ethanporcaro/eric-fulltext-meta huggingface dataset:
Principal and Counselor Cupport for Comprehensive Counseling Program Implementation
Author: Birdsong, Daniel J.
Date: 2021-09-00
Type: Journal Articles
Subjects: School Counseling,Counseling Services,Program Implementation,Principals,School Counselors,Counselor Attitudes,Administrator Attitudes,Accountability,Expectation,Counselor Role,Administrator Role

To examine support for comprehensive counseling program implementation, we explored principals' and school counselors' perceptions and experiences from programs awarded the Alabama School Counseling Program of Distinction. A mixed-methods explanatory sequential design was employed. We found substantial agreement and no statistically significant differences between principals and school counselors on the &quot;Assessment for School Counselor Needs for Professional Development&quot; survey (Dahir &amp; Stone, 2014). Interview results revealed four themes essential for program support: advocacy, collaboration, principal-school counselor relationship, and data use. Implications are presented, such as the need for communication and collaboration, and future avenues of research are provided.
Hope Leadership Academy Professional Learning in Character Education Supports Schools in the Creation of a Caring Community
Author: Chism, Kara
Date: 2021-09-00
Type: Journal Articles
Subjects: Faculty Development,Values Education,Caring,Educational Environment,School Culture,Elementary Secondary Education,Social Support Groups,Student Attitudes,Parent Attitudes,Teacher Attitudes

The purpose of this research study was to determine whether participation in three years of professional learning in the Hope Leadership Academy (HLA) impacted the school as a caring community. The participants were schools that participated in the HLA and administered the School as a Caring Community Profile-II (SCCP-II) to students and adults in January 2018 and again in May 2020. This study used descriptive statistics, and results indicated an increase in schools as a caring community. Each of the five subsets of the caring community increased, indicating schools may improve as a caring community after participating in the HLA.
A Case Study Which Explores the Mindsets of Students Placed in Residential Care Home and Perceptions of Their Teachers
Author: Owens, Meghan
Date: 2021-09-00
Type: Journal Articles
Subjects: Case Studies,Student Attitudes,Residential Institutions,Social Services,Teacher Student Relationship,High School Students,Females,Student Behavior,Academic Achievement,Teacher Attitudes,High School Teachers

To enrich a nurturing school environment, educators must become aware of the social and emotional byproducts of student removal from traditional homes. Many schools host students while they are placed in residential facilities, a number that is increasing across the United States (Department of Health and Human Services, 2017). Educational leaders need to deal with this transition in society. With the changing landscape of more students displayed from their homes, educational leaders need to know how to prepare. This case study focused on female high school students placed in one residential facility attending one suburban school district located in Alabama. We used the conceptual framework of social and emotional learning. Our purpose was to qualitatively explore the academic growth mindset of adolescent female students placed in a residential group home and what perceptions the teachers have regarding their ability to learn. Using document analyses and interviews, we found that while most students had mindsets of being equal to their peers, they struggled with the perceived added pressures of performing at higher levels to be accepted as equals by peers and teachers alike. Classroom teachers believed that they do not distinguish their approaches toward students from a facility-of-care, contradicting the perceptions of the students themselves. Students felt additional tutoring and other help from the facility gave them a distinct advantage over their peers, as evidenced by their increased academic performance once enrolling at the residential facility. The lack of personal technology was identified as the most significant educational barrier for the students. Results gain insight into students' specific needs to better individualize educational environments. Although this study focused on female students, future research could include male or middle school-aged students to see if there are any differences. Due to pandemic regulations, observations were not allowed. Therefore, we recommend that studies be conducted that allow classroom observations to validate these interesting findings.
Disparities in Judgment: A Case of Concern in Testing and Assessment
Author: Davis, Derrick D.
Date: 2021-09-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluative Thinking,Elementary School Teachers,Secondary School Teachers,Ethics,Evaluation Methods,Teacher Attitudes,Standardized Tests,Test Construction,Achievement Tests,Testing,Grading,Test Bias,Confidentiality

