ethanporcaro/eric-fulltext-meta huggingface dataset:
Books That Tell My Story: Transforming the Attitudes of Australian Preservice Teachers towards Children&apos;s Diverse and Multicultural Literature
Author: Simoncini, Kym
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Attitude Change,Childrens Literature,Diversity,Cultural Pluralism,Early Childhood Education

Children's literature is ubiquitous in Australian classrooms with picture books playing a particularly important role in early childhood classrooms. Teachers use children's literature to teach early literacy concepts including vocabulary and to help children learn about the world and their identity. Historically, the majority of children's literature has featured White characters and perspectives, excluding many children from seeing themselves and their lives reflected in books. The aim of this study was to explore how an assessment task that asked preservice teachers (PSTs) to select an underrepresented aspect of children's literature, locate books on that topic, and reflect upon their own reading experiences as a child, could change their attitudes towards future classroom practice. Reflections from 40 PSTs revealed that many PSTs had not previously considered the experiences of children whose lives were not mirrored in books, the need for authentic texts written by people who identified as members of diverse groups, or the importance of diversity in children's literature. Recommendations for teacher education programs in increasingly multicultural Australia are discussed.
Gender Differences and Motivation for the Teaching Profession: Why Do Men Choose (Not) to Teach?
Author: Pikic Jugovic, Ivana
Date: 2022-09-00
Type: Journal Articles
Subjects: Males,Career Choice,Teaching (Occupation),Gender Differences,Preservice Teachers,Student Attitudes,Student Motivation,Foreign Countries,Social Status,Sex Stereotypes

The aim of this study was to explore gender differences in motivation for choosing teaching as a profession and perceptions of men's demotivation for the choice of this profession. 279 preservice subject teachers from the University of Zagreb, Croatia, filled in the FIT-Choice Scale (Watt &amp; Richardson, 2007) and the Demotivation of Men for Teaching Career Choice Scale. Results revealed that, regardless of their gender, preservice subject teachers were primarily motivated by the intrinsic and social utility values of teaching, while specific gender differences imply the importance of the role of social factors in men's choice of this career. Low status of the teaching profession was perceived as the dominant reason for demotivation of men to choose it. Women were more likely than men to assume that men are demotivated to choose teaching because it is a &quot;women's profession&quot;. Policy implications of findings on men's (de)motivation for teaching are discussed.
Shifting Critical Listening Class to Virtual Learning during the COVID-19 Pandemic
Author: Eppendi, Jhoni
Date: 2022-12-00
Type: Journal Articles
Subjects: Listening Skills,Listening Comprehension,Distance Education,Electronic Learning,COVID-19,Pandemics,English (Second Language),English Language Learners,Language Acquisition,College Students,Cheating,Foreign Countries

Transforming the conventional face-to-face EFL learning into virtual learning has been believed to be an ideal alternative to education access in the middle of the COVID-19 outbreak. Hypothetically, abrupt transitions will require adaptation and rising practical predicament since the necessary toolkit must be allocated individually to conduct the listening Course. Thus, this study's purpose is to examine students' perception of the functioning of remote learning for Critical Listening class due to a prediction for drawing divergent language acquisition. This study involved forty-six students of the English education department at the Borneo University of Tarakan as research respondents. The data was recorded by distributing questionnaires and closed-ended questions through Google Forms and interview, while mixed analysis methodologies were applied. The questionnaire and interview result showed that students claim they struggle hard in the transitional phase and developing their educational outcomes. Most participants noticed an augmented listening performance in one teaching period, yet a higher chance of committing academic dishonesty than the prior learning circumstance. Therefore, the learning performance still needs enhancement in providing universally supported audios and solutions to plagiarism.
Nice to Whom? How Midwestern Niceness Undermines Educational Equity
Author: Drake, Riley D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Elementary Secondary Education,Whites,Racism,Teacher Behavior,Cultural Influences,Personality Traits,Psychological Patterns,Geographic Regions

Although U.S. schools grapple with persistent racial inequities, niceness, a socioemotional way of being that privileges whiteness, regularly impedes equity efforts in K-12 and teacher education settings. In the Midwest, niceness is uniquely rooted in a historical &quot;obsession with public civility&quot; (Cayton &amp; Gray, 2002, p. 159) that advances whiteness through a &quot;demure white supremacy&quot; (Cleveland, 2021, para. 6), particularly in education. Here, the authors theorize Midwestern educational niceness, a regionally produced and enacted phenomenon &quot;nicely&quot; instantiated by the overwhelmingly white, Midwestern teacher workforce that stymies equity efforts. The authors conceptualize the ways whiteness, through niceness, works through other phenomena including color-evasiveness (Annamma et al., 2017; Bonilla-Silva, 2006), white fragility (DiAngelo, 2018), and emotionalities of whiteness (Matias, 2016). Countering the insidiousness of Midwestern educational niceness will require a recognition that this regional form of niceness and equity are incommensurate.
Using a Trauma-Informed Approach to Encourage Academic Help-Seeking among Ethnically Diverse Students
Author: Selva-Rodriguez, Ashley M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Trauma Informed Approach,Ethnicity,Student Diversity,Help Seeking,Student Behavior,Academic Support Services,Ethnic Diversity

