ethanporcaro/eric-fulltext-meta huggingface dataset:
Tides of History: Utilizing Service-Learning to Prepare and Preserve Local Historical Resources for Climate Change
Author: Wilkins, Catherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Local History,Service Learning,Climate,Change,Environmental Education,Museums,Preservation,Partnerships in Education,Emergency Programs,Readiness,Student Employment

As storms become more intense and sea levels rise, coastal cultural institutions are seeking ways to protect and preserve their collections within the challenging context of limited budgets and human resources. These institutions are not alone in their consideration of climate change risk; coastal colleges and universities, which are also threatened, are striving to develop strategies of adaptation and preparation. Collaborations between institutions of higher education and local communities have developed general municipal climate change adaptation and mitigation plans, but historical and cultural resource preservation have not been a focus in this work to date. This article describes a service-learning collaboration between a public R1 university and a small local history museum in coastal Florida, including methods and outcomes of three major course projects, to model how student labor can help meet historical preservation and adaptation needs while also fulfilling the learning outcomes of a public history course.
School Leaders&apos; and Teachers&apos; Preparedness for the Online K-12 Setting: Student Learning and Engagement, Curriculum and Instruction, and Data-Driven Decision-Making
Author: Daniels, Deidre
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Teacher Effectiveness,Teacher Attitudes,Administrator Attitudes,Elementary Secondary Education,Online Courses,Learner Engagement,Curriculum,Instruction,Data Use,Decision Making,Virtual Schools,Principals

Nearly half of new teachers leave the profession within five years of employment, and most would not recommend teaching as a profession. A shortage of highly effective teachers continues in public schools across the nation; hence, meaningful professional development needs to be implemented to adequately prepare and retain teachers for the classroom, and this need is further compounded in the online setting. The goal of this study was to ascertain school leaders' and teachers' perceptions of preparedness for an online K-12 school by examining perceptions of preparedness in three categories: student learning and engagement, curriculum and instruction, and data-driven decision-making. Findings from this study indicated that school leaders and teachers did not perceive teachers as being adequately prepared for the K-12 online setting. Future research should aim to identify the implementation of purposeful, collaborative, and sustainable professional development based on needs and identified trends in online K-12 schools to ensure teachers are prepared for the online setting.
&quot;We Are about Life-Changing Research&quot;: Community Partner Perspectives on Community-Engaged Research Collaborations
Author: London, Rebecca A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Programs,Research,Community Attitudes,Knowledge Level,Cooperation,School Community Programs,Colleges,Ethics,Politics,School Community Relationship,Motivation,Program Development,Program Implementation,Program Evaluation,Barriers,Expectation,Social Change,Social Justice,Time,Intention,College Role

This study examines the ethics and politics of knowledge across 15 distinctive community-engaged research projects. We focus our analysis on interviews with community partners and consider their perceptions of research, academic research partners, motivations for partnering, and the benefits and challenges of community-engaged research. We highlight three themes: Community partners' (1) motivations to know better and more systematically what they already know, (2) interests in legitimating community-based knowledge (i.e., knowledge produced beyond the academy), and (3) efforts to navigate often inflexible university timelines and budgetary processes. Our findings highlight concerns at various ethical, political, and epistemic intersections and connect to the possibilities and limits of equity-oriented collaborative research methodologies for redressing epistemic and social injustices. We suggest that these challenges need systematized attention if the field of community-engaged research is to achieve the epistemological and social justice missions that are often articulated as the aspirations of such partnerships.
A Toolbox of Adaptations for Online Delivery of SEL Programming
Author: Currie, Cailin
Date: 2022-00-00
Type: Journal Articles
Subjects: Guides,Online Courses,Role Playing,Social Emotional Learning,Partnerships in Education,College School Cooperation,Group Discussion,Teaching Methods,Distance Education,Learning Processes,Teacher Attitudes,Counselor Attitudes,COVID-19,Pandemics,Well Being,Educational Change,Elementary School Students,Kindergarten,Lesson Plans,Feedback (Response),Program Descriptions

