ethanporcaro/eric-fulltext-meta huggingface dataset:
Some Lessons from Elementary School Teachers&apos; Experiences of 3-D Science in the Time of COVID
Author: Tobin, Roger G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Elementary School Teachers,Elementary School Science,COVID-19,Pandemics,School Closing,Teacher Attitudes,Teaching Methods,Online Courses,Educational Technology,Conventional Instruction,Knowledge Level,Science Process Skills,Barriers,Coping,Student Participation,Blended Learning,Grade 4,Grade 5

In spring 2020, COVID-19 seismically shifted the education landscape as schooling moved online. We report a small-scale mixed-methods study of how that upheaval affected three-dimensional science learning in elementary school classrooms, and how the situation changed when school resumed, in modified form, in fall 2020. Teachers with experience in 3-D science instruction completed two surveys, in summer and winter 2020, and a subgroup of the summer respondents participated in semistructured interviews. After a near-total collapse of science instruction in the spring, the fall brought a partial return to normalcy, but the prevalence of practices such as hands-on investigations, small-group discussions, and all-class meaning-making was still only about half what it had been before the crisis. Based on the survey data and teachers' comments, we offer suggestions for a future in which aspects of online learning may be a permanent part of the educational environment.
Curating Spaces of Connection and Resisting Pandemic Isolation through Innovative Digital Practices
Author: Gavin, Kara M.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Isolation,Social Life,Distance Education,Emergency Programs,Electronic Learning,Computer Mediated Communication,Childrens Attitudes,Childhood Needs,Access to Computers,Elementary School Students,Preadolescents,Public Schools,Resistance (Psychology)

In this time of global pandemic, there has been much adult discourse around what children need both academically and at home, emphasizing structure and continued learning across content areas. Missing from these discussions and recommendations are the perspectives of children themselves. Children, many of whom lack access to their own communication devices as well as social media and personal e-mail accounts, have felt the impact of separation from peers. This article examines ways in which a diverse group of 9- and 10-year-old children resisted the isolating circumstances early in the COVID-19 pandemic through creating and repurposing digital spaces to connect with friends, classmates, and family members.
First Step Next and homeBase: A Comparative Efficacy Study of Children with Disruptive Behavior
Author: Frey, Andy J.
Date: 2022-01-00
Type: Journal Articles
Subjects: Child Behavior,Behavior Disorders,Home Visits,Intervention,Behavior Modification,Program Effectiveness,Preschool Children,Elementary School Students,Preschool Teachers,Elementary School Teachers,Parents,Kindergarten

Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children with challenging behavior in home and school settings who required intensive support. A total of 379 teacher-parent-student triads were screened for elevated levels of behavioral risk in school and home settings and then randomly assigned to school only intervention (i.e., teacher and student components), home only intervention (i.e., parent), both combined, or business-as-usual control conditions. We examined baseline and posttest outcomes across prosocial behavior, problem behavior, and academic domains. The results demonstrated substantial support for the teacher and child-focused condition and combined conditions, and modest support for the parent-focused condition. The study advances the literature by increasing the knowledge base related to these interventions implemented alone and in combination.
Efficacy of a School-Based Comprehensive Intervention Program for Adolescents with Autism
Author: Hume, Kara
Date: 2022-01-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Adolescents,Program Effectiveness,High School Students,Students with Disabilities,Inclusion,Student Characteristics,Reading Skills,Reading Comprehension,Evidence Based Practice,Skill Development,Interpersonal Competence,Peer Relationship,Resources,Individualized Education Programs,Student Participation,Experiential Learning,Job Training,Transitional Programs

We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring over a 2-year period. We examined outcomes for the schools, students (N = 547), and families. At the conclusion of the study, CSESA schools had significantly higher program quality than the services-as-usual (SAU) schools. In addition, students in the CSESA schools had significantly higher total attainment of educational goals than students in SAU schools. There were not significant differences between the two groups on standardized assessment outcomes. We discuss implications for intervention implementation and future research with this population in the public school context.
Rethinking Teaching Team-Based Learning: The Challenges and Strategies for Medical Education in a Pandemic
Author: Li, Yun
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Medical Education,COVID-19,Pandemics,Distance Education,Electronic Learning,Student Attitudes,Medical Students,Instructional Effectiveness