The curvilinear relationship between academic help-seeking and the need for assistance is well-reported (Fong et al., 2021; Karabenick &amp; Knapp, 1991). Within the help-seeking literature, the complexity of help-seeking for ethnically diverse students has been explained by a few studies that cite cultural differences in self-regulation in general (Fong et al., 2017). However, using a trauma-informed lens to inform the field's understanding of how to encourage academic help-seeking among ethnically diverse students has been largely unexplored in higher education. By understanding the common factors that influence help-seeking and employing a trauma-informed approach to designing academic support services, institutions can be better positioned to encourage adaptive help-seeking behaviors that promote student success.
Supporting Students on the (Academic) Margins: An Equity-Driven Framework
Author: Virtue, Emily
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Probation,At Risk Students,Equal Education,Higher Education,Educational Practices,Academic Support Services,Success,Academic Achievement,Student Development,Sense of Community,Culturally Relevant Education,Ideology,College Students,Beliefs

Though many colleges and universities claim to be driven by missions that highlight access, equity, and student success, academic policy and practice do not always mirror these claims. American higher education institutions are &quot;obsessed with smartness&quot; (Astin, 2017), yet fail to support educational attainment in an equitable manner. Educational inequality has its roots in PK-12 education (Dorn, 2017; Ladson-Billings, 2007) particularly as it relates to deficit ideology. The manifestations of deficit ideology in higher education are most starkly seen in how students on academic warning (also referred to as academic probation) are treated both in action and by policy. For higher education institutions to meet their missions for access, equity, and success, they must address how their &quot;systems of support&quot; perpetuate deficit thinking. As the nature of higher education and the demographics of those enrolled continues to change and diversify, the time is right for higher education practitioners to interrogate and change harmful practices. This article offers a framework for how institutions can build capacity for academic support program staff to identify deficit practices that systemically perpetuate inequities, so institutions no longer hinder student growth and academic success.
Critical Pedagogy and Children&apos;s Engagement with Climate Change: The Importance of the School and the Teacher
Author: Tireli, Üzeyir
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,Community Change,Activism,School Role,Teacher Role,Teacher Education,Environmental Education,Critical Theory

Raising children and young people's climate awareness through actions outside of school could be integrated into pedagogy; instead of the individual-oriented approaches in school, educators should develop a critical pedagogy where community change and political activism are at the core. In this article, we examine how a reformulation based on critical pedagogy literature can mobilize pupils so they can implement responsible and realistic climate actions. To support this process and especially the efforts of teachers in school, we developed a model demonstrating how this can be done. The model is theoretical and normative, and the design was inspired by the experiences from national and international research and development projects. This article draws on Paulo Freire's concept of critical pedagogy.
Mathematics Instructional Leadership: Self-Efficacy Development for Elementary School Administrators
Author: Gomez Johnson, Kelly
Date: 2023-00-00
Type: Journal Articles
Subjects: Administrators,Instructional Leadership,Self Efficacy,Mathematics,Elementary Schools,Professional Development,School Districts,Assistant Principals

To optimize teacher support, administrators need subject-specific knowledge, skills, and beliefs to lead, not just manage, instructional change. Professional development (PD) is needed with the many roles administrators are already called to fill. In this study, 38 elementary administrators participated in PD in mathematics instructional leadership. Findings from the Administrator Self-Efficacy Survey for Mathematics, derived from the Principal Self-Efficacy Survey (Smith &amp; Guarino, 2005), show that subject-specific, district-led PD designed around sources of self-efficacy (Bandura, 1977, 1982, 1986) had a significant impact on increasing administrators' mathematics instructional leadership self-efficacy. Specifically, administrators increased their beliefs to influence effective mathematics practice, apply district PD to instructional leadership practices, and justify change during reform. These results show promise for future mathematics-specific instructional leadership development. Results from this study can inform PD design for districts and leaders aiming to promote and support school administrators as instructional leaders and advocates for evidence-based practice.
Using Affirming Learning Walks to Build Capacity
Author: Ross, Donna L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Capacity Building,Observation,Teacher Evaluation,Classroom Observation Techniques,Faculty Development,Collegiality,Teacher Leadership,Mathematics Teachers,Science Teachers,Teacher Attitudes

