ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Pre-Service Civic Education Teachers&apos; TPACK Confidence across Course Modes: Insights for Future Teacher Education Programs
Author: Rahmadi, Imam Fitri
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Technological Literacy,Teacher Education Programs,Technology Integration,Foreign Countries,Self Efficacy,Civics,Scheduling,Student Characteristics,Course Organization

Integrating technology into learning and instruction processes is inevitable in this modern world, so it is of pivotal importance that all teachers should master TPACK confidently. Unfortunately, the approaches toward teacher education programs in many countries, specifically in Indonesia, do not yet integrate TPACK in the curriculum. This study aimed at comparing pre-service civic education teachers' TPACK confidence across three course modes--Regular A, B, and C--of a pre-service teacher education program in Indonesia. Involving 90 pre-service civic education teachers, a self-report measure survey is used as the research method. The result revealed that Regular A and C pre-service civic education teachers report an almost equal level of TPACK confidence while the Regular B pre-service civic education teachers report a lower level of TPACK confidence. Academic and practical implications of these findings are discussed, and insights for future teacher education programs are provided.
Development of Adaptation Tools for Pupils on the Autism Spectrum in Microsystems
Author: Galkiene, Alvyra
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Students with Disabilities,Social Adjustment,Elementary School Students,Mothers,Elementary School Teachers,Family Relationship,Teacher Student Relationship,Peer Relationship

This research investigates the possibilities for the development of adaptation tools for pupils on the autism spectrum (AS), studying in the first and second forms, within their microsystems. Five mothers and five teachers of children on the AS participated in the research, and their insights help reveal the process of moving from one microsystem to another for a child on the AS. Children studying in the first and second forms were chosen because children experience a particularly significant social turning-point during this period. The following question is raised: How do synergy-driven processes taking place in the microsystems of pupils on the AS contribute to the development of the adaptation processes in these children? The research data was collected via semi-structured interviews and underwent qualitative content analysis. The research results reveal that the development of adaptation tools in children on the AS is determined by a mesosystem that covers various combinations of microsystems, and the synergy between the factors of the microsystems creates conditions for a child's gradual transfer from one microsystem to another, perceiving the mechanisms of its functioning, and adapting within them. A mesosystem, which evolves on the school campus, within a family, and with specialists, not only encourages the development of adaptation tools in a child on the AS but also helps mothers to restore their inner harmony and actively engage in their children's education process. In the microsystem of their peers, children on the AS acquire fundamental instruments for participation in community activities.
Understanding Congressional Coalitions: A Discourse Network Analysis of Congressional Hearings for the Every Student Succeeds Act
Author: Wang, Yinying
Date: 2020-08-17
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Hearings,Legislators,Discourse Analysis,Network Analysis,Educational Policy,Advocacy,Federal Government,State Government,Unions,Professional Associations,Superintendents,Teachers,College Faculty,Equal Education,Accountability,Alignment (Education),Policy Formation

The purpose of this study is to investigate policy coalitions of the Every Student Succeeds Act (ESSA) at U.S. congressional hearings. This study is grounded in the advocacy coalition framework, which argues that advocacy coalitions are forged by policy actors who have similar policy preferences. To identify the coalitions, according to the policy claims articulated by policy actors, discourse network analysis was performed to examine 30 testimonies in the congressional hearings on ESSA since its passage in 2015. The policy actors fall into eight categories: (1) federal administrative and executive offices, (2) state administrative and executive offices, (3) teachers unions, (4) interest groups, (5) superintendents, (6) teacher, (7) education professor, and (8) Congress members. The results of discourse network analysis suggest four coalitions based on the actors' policy claims on (1) equity, (2) assessment and accountability, (3) states have changed/passed legislation to align the state accountability systems with ESSA goals, and (4) the U.S. Department of Education's state plan approval was inconsistent with the ESSA statutory provisions. The findings provide timely insights into the ongoing process of ESSA implementation at the federal, state, and local levels,
Public Policy Networks and the Implementation of the &quot;Bolsa-Família&quot; Program: An Analysis Based on the Monitoring of School Attendance
Author: de Oliveira, Breynner Ricardo
Date: 2020-08-17
Type: Journal Articles
Subjects: Foreign Countries,Public Policy,Networks,Federal Programs,Program Implementation,Educational Policy,Financial Support,Federal Aid,Poverty Programs,Administrative Organization,Cooperation,Attendance,Family Programs

