ethanporcaro/eric-fulltext-meta huggingface dataset:
The Experiences of Rural School Attorneys: Implications for School Leaders
Author: DeCino, Daniel A.
Date: 2023-00-00
Type: Journal Articles
Subjects: School Personnel,Lawyers,Rural Schools,Interpersonal Relationship,Special Education,Contracts,Boards of Education,Superintendents,School Districts,School Law,Role,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Phenomenology,Elementary Secondary Education,Participant Characteristics,Instructional Leadership

Rural school leaders encounter an array of complex issues that require legal counsel. Student discipline, contract disputes, employee conduct, special education, and a host of other topics require school boards and superintendents to utilize school attorneys. This descriptive phenomenological study explored the daily experiences of ten school attorneys representing multiple school districts in rural areas. Three salient themes emerged (a) the work of a school attorney, (b) relationships and interactions with school personnel, and (c) insights for others. Themes provide a comprehensive picture regarding school attorneys' roles, responsibilities, and engagements with school personnel within rural schools. Implications, including the importance of building relationships between school attorneys and school leaders and of gaining experience in schools are offered. Finally, future research with more school attorneys specializing in special education and disability law, who represent diverse and rich backgrounds in rural settings would augment the findings from this study.
Collaboration to Promote Social-Emotional Learning: Promoting Resilience during the COVID-19 Pandemic
Author: Kruczek, Theresa
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,COVID-19,Pandemics,Resilience (Psychology),Mental Health,Allied Health Personnel,School Personnel,Professional Development,Success,Multi Tiered Systems of Support,College School Cooperation,School Counseling,School Districts,Trauma Informed Approach

A long-standing, traditional teacher professional development relationship was expanded to involve school mental health professionals in supporting the implementation of a Multi-Tiered System of Support (MTSS) and fostering social-emotional learning district-wide. The ultimate goal of the collaboration was to foster a balanced focus on social-emotional, behavioral, and academic student success throughout the district. The goal for the first year of the collaboration was to develop and support MTSS within the context of the American School Counseling Association's National Model for Comprehensive School Counseling and the National Association of School Psychologists Practice Model. This paper describes the partnership and how the infusion of SELinformed the school district's responses to the pandemic.
Culturally Responsive Pedagogy in a Hawai&apos;i PDS: Preparing Teacher Candidates to Work with Students from Micronesia
Author: Smith, Monica Gonzalez
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary Education,Preservice Teachers,Professional Development,Culturally Relevant Education,Small Group Instruction,Teacher Student Relationship,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5

This article highlights the work of a culturally responsive pedagogy (CRP) Professional Development School (PDS) initiative aimed at promoting teacher candidates' abilities to understand and work effectively with elementary-aged Micronesian students in Hawai'i. Findings from this research reveal that a PDS centered on CRP improved teachers' abilities to work with historically marginalized youth. TCs developed cultural understanding and defined culturally responsive dispositions. To enact CRP, TCs conducted research and used small group instruction to inform relationships with students. The article concludes with implications for PDS work in diverse schools.
Analysis and Comparison of Commitment, Homework, Extra Hours, Preliminary Grades and Testing of Students in Mathematics Using Linear Regression Model
Author: Aliu, Arta
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Regression (Statistics),Models,Homework,High School Students,Grade 10,Mathematics Achievement,Student Evaluation,Mathematics Instruction

In this paper, a simple and multiple linear regression model has been developed to analyze and compare math test results of two student groups in the medical high school &quot;Rezonanca&quot;, more precisely the students of the two tenth grades in the subject of mathematics of classes X- 3 and X - 7. This paper also presents some exam exercises, which were solved by students who did not show much success in the exam, students who showed average success in the exam and those who showed excellent success. This model is based on student data, including homework, their classroom commitment, extra hours, pre-grades, and finally testing. The research in this paper shows that in reality homework activity during lessons, commitment, extra lessons and pre-test have a major impact on the student's final grade. Statistical meanings of the relationship between variables are provided. Excel and SPSS were used to obtain the results.
Analysis of the Mathematics Function Chapter in a Malaysian Foundation Level Textbook Adopted by a Public University
Author: Gholami, Hosseinali
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Instruction,Textbooks,Textbook Content,Mathematics,Public Colleges,Foreign Countries,Problem Solving,Textbook Evaluation,Misconceptions,Thinking Skills

