ethanporcaro/eric-fulltext-meta huggingface dataset:
Educators&apos; Reasons for Not Practising 2SLGBTQ+- Inclusive Education
Author: Campbell, Christopher
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Barriers,LGBTQ People,Educational Practices,Inclusion,Training,Resources,Fear,Social Bias,Foreign Countries,Elementary Secondary Education,Teacher Characteristics

In this article, we analyze educators' self-reported reasons for not addressing 2SLGBTQ+ topics in their schools in order to develop a clearer picture of the barriers that prevent educators from engaging in 2SLGBTQ+-supportive practices. Using hierarchical OLS (ordinary least squares) and logistic regression models to analyze the impacts of demographic, individual-based, and school-based barriers to practising 2SLGBTQ+-inclusive education, we found that the most common reasons for inaction reported by educators were a lack of training/resources and general fear of opposition from various sources; however, educators who had confidence in the level of support for 2SLGBTQ+-inclusive education at the school level were less likely to give these as reasons for inaction.
Situation in Special Education: Interaction between Teachers and Children Who Have Intellectual Disability and Who Display Challenging Behaviours
Author: Guikas, Ioanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Students with Disabilities,Interaction,Intellectual Disability,Behavior Problems,Teacher Attitudes,Emotional Response,Intervention,Special Education Teachers,Foreign Countries

Interactions between staff and individuals with intellectual disability have been shown to influence the development or maintenance of challenging behaviours among the latter. Given the implications of these observations, the present study sought to describe special education teachers' responses to challenging behaviours displayed by their pupils. Eight teachers and 12 children with intellectual disability who manifested challenging behaviours were observed over the course of six months. Teachers completed questionnaires regarding their emotional reactions to, and understanding of, challenging behaviours. They also reported their behavioural and emotional responses to challenging behaviours described in vignettes. The combination of observation and questionnaires provided a more comprehensive understanding of teachers' attitudes toward challenging behaviours. Results indicated a discrepancy between reported and observed behaviours. Teachers preferred verbal interventions or not responding to challenging behaviours. The analysis of interactions between teachers and their pupils highlighted relationships between emotions, attributions, and several behaviours.
Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms
Author: Mitton, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Risk,Diversity,Cultural Differences,Social Differences,Foreign Countries,Minority Group Students,Blacks,Canada Natives,Low Income Students,Middle School Teachers,Teaching Methods,Teacher Attitudes

This article reports on findings from a qualitative research study investigating ways to support learners from populations who have been historically underserved by the Nova Scotia education system, particularly African Nova Scotian and Mi'kmaq learners, and learners who experience poverty. Working with middle school teachers located in rural schools with a proven track record of enabling students to succeed and thrive, we spent two years in their classrooms observing and documenting pedagogical practices in the teaching of science and social studies. The results of this research not only complement what is known about how to support vulnerable learners in diverse school contexts, but also provide insights into how these teachers created conditions in which students felt able to take risks academically. The findings of this study show how the idea of academic risk-taking can complement, and expand, scholarship on culturally relevant pedagogy.
The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
Author: Langille, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,English Language Learners,Phonics,Reading Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Multisensory Learning,Reading Improvement,Teacher Education,Form Classes (Languages),Reading Difficulties,Literature Reviews,Foreign Countries

Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the relevance of systematic phonics instruction in reading and the importance of form-focused instruction (FFI) in English language learning, multi-sensory phonics programs (MSPPs) appear to be an effective reading tool that embodies them both. Although evidence on the efficacy of these programs is copious in students with learning difficulties, little is known about MSPPs in connection with English language learning. As a result, this integrative literature review explores the notable benefits of MSPPs, their connection with ELL instruction, and how successful program implementation may depend on teacher training.
School Bonding, Attachment, and Engagement through Remote Learning: Fostering School Connectedness
Author: Charteris, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Teacher Attitudes,Interpersonal Relationship,Distance Education,Learner Engagement,Foreign Countries,Educational Technology,Technology Uses in Education,Student School Relationship,Attachment Behavior,Special Needs Students

