ethanporcaro/eric-fulltext-meta huggingface dataset:
Queer Educators in Schools: The Experiences of Four Beginning Teachers
Author: Tompkins, Joanne
Date: 2019-00-00
Type: Journal Articles
Subjects: LGBTQ People,Beginning Teachers,Teaching Experience,Inclusion,Social Justice,Advocacy,Resilience (Psychology),Social Bias,Foreign Countries,Personal Narratives,Teacher Empowerment,Self Disclosure (Individuals),Teacher Administrator Relationship

What are the experiences of beginning queer educators? We followed four LGBTQ-identified teachers as they began their teaching careers. As pre-service teachers, they took on leadership roles advocating for LGBTQ-inclusive education. Their stories were diverse: from feeling empowered and accepted, to being conflicted about coming out, to being the sole advocate for LGBTQ-inclusive education, to experiencing school leadership and climates that ranged from supportive to hostile. We are encouraged by their resilience and agency, yet deeply concerned by some of their negative experiences. Systemic work remains to be done not only for LGBTQ youth but also for LGBTQ educators in schools.
How the Implementation of Honors Sections Affects the Academic Performance of Non-Honors Students
Author: Spisak, Art L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Academic Achievement,Undergraduate Students,Engineering Education,Ability Grouping,Curriculum Implementation,Core Curriculum,Outcomes of Education

Many assume that moving honors students into separate sections adversely affects the academic performance of non-honors students, an assumption the authors faced at their institution. In the context of a study done in a college of engineering, that perception is even stronger because peer-to-peer and group projects are such important pedagogical elements of the engineering undergraduate curriculum. Their study indicates that the implementation of honors sections for selected core courses in the University of Iowa (UI) College of Engineering did not adversely affect non-honors engineering students taking those same core courses.
Retention of Long Island Millennials at a Suburban Community College: Are They College Ready?
Author: Cantor, Martin R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Suburban Schools,School Holding Power,College Readiness,Academic Persistence,Socioeconomic Background,Family Income,Poverty,Federal Aid,Grants,Student Financial Aid,Remedial Instruction

This study contrasts the socio-economic characteristics of students enrolled at a suburban community college who graduated or transferred to a college or university with the characteristics of those students who did not persist to graduate or transfer to a four year college program. Identified characteristics that could serve as reliable predictors of non-persistence, defined by either non-graduating or non-transferring to a four-year institution, were student median household income; household income levels of student's home community; eligibility for Tuition Assistance Program (TAP); eligibility for Pell Grants; enrolled in remedial or Basic Education classes; and census data by zip code of education attainment. Revealed were differences between those who graduated or transferred out to four year colleges and nonpersisters who were enrolled in remedial education and who came from zip codes of communities with higher household poverty levels. These students typically attend community college on a less than full time basis which makes them ineligible for either Pell Grants or TAP. Among these non-persisters are 18-year old, first time in college, Black and Hispanic males who represent significantly higher enrollment in remedial education. Additionally, GED recipients who were non-persisters were four times greater than GED recipients who graduated or transferred out. Strong associations existed between a lack of persistence among students who did not graduate or transfer and those who were Pell Grants recipients and tested into remedial and Basic Education Programs. Stronger associations existed between non-persistence in graduating or transferring out Pell Grants recipients and communities with higher levels of household poverty income. A stepwise multiple regression indicated that remedial level and enrollment in Basic Education Program were predictors of non-persistance.
A Case Study on the Ecology of Inclusive Education in the United States
Author: Tahir, Khazima
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Special Education,Regular and Special Education Relationship,Ecological Factors,Program Implementation,Systems Approach,Educational Practices,Teacher Collaboration

Inclusive education is an approach to mixing special education and general education students in classroom settings to promote diversity, lifelong learning and create a more equitable society. An overview of practices in inclusive education can inform stakeholders of the status of inclusive education, describe the contextual factors which affect program implementation, and make recommendations of practical start-up or improvement steps for inclusive education programs. A qualitative approach and phenomenological strategy helps to focus on the ecological aspects influencing the implementation of inclusive education in mainstream general education schools on Long Island, New York, USA. Ecological Systems Theory (EST) (Bronfenbrenner, 1979) was used as the theoretical framework for the study. Observation and semi-structured interviews were conducted with 10 participants from two schools to gather data. The investigation revealed that the implementation of inclusive education is influenced by facilitators across the entire ecological system of the schools.
Crossing the Bridge of Change: Measuring Instructional Change Using the Concerns Based Adoption Model
Author: Trapani, Brian
Date: 2019-00-00
Type: Journal Articles
Subjects: Adoption (Ideas),Educational Change,Models,Teaching Methods,Secondary School Teachers,Intervention,Teacher Attitudes,Educational Practices,High School Teachers,Instructional Design

