ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading and Mathematics Elementary School Performance of Spanish-Speaking Children Matriculating from a Bilingual Preschool
Author: Morrison, Jennifer D.
Date: 2022-03-00
Type: Journal Articles
Subjects: Reading Achievement,Mathematics Achievement,Elementary School Students,Spanish Speaking,Bilingual Schools,Preschool Education,Reading Fluency,Reading Tests,Emergent Literacy,Achievement Tests,School Readiness,English Language Learners

The Charlotte Bilingual Preschool (CltBP), situated in the 17th largest urban area of the US, has found itself at the intersection of its community's agendas to provide high quality preschool services to Spanish-speaking families, improve opportunities for upward mobility, and foster literacy gains for children from birth through third grade. This study seeks to determine if the preschool's bilingual approach has any impact on its alumni students' reading and mathematics performance in kindergarten, first, and second grade. DIBELS and MAP testing, as well as standards-based grades, were compared between CltBP alumni and their identified Hispanic peers within the public school system. Findings show that CltBP alumni not only score ahead of their peers in reading and mathematics upon entering public school kindergarten, this advantage continues through second grade. Despite this advantage, many CltBP alumni still continue to perform below state-identified proficiency levels.
The Importance of Culturally Relevant Pedagogy in the Era of COVID: Using Documentary Film to Tell Stories from the Front Line
Author: Davis, Donna M.
Date: 2022-03-00
Type: Journal Articles
Subjects: Culturally Relevant Education,COVID-19,Pandemics,Documentaries,Health Services,Social Justice,Racial Discrimination,Teacher Attitudes,Teaching Experience,Elementary School Teachers,Middle School Teachers,High School Teachers

The COVID-19 global pandemic forced teachers and schools to rethink everything about the educational process. They were left in their own homes to face the challenges of binary pandemics: healthcare and racial injustice, and the need for Culturally Relevant Pedagogy became as important as ever. This article provides a view into the lives of teachers in urban schools who relied on the tenets of Culturally Relevant Pedagogy to serve their students. Twenty-five teachers were interviewed for a documentary film and several themes emerged, including resiliency, empathy, professional respect, and social justice activism.
Ancient Daoist Wisdom and Its Associated Principle of Yin-Yang for Contemporary Classrooms as Foundations for a Harmonious World
Author: Jeffrey, David McLachlan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Asian Culture,Teaching Methods,Ethics,History,Spiritual Development,Religion,Beliefs,Western Civilization

This article focuses on ancient Daoist wisdom, together with its associated principle of &quot;yin-yang,&quot; and their contemporary significance in terms of how they might be applied within today's classrooms as foundations for a harmonious world. It does so by illustrating the significance of Daoism and &quot;yin-yang&quot; from both historical and philosophical perspectives, as well as highlighting their spread to the West in relatively recent years in which growing numbers of classroom teachers are applying Daoist wisdom in their classrooms. It then suggests further approaches through which teachers might continue applying Daoist wisdom towards a harmonious &quot;yin-yang&quot; balance based on the associated Daoist principles of the virtue-less virtue of &quot;de&quot; and the naturalness of &quot;ziran,&quot; as well as the effortlessness of &quot;wuwei&quot; and the universal abundance of &quot;qi&quot; energy.
Trying to Bridge the Divide: A Phenomenological Footnote Regarding the Dichotomy between Empathy and Reasoning
Author: Weber, Barbara
Date: 2021-00-00
Type: Journal Articles
Subjects: Phenomenology,Empathy,Thinking Skills,Aesthetics,Educational Psychology,Perspective Taking,Educational Philosophy,Correlation,Western Civilization,Psychological Studies,Political Attitudes

In this paper, we discuss the historical relationship between empathy and reasoning from a historical and philosophical (continental and Western philosophy) point of view. We explain how empathy has lost its original aesthetic connotations through its journey from one language and culture to another. Nowadays, we often find a quite reduced understanding of empathy in psychology or education. Following this historical overview and opening up the notion of empathy to its aesthetic origins, we then apply a phenomenological lens and argue that reasoning and perspective-taking are interrelated with empathy, if we understand the importance of human embodiment: We argue that any reasonable argument relies on the fact that we indwell the world through a similar body. It is within this nexus of similarity and difference of embodiment and perceptions that our experiences can interlace. With this argument, we are hoping to address the distrust towards empathy as well as break open simplified conceptualizations of empathy in education towards a more complex understanding of this phenomenon.
Investigating Teachers&apos; Expectations from a Professional Development Program for Integrated STEM Education
Author: Mumcu, Filiz
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,STEM Education,Teacher Attitudes,Integrated Curriculum,Inservice Teacher Education,Middle School Teachers,Science Teachers,Mathematics Teachers,Computer Science Education,Pedagogical Content Knowledge,Educational Benefits,Technological Literacy,Program Evaluation