Over 2020 and 2021 we have seen significant disruption to schooling across the world as COVID-19 forces school closures. Education sectors migrated to distance learning arrangements and teachers and students primarily communicated through digital means. Under challenging conditions, school leaders and teachers made rapid changes to pedagogy and curriculum to accommodate their students' diverse range of learning needs. We present an interview drawn from a qualitative study undertaken in Australia to illustrate (from a teacher's perspective) how a school response to COVID-19 integrates elements of school connectedness during the shift to distance learning. School connectedness is an umbrella term that has been theorised in many different ways. In this article, we illustrate school bonding, attachment, and engagement as three interrelated aspects of school connectedness that came to the fore during lockdown measures associated with COVID-19. Leaders, teachers, students, and school communities benefit from school connectedness. When adversity is experienced, school connectedness can be seen in the relationships between teachers, the commitment to students, and the all-important pastoral support from school leaders. Strong and supportive relationships develop through practices that support school bonding, school attachment, and school engagement.
&apos;Maslow before Bloom&apos;: Implementing a Caring Pedagogy during COVID-19
Author: Mutch, Carol
Date: 2021-00-00
Type: Journal Articles
Subjects: Caring,Teaching Methods,COVID-19,Pandemics,Educational Change,Teacher Attitudes,Teacher Student Relationship,Teaching Experience,Online Courses,Distance Education,Parent Teacher Cooperation,Professional Isolation,Rural Areas,Economically Disadvantaged,Access to Computers,Teacher Role,Food,Instructional Materials,Poetry,School Closing,Foreign Countries

This article draws on interviews undertaken with 20 teachers as part of a larger study on the impact of COVID-19 on schools. Although the schools varied by location, level, and socio-economic status, teachers' experiences were remarkably similar. Teachers found the sudden move to on-line learning stressful, and the constant demands of delivering a different style of pedagogy, maintaining contact with students and their families, and looking after their own family situations exhausting. Participants who worked in isolated or less advantaged communities were also attending to delivering learning devices, food and basic supplies to their families and communities. In this article, we present the data in in both thematic and poetic styles to highlight the nature of the caring pedagogy that they undertook as schools moved in and out of lockdowns, despite the toll that it took on them, personally and professionally.
Treatment Components and Participant Characteristics Associated with Outcomes in Self-Monitoring Interventions
Author: Bruhn, Allison
Date: 2022-04-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Intervention,Student Behavior,Learner Engagement,Student Characteristics,Behavior Problems,Age Differences,Educational Environment,Students with Disabilities

Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant characteristics moderated response to self-monitoring interventions. We included 66 single-case studies on academic engagement and 21 single-case studies on disruptive behavior. These studies included 290 participants with challenging behavior, 183 of whom had a disability. After extracting raw data from original studies, we analyzed data using multilevel modeling for each dependent variable (i.e., academic engagement, disruptive behavior). Across both dependent variables, student age and educational setting impacted treatment effects, as did the inclusion of goal-setting, feedback, and reinforcement. Based on our findings, we describe implications related to designing self-monitoring interventions. We also discuss limitations and future directions.
Development and Technical Adequacy of the District Capacity Assessment
Author: Ward, Caryn S.
Date: 2022-04-00
Type: Journal Articles
Subjects: School Districts,Self Evaluation (Groups),Test Validity,Test Reliability,Program Implementation,Measures (Individuals),Evidence Based Practice

The purpose of this article is to describe the methods and results used to establish the district capacity assessment's (DCA) content validity, response process validity, construct validity, internal consistency, and test-retest reliability. The DCA measures a district's ability to support school-level implementation of evidence-based practices (EBPs). Assessment results are then used to guide action planning. The DCA is grounded in the understanding that districts must develop knowledge and skills in the use of implementation science methods if they are to support successful use of an innovation. Specifically, three studies were conducted. The first study established the DCA's content validity, that is, the extent to which the DCA represents constructs comprising district-level implementation capacity. The second study established the DCA's internal structure, or the relationships among the items compared to the constructs being measured and how well the items measured the same construct. The third and final study assessed how the results of the DCA varied over time, thus establishing the instrument's test--retest reliability. District Implementation Teams, researchers, or facilitators who use the DCA can be confident that the assessment is founded on research drawing from implementation science practices and methods.
Internationalizing Teacher Education: What Is the Erasmus Exchange Program&apos;s Contribution in Turkey?
Author: Gürel, Ezgi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teachers,Teacher Educators,Cultural Awareness,Social Development,Academic Achievement,Teaching Skills,Program Effectiveness,International Educational Exchange,Student Exchange Programs,Institutional Cooperation,Student Development,Student Attitudes,Interpersonal Competence