In order to enhance students learning environments, mathematics lecturers need to prepare suitable materials in their lessons. So improving the materials in textbooks based on learning theories is so important to enhance the ability of students in mathematics learning through problem solving activities. The purpose of this qualitative case study is to analysis the function chapter of a Malaysian foundation level textbook to prepare deeper understanding for lecturers about the quality of materials and to identify textbook elements which can improve to enhance the quality of learning. This study was conducted to investigate the quality of function chapter especially about problem solving in the Mathematics 1 textbook of a foundation center of a public university in Malaysia in 2019. The method of this research is content analysis. In this current study, three theories namely Bloom's taxonomy, behaviorism and constructivism were used to analyses the textbook's materials. The findings represented that exercise solving based on the behaviorism theory highlights this textbook instead of problem solving based on the constructivism theory. Meanwhile, the textbook's materials mostly are related to the first two levels of Bloom's taxonomy. Finally, some errors in the textbook are addressed in order to lecturers improve them for the next editing.
Implementing Self-Care Assignments as Means of Caring for Preservice Teachers
Author: Maldonado, Ashleigh
Date: 2022-00-00
Type: Journal Articles
Subjects: Caring,Assignments,Preservice Teachers,Curriculum Development,Private Colleges,Teaching Methods,Student Attitudes

In this article, a first-year teacher educator reflects on the intentional design and inclusion of self-care assignments in the training of preservice teachers (PSTs). Using students' discussion posts and in-class conversations, this article explores the benefits of encouraging self-care among PSTs. Specifically, the author notes the self-reported changes in the preservice teachers' dispositions and in their attitudes toward their classrooms and students.
Integrating Flourishing within PDS Partnerships to Support Students&apos; Mental Health and Wellbeing
Author: Larson, Kristine E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,Well Being,Mental Health,High Schools,Faculty Development,Language Arts,High School Students,Elementary Secondary Education,College School Cooperation,College Faculty,Special Education Teachers,Internship Programs,Mentors,Preservice Teachers

Considering the critical need to support students' mental health and wellbeing, this article outlines a standards-based approach that integrates flourishing within a high school English/Language Arts classroom and supports clinical practice and professional development in a professional development school (PDS). Using the book, &quot;The Bean Trees,&quot; the university liaison, mentor teacher, and intern worked together to co-teach a lesson that integrated flourishing, while also meeting curricular objectives. Moreover, the university liaison and mentor teacher used a gradual release model to support the student intern's clinical practice. Lastly, the three stakeholders reflected on their clinical and professional learning. Implications for integrating flourishing in content areas to support students' mental health and wellbeing through university-school partnerships are discussed.
Leveraging School-University Partnerships and Clinical Practice Experiences to Enact Equitable Mathematics Practices in Elementary Schools
Author: Polly, Drew
Date: 2022-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Equal Education,Mathematics Instruction,Elementary School Teachers,Teaching Methods,Urban Universities,Educational Practices,Preservice Teachers,Teacher Education Programs,Lesson Plans,Student Attitudes,Course Descriptions

This article describes one specific course within a large urban university that uses school university partnerships and clinical practice experiences to prompt elementary education teacher candidates to enact equitable mathematics teaching practices in the classroom. It begins by providing a brief overview of equitable mathematics practices, describing the relevant course activities, and elucidating the work of teacher candidates in elementary schools. The article concludes by setting out the lessons that can be learned from the course and offering recommendations for other teacher educators looking to implement it in their own settings.
Nurturing Joy and Belonging: Practices for Rehumanizing Professional Learning
Author: Cunningham, Katie Egan
Date: 2022-00-00
Type: Journal Articles
Subjects: Sense of Community,Psychological Patterns,Faculty Development,COVID-19,Pandemics,Teaching Methods,Learning Processes,College School Cooperation,Professional Development Schools,Electronic Learning,Technology Uses in Education,Elementary School Teachers

In this article the authors describe a professional learning initiative focused on joyful teaching and learning during the COVID-19 pandemic and the techniques that were used to foster a culture of belonging. The authors utilize an integrative framework for understanding, cultivating, and assessing belongingness to suggest implications for school-university partnerships. Finally, the authors pose questions for school-university partnerships to reflect upon to build an intersectional approach to professional learning in a post-pandemic educational landscape.
Pedagogy of Care: Mentoring Preservice English Teachers through a Creative Reflection Task
Author: Smith, Jess
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,English Teachers,Preservice Teacher Education,Teacher Educators,Reflection,Resilience (Psychology),College School Cooperation