The medical education system in the United States has gone through a rapid transition to emergency remote teaching as a consequence of the COVID 19 pandemic. For the Engineering Medicine (EnMed) track of the College of Medicine at Texas A&amp;M University, the most challenging aspects are the transition from in-class team-based learning (TBL) to online sessions and virtual facilitation with an interdisciplinary group of faculties. This article outlines the TBL format used in the EnMed curriculum, along with challenges in delivery, student perspective, and strategies for transitioning existing TBL online.
An Evaluation of the Educational Impact of College Campus Visits: A Randomized Experiment
Author: Swanson, Elise
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 8,Field Trips,Colleges,Access to Education,Program Evaluation,Rural Education,Intention,Postsecondary Education,College Preparation,Advanced Courses,Grade 9,Enrollment,Self Efficacy,Academic Persistence,Outcomes of Education

We study whether visits to a college campus during eighth grade affect students' interest in and preparation for college. Two cohorts of eighth graders were randomized within schools to a control condition, in which they received a college informational packet, or a treatment condition, in which they received the same information and visited a flagship university three times during an academic year. We estimate the effect of the visits on students' college knowledge, postsecondary intentions, college preparatory behaviors, academic engagement, and ninth-grade course enrollment. Treated students exhibit higher levels of college knowledge, efficacy, and grit, as well as a higher likelihood of conversing with school personnel about college. Additionally, treated students are more likely to enroll in advanced science/social science courses. We find mixed evidence on whether the visits increased students' diligence on classroom tasks and a negative impact on students' desire to attend technical school.
Examining the Educational and Employment Outcomes of Reverse Credit Transfer
Author: Giani, Matt S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Reverse Transfer Students,College Credits,Outcomes of Education,Transfer Policy,State Policy,Associate Degrees,Bachelors Degrees,Educational Attainment,Academic Persistence,Community Colleges,Labor Market,Employment Patterns,Stopouts,Racial Differences,Age Differences

Reverse credit transfer (RCT) is an emerging policy designed to award associate's degrees to students who transfer from 2-year to 4-year colleges after transfer. The purpose of this study is to estimate the impact of RCT degree receipt on students' university and labor outcomes using data from Texas, where the legislature passed RCT policy in 2011. We find that posttransfer associate's degree recipients are significantly more likely to persist and attain in universities compared to their peers who were eligible for RCT but did not receive the degree, and these benefits are often larger for students from populations historically marginalized from higher education. However, these estimates are suggestive given the potential of self-selection biasing the estimates upward, and the results are sensitive to moderate bias from unobserved variables. We find limited evidence of additional benefit of these associate's degrees, which are largely academic and transfer-oriented degrees, on labor outcomes.
Block What You Can, Except When You Shouldn&apos;t
Author: Pashley, Nicole E.
Date: 2022-02-00
Type: Journal Articles
Subjects: Research Design,Experimental Groups,Control Groups,Sampling,Misconceptions

Several branches of the potential outcome causal inference literature have discussed the merits of blocking versus complete randomization. Some have concluded it can never hurt the precision of estimates, and some have concluded it can hurt. In this article, we reconcile these apparently conflicting views, give a more thorough discussion of what guarantees no harm, and discuss how other aspects of a blocked design can cost, all in terms of estimator precision. We discuss how the different findings are due to different sampling models and assumptions of how the blocks were formed. We also connect these ideas to common misconceptions; for instance, we show that analyzing a blocked experiment as if it were completely randomized, a seemingly conservative method, can actually backfire in some cases. Overall, we find that blocking can have a price but that this price is usually small and the potential for gain can be large. It is hard to go too far wrong with blocking.
Student-Teacher Gender Matching and Academic Achievement
Author: Hwang, NaYoung
Date: 2021-00-00
Type: Journal Articles
Subjects: Congruence (Psychology),Gender Differences,Academic Achievement,Elementary School Students,Elementary School Teachers,Middle School Students,Middle School Teachers,Intellectual Disciplines,Children,Early Adolescents,Correlation,Developmental Stages,Language Arts,Mathematics