Teacher qualifications are a crucial element for successfully implementing integrated STEM education. Research suggests that a STEM education program should be compulsory for all STEM-related teachers. In this study, as STEM education researchers, we asked teachers from different disciplines about their expectations from a professional development (PD) program for integrated STEM education. Six hundred sixty-four teachers participated in the study. We examined the PD expectations of middle school science, mathematics, and computer science teachers regarding pedagogical knowledge, technological knowledge, benefits, and PD program design. In addition, we discussed how these expectations changed based on teachers' subjects. Qualitative data were analyzed through content analysis. In terms of pedagogical knowledge, teachers want to use innovative approaches while integrating ICT into the learning and teaching process. Teachers' expectations of developing ICT competencies in terms of technological knowledge are at the forefront. In the design of such programs, the most critical expectations of teachers are to provide collaborative working environments, thus increasing their opportunities to work with colleagues from different disciplines and their capacity to do interdisciplinary work. Teachers' willingness to participate in a PD program related to integrated STEM education has four underlying expectations: student benefit, professional benefit, personal benefit, and context benefit. Teachers' expectations vary according to the subject area.
Was Dewey (Too) Modern? The Modern Faces of Dewey
Author: Zrudlo, Ilya
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Theories,Educational Philosophy,Development,Social Change,Economics,Justice,Individualism,Philosophy,Relevance (Education),Social Control,Activism,Romanticism,Western Civilization

Although John Dewey continues to be a source to which scholars look in order to address contemporary social and educational issues, others have suggested that Dewey may be too implicated in the project of modernity to be acceptable in educational theory and practice today. To what extent Dewey was modern, and what we make of the question of his modernity, depends on our reading of Dewey and on our understanding of modernity more generally. I will argue that a broad reading of both Dewey and modernity helps us avoid treating Dewey either as education's saviour or as inimical to our present purposes. First, I examine Dewey's own conception of modernity and then broaden its scope by bringing into view four aspects of Western modernity: economic modernization, the struggle for justice, individualism, and naturalism. Second, I show how Dewey can and has been read as representing one or more of these aspects, but also from the perspective of one or more of these aspects. This generates what I will call Dewey's four &quot;faces&quot;: Dewey as engineer, Dewey as activist, Dewey as Romantic, and Dewey as naturalist. This mapping offers a way of making more sense of the diverse readings of Dewey that exist in the secondary literature. Finally, I make a case for Dewey's ongoing relevance because of his capacious view of the goods of modernity and his distinctively educational philosophy.
The Effect of Simulation-Based Experiential Learning Applications on Problem Solving Skills in Social Studies Education
Author: Uzun, Ceyhun
Date: 2022-03-00
Type: Journal Articles
Subjects: Simulation,Experiential Learning,Problem Solving,Social Studies,Grade 7,Secondary School Students,Foreign Countries

The study aims to reveal the effect of simulation-based experiential learning applications on gaining problem-solving skills in the Social Studies curriculum. The research was carried out in an experimental model, and the data were obtained according to the controlled pre-test and post-test approach. Social process simulation, as a type of social simulation, was preferred during the application process. Three new and originally developed social process simulations were used in the context of the simulation-based experiential learning applications for the learning theme of &quot;Power, Management and Society&quot; in the 7th grade social studies curriculum. According to the time prescribed in the program, the course implementation continued for 4 weeks (12 lessons) in total. The research was carried out in Usak's Karahalli District Cumhuriyet Secondary School. The research study group composed of 42 students; 21 students in the experimental group and 21 students in the control group participated in the research. The &quot;Problem Solving Skills Scale&quot; consisting of 4 dimensions was used as the research data collection tool. Mann Whitney U Test and Wilcoxon Signed Ranks Test as non-parametric tests were used to analyze the data obtained in the study. According to research results, the post-test results of the experimental group students who were educated in the simulation-based experiential learning model were significantly higher than the control group students who were educated with the methods prescribed in the programme. In conclusion, in this context, it has been reached that simulation-based experiential learning applications enhance students' problem-solving skills.
The Effect of Teachers&apos; Quality of Work Life on Job Satisfaction and Turnover Intentions
Author: Ertürk, Ramazan
Date: 2022-03-00
Type: Journal Articles
Subjects: Teaching Conditions,Quality of Life,Job Satisfaction,Labor Turnover,Teacher Persistence,Teacher Attitudes,Elementary School Teachers,Intention,Stress Variables,Family Work Relationship,Foreign Countries,Well Being