The paper analyzes how street-level bureaucrats construct and activate the intersectoral network induced by the implementation of the &quot;Bolsa Família&quot; Program (BFP) in a region of extreme poverty in Brazil. BFP is a federal cash transfer program with conditionalities, benefiting 13.8 million families. Based on the educational conditionality, BFP is articulated with other social policies, using beneficiaries, schools, health units, and social assistance centers as vectors that mobilize public organs, processes and agents, triggering complex and dynamic multi-sectoral and intersectoral social networks. Thirty-one multilevel public agents were interviewed, including 14 education professionals in two schools and eight social work professionals in two local centers. The analysis reveals that street-level bureaucracy emerges as hubs at the local level, indicating the social protection network in the territory depends on personal links and mediations among agents, institutions, and public equipment materialized by processes derived from the monitoring of school attendance. The articulation and interaction between school and social agents reflect degrees of intersectoral cooperation, marked by different patterns of comprehension/translation of routines and strategies. The analysis explicitly highlights connections among (im)material elements of the networks induced by the BFP, emphasizing their potential for understanding the implementation of social and educational policies.
Competing Discourses of Power in Teachers&apos; Stories of Challenging Relationships with Students
Author: Chamberlain, Rachel
Date: 2020-07-00
Type: Journal Articles
Subjects: Power Structure,Teacher Student Relationship,Teacher Attitudes,Barriers,Resistance (Psychology),Participative Decision Making,Student Participation,Classroom Environment,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Secondary School Students,Secondary School Teachers,Conflict Resolution,Story Telling

Student-teacher relationships have been largely explored in literature from the perspective of successful relationships, i.e., what constitutes a successful relationship and how teachers build them. However, in moments of student defiance, resistance or pushback, how do teachers react? When teachers recount such moments, is the narrative one describing the teacher's attempt to maintain authority and order, or do teachers provide a different narrative when recounting how they dealt with these difficult moments with students? This study seeks to identify narratives of power in teachers' discourse within their stories about challenges in their relationships with students. Challenging relationships among teachers and students can stem from a struggle with power. Findings from the study examine how teachers use discourse to position themselves and their students within structures of power when reflecting on difficult or challenging relationships with students. The stories in this study contain some evidence of students' resistance in refusing to meet teachers' expectations or by pushing back on a teacher's behaviour. Yet, teachers struggled to balance their authority and share power with students to negotiate a solution.
Producing Digital Learning Resources (DLR) for Teacher Training
Author: Nilsen, Anders Grov
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Educational Technology,Technology Uses in Education,Teacher Education Programs,Instructional Design,Preservice Teacher Education,Course Content,Faculty Development,Video Technology,Program Development,Online Courses,Open Educational Resources

The purpose of this article is to describe the development and design process of an educational app for teacher training. Online teaching and learning resources are used more than ever in teacher training. However, the utilization of digital technology in higher education shows unambiguously that very little has been transformed or improved so far (Selwyn, 2014: 109). Regarding teacher education specifically; the slow uptake of ICT is also documented (Tømte, 2015: 151). Using a design-based research methodology, the researchers were involved in planning, designing and developing new resources for new practices in flexible teacher-training studies. Through three iterative cycles, the main aim in this article is to describe aspects in the process of designing DLR for the hybridization of teacher training. The findings suggest several aspects of the design process that we believe can enhance teacher trainers and development of digital learning content in higher education.
The Multimodal Meaning-Making Process in Educational Design Team Meetings
Author: Wardak, Dewa
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Verbal Communication,Nonverbal Communication,Meetings,Computer Mediated Communication,Expertise,Teamwork,Interpersonal Communication,Visual Aids,Freehand Drawing,Educational Games,Computer Software