Scholars have examined the effects of same-gender teachers on student achievement, but the findings are mixed. In this study, we use 7 years of administrative data from students in elementary and middle schools (i.e., Grades 3 through 8) in Indiana to test links between gender matching and student achievement. We find that female teachers are better at increasing both male and female students' achievement than their male counterparts in elementary and middle schools. The positive effects of having female math teachers are particularly large for female students' math achievement, but we do not find evidence for a positive gender matching effect in English language arts. In addition, contrary to popular speculation, boys do not exhibit higher academic achievement when they are assigned to male teachers. Our findings suggest that the effects of teacher gender on student learning vary by subject and gender, but the effect sizes are small.
A QuantCrit Analysis of Context, Discipline, Special Education, and Disproportionality
Author: Cruz, Rebecca A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Discipline,Special Education,Student Characteristics,Institutional Characteristics,Students with Disabilities,Minority Group Students,Critical Theory,Race,Elementary Secondary Education

Using a dis/ability critical race theory (DisCrit) and critical quantitative (QuantCrit) lens, we examine disproportionate application of exclusionary discipline on multiply marginalized youth, foregrounding systemic injustice and institutionalized racism. In doing so, we examined temporal-, student-, and school-level factors that may result in exclusion and othering (i.e., placing into special education and punishing with out-of-school suspensions) within one school district. We frame this study in DisCrit and QuantCrit frameworks to connect data-based decision making to sociocultural understandings of the ways in which schools use both special education and discipline to simultaneously provide and limit opportunities for different student groups. Results showed a complex interconnectedness between student sociodemographic labels (e.g., gender, race, and socioeconomic status) and factors associated with both special education identification and exclusionary discipline. Our findings suggest that quantitative studies lacking in-depth theoretical justification may perpetuate deficit understandings of the racialization of disability and intersections with exclusionary discipline.
Alternative Application of Oral History in the Secondary Classroom
Author: English, Alan
Date: 2021-11-00
Type: Journal Articles
Subjects: Teaching Methods,Oral History,Secondary School Teachers,History Instruction,World History,War,Learner Engagement

While oral history has been demonstrated to hold potential as a more engaging and rigorous alternative to textbook-centered instruction, it has also failed to replace textbooks as the mainstream methodology in high school classrooms. Here, the author presents oral history data from Jim Walch, a WWII, Korean War, and Vietnam War veteran who &quot;retired&quot; as a Red Cross emergency relief worker as well as sample classroom activities derived from that data. The objective is that these sample activities may be received as more approachable than traditional oral history methodology to secondary teachers who are accustomed to textbook-based instruction. It is hoped that these approachable alternatives will encourage secondary teachers to adopt more engaging and rigorous methodologies such as oral history into their curriculum.
Anna Julia Cooper: Standing at the Intersection of History and Hope
Author: Eickhoff, Shannon L.
Date: 2021-11-00
Type: Journal Articles
Subjects: African Americans,African American Education,African American History,Feminism,Social Justice,Females,Biographies,Racial Bias,Educational History,Womens Education,Activism,Civil Rights

Anna Julia Cooper transcended her historical place in time to become one of the most important examples of early resistance to intersectional oppression. Her seminal work, &quot;A Voice from the South&quot; (1892), articulates her feminine viewpoint on philosophy, social policies, religion, and the status of Black women's education. Often using the language of the oppressor, Cooper's acute wit and brilliant use of rhetorical devices allowed her to express herself in spheres of influence where she might otherwise have been silenced. Cooper's steadfast dedication to racial uplift is illustrated through her life-long commitment to the education of Black women and their preparation to enter the fight for social justice. Her abiding devotion to her community can be seen through her work in the Colored Social Settlement Movement, Frelinghuysen University, and multiple other social organizations aimed at reaching the racially oppressed. This historical research analyzes the importance of Cooper's work using Black Feminist Thought as a lens through which to view her work. It examines Cooper's life, her dedication to Black women's education and her tireless efforts to lift her community.
A Remote Instructor Like Me: Student-Teacher Congruence in Online, High School Courses
Author: Darling-Aduana, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Electronic Learning,High School Students,High School Teachers,Teacher Student Relationship,Congruence (Psychology),Racial Differences,Ethnicity,Gender Differences,Correlation,Academic Achievement,Urban Schools,Learner Engagement,Video Technology,Minority Group Students,Minority Group Teachers