Without question, faculty (regardless of discipline) should be equipped with the necessary skills to assess students fairly and ethically. This study focuses on the central and prevailing importance of faculty judgment and how that judgment (or lack thereof) influences perceptions related to ethics and assessment of students. The study outlines the results from a scenario-based survey (adopted by Green, Johnson, Kim &amp; Pope, 2007). The survey was given to in-service teachers across a K12 school district and measures whether or not teachers either strongly agreed or strongly disagreed when requested to judge the ethics of various assessment practices presented. Findings revealed that sharp divisions exist among educators related to assessing whether something is or is not an ethical assessment practice.
Instructional Strategies toward Real-Time Online Teaching at an Informal English Institution: An Explanatory Study on Instructional Strategies
Author: Noviani, Stella
Date: 2021-10-00
Type: Journal Articles
Subjects: Teaching Methods,Online Courses,Second Language Learning,Second Language Instruction,English (Second Language),Metacognition,Language Teachers,Faculty Development,Informal Education,COVID-19,Pandemics,Teacher Attitudes,Measures (Individuals),Likert Scales,Elementary School Students,Secondary School Students,Distance Education,Educational Change,Foreign Countries

Studies on teachers' self-regulation are abundant and still posit strategic relevance for teacher professional development. Nevertheless, such studies focusing on online learning are yet underrepresented within informal education contexts. Hence, this study aimed to investigate the teachers' self-regulation in implementing the instructional strategies in real-time online teaching. This study was undertaken in an English course in an informal institution during the COVID-19 pandemic. Using the explanatory sequential method, the data were collected from sixteen teachers with different levels of classes in teaching, nine of whom are full-timers and seven part-timers. A set of questionnaires was adapted from TSRS (Teacher Self-Regulation Scale) by a five-point Likert scale to accommodate two variables, namely: (1) the strategies as self-regulated teachers, (2) the relation between the teacher's self-regulation and instructional strategies in real-time online teaching. The other two open-ended questions were addressed to support the quantitative data. The findings demonstrate that the role of teacher's self-regulation in teaching and implementing instructional strategies is essential in real-time online teaching. This concludes that the higher the self-regulation, the better it is for the mastery of instructional strategies and the positive output of real-time online teaching.
Pre-Service EFL Teachers and Faculty Members&apos; Views on the Challenges and Complexities of Online Research Supervision amid COVID-19
Author: Pardede, Parlindungan
Date: 2021-10-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Undergraduate Students,Student Attitudes,Content Analysis,Supervision,Student Research,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Departments,Universities,College Faculty,Teacher Attitudes,Writing Skills,Teacher Student Relationship,Computer Mediated Communication,Technological Literacy,Educational Change,Barriers,Information Technology

Undergraduate research supervision has long been one of the most intricate learning issues due to its complexities and challenges. The policy to learn from home during COVID 19 pandemic could have increased the complexities and challenges. This study aimed at discovering the nature of problems and challenges of undergraduate research supervision in the English Education Department of Universitas Kristen Indonesia Jakarta, Indonesia. Employing a qualitative method using a content analysis approach, this study was conducted in October to November 2020 involving 5 faculty members and 15 students who participated in the research supervision held amid COVID 19. Data from the faculty members were gathered through a questionnaire and semi-structured interviews, and data from the students were gathered using a questionnaire and focus group discussions. The obtained data were analyzed using the qualitative content analysis technique. The results revealed that the students viewed the online undergraduate supervision during COVID as very complex and challenging due to their limited research and writing skills, inability to access the research fields, inadequate ICT skills for research, absence of face-to-face communication, and ICT constraints. Both supervisees and supervisors generally viewed the online research supervision was more complex and challenging than the traditional face-to-face research supervision.
Applications Used in Distance Education in English Language Classrooms
Author: Ipek, Omer Faruk
Date: 2021-10-00
Type: Journal Articles
Subjects: Educational Practices,Distance Education,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Video Technology,Language Tests,Computer Software,Computer Assisted Instruction,Teaching Methods,Educational Change,Authentic Learning,Learning Processes,Online Courses

Integration of technology in the teaching/learning process has caused many changes in education in recent years. In addition, due to the pandemic that surrounded the world at the beginning of 2020, schools had to switch from face-to-face to distance education; therefore, the need for technology use and expansion of online applications became inevitable. As a result of this massive change in education and the emergence of online applications as language learning tools, this evaluation study investigates Edpuzzle, Flipgrid, Padlet, and Quizlet that are created as educational applications used in English language classes. The paper starts with the hegemony of technology in education and then continues with the evaluation of these online applications. Lastly how to use these applications effectively in English as a foreign language (EFL) classrooms is discussed. It can be reported that EDpuzzle can mostly be used for authentic video sessions; Flipgrid is effective on online speaking skills; Padlet is helpful with students' writing skills, and lastly, Quizlet is beneficial for vocabulary teaching. It can be concluded that online applications are likely to result in effective assistance of learning and practicing both for language teachers/students and learning/teaching processes.
Applying Text Feature Walks Strategy in Higher Education to Improve Students&apos; Reading Comprehension
Author: Ayu, Mutiara
Date: 2021-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Reading Improvement,Teaching Methods,Comparative Analysis,Higher Education,Critical Reading,Feedback (Response),Virtual Classrooms,Private Colleges,Undergraduate Students,Pretests Posttests,Reading Tests,Multiple Choice Tests,Foreign Countries