The aim of this study is to contribute to a better understanding of the nuances of multimodal communication through which educational designers construct shared meanings and ideas. Educational design is a broad and multi-faceted area. Meaning-making in face-to-face educational design meetings is a complex process but is yet to gain attention as a topic of research. Most educational design projects involve various stakeholders, including professional designers and people who offer distinct expertise according to the needs of the project. Effective communication is imperative in such environments. We need a thorough understanding of how educational designers work together before we theorise their practice and attempt to create prescriptive tools and process models. The analysis of the meaning-making process reported in this paper shows that educational design is accomplished through intricate verbal and non-verbal interaction with various tools, resources, and representations. In particular, the results show how educational designers reconstructed pre-created visual design artefacts through drawing inscriptions over them -- blending digital and non-digital artefacts. In addition, this study shows that gestures are indispensable to the meaning-making process in educational design team meetings. It is important to build a body of knowledge in this area that supports the practice and research in educational design. This paper would be of primary interest to researchers who study the way in which educational design is accomplished. Beyond this, those who work as educational designers or those who work &quot;with&quot; educational designers, might benefit from an awareness of the different interactional tools at their disposal.
An Integrative Approach to Professional Development to Support College- and Career- Readiness Standards
Author: Pak, Katie
Date: 2020-08-03
Type: Journal Articles
Subjects: Professional Development,School Districts,Educational Policy,Academic Standards,Administrator Attitudes,English Language Learners,Students with Disabilities,Superintendents,Central Office Administrators,Educational Change,Regular and Special Education Relationship,Communities of Practice,Active Learning,State Standards,Sustainability,Inclusion,Coaching (Performance),Elementary Secondary Education,Educational Cooperation,College Readiness,Career Readiness,Program Implementation

Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.
Muddy Sensemaking: Making Sense of Socio-Emotional Skills amidst a Vague Policy Context
Author: Muñiz, Raquel
Date: 2020-08-10
Type: Journal Articles
Subjects: Social Development,Emotional Development,Educational Policy,Skill Development,Teaching Methods,Compensatory Education,High School Students,Self Management,Empathy,Interpersonal Competence,Decision Making,Summer Programs,Low Income Students,Interaction,Federal Programs,Disadvantaged Youth,Teacher Selection,High School Teachers,Scheduling,Training,Faculty Development,Knowledge Level

Education laws and policies have moved toward promoting socio-emotional (SEL) skills, adopting numerous terminologies in their standards. However, the incremental change has left compensatory education practitioners who are committed to promoting SEL opportunities with little guidance when the programs' governing policies do not include language acknowledging the importance of SEL to student success. Additionally, the ongoing debate in the SEL field about which taxonomies might best capture the skills and the lack of conceptual clarity offers these practitioners little additional guidance. Drawing on sensemaking theory, this case study examined how practitioners in a compensatory education program made sense of SEL skills through their practice. The study used a case-based design with multiple methods, namely, document review, observations, and pre- and post-program semi-structured interviews. The study employed sensemaking theory and CASEL's SEL framework in the thematic analysis of the documents, observations, and interviews to understand how practitioners made sense of the concept of SEL. The findings indicate three key aspects important in the practitioners' sensemaking process: the local environment established by the federal policy and the leaders' policy interpretation, which emphasized the importance of SEL skills; their articulation of their conceptualization of SEL skills at the beginning of the program; and the usefulness of an SEL skills conceptual framework. I discuss the policy and equity implications at the federal and local level.
Using Policy Network Analysis to Understand Ideological Convergence and Change in Educational Subsystems
Author: Galey-Horn, Sarah
Date: 2020-08-17
Type: Journal Articles
Subjects: Educational Policy,Network Analysis,Ideology,Educational Change,Policy Formation,Neoliberalism,Governance,Social Networks,Philanthropic Foundations,Charter Schools,Common Core State Standards

In recent years, education policy scholars have begun to utilize social network concepts and methods to describe contemporary policy changes across P-16 levels. While many insights have emerged from this growing literature base, we argue that a more formal network approach rooted in policy network analysis (PNA) is needed to fulfill its conceptual and analytical ambitions. Policy network analysis integrates concepts from social network analysis with theoretical assumptions developed in the field of political science. Toward this end, we first argue that a more rigorous treatment of policy beliefs is needed to analyze the impact of ideas on the policy agenda. Existing literature on the ideological dimensions of market-based reform movements tends to define them largely within the bounds of neo-liberalism and thus far has failed to systematically explain how policy beliefs emerge and converge in this context. Second, we contend that previous work has generally lacked theoretical grounding in formal policy network analysis (PNA). Although there are clear links between the concepts and findings in traditional PNA literature and educational research -- particularly the use of networked governance as a concept for understanding the interconnectedness of educational reform networks -- a more diligent application of PNA theory and methods would enable educational policy scholars to gain deeper insights into the explanatory processes of policy change. We pay particular attention to the usefulness of these approaches for examining two-mode network data and for modeling ideological policy change.
The Effects of Test Type, Pronunciation, and Proficiency Level on EFL Learners&apos; Speaking Exam Scores
Author: Kilinc, Kardelen
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Format,Pronunciation,Scores,Language Proficiency,Speech Communication,Oral Language,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Language Tests,Evaluators,Evaluation Criteria,Accuracy,Vocabulary Skills,Correlation