Students belonging to marginalized groups experience positive impacts when taught by a teacher of the same race, ethnicity, and gender. The unique nature of standardized, asynchronous online course taking allows for greater separation of any possible educational benefits of student versus teacher-driven mechanisms contributing to these improved outcomes. Using a student-by-course fixed effect strategy on data from a large urban school district, I examined associations between whether students experienced racial/ethnic or gender congruence with their remote instructor and both engagement and learning outcomes. Students who identified as Black demonstrated higher rates of engagement, although no difference in achievement, within lessons taught by a same-race remote instructor. I find that representation is associated with engagement even when instructors follow closely scripted lessons, representation occurs in only small doses, and instruction occurs in an impersonal setting. [Note: The volume number (XX) and issue number (X) shown on the PDF are not correct. The correct volume number is 7, and the correct issue number is 1.]
Girls&apos; Engagement in Engineering: Influences, Independence and Interest
Author: Swan, Janis E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,Engineering Education,Womens Education,College Students,Professional Personnel,Career Choice,Equal Opportunities (Jobs),Student Attitudes,Secondary School Students,Foreign Countries,Vocational Interests,Information Sources,Sex Role,Gender Bias,Career Exploration

Increasing diversity in engineering, which is a goal of the profession, education and government, starts with increasing the diversity of those choosing to study the discipline. This paper focuses on girls' engagement in engineering. Data is from a survey of girls attending a university open day and interviews with practising female engineers. The notion of &quot;possible selves&quot; is used to explain patterns in their responses. Both prospective and participant groups indicated that family, friends, teachers and societal messages informed and influenced their view of what engineering involved and who could be an engineer. Practising female engineers identified the impact of school subject choices, 'hands-on' and practical home experiences and the nature of the lecturer and peer support. This paper contributes to discussions of when and how to encourage girls into engineering, offering evidence that a comprehensive approach is needed that includes the community, schools and tertiary institutions as well as the profession.
Powerful Partnership: An Exploration of the Benefits of School and Industry Partnerships for STEM Education
Author: Pattison, Nicholas Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Business Relationship,Industry,STEM Education,Problem Based Learning,Authentic Learning,Forestry,Program Effectiveness,Skill Development,Critical Thinking,Foreign Countries

This article is based on the findings from a Master of Education dissertation, which explored the partnership between a junior school (Year 7-10) in New Zealand and VineLife Limited--a technology company based in Auckland. In this partnership, the students completed a design sprint, including a series of activities that required them to apply design thinking to a specific problem: investigating how to best use a sensor to scan trees within a forest for diseases. This article explores the benefits of such school-industry partnerships and shares insights gained from the research, including the benefits of exploring authentic problems, engaging with external audiences and encouraging student agency and critical thinking. Assertions are made about the need for a person to liaise between the school and industry to best enable Science, Technology, Engineering and Mathematics (STEM) based learning in schools.
Integration versus Meritocracy? Competing Educational Goals during the COVID-19 Pandemic
Author: Castillo, Elise
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Equal Education,Access to Education,Social Justice,Public Schools,School Segregation,School Desegregation,Racial Integration,Parent Participation,Activism

Alongside the immediate challenges of operating schools during the COVID-19 pandemic, over the past year, parents, students, and policymakers around the country have also debated equity and access to some of the country's most elite and segregated public schools. This qualitative case study examines how New York City activists conceptualized educational equity during the pandemic. Conceptually framed by Labaree's (1997) typology of the three competing purposes of education--democratic equality, social efficiency, and social mobility--we document different lessons learned from the pandemic by integration activists, who emphasized school integration for democratic equality; and meritocratic activists, who prioritized retaining the existing stratified system mainly to foster social mobility and social efficiency. Our findings highlight the challenge of sustaining a vision oriented around the public good amid powerful framings emphasizing the individual purposes of education.
COVID-19 and Teachers&apos; Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy
Author: Collie, Rebecca J.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teaching Conditions,Principals,Leadership Responsibility,Work Environment,Fatigue (Biology),Stress Variables,School Closing,Change,Emotional Response,Professional Autonomy,Leadership Styles,Foreign Countries,Teacher Burnout,Resilience (Psychology),Teacher Characteristics,Gender Differences,Personality Traits

The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of COVID-19. During this time, many Australian children were being taught remotely from home, while other students were attending schools in-person. Findings showed that autonomy-supportive leadership was associated with greater buoyancy and, in turn, lower somatic burden, stress related to change, and emotional exhaustion (while controlling for covariates, including COVID-19 work situation). Autonomy-thwarting leadership was positively associated with emotional exhaustion. In addition, autonomy-supportive leadership was indirectly associated with the outcomes. The findings provide understanding of factors that may be harnessed to support teachers during subsequent waves of COVID-19 and other future disruptions to schooling that may occur.