This paper analyzes the effects of internationalization seen through the Erasmus program in teacher education programs. The study's importance is that teacher training is generally funded for local environments by state systems; subsequently teacher candidates have less opportunity for global curricula. One of Turkey's most vital tools for internationalization is the Erasmus exchange program. Thus, this study focuses on interviews with teacher candidates having international exchange experience and teacher educators involved as program coordinators in their own education faculties. Twelve participants from different teacher training areas at diverse universities were interviewed. The research findings reveal that students' social and cultural skills developed more than their academic competencies and professional teaching skills. Although the program makes an essential contribution to internationalization on both individual and institutional bases; we reveal that course selection problems, difficulties in academic recognition processes, foreign language problems, and the lack of possibility of taking the practicum course abroad have adverse effects on the process. This research addresses knowledge gaps in internationalization policy as teacher candidates, and teacher educators' voices are not heard in such initiatives. The study suggests that education faculties need solid foundations for internationalization efforts.
The Effect of Mangala, the Intelligence Game Taught by Distance Education, on the Mathematical Motivations and Problem-Solving Skill Levels of 6th-Grade Students
Author: Usta, Neslihan
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Grade 6,Problem Solving,Mathematics Skills,Student Motivation,Game Based Learning,Foreign Countries,Distance Education,Instructional Effectiveness,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education

This study examines the effect of &quot;Mangala&quot; on the mathematical motivation and problem-solving skill levels (PSoSL) of 6th -grade students. A single-group pre-test-post-test quasi-experimental design based on the quantitative research approach was used in the study conducted through distance education. The sample consisted of 14 6th -grade students. The data collection tools used in the study, which continued for three weeks in the 2020-2021 academic year, were the Mathematical Motivation Scale (MMS) and Performance Tasks (PT). The data obtained from this study were analyzed using the SPSS 22.0 package program. Since the sample size was small and the data did not show normal distribution, data analysis was carried out using the Wilcoxon Signed Rank Test, one of the non-parametric statistical tests. Data analysis showed a statistically significant difference between the pre and post-experiment MMS scores of the students. The effect of &quot;Mangala&quot; on students' PSoSL was evaluated through performance tasks. The Progressive Scoring Scale (PSS) taken from Baki (2014) was used to evaluate performance tasks. Researchers redefined each criterion in the scoring key and set four levels: &quot;very good,&quot; &quot;good,&quot; &quot;unsatisfactory,&quot; and &quot;empty.&quot; The analysis of the problems in the performance tasks showed that the students usually gave &quot;very good&quot; and &quot;good&quot; answers. However, some students had difficulties finding solution strategies and writing a similar problem; thus, they left blank answers.
Undergraduate Students&apos; Attitudes towards Online Counseling since the COVID-19 Pandemic
Author: Yurayat, Phamornpun
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Counseling Techniques,Videoconferencing,COVID-19,Pandemics,Foreign Countries,Student Characteristics,Gender Differences,Grade Point Average,Student Experience,Instructional Program Divisions,Intellectual Disciplines

The coronavirus disease 2019 (COVID-19) has left tertiary students feeling anxious, stressed, and depressed. As a result, online counseling is a new option for students seeking counseling to alleviate stress and anxiety. The aims of this study were to 1) investigate undergraduate students' attitudes towards online counseling since the COVID-19 pandemic, and 2) compare the attitudes of undergraduate students at Mahasarakham University towards online counseling since the COVID-19 pandemic, classified by gender, academic year, grade point average (GPA), faculty, experience in face-to-face counseling, and experience in online counseling. The participants were 417 undergraduate students from Mahasarakham University who were selected by using a convenient sampling method. The research instrument was the questionnaire on undergraduate students' attitudes towards online counseling. The researcher used percentage, mean, standard deviation, independent sample t-test, and one-way ANOVA to analyze the data. The findings indicated that the undergraduate students' attitudes towards online counseling were at a high level. Further, the undergraduate students' attitudes towards online counseling were statistically significant differences at a level of p&lt;0.01 attributed to the variables of genders and GPAs.
What School Counselors Say: Training Needs for Preventing Child Sexual Abuse
Author: Cug, Fevziye Dolunay
Date: 2022-00-00
Type: Journal Articles
Subjects: Child Abuse,Sexual Abuse,Prevention,School Counselors,Counselor Attitudes,Counselor Role,Foreign Countries,Elementary Secondary Education,Training