Reading is prominent aspects in written communications which are commonly used as formal communication, especially for students at a higher level of education. They are required to be able to understand more textbooks and informational texts either in English. Unfortunately, reading in English is still considered as big problem for them because they have lack of vocabulary to comprehend the ideas of the texts and lack of practice given by the teacher. As a result, it is believed that teaching strategy needed to help students in teaching reading. This study was conducted to investigate the efficacy of text feature walks strategy in helping students in higher education to improve their critical reading comprehension through the expository texts. It also explored the feedback from students related to the implementation of Text Feature Walks in the virtual classroom. There were 40 students of English Education Study Program in a private university becoming the sample in this study and they were equally divided into experimental and control groups. To measure their improvement in reading comprehension, all students were given pre- and post-reading tests in the form of multiple choice. The data obtained were analyzed by using paired sample and independent sample t-tests. The results of paired sample t-test showed that there was a significant improvement in reading (Md=33.13, p=0.000) in experimental group. In addition, the result of independent sample t-test indicated that there were significant difference in reading (Md=39.70, p=0.000) of both groups.
Can Theory Meet Practice in Online Master&apos;s TESOL Programs? Reflections from Program Graduates
Author: Ates, Burcu
Date: 2021-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Second Language Learning,Second Language Instruction,English (Second Language),Masters Programs,Language Teachers,Teacher Education Programs,Online Courses,Teacher Attitudes,Program Descriptions,Graduates,Virtual Classrooms,Action Research,Teaching Methods,Self Esteem

The emergence and development of online M.A./M.Ed. in TESOL programs has created new possibilities for language teachers around the world to become part of a learning community that may not have been previously available to them. Online education means anywhere/anytime learning, continued employment and continued residence. Yet, online learning has brought challenges as much as celebrations; one being fear of disconnect between theory and practice. In this paper, through qualitative study, the authors address this concern by sharing the experiences and reflections of 22 teachers who completed a fully online TESOL master's degree program at a university in the South Central United States. Their voices specifically reflect the &quot;connect&quot; or &quot;disconnect&quot; of theory and practice in their online courses in one particular M.Ed. TESOL program. Overall, the voices of the students reaffirm that a strong connection of theory and practice is in fact possible in a virtual learning environment.
Utilizing Diverse Instructional Approaches; Designing Activities That Resonate with ELLs
Author: MacDonald, Kara
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,English Language Learners,Situated Learning,Teaching Methods,Student Needs,Context Effect,Vignettes,Language Proficiency,Task Analysis,Student Projects,Active Learning,Elementary Secondary Education,English (Second Language),Second Language Learning,Second Language Instruction,Content and Language Integrated Learning,High School Students,Adult Education,Higher Education

ELLs need to engage with topics and situations in the classroom that equip them with the social, professional and civic cultural skills to address real-life interactions for their present realities, as well as their future realities (American, 2009, Garett, 2005; Perez &amp; Morrison, 2016). Teachers face the challenge of balancing conventional textbooks and curriculum, which are fixed and often limited to customary topics, not fully addressing the dynamic and changing realities of ELLs. This article describes how a post-methods teaching approach (Kumaravadivelu, 1994; Masouleh, 2012), which represents a self-designed flexible and pragmatic alternative to strict adherence to a singular method, can be tailored to ELLs' needs and commonly-encountered relevant contexts to connect learning to real-life experiences. The discussion highlights the value of a multi-method approach, falling under the umbrella of Situated Learning, to provide real-life scenarios within which students can complete tasks, engage in projects, and/or study and learn from relevant content-based material. In doing so, ELLs' language proficiency, as well as their world-readiness, are effectively developed.
A Five-Step Stakeholder Communication Plan for More Effective Natural Resource Management
Author: Brown, Hannah O.
Date: 2021-00-00
Type: Journal Articles
Subjects: Extension Education,Natural Resources,Agricultural Occupations,Agricultural Production,Stakeholders,Cooperative Planning,Extension Agents,Communication Strategies,Knowledge Level,Ecology,Conservation (Environment),Interaction,Conflict Resolution,Trust (Psychology),Feedback (Response),Needs Assessment