The COVID-19 pandemic exposed students to increased social-emotional stressors and instigated an emergency pivot to online teaching and learning. In doing so, it highlighted the need for effective social-emotional learning (SEL) programming in online learning environments. In response, this study explored how to adapt a widely used, traditional, school-based SEL program for online delivery. This small study describes a partnership between SEL researchers and educators that identified lesson components that were problematic for online delivery, designed potential online adaptations, and tested the feasibility of those online adaptations in an online learning context. Lesson review data, observational data from lesson rehearsals, as well as interview data were collected from teachers and counselors who teach SEL in schools across the US. Descriptive and thematic coding of the qualitative data indicated teacher-reported online delivery issues fell into six major categories: 1) partner work; 2) small-group work; 3) whole-class discussions; 4) role-playing; 5) physical movement; and 6) student handouts. For each of these six categories, at least five adaptation options were generated, allowing teachers choice and variety as well as developmental attunement when adapting instructional practices for online delivery. Taken together, the results of this study culminated in the creation of a toolbox of online adaptations that teachers can use when converting common instructional practices from face-to-face teaching to online, distance teaching. This study contributes to the underdeveloped research literature on online SEL teaching and learning by providing recommendations that are teacher-generated and tested, applicable to other SEL and academic programs, and practical for educators to implement.
Transforming Barriers into Opportunities: Teaching Environment and Sustainability Service-Learning Courses during the 2020 COVID-19 Pandemic
Author: Button, Charles E.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Barriers,Higher Education,Service Learning,Workshops,Fellowships,Mentors,Online Courses,Educational Technology,Technology Uses in Education,Conservation (Environment),Sustainability,School Closing,Outdoor Education,Experiential Learning,Student Projects,Hospitality Occupations

In response to the onset of the COVID-19 pandemic, many institutions of higher learning locked down their campuses and altered their ways of teaching. This article discusses changes made to courses at five highly varied public universities in New England participating in the multiyear Campuses for Environmental Stewardship (CES) program. The primary aim of the CES program is to integrate environmental service-learning (SL) into college curricula through workshops, faculty fellowships, and mentoring. We detail how teaching strategies were altered in fall 2020 to accommodate the threat of COVID-19 in the classroom. The authors transitioned significant portions of their instruction to online formats or outdoor classrooms. Specifics about the impacts of the shift to virtual teaching--learning are discussed, with particular focus on the impacts to the service-learning components of each of the courses.
The Collaborative Model for Teaching o-SEL: Preparing Educators to Design Online Environments for Social-Emotional Learning
Author: Geesa, Rachel Louise
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Online Courses,Social Emotional Learning,Kindergarten,Elementary Secondary Education,Standards,Teacher Competencies,Design,Faculty Development,Educational Needs,Teacher Attitudes,Teacher Collaboration,Learning Processes,Inclusion,Culturally Relevant Education,Trauma,Pandemics,COVID-19,School Counseling,Professional Associations,Educational Technology,Videoconferencing,Empathy,Critical Thinking,Metacognition,Family School Relationship,School Community Relationship,State Standards,Alignment (Education)

In this study, we sought to develop a model to provide educators with training and resources to effectively support and guide social-emotional learning (SEL) in PK-12 online environments, which we refer to as o-SEL. We utilized five national sets of standards and competencies to guide the development of six online modules for educators to gain skills, knowledge, and resources to help students learn SEL-related skills. Qualitative methods and analysis were employed to examine our research question. We utilized design thinking as a strategy for developing o-SEL professional learning. Five SEL experts were identified and invited to participate in a brief survey to determine areas of focus and then we conducted two one-hour focus groups. The focus group discussion was transcribed, coded, and analyzed to determine emergent themes related to areas of SEL needs in online learning environments. Based on our findings, we identified six elements (i.e., Empower, Engage, Motivate, Include, Collaborate, Extend) for educators to foster inclusive o-SEL environments for PK-12 learners that we describe as the Collaborative Model for Teaching o-SEL. We discuss the positive impact that o-SEL instruction can have on student learning outcomes, while also designing inclusive and culturally relevant support structures. This study calls for further investigation regarding teacher application of the o-SEL model and impact of o-SEL on student learning.
K-12 Students&apos; Experiences of the Synchronous Remote Teaching and Learning Environment
Author: Lindfors, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Experience,Synchronous Communication,Distance Education,Educational Environment,Web Based Instruction,Faculty Development,Foreign Countries,Student Attitudes

The use of online, distance, and remote teaching is a growing phenomenon in the K-12 context. The aim of this pilot study was to explore K-12 students' experiences of the synchronous (real-time) remote teaching and learning environment. The following research questions were posed: (1) What possibilities and challenges can be identified from the perspective of students? (2) What development needs can be discerned for unexperienced teachers and students in synchronous remote teaching and learning environments? Data were collected from 177 students, using a quantitative instrument with questions in four dimensions: teacher support, involvement, cooperation, and autonomy support. Findings reveal both possibilities and challenges experienced by students in the synchronous remote teaching environment.
Teachers&apos; Reflections on Supporting Social and Emotional Learning: Desires, Practices, and Tensions in Fostering Family-School Ties
Author: Miller, Karyn E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Reflection,Family School Relationship,Communication (Thought Transfer),Electronic Learning,Blended Learning,Teacher Education,Crisis Management,Organizational Communication,Graduate Students,Well Being,Beliefs,Parent Attitudes,Parent Participation,Experienced Teachers,Teacher Attitudes