The present study aims to reveal the effects of test type, pronunciation and proficiency levels of the students on speaking test scores. A total of 147 Turkish EFL students consisting of 38 beginner, 36 elementary, 37 pre-intermediate and 36 intermediate levels participated in the study. Presentation as planned, and paired speaking test as unplanned one were used as instruments to figure out the effects of two different test types on the test scores. Being prepared for their performances, the students did their presentations lasting between 5 and 8 minutes in front of two raters. The same participants, at the end of each level, were invited to the paired-speaking tests designed for the students to show their spontaneous performances. The performances in both tests were scored through a scale with five criteria, and the criteria along with overall scores were examined through Paired Samples t-test to reveal the effects of test type, and through bivariate regression to see the proportion of pronunciation aspect on overall scores. The results showed that in beginner level, although no differences were found in the overall scores, the test type induced differences in pronunciation, vocabulary and relevance aspect of their speaking performances. Similar results were found in elementary level besides the difference found in accuracy aspect, which resulted in a significant difference in overall scores. However, in pre-intermediate level, the only significant difference was found in pronunciation. On the other hand, in intermediate level all the aspects along with the overall scores were found to be affected by the test type except for fluency and pronunciation. The bivariate regression revealed that the effect of pronunciation sub-score on overall scores is significant in each level and test type.
Best Practices for Inclusivity of Deaf/deaf/Hard of Hearing Students in the Synchronous Online Classroom
Author: Counselman Carpenter, Elisabeth A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Best Practices,Inclusion,Students with Disabilities,Hearing Impairments,Synchronous Communication,Online Courses,Graduate Students,Student Attitudes,Social Work,Academic Accommodations (Disabilities),Assistive Technology,Teacher Role,Student Needs,Barriers

This case study discusses the current gap in knowledge of how to best support Deaf/deaf/Hard of Hearing learners in online classrooms in higher education and shares important recommendations for instructors, course designers and program administrators. Written from both the student and instructor perspective, this case study explores current trends in online higher education, data on the experience of Deaf/deaf/Hard of Hearing students and current options for improving inclusivity in the online classroom as well as specific issues related to content delivery are examined. Best practices and implications for practice that address meeting the needs and improving accessibility for Deaf/deaf/Hard-of-Hearing learners are reviewed.
Case Study of a Student with Disabilities in a Vocational School during the Period of Online Virtual Classes Due to COVID-19
Author: Svalina, Vlasta
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Vocational Schools,Online Courses,Electronic Learning,School Closing,COVID-19,Pandemics,Language Teachers,Foreign Countries,Handheld Devices,Inclusion,English (Second Language),German,Second Language Learning,Academic Achievement,Parent Attitudes,Teacher Attitudes,Student Participation,Secondary School Students

In this research we will get an insight into the achievements in mastering foreign languages for one specific student with difficulties. The student with disabilities, the foreign language teacher, the student's mother and the educational rehabilitator participated in the research. The teacher states the support of the inclusive secondary vocational school that the student attends and copes with all challenges. One of the methods used in teaching was mobile learning during the three-month online teaching period of pandemic situation caused by COVID-19. During this period Croatia was forced for the first time in history to implement online teaching. For the purpose of this study all of the students besides this student attended classes in the virtual classroom called Edmodo. Edmodo is the mobile application which is considered as a tool for mobile learning. Mobile learning means that students use their portable devices in order to learn. The interview, used as a method of data collection, was written by participants via email due to the required physical distancing. The materials were then transcribed and a quantitative data analysis was performed. Difficulties in the work of foreign language teachers have been identified, such as lack of experience, lack of teaching assistants as well as lack of additional teaching aids and specific materials and the specific teachers' training for teaching in the contemporary inclusive school. At the end, the authors suggest guidelines for teachers in vocational schools in adopting new skills and competences in their teaching process in an inclusive school.