
Subjects: Females,Single Sex Schools,High School Students,Student Participation,Governance,Foreign Countries,Barriers,Tokenism,Student Attitudes,Parent Attitudes,Administrator Attitudes

Borrowing the participation level typology from civic participation literature, in the study reported on here, we explored the level of learner participation in school governance in 1 girls' high school in South Africa. We demonstrate that despite the schools' self-claimed progressive stance, its learner participation still exhibits numerous nuanced examples of tokenism. Using a qualitative research design and purposive sampling, we collected data from interviews and observation to examine the possible causes for, as well as consequences of this tokenism. The findings indicate that adults' beliefs about minors' limited capacity remain a structural barrier to learners' genuine participation. This belief threatens the credibility and legitimacy of the Representative Council of Learners (RCL) and this threat to legitimacy, in turn, reinforces the structural beliefs that adults hold and thus perpetuates a cycle whereby genuine participation is compromised and token participation is entrenched. We conclude this article with recommendations to address, mitigate and transcend token participation.
AI, Biometric Analysis, and Emerging Cheating Detection Systems: The Engineering of Academic Integrity?
Author: Oravec, Jo Ann
Date: 2022-12-06
Type: Journal Articles
Subjects: Artificial Intelligence,Bibliometrics,Cheating,Identification,Integrity,Higher Education,Foreign Countries,Technology Uses in Education,Accountability,Educational Policy,Outsourcing,Resistance (Psychology)

Cheating behaviors have been construed as a continuing and somewhat vexing issue for academic institutions as they increasingly conduct educational processes online and impose metrics on instructional evaluation. Research, development, and implementation initiatives on cheating detection have gained new dimensions in the advent of artificial intelligence (AI) applications; they have also engendered special challenges in terms of their social, ethical, and cultural implications. An assortment of commercial cheating-detection systems have been injected into educational contexts with little input on the part of relevant stakeholders. This paper expands several specific cases of how systems for the detection of cheating have recently been implemented in higher education institutions in the US and UK. It investigates how such vehicles as wearable technologies, eye scanning, and keystroke capturing are being used to collect the data used for anti-cheating initiatives, often involving systems that have not gone through rigorous testing and evaluation for their validity and potential educational impacts. The paper discusses accountability- and policy-related issues concerning the outsourcing of cheating detection in institutional settings in the light of these emerging technological practices as well as student resistance against the systems involved. The cheating-detection practices can place students in a disempowered, asymmetrical position that is often at substantial variance with their cultural backgrounds.