The purpose of the study was to determine the efficacy of a specific instructional change by engaging teachers in reflecting on the change process using the Concerns Based Adoption Model (CBAM) as an instrument of measurement. Data were collected and analyzed using Stages of Concern questionnaires and Levels of Use surveys as well as interviews to determine what methods of interventions are necessary to facilitate instructional change.
Identifying the Consequences of Actions and Options and Dimension of Teachers&apos; Ethical Sensitivity at Various School Levels: Implications on English Learner Student Achievements
Author: Glatt Yochai, Kim
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethics,English Language Learners,Academic Achievement,Achievement Gap,Educational Improvement,Student Needs,High School Teachers,Middle School Teachers,Counties,Elementary School Teachers,Comparative Analysis,Faculty Development,Teacher Attitudes,Elementary Secondary Education,Educational Legislation,Federal Legislation,Teacher Student Relationship,Instructional Effectiveness,Teaching Methods,Language Arts,English,Mathematics Tests,Achievement Tests,Scores,Language Tests,Graduation Rate

English Learner (EL) students in the United States are historically lower achieving students than their native- English-speaking peers. There are a number of contributing factors for the achievement gap. In recent years, the U.S. Department of Education has undertaken various initiatives to address some of the known factors to improve education for these students and minimize educational disparities, one such initiative being the Every Student Succeeds Act (2015). Researchers have suggested that among the challenges many ELs face are others' misunderstandings of and lack of sensitivity to the academic and social needs of ELs. One area explored marginally in the education arena that could provide valuable insight is ethical sensitivity that has been associated with effective teaching (Krashen, 2003; Noddings, 2005). This paper covers an analysis of levels of self-reported ethical sensitivity by teachers of the growing number of ELs in the mainstream classroom utilizing statistical research among teachers from the New York City suburbs of Nassau and Suffolk Counties. The findings indicate that teachers of ELs at high schools and middle schools have more ethical sensitivity compared to teachers of ELs in elementary schools. Based on the findings, further professional development of education professionals in ethical sensitivity training seems warranted among elementary teachers.
A Teacher&apos;s Dilemma in Creating a Democratic and Socially Just Classroom
Author: Um, Su Jung
Date: 2019-06-00
Type: Journal Articles
Subjects: Social Justice,Teacher Attitudes,Coping,Teacher Competencies,Teacher Characteristics,Experience,Bias,Democratic Values,Classroom Environment,Elementary School Teachers,Females,Social Bias,Critical Thinking

This qualitative case study aims to understand teaching experiences of a recent graduate of a social justice-oriented program in the U.S. It examines what dilemma(s) the teacher reports and how she copes with them. In-depth interviews and document collections are used as the means of data construction. Thematic and dialogic/performance analysis methods are utilized for data analysis. The analysis of the teacher's case demonstrates that the competing discourses circulating in the school produce significantly different ideas of what a &quot;good&quot; teacher is and does; the differences constituted through the discourses create contradictions affecting the teacher's lived experiences. The teacher reports her struggle to become a critical and, yet, unbiased teacher. It also shows that the teacher deals with the dilemma by re-interpreting the discourses that she finds limiting. This study confirms and, yet, extends the exiting body of research as it sheds lights on how the teachers' experiences are shaped by and, simultaneously, re-frame the discourses surrounding her. Future directions for research and practice are discussed.
Changing in Mathematical Identity of Elementary School Students through Group Learning Activities
Author: Hima, Lina Rihatul
Date: 2019-06-00
Type: Journal Articles
Subjects: Group Activities,Learning Activities,Elementary School Students,Learning Motivation,Student Motivation,Identification (Psychology),Mathematics Instruction,Mathematical Concepts,Elementary School Mathematics,Problem Solving,Elementary Schools,Grade 5,Foreign Countries,Geometry

This article aims to describe the mathematical identity of elementary school students during studying mathematics. When studying mathematics, the students often face difficulties in understanding the concepts which results the decrease in their learning motivation. It will lead to the lack of development of their mathematical identity. The students who are able to develop their mathematical identity well are more likely to succeed in learning mathematics. A qualitative approach was employed to trace the students' mathematical identity. Questions and interviews were used to collect the data. The findings indicated during participating in the group learning activities, the students were able to increase their motivation. Therefore, it can improve their mathematical identity.
Vocational Education and Training: Discourse, Systems, and Practices of VET in Rural Tasmania and Nova Scotia
Author: Corbett, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Rural Education,Compulsory Education,Academic Education,Neoliberalism,Administrative Organization,Secondary Schools,Educational Practices