Effectively communicating with diverse groups involved in environmental management is critical to facilitating successful projects. This five-step communication plan is designed to enable resource managers and extension professionals to successfully engage their stakeholders. This plan, which uses oyster reef management as an example, was informed by two primary sources: an expert meeting with stakeholder leaders and coastal residents and a review of relevant literature. By incorporating stakeholder input throughout the planning and implementation of natural resource management projects, new and innovative ideas emerge, and relationships between stakeholders, managers, and extension agents are strengthened.
Organizational Change in Schools
Author: Beycioglu, Kadir
Date: 2021-12-00
Type: Journal Articles
Subjects: Organizational Change,Educational Change,Literature Reviews,Leadership,Change Strategies,Educational Theories

Purpose: This review aims to discuss the meaning of organizational change, change dynamics, and the current state of debates on organizational change in schools. The core purpose of this review is not only to restate the literature on organizational change in schools but also to challenge the current theoretical understanding of change in schools by rising the new perspectives on change in schools. Design/Approach/Methods: As part of this effort, we discuss the dominant perspectives of change, forces of change, and illustrate the interventions adopted by different school systems to deal with the need of change. Findings: The literature on change in schools suggests that, parallel to the change intervention in other organizational settings, largely fail. Falling short of intended goals in change interventions is not a simple methodological problem but rather an ontological issue of how we perceive change and organization. Parallel to the arguments in the literature, continuous change has been indicated as an alternative perspective to planned change. Finally, leadership has been indicated as a key driver of organizational change. Originality/Value: The review discusses applicability of continuous change and elaborate on alternative leadership approaches to guide continuous change in schools.
On Justice in Pedagogical Contexts
Author: Benner, Dietrich
Date: 2021-12-00
Type: Journal Articles
Subjects: Social Justice,Educational Environment,Foreign Countries,Educational Philosophy,Equal Education

Purpose: This article explores the question of what is meant by justice in pedagogical contexts and whether there is a proven pedagogical concept of justice at all, from which the public and scientific controversies about justice in pedagogical contexts can be judged. Design/Approach/Methods: Instead of developing a positive pedagogical concept of justice, this article analyzes pedagogical injustices and assigns them to different levels of the educational system. Findings: The result is a differentiated pedagogical phenomenology of injustices in pedagogical contexts, which at the same time shows starting points for possible changes. Originality/Value: The originality of this article is that an instrumentalization of education in the service of extra-pedagogical norms of justice is avoided and a pragmatic approach is developed, which shows how pedagogical injustices can be reduced. Although the arguments for this are developed on the basis of discourses held in Germany, they are of general and international importance.
Black Feminist Wondaland: Reckoning, Celebrating, and Reclaiming Joy in Higher Education
Author: Gilliam, Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: African Americans,Feminism,Gender Bias,Racial Bias,Higher Education,Resistance (Psychology),Story Telling,Futures (of Society),Females,African American Students,African American Teachers,Women Faculty

Janelle Monae's, &quot;Dirty Computer,&quot; tackles issues like feminism, racism, sexuality, Black womanhood, self-assurance, and growth. Each song on the album is presented from a first-person point of view, offering a unique insight into a story that shares an intimate portrait of what it means to embrace authentic Black womanhood. Monae's lyrical storytelling brings to life stories of love, loss, fear, and celebration, offering an experience that cannot be ignored. Still, the numerous ways Black women experience joy and celebration are often overlooked in higher education. Thus, in this article, we center Monae's album and offer the framework, Black Feminist Wondaland (BFW), to account for how Black women reckon with the misogynoir enacted against us, celebrate ourselves as an act of radical resistance, and reclaim our joy in a society bent on keeping us in a state of sorrow.
Developmental Evaluation for Extension Programs
Author: Donaldson, Joseph L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Extension Education,Youth Programs,Program Evaluation,Evaluation Methods,Change,Adjustment (to Environment),STEM Education,Intervention,Volunteers,Logical Thinking,Models,Responses,Feedback (Response),Secondary School Students,Summative Evaluation

Logic models have garnered acclaim for their usefulness and disdain for the time required to create good ones. We argue that the orderly, analytical nature of logic models is opposed to many Extension programs, and we explain developmental evaluation, an approach that highlights ongoing development, adaptations, and rapid response. We use our recently completed evaluation of the &quot;4-H Science: Building a 4-H Career Pathway Initiative&quot; to demonstrate developmental evaluation's key principles. Recommendations for Extension include the need to embrace developmental evaluation for program planning and evaluation and for Extension evaluators to conduct case studies using developmental evaluation and other approaches.