This study explores how schools communicated and engaged with families in online/blended learning environments to support students' social-emotional well-being. In the form of reflective learning journals and asynchronous peer discussions, documents were collected during Spring 2020, Fall 2020, and Spring 2021 from a graduate course for experienced K-12 teachers at a 4-year comprehensive university in the Southern United States. Guided by the CASEL framework for social and emotional learning (SEL), thematic document analysis gave form to the data. The following three themes emerged: 1) teachers perceived family-school ties to be more important than ever amid remote/online learning, 2) they amended their practices by acknowledging and empathizing with parents' increased instructional responsibilities, seeking increased knowledge of students' home lives, and offering support to parents through frequent communication, and 3) deficit thinking, time demands, and mounting frustrations with some parents' unresponsiveness were obstacles to building family-school connections. Findings suggest that while experienced teachers hold parental relationships in high regard, efforts to foster two-way, reciprocal partnerships with parents of online learners may be difficult to sustain, particularly when teachers navigate multiple learning contexts simultaneously. The article concludes with implications for schools.
Middle School Math Teachers&apos; Perceptions of Their Classroom Practices among Students with Disabilities before and during the Pandemic: A Pilot Study
Author: Myers, Jonte A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Teachers,Teacher Attitudes,Students with Disabilities,COVID-19,Pandemics,Evidence Based Practice,Barriers,Academic Accommodations (Disabilities),Teaching Methods,Small Group Instruction,Educational Technology,Technology Uses in Education,Online Courses,Urban Schools,At Risk Students,Teacher Education,Assistive Technology

In this study, the authors examined middle school mathematics teachers' perceptions of their instructional practices with students with disabilities (SWDs) during face-to-face instruction before the COVID-19 pandemic and eLearning during the pandemic. A survey explored teachers' use of research-supported practices and the challenges and supports that influenced teachers' instructional practice. Results showed teachers' reported classroom practices remained relatively consistent across both instructional modalities. Teachers also reported difficulties in providing accommodations and using small group instruction during eLearning. They noted barriers to eLearning related to student engagement and instructional planning and delivery. Finally, the study's findings, limitations, and implications for future research and pre-and in-service preparation are discussed.
&quot;We Felt Like Pioneers&quot;: Exploring the Social and Emotional Dimensions of Teachers&apos; Learning during Online Professional Development
Author: Nash, Brady L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Faculty Development,Electronic Learning,Middle School Teachers,Teaching Experience,Social Support Groups,Positive Attitudes,Psychological Patterns,Sense of Community,Teacher Attitudes,Professional Identity

During the 2020-2021 academic year, teachers worked to adapt to newly virtual environments as the COVID-19 pandemic closed schools and moved both classrooms and professional development activity online. Even before the shift to online learning brought about by the COVID-19 pandemic, online professional development (PD) had become increasingly common. Researchers have highlighted the potential for online PD to help teachers reflect on their existing practices and develop and shift their understandings of teaching. Few studies, however, have considered the social and emotional components of teachers' learning in online settings. Responding to this gap, this case study examines the social and emotional dimensions of five middle school teachers' experiences over the course of a semester-long online professional development program. The findings highlight (a) the creation of a supportive and collaborative community online, (b) the co-occurrence of positive emotions and intellectual discussions, and (c) the impact of positive emotional experiences during online PD in supporting teachers' professional identity development. The findings can help researchers and educators understand the nuanced social and emotional dimensions that impact teachers' learning and experiences during PD.
Comparing Effects of Two Different Explicit-Reflective Instructions on Pre-School Prospective Teachers&apos; View about Nature of Science and Scientific Knowledge
Author: Metin, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Sciences,Knowledge Level,Student Teacher Attitudes,Scientific Principles,Instruction,Direct Instruction,Feedback (Response)