Two teacher educators and two preservice teachers reflect on a culminating creative reflection activity with suggestions for adapting the practice in future teacher education classrooms and implications of the benefits of group reflection practices, particularly in times of crisis. We noted how reflection can help students craft an ideal future self, the importance of building community in teacher education courses, the resilience of school-university partnerships even during virtual education, and the use of care as an intentional teaching practice.
Professional Development Schools and Future Teachers of America Clubs: A Promising Pipeline
Author: Ruby, Maureen F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Clubs,Secondary School Students,Student Leadership,Mentors,High Schools,Student Attitudes,Program Effectiveness,Occupational Aspiration,Teacher Shortage,Teaching (Occupation),Student Participation,Career Choice

This paper discusses the opportunity for universities and Professional Development Schools (PDSs) to engage with Future Teachers of America (FTA) clubs and similar groups in secondary schools to ensure the future of the profession. Student leaders and their mentor from an active high school FTA club share their perspectives on the benefits of membership in an active FTA. They aspire to engage in authentic educational experiences through relationships with teacher preparation programs and diverse classroom opportunities. In alignment with the National Association for Professional Development Schools (NAPDS) Nine Essentials, collaboration with FTA clubs is a boundary-spanning opportunity for faculty that will cultivate and advance positive relationships, provide mutually beneficial clinical experiences to a robust and motivated source of potential future educators, and contribute to the research on solutions to teacher shortage.
Reimagining Resources: Creating Spaces That Explore Multicultural Literacies
Author: Hamel, Erin
Date: 2022-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Awareness,Literacy,College School Cooperation,Partnerships in Education,Bilingual Education,Childrens Literature,Physical Environment,Curriculum Development,Diversity,Caring,Inclusion,Culturally Relevant Education

This manuscript describes the ways in which we, university professors and directors, reimagined and transformed existing university classrooms to become shared spaces where the cultural identities of children of historically marginalized communities are recognized as rich contexts for learning. A summer camp for emergent bilinguals (Camp &quot;Somos&quot;) and The Williams Family Multicultural Literacy Collaborative (The Literacy Collaborative) invite unique connections between our university and partnership schools. In these spaces, children's cultural identities and multicultural literature are central to the physical environment, curriculum development, and program experiences. Camp &quot;Somos&quot; and The Literacy Collaborative celebrate diversity in caring, inclusive, and equitable spaces.
Riding the Waves of Change: Supporting Teacher Leadership and Resilience
Author: Money, Kimberly White
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Capacity Building,Resilience (Psychology),Professional Development Schools,College School Cooperation,Emotional Intelligence,Self Management,Social Cognition,Social Support Groups

Teacher leadership is critical for building capacity and improving student learning. With the demands placed upon school principals, shared leadership is a necessary component of high performing schools. However, sustained teacher leadership is only possible if we attend to the wellbeing of teacher leaders, and the pandemic has brought significant challenges to teacher resilience. Through a partnership with thirteen school districts in our region, a council was created to provide a professional development opportunity for current and aspiring teacher leaders. Through this council, faculty from the university offered a seminar on building teacher leader resilience. Teacher leaders are continually faced with impediments to resiliency (daily stressors, lack of time, sickness, competing priorities, loss of control), but with intention, they can employ strategies to increase resilience. Attending to key areas of emotional intelligence positively impacts resilience and provides a path for teacher leaders to help colleagues develop greater resilience, too.
How Substantial and Efficacious Is the Learning of Linear Algebra at Undergraduate Level?
Author: Pepkolaj, Lekë
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Mathematics,Undergraduate Study,Algebra,Undergraduate Students,Grades (Scholastic),Instructional Effectiveness,Sustainability,Engineering Education,Majors (Students),Knowledge Level,Teaching Methods,Computer Uses in Education