In this article we offer a comparative analysis of vocational education and training (VET) in two rural regional locations by situating the pragmatic problem of advising rural students against the backdrop of differently structured market-oriented vocational education systems in Canada and Australia, respectively. Each of these jurisdictions offers a particular vision of the place of VET in the context of compulsory education. In rural/regional Canada and Australia, we argue, the socio-material situation within which students live can provide what Bourdieu called &quot;coherent and convenient&quot; educational choices for students to challenge educators to create the conditions for an engaging and non-binary (academic-vocational) approach to compulsory schooling. We conclude, given the constantly changing nature of contemporary occupational opportunities and labour markets, that the goals of the new vocationalism will only be achieved in rural areas through challenging programming that focuses on capabilities, change, and multiple integrated literacies that span and expand the academic-vocational binary.
Time of a Thesis: Academic Marginalia; or Postcards from the Road
Author: Jagger, Susan
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Study,Letters (Correspondence),Higher Education,Science Education,Curriculum,Educational Methods,Foreign Countries,Student Experience,Doctoral Programs

Postcards share with others the highlights of holidays, memories of places and events, and brief stories of experiences abroad. They hold the quick jottings to a friend back home, made while in a moment of rest and reflection on a train, at the beach, in a café. They are intimate artifacts, yet they are also public. Their text is available for anyone to read, exposed and vulnerable outside of the safety of a sealed envelope. The postcard reveals itself to all who choose to turn their gaze toward it, to read its signs, and meditate on its meanings. The following postcards written to &quot;R,&quot; to the reader--and in parallel dialogy with another text addressed to &quot;S&quot;--are a narrative invitation to travel on a reflective journey through academia, tracing the experiences of graduate studies in science education and curriculum studies, the external and internal barriers that bounded the navigation of the field, and the cartography of decisions that opened up possibilities for successes at the margins of the academy.
Yehyatonhserayenteri: A Haudenosaunee Model for Onkwehon:we (Indigenous) Education
Author: Whitlow, Kawennakon Bonnie
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Indigenous Knowledge,Experiential Learning,Workshops,Culturally Relevant Education,Epistemology,Cultural Education

Focusing on Onkwehon:we (Indigenous) ways of knowing, and Haudenosaunee ways of knowing in particular, this article showcases the strengths of Onkwehon:we-led education and leadership. Under the leadership of our Youth Advisory Council, 22 young people (11 Onkwehon:we and 11 non-Onkwehon:we) took part in three days of workshops on Six Nations. The workshops were led and conducted by Haudenosaunee knowledge keepers who covered a range of topics. Six months after the completion of the workshops, 18 of the 22 youth participated in one-on-one follow-up interviews. We also conducted community impact interviews with 10 adult community members from Six Nations and Brantford. Through the workshops and interviews, we learned that Nation-specific learning helped to inform non-Onkwehon:we youth about the history of the lands on which they live, granting them access to traditions and ceremonies that resonated with them in both emotional and intellectual ways. Through experiential education and Haudenosaunee leadership, both Onkwehon:we and non-Onkwehon:we youth learned to value the original instructions, build relationships, and address the challenges of decolonization in an increasingly uncertain world.
The Artistry of Innovation: Increasing Teachers&apos; Artistic Quotient for Innovative Efficacy
Author: Martin, Brittany Harker
Date: 2019-00-00
Type: Journal Articles
Subjects: Capacity Building,Faculty Development,Art Activities,Program Effectiveness,Creativity,Aesthetics,Teacher Effectiveness,Design,Teacher Competencies,Foreign Countries

This article presents a new model of building capacity for innovative teaching that I call &quot;Artistic Quotient&quot; (AQ). The purpose of the study was to test the model with generalist teachers who were registered in a professional learning program for innovative teaching through the arts. The procedure employed a one-way, within-subjects, quasi-experimental design using psychometric scales to measure program effects through pre- and post-surveys. Results include a statistically significant increase in teachers' creative and aesthetic capabilities and innovative teacher efficacy, with the conclusion that increasing teacher AQ increases innovative teacher efficacy. Implications for teacher preparation, professional learning, and innovation education are discussed.
3-M Model for Uncovering the Impact of Multi-Level Identity Issues on Learners&apos; Social Interactive Engagement Online
Author: Charbonneau-Gowdy, Paula
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Learner Engagement,Blended Learning,Cooperative Learning,Intention,Self Concept,Peer Relationship,Electronic Learning