The purpose of this is to determine the relationships between teachers' quality of work, job satisfaction, and turnover intentions. The relational survey model with quantitative research design was used for the study. The sample of the study composed of 368 teachers working in primary schools in the central district of Bolu, Turkey. In the study, the scale of teachers' quality of work; the scale of the turnover intentions and the scale of job satisfaction were used. Parametric tests were used in the research as the data were suitable for normal distribution. According to the findings, teachers' perceptions of the quality of work are moderate in the whole scale in terms of career satisfaction, stress in work life, working conditions, and work-family life balance dimensions and weak in terms of self-control over the work higher than the overall well-being. It is significant that teachers do not have enough self-control over their work. The fact that teachers' perceptions of job satisfaction and turnover intentions are moderate should be considered although the intentions of teachers to leave work are not high. There is a strong positive relationship between all dimensions except for the whole scale of teachers' quality of work and the dimensions of stress in work life and job satisfaction; a moderate negative relationship between the dimensions of stress in work life and job satisfaction; a high level of negative relationship between the scale of quality of work and all dimensions except for the dimensions of stress in work life and the turnover intention; a positive high relationship between the dimensions of stress in work life and turnover intentions. The quality of work and all dimensions are the predictors of job satisfaction and turnover intentions.
Potential Sources of Foreign Language Learning Boredom: A Q Methodology Study
Author: Kruk, Mariusz
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Learning Motivation,Teacher Student Relationship,Learner Engagement,Student Attitudes,Private Education,Factor Analysis,Learning Activities,Teaching Methods,Cognitive Style,Language Teachers,Foreign Countries

The present study employed an interpretive approach to investigate individual learners' viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners' perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.
Shifting Focus through a Small Lens: Discursive and Introspective Perspectives on the Emergence of L2 Study Emotions
Author: Sampson, Richard J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Psychological Patterns,Emotional Response,Interpersonal Relationship,Social Environment,Interaction

While perennial in the research landscape, empirical work investigating second language (L2) study emotions has proliferated in the past ten years (Dewaele, 2019). Nevertheless, this article argues there is space for more holistic yet detailed, social yet individual perspectives when conducting such research. As one avenue, the paper explores the potential of a &quot;small lens&quot; approach (Ushioda, 2016) to delve into particular emotional events &quot;in situ&quot; from learner-internal and learner-external points of view. It details an example of such an approach put into practice, in which the author examined the emergence of emotionally significant episodes for English as a foreign language undergraduates in Japan during short conversation sessions. The research explored data from discursive (video-recordings and transcripts of short conversations) and introspective (learner journals) angles. As a result, it was possible to observe the ways in which students' emotional moves were both afforded by and acted on those of the other through their social interactions, and through interactions with additional aspects of their ongoing psychologies and relationships. The article thus aims to promote further situated L2 emotion research examining the dynamic interplay between various aspects of learners' psychologies and the co-formed social context.
The Curriculum and Community Enterprise for Restoration Science Making STEM Accessible, Equitable and Environmentally Relevant
Author: Birney, Lauren
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Development,STEM Education,Access to Education,Equal Education,Relevance (Education),Conservation (Environment),Peer Relationship,Mentors,Elementary Secondary Education