The goal of the present study was to understand the current needs of school counselors for preventing child sexual abuse. The need assessment study was carried out with a focus group sample. The participants were school counselors who work in various types of schools. The researcher contacted the school counselors and invited them to participate in the research. During the focus group meetings, the researcher collected the data through audio recordings and later transcribed them. Content analysis was used to generate codes, and codes were grouped into subthemes, which were used to identify themes. Focus group data were categorized according to three themes: 1) the perceptions of school counselors' role in preventing abuse; 2) the issues that school counselors' feelings of inadequacy in preventing abuse, and 3) the recommendations for the future prevention programs. Based on the results of the study, school counselors had limited theoretical knowledge and professional competence regarding child sexual abuse. The results also revealed that some prevention programs in Turkey were available but insufficient to meet the needs of school counselors. Moreover, the researcher discussed implications for future research and practice were discussed.
Extrinsic and Intrinsic for Online Classroom
Author: Gulatee, Yuwanuch
Date: 2022-00-00
Type: Journal Articles
Subjects: Rewards,Electronic Learning,Foreign Countries,College Students,Classroom Techniques,Distance Education,COVID-19,Pandemics,Student Attitudes,Student Satisfaction

The objectives of this research are (1) to examine how Thai youth in tertiary education feel about extrinsic and intrinsic rewards when studying online; (2) to explore any similarities and differences between the two techniques; and (3) to determine how students felt about the reward system used in this class. The samples in this research are 37 students. They are all the students who study in an online classroom for the whole semester during the COVID19 global pandemic (2019-2021).The questionnaire and the interview instruments were designed to clarify participants' attitude and used a five point Likert scales and the entire reliability value is 0.80. The statistics used for data analysis were included descriptive statistics; and proportion and percentage, and inferential statistics such as multiple regression and Chi-square- test. The result disclose as follows: (1) The students showed that all of the four dimensions of this variables test of which one variables is extrinsic, have significant, positive relationships with satisfaction (r = 0.690, p &lt; 0.01); (2) The results indicate that extrinsic and intrinsic variables had a negative effect on satisfaction ([beta] = 0.051, p &gt; 0.01), ([beta] = 0.252, p &gt; 0.01); and (3) the results indicate that Feelings had a positive effect on satisfaction ([beta] = 0.638, p &lt; 0.01) and could predict satisfaction variables by 56.1 percent (adjusted R[superscript 2] = 0.561), and extrinsic and intrinsic variables had a negative effect on satisfaction (p &gt; 0.01).
Do I Really Have to Teach Them to Read and Write? Education Equity Mindset and Teaching Literacy across the College Curriculum
Author: Nadelson, Louis S.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Curriculum,Reading Instruction,Writing Instruction,Writing Across the Curriculum,Content Area Reading,Literacy,College Faculty,Teacher Attitudes,Equal Education,Inclusion,School Holding Power,College Readiness,Student Development

Reading and writing are fundamental skills students need to succeed in college, making literacy development an issue of education equity. The literacy skills can be content-specific, indicating faculty members across disciplines need to support student development of appropriate literacy skills. The extent to which faculty members support student literacy development is likely associated with their literacy-focused education equity mindset. The goal of our research was to document the mindset of faculty members across multiple disciplines. We gathered a combination of quantitative and qualitative data from 345 college faculty members using a survey. We found variations in the mindset strength between disciplines by the number of students taught, gender, and age. Overall, the faculty members held a moderate literacy-focused education equity mindset. The findings have implications for student inclusion, retention, and completion.