Teachers grow from sharing their practice and receiving feedback, yet it can be difficult for teachers to welcome others into their classrooms without feeling judged. Observers need to enter teachers' classrooms projecting respect and value for the challenging work of teaching. In this article, we share an approach to visiting classrooms, called &quot;Affirming Learning Walks,&quot; that differs in comparison to more typical learning walks, instructional rounds, or classroom observations. Affirming learning walks are hosted by teachers or administrators, conducted with other teachers, designed around eight practices known to support student achievement, and focused only on those productive practices that are present rather than on the absence of practices or areas for improvement. This approach provides an opportunity to value many of a teacher's practices that are productive and encourages teachers to engage in more of the productive practices because they are highlighted and celebrated.
Relationship between Happy School, General Self Efficacy, Academic Self-Efficacy and Life Satisfaction
Author: Dös, Izzet
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Efficacy,Life Satisfaction,Psychological Patterns,Secondary School Students,Foreign Countries,Well Being,Academic Achievement

In this study, the relationship between the happy school variable, which determines the happiness levels of secondary school students in their schools, and academic self-efficacy, general self-efficacy and life satisfaction were examined. The relationship between variables was examined in this correlation study. The population of the study consisted of high school students studying in Anatolian high school in the city center of Kahramanmaras (Turkey). 315 students selected from these schools constituted the study sample. Data were collected with life satisfaction, academic self-efficacy, general self-efficacy, and happy school scales. Regression and path analyses were conducted for the data analysis. Study results suggest that each variable has a positive significant relationship with the other variables and that general self-efficacy, academic self-efficacy and life satisfaction predicted happy schools. In the study, a linear model was created considering that a happy school is affected by general self-efficacy, academic self-efficacy and life satisfaction. High fit indices were obtained with the model. These indices suggest that the model is an acceptable model which is fit.
Measuring Students&apos; Sense of School Catholic Identity
Author: Kowalski, Monica J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Catholics,Catholic Schools,Elementary School Students,Student Attitudes,School Attitudes,Religious Factors,Sex,Instructional Program Divisions,Grade 5,Grade 6,Grade 8,Grade 7,Measures (Individuals),Self Concept,Academic Achievement,Knowledge Level,School Culture,Educational Environment,Institutional Characteristics

As a ministry of the Catholic Church, Catholic schools are charged with educating students' hearts and minds. Multiple standardized academic tests and other student assessments are available for monitoring both student and teacher outcomes in Catholic schools, but fewer measures exist for considering the school's faith-related mission. Although tests of student religious knowledge and benchmarks related to specific Catholic elements of the school are available, we do not yet have a robust set of instruments that provide teachers and leaders an understanding of their progress in providing a school environment permeated by Catholic culture and faith. To consider how students in Catholic schools perceive the Catholicity of their school and how these perceptions vary among different student groups, we developed, piloted, and validated the Sense of School Catholic Identity Survey (SSCI). This 20-item survey measures Grade 5 through 8 students' perceptions of their Catholic school as personal and invitational, sacramental, unitive, and eucharistic. Findings from the pilot study suggest that responses differ by student grade level, religious tradition, and gender. Future testing of the scale will examine school-level differences in Catholic identity.
Data at the Diocesan Level: Common Data Practices and Challenges among U.S. Catholic School Superintendents
Author: Dallavis, Julie W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Catholic Schools,Superintendents,Data Use,Barriers,Religious Education,Governance,Resources

Accountability pressures in education have risen steadily over the last two decades and public schools and districts now track school- and student-level data in response to state and federal mandates. Catholic schools and dioceses have not faced the same level of regulation over this period, and less is known about data access and use in the Catholic sector. This descriptive and exploratory research draws on survey and interview data from a national sample of Catholic school superintendents to examine data practices in diocesan central offices as well as barriers faced in the use of data. Findings suggest that although considerable variation exists among dioceses, common data efforts include working toward data centralization, developing tools to monitor the operational health of schools, and finding ways to foster the data culture within dioceses. These practices were present in close to half of all dioceses, but several common challenges related to governance, resources, and data systems hindered progress in and toward these efforts.
Crisis Leadership: Voices from the Field
Author: Brion, Corinne
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Crisis Management,COVID-19,Pandemics,Catholic Educators,Religious Education,Catholic Schools,Religious Factors,Urban Schools,High Schools,Social Support Groups,Educational Practices