Underrepresented and marginalized students have challenges when connecting their personal identities to STEM identities. This has a direct impact on the post-secondary educational and career choices of these students. Some factors which contribute to the disenfranchisement of marginalized students include inequity in academic preparation, students' lack of self-efficacy and self-identity in STEM, students' lack of connection to the STEM curriculum and students' lack of role models and mentors. Although the opportunities in the STEM workforce are abundant and lucrative, students who identify as students of color, female and/or English language learners are poorly represented in the STEM professions. Through the CCERS STEM + C Program, students are asked to expand their STEM identity through near-peer mentoring, encounters with STEM experts and individual STEM Research projects that are focused on the environmental restoration of New York Harbor, its watershed and the native oyster population.
Competence-Based Readiness of Future Teachers to Professional Activity in Educational Institutions
Author: Romanyuk, Svitlana Z.
Date: 2022-00-00
Type: Journal Articles
Subjects: Competency Based Teacher Education,Career Readiness,Faculty Development,Interpersonal Competence,Communication Skills,Teaching Methods

The purpose of the scientific treatise is to investigate and intensify competence-based readiness of future teachers to professional activities in educational institutions, namely, the interrelated competencies of leaders' communication competence (LCC) and communication components of global competence (GC). To do this, jigsaw activities &amp; opinion sharing methods were applied to the educational environment of the students of the experimental group. In the process of achieving the goal of research the following methods were used: qualitative-quantitative and contrastive-comparative analysis of the obtained experimental data, statistical-mathematical interpretation of empirical data and their functional analysis, ascertaining experiment method and educational experiment method. The results of the educational experiment prove that on average the representatives of the experimental group managed to score 11.9 points more (9.6%) in accordance with the developed diagnostic paradigm of advanced communicative traits of modern teacher. The improvement of communicative competencies in the behaviour component was the most noticeable within the communication components of GC. The result is 10.0% higher in the experimental group, especially regarding the Skills component both within the LCC (10.3% higher in the experimental group) and within the communication components of GC (the difference here was 17.5%). The applied methods confirmed the positive effect on the development of vocationally orientated communicative competencies of student teachers.
Teachers&apos; Attitude towards Minimum Competency Assessment at Sultan Agung Senior High School in Pematangsiantar, Indonesia
Author: Herman
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,High School Teachers,Minimum Competency Testing,Student Evaluation,High School Students,Evaluation Methods,Achievement Tests,Secondary School Teachers,Secondary School Students

In order to replace all students in Indonesia, the minimum competency assessment is administered in 2021. The evaluation includes literacy, literacy and financial literacy. This study seeks to examine the attitude of teachers to the minimum assessment of competence or known as the minimum competence assessment (AKM). A descriptive qualitative method with a statistical method was used in this research. There were 34 teachers at Sultan Agung Senior High School in Pematangsiantar, Indonesia (SMA Sultan Agung). The participants therefore received questionnaires. Questionnaire statements distributed through Google form. The delivery of questionnaires via Google's COVID-19 form, which prevented the scientist from conducting face-to-face research with its participants. There were 12 items on the questionnaire given. There are 4 question items for each component. Overall, the results of the teachers' research attitudes towards the assessment of minimum skills achieved a maximum score of 60 and a minimum score of 12. After the data are analyzed, more teachers agree that in the implementation of the AKM they are looking for the issues themselves. There were 18 teachers (48.6%) in the group who agreed on the statement, which was a sharp contrast to those teachers who disagreed, i.e. (2.7 percent). The teachers therefore really want to know about AKM. With numerous references to AKM on the Internet, it helps teachers to practice AKM.
Education Licensure Candidates during the Time of COVID-19: University Supervisors&apos; Reflections about the Forgotten Few
Author: Wilson, Andrea M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Preservice Teacher Education,COVID-19,Pandemics,Field Experience Programs,Student Placement,Supervisors,Mental Health,Wellness,Technology Uses in Education,Electronic Learning

Education at K-12 through university levels has faced extraordinary upheaval in the time of COVID-19. As universities and K-12 school systems struggled independently to adapt to rapidly changing demands, teacher and administrator licensure candidates were confronted with unprecedented challenges in both worlds simultaneously. The licensure candidates were the forgotten few, stuck between higher education and K-12 education, while struggling to keep up with the demands of their personal lives and professional futures. With limited guidance from their universities and school systems, licensure candidates turned to their university field placement supervisors for direction. In response, supervisors became adaptive leaders and flexible problem solvers with compassionate hearts focused on supporting candidates' success against all odds. Through the reflections of university supervisors, this scholarly essay provides a window into the unique experiences of education licensure candidates and their university supervisors as they navigate the worlds of higher education and K-12 education.