A growing trend in higher education institutions (HE) to move course offerings to Blended Learning (BL) modes is challenging many of our traditional views and practices of teaching and learning. Part of the problem is that many of those working within these institutions at the &quot;macro,&quot; &quot;meso&quot; and &quot;micro&quot; levels have stubbornly resisted abandoning the view that knowledge is imparted by the institution and that knowledge is consumed by students. Advances in technology have upturned this positionality as learners and institutions alike realize that roles are evolving in the process of education. Tracking the scholarship on BL, for example, reveals a major issue preventing successful learning outcomes is reticence on the part of learners to be socially interactive and engaged online. Through the lens of socialcultural and identity theories and a conceptualization of engagement being composed of behavioural, emotional and cognitive components, this paper aims to respond to a call for greater insight into this pressing issue. With findings from a recent qualitative longitudinal study of a BL program in a large private-for-profit university in Chile we unravel the complex social psychological aspects that contribute to learners' willingness, or unwillingness, to engage in interacting with others and with content online -- an essential determinant of successful learning and quality BL programs. A critical discussion of the findings from multiple qualitative data sources reveals that the general lack of undergraduate students' incentive to develop agency and adopt empowered learner identities characteristic of active participators online, is strongly influenced by the assumed or imposed identities of teachers, academic leaders and institutional decision makers that create a climate that fails to nurture community building in these contexts. Abundant evidence suggests a model for BL in HE that could lead to decisive, strategic and coordinated action at each level and measurable improvement in student online learning engagement and outcomes.
The Development of an Instrument to Measure the Higher Order Thinking Skill in Physics
Author: Ramadhan, Syahrul
Date: 2019-00-00
Type: Journal Articles
Subjects: Test Construction,Thinking Skills,Physics,Science Instruction,Foreign Countries,High School Students,Test Validity

This study is conducted to develop the diagnostic test, which can be used to measure the higher-order thinking skill (HOTs) of students of first-grade senior high school in Bima district, West Nusa Tenggara. The step of developing instruments such as test which using modification model of Oreondo which include two activities such as test designing and test trials. The analysing technique of validity of content used Aiken formula, classical test theory used software Iteman 4.3, the model of Rasch used software Winstep and analysing reliability used software SPSS. The conclusion which can be taken are developing instrument has the characteristics as a useful instrument and fulfil requirement used to measure. This case proved from the data of analysis result which confirm that the instrument has been achieved the content of validity by expert judgment and obtained the empirical evidence, both as classical test theory or Rasch model.
Technology-Supported Teaching: Technological Progress or a Sham?
Author: Eckhaus, Eyal
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Age Differences,Gender Differences,Tenure,Electronic Publishing,Reading Materials,Video Technology,Intellectual Disciplines,College Faculty,Foreign Countries,Teacher Attitudes

This study examined the extent of faculty's use of various technology-supported features in their teaching practice, involving syllabi, exercises, presentations, required reading materials, supplementary reading materials, examples of exams from previous years, electronic notice board, links to film clips, and other tools that enhance the convenience of technology-supported teaching. The findings of this study indicate that faculty make limited use of technological tools. Differences in use were found by age, tenure, gender, and faculty: Age of faculty has a positive effect on the use of the digital system for required reading and videotaped lessons, while faculty tenure has a negative effect on the use of the digital system for required reading materials. Male faculty use the video-taped lesson system more frequently than their female counterparts. Female faculty use the system more frequently than male faculty for required reading and elective reading materials. Faculty in the Humanities use the system to upload required reading more frequently than faculty in the other two faculties, while lecturers in the Faculty of Engineering use to system to upload examples of exams more frequently than their counterparts in the other two faculties. Faculty noted that they found no technological tool that reflects pedagogical thinking that benefits the students. Faculty use these digital tools as technical rather than pedagogical aids. Based on the recognition that these new technological tools will create a paradigmatic change in teaching, efforts should be invested to developed, disseminate, and assimilate new pedagogies that are compatible with these new educational technologies.
The Effectiveness of STEM-Based on Gender Differences: The Impact of Physics Concept Understanding
Author: Sagala, Rumadani
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Physics,Scientific Concepts,Gender Differences,Concept Formation,Interaction,Grade 11,Secondary School Students,Foreign Countries

The purpose of this research is to describe the effectiveness of STEM on the physics concepts understanding seen from gender differences. The research method used is a type of quasi-experimental design with 2 x 2 factorial design and saturated sampling technique. The data collecting technique used a tested method to see the results of students' concept understanding. Hypothesis testing was done using two-way ANOVA 2 x 2 factorial designs. The results of the study are: (1) there are differences in STEM and conventional learning on concepts understanding and the use of STEM learning is more effective than the conventional one; (2) there are differences in the results of understanding the concept between male and female students where male students are higher than female students; and, (3) there is no interaction between learning and gender towards concepts understanding. The research recommends designing the STEM-integrated ESciT learning to be relevant with the indicator measurements and to manage the learning effectively to obtain optimum learning outcome.