This study aims to compare the effect of formative assessment with explicit-reflective instruction and explicit-reflective on pre-school prospective teachers' views about the nature of science and scientific knowledge. In this study, it was used a pretestposttest nonequivalent control group design and the sample of the study consists of 66 pre-school prospective teachers in the 2nd grade. There are 33 of them were assigned control group and the others were assigned as the experimental group. Since the students could not be randomly grouped in the study, a quasi-experimental design was used. In this study, the nature of science scale (NOSS) and the attitude scale towards scientific knowledge (SKS) were used as pre-test, post-test and retention test. In order to teach the students by using nature of science (NOS) and scientific knowledge (SK), open-reflective instruction was used in the control group, and open-reflective instruction and embedded formative assessment were applied in the experimental group. NOSS and SKS were used as a pre-test, post-test and retention-test in this study. In order to teach the students NOSS and SK, while Explicit-reflective instruction was applied in the control group, formative assessment embedded with Explicit-reflective instruction was applied experimental group. As a result of the study, it was determined that the formative assessment embedded with Explicit-reflective instruction was more positively and permanently changed on pre-school prospective teachers' view about NOS and SK than the other method.
Determining the Mental Images of Fourth Grade Private and Public School Students for Science Learning Environments by Drawing Technique
Author: Savli, Sina
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Public Schools,Private Schools,Science Education,Educational Environment,Freehand Drawing,Classroom Environment,Science Laboratories,Student Behavior,Teacher Behavior,Teaching Methods,Student Attitudes,Visualization,Foreign Countries,Institutional Characteristics

The study aims to examine fourth-grade private and public-school students' images of the science learning environment using their drawings. The survey was conducted in the 2017-2018 academic year, and a descriptive survey model was used. Participant group of this study consist of 357 fourth-grade students. In this study, data were collected by drawing technique. Content analysis, percentage, frequency, and Chi-Square test of independence were used in data analysis. Regarding the study results, although the learning environment in both schools consists of traditional classrooms and laboratories, differences were observed in student drawings according to school type (public-private). The private school students use the laboratory in science lessons, whereas the students in the public school use the teacher's desk as the experiment table. Another significant result of the study is that public-school students' priority is understanding the topic. In contrast, private school students assign more importance to the materials. Regarding the independence test results, Founding student behavior, teacher behavior, teacher position, and teaching method to differ in student images according to school type. But no found a significant difference between the place theme images of public school and private school students.
The Analysis of the Relation between Metacognitive Awareness of Reading Strategies and Critical Thinking Attiude of Pre-Service Classroom Teachers
Author: Dinçer, Beste
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Metacognition,Reading Strategies,Critical Thinking,Gender Differences,Parent Background,Educational Attainment,Thinking Skills,Foreign Countries,College Freshmen,College Seniors

The study's major goal was to analyze the relation between pre-service classroom teachers' metacognitive awareness of reading practices and critical thinking attitudes. The Metacognitive awareness of reading strategies inventory (MARSI-TR), Critical thinking attitude scale (CTS), and demographics information form were utilized to collect data for the study. A total of 294 pre-service classroom teachers in the first and the fourth grades from two public universities constituted the sample. The results showed that women had both higher metacognitive awareness and critical thinking attitudes than men. As for the mother and father's education level, significant differences were found between sub-dimensions of critical thinking attitude scores of pre-service classroom teachers. All of the correlations among the factors of metacognition and critical thinking attitude showed significant values, the direction of the relationships are all positive where the use of metacognition awareness factor increases with the scores on the factors of critical thinking. Additionally, critical thinking sub-dimensions explain 11% of the change in metacognitive awareness of reading strategies.
The Relationship between Power Sources Used by Lecturers and the Belonging to University Status of Prospective Pre-School Teachers
Author: Gündogdu, Serhat
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Power Structure,Sense of Community,Preservice Teachers,College Faculty,Student Teacher Attitudes,Teacher Student Relationship

The aim of this study is to investigate the effects of the power sources used by lecturers on the belonging to university levels of the prospective pre-school teachers. This study was carried out with quantitative method and correlational screening model. The participants of the study consisted of 300 prospective pre-school teachers (262 female, 38 male) who were studying at 3rd and 4th year of preschool teaching departments of universities in seven different provinces of Turkey and were accepted to participate voluntarily in this study. Teacher Power Use Scale and The Belonging to the University Scale were used in the study as data collection instrument. The data were analyzed by LISREL 8.7 and IBM SPSS Statistics 22 programs. Pearson's correlation analysis was performed to determine the relationship between power resources and the belonging to university levels. Regression Analysis was carried out to determine whether power sources used by lecturers are predictors of the belonging to university levels. The result of the study revealed that while expert power was the most used, coercive power was the least used power sources by the lecturers. In addition, prospective pre-school teachers have a high level of belonging to university, and there is a significant relationship between the power sources used by lecturers and the belonging to university levels of prospective pre-school teachers. Furthermore, coercive, reward, referent, and expert powers were found to be significant predictors of the belonging to university levels of prospective pre-school teachers. The findings of the study were discussed and suggestions were offered.