This qualitative study used a phenomenological approach and the Marianist characteristics as a conceptual framework to understand the experiences of six lay Marianist educational leaders during COVID-19. Findings indicate that, during the pandemic, leaders were faced with specific challenges: receiving an excess of information, facing inequity in technology, serving students with various learning needs, and attending to the socioemotional health of students and teachers. Despite these difficulties, the leaders were able to uphold the Marianist characteristics of educating for adaptation and change, in family spirit, and for formation in faith. This study is signif­i­cant because it provides unique perspectives on how leaders of a Marianist urban high school were able to advance their mission during a global health pandemic. The study also adds to the crisis and Marianist leadership bodies of literature.
The Impact of Artificial Intelligence on Higher Education: An Empirical Study
Author: Slimi, Zouhaier
Date: 2023-03-00
Type: Journal Articles
Subjects: Artificial Intelligence,Higher Education,Digital Literacy,Teaching Methods,Student Experience,Curriculum Development,Technology Uses in Education

Artificial intelligence (AI) has been a topic of growing interest and investigation in various fields, including higher education. This research article explores the impact of AI on higher education by examining its effects on teaching and learning, assessment, ethics, required skills, and future careers. The aim of this study is to analyse the influence of AI on higher education, investigate its impact on the teaching and learning process, examine its effect on assessment and grading, and predict its influence on graduates' future careers. To accomplish this, the study employs a qualitative approach based on a survey of the higher education audience. The results of this study demonstrate the crucial role of AI in the future of higher education. The findings highlight the effectiveness and efficiency of AI in equipping graduates with new skills for their future careers. They also emphasise the importance of considering the ethical implications of AI. The study reveals that higher education institutions need to integrate AI more extensively in their programs to prepare graduates for the future workforce. AI has the potential to revolutionize education by personalizing teaching methods to suit individual student needs, providing prompt feedback, and automating administrative tasks. It can also assist in grading and assessment, freeing educators to focus on developing curriculum and providing quality instruction. The study findings suggest that AI has a positive impact on the learning experience by facilitating the acquisition of new knowledge and skills. This research provides insights into the potential of AI to transform higher education and contribute to the development of new skills for graduates. It has important implications for educators, policy-makers, and other stakeholders in the higher education sector. The study findings suggest that AI should be more extensively integrated into higher education curricula, and that institutions need to consider the ethical implications of AI in the development and implementation of their programs. By doing so, they can better prepare graduates for the demands of the future workforce.
The Beam in Our Own Eyes: Antiracism and Young Adult Literature through a Catholic Lens
Author: Sutton, Katie
Date: 2023-00-00
Type: Journal Articles
Subjects: Catholic Schools,High School Teachers,English Instruction,Language Arts,Adolescent Literature,Racism,Social Justice,Catholics,Clergy,Religious Factors,High School Students,Self Concept,Knowledge Level,History,Curriculum Development

As Catholic schools serve an increasingly racially diverse population of students, they must grapple with the critical requirement to address these students' unique needs while heeding the call from modern Catholic Church leaders to engage in explicit antiracist action. Using the Historically Responsive Literacy Framework (HRL), this article equips Catholic high school English language arts (ELA) teachers with practical and powerful ways to create antiracist curriculum. To do this effectively, we place antiracist Young Adult (YA) literature (both fiction and nonfiction) in conversation with Catholic canonical texts and modern voices from Catholic clergy members. By connecting with students' complex identities and creating authentic antiracist learning experiences, Catholic high school ELA teachers can better prepare their students to use both their knowledge and criticality of Catholic social teachings and their individual identities to combat racism.
COVID-19 Related Stress and Life Satisfaction in Turkish Undergraduates: A Serial-Parallel Mediation Model
Author: Kirikkanat, Berke
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Anxiety,Life Satisfaction,Foreign Countries,Undergraduate Students,Well Being,Psychological Patterns,Emotional Response,Burnout

One of the life areas under the impact of the COVID-19 pandemic is university education. As it becomes more prevalent with its various versions, it shapes undergraduates' psychological well-being profoundly. It is necessary to understand how COVID19-related stress impacts their mental life. The purpose of the study was to examine whether COVID-19 burnout and cognitive emotion regulation had mediating roles in the relationship between COVID-19-related stress and life satisfaction. Three hundred sixty-four Turkish undergraduates participated in the study. Mediational analyses showed that both adaptive and maladaptive cognitive emotion regulation had interplaying roles in the link between COVID-19-related stress and life satisfaction, unlike COVID19 burnout. Yet, COVID-19-related stress indirectly affected life satisfaction since COVID-19 burnout increased maladaptive cognitive emotion regulation strategies while decreasing adaptive ones concurrently. The findings are crucial for mental health professionals whose aim is to develop necessary psychological interventions for undergraduates to increase their life satisfaction levels during the COVID-19 pandemic.