Linear algebra is a crucial part of mathematical training for engineering students and there are many problems in the application of this subject in engineering, physical, and even mathematical disciplines. In this scope, a study on the sustainability of learning this subject and how it can be improved is considered necessary. This article aims to delve into how linear algebra learning is effective and at examining three critical parameters: a) Comparison of summative assessment test results on specific topics with the ones produced in the previous year to assess student learning sustainability. b) Testing the topics based on the approach taken, i.e., based on other mathematical topics and real problems. c) Comparing the effectiveness of learning of problems solved in an analytical fashion and the learning of problems solved with mathematical software's help. The methodology used is based on constructionism that depends on the type of activity given in both the design phase and management phase. From the obtained results of the study, the state of learning linear algebra was measured after one year. From the mathematical retest, it turns out that learning algebra was not effective and the exam grades showed temporary learning. There is a skewed relationship, in the next test those with better grades perform worse than those with lower grades. While in the applied aspect the learning was more sustainable. The scrutiny accentuates the noteworthiness of coordinating the importance of coordinating the semiotic systems for them to produce meaningful and durable learning.
Learning Trajectory Based on Fractional Sub-Constructs: Using Fractions as Quotients to Introduce Fractions
Author: Purnomo, Yoppy Wahyu
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Fractions,Mathematics Instruction,Thinking Skills,Mathematical Concepts,Concept Formation,Learning Trajectories,Grade 4,Elementary School Students,Foreign Countries,Public Schools,Worksheets,Cognitive Processes

Learning emphasizing fractions as a part-whole concept causes several limitations in developing fraction knowledge and inhibits proportional reasoning. We use fractions as quotients as the first context introduced in our learning trajectory. We report the teaching experiment results using the improved learning trajectory on thirty 4th grade students in Jakarta's public schools. The findings of this study indicate that the fractions as quotients used as the first stage in the learning trajectory can lay a solid foundation for the concept of partitioning in a variety of strategies and the concept of fractional parts. Besides, the developed learning trajectory has provided opportunities for students to learn about fractional mental operations, which are interrelated and serve as the basis for the development of proportional reasoning.
Students&apos; Difficulty with Problems Involving Absolute Value, How to Tackle This Using Number Line and Box Method
Author: Kumari, Aradhana
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Problem Solving,Algebra,Elementary School Students,Number Concepts,Definitions,Mathematics Instruction,Teaching Methods,Equations (Mathematics),Visual Aids

Solving problems involving absolute value is one of the hardest topics for students learning in elementary algebra course. This is an important topic in student's mathematics life since absolute value functions are important example of a function which is continuous on the real line but not differentiable at the origin. A deep understanding of these topics is very important for students. Some students understand the definition of absolute value but are still unable to apply the definition to solve the problems. Others do not understand this concept. This article focuses on using the number line when introducing/explaining this topic. A visual technique called box method helps students to write each step with correct reasoning when solving problems involving absolute value. The number line and box method helps them to see the connection between the concept and procedure used to solve the problems involving absolute value.
The Calculus Concept Inventory Applied to the Case of Large Groups of Differential Calculus in the Context of the Program &quot;Ser Pilo Paga&quot; in Colombia
Author: Villalobos-Camargo, Gabriel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Calculus,Mathematical Concepts,Undergraduate Students,College Mathematics,Comprehension,Mathematics Instruction,Student Characteristics

The Calculus Concept Inventory (CCI), Epstein (2013) aims to test the understanding of calculus ideas, rather than ability to perform calculations. In this paper the CCI is used to measure the effect of the undergraduate calculus cohort over the understanding of calculus in a heterogeneous population including recipients of the program Ser Pilo Paga (Pilos). There is a global positive gain of 0.10 (3), a weak correlation between gain and the percentage of Pilos, a negative correlation between initial score and the gain, and no correlation between class size and gain. The values hopefully would provide a baseline for comparing future interventions on the teaching of calculus.
Teacher Perceptions of Inclusion in Online Instructional Practices
Author: Dion, Sheri K.
Date: 2023-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inclusion,Online Courses,Language Teachers,Public School Teachers,Diversity,Course Content,Secondary School Teachers,Second Language Instruction,Ethnic Diversity,Sexual Identity,Gender Issues,LGBTQ People

The purpose of this study is to explore world language teacher perceptions of inclusion in online instructional practices. Data were collected from semi-structured interviews conducted with six world language teachers in one large public school district during the 2020-2021 academic year. Four of six teachers described practices that incorporate racial and ethnic diversity in curricula, and five teachers expressed uncertainty about how to integrate diverse gender and sexual identities in their practices. Teachers found the support of world language colleagues instrumental in adapting their online practices to be inclusive. Findings hold practical implications for teachers and teacher educators who aim to develop inclusive instructional practices in online settings.