ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part I: Developed Countries with Focus on the United States
Author: Wodon, Quentin
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Catholic Schools,Economic Impact,Educational Finance,Developed Nations,School Role,Government Role,Enrollment,Federal Aid,Federal Legislation,Risk,Tuition,Well Being,Communicable Diseases,Academic Achievement,Access to Education,Access to Computers,Child Abuse,Special Needs Students,Distance Education,Educational Resources,Educational Technology,Elementary Secondary Education,Foreign Countries,Curriculum,Remedial Instruction

The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]
Exploring the Creation of Instructional Videos to Improve the Quality of Mathematical Explanations for Pre-Service Teachers
Author: Kay, Robin
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Developed Materials,Video Technology,Instructional Films,Demonstrations (Educational),Problem Solving,Mathematics Instruction,Instructional Improvement,Secondary School Mathematics,Preservice Teachers,Undergraduate Students,Mathematical Concepts,Feedback (Response),Cognitive Processes,Difficulty Level,Learner Engagement,Grade 7,Grade 8,Foreign Countries

One of the primary skills required by mathematics teachers is the ability to provide effective explanations to their students. Using Kay's (2014) theory-based framework for creating instructional videos, this study explored the quality and growth of explanations embedded in mathematical instructional videos created by 37 pre-service teachers (female = 26, male = 11). The Instructional Video Evaluation Scale (IVES), comprised of four constructs (establishing context, explanation heuristics, minimizing cognitive load, engagement), was used to assess the quality of two videos (pre-feedback and post-feedback). The initial video created by pre-service teachers (pre-feedback) revealed a number of problem areas, including providing a clear problem label, using visual supports, noting potential errors that might occur, writing legibly, highlighting key areas, listing key terms and formulas, being concise, and using a clear, conversational voice. After receiving detailed feedback based on the IVES, the ratings of the second video (post-feedback) for each of the initial problem areas increased significantly. The IVES scale, grounded on Kay's (2014) framework, helped identify and improve the effectiveness of pre-service teachers' explanations of mathematics concepts.
Inclusion of Intellectually Disabled Children in Early Childhood Education in Hungary in the Light of the Law
Author: Kovács, Krisztina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Students with Disabilities,Inclusion,Student Rights,Special Education,Kindergarten,Intellectual Disability,Mainstreaming,Student Needs,Preschool Teachers,Teacher Role,Regular and Special Education Relationship,Learning Activities,Games,Play

The study commences with the introduction of the major Hungarian and international tendencies and the legal background of the inclusive education of children with special educational needs in Hungary, then it presents the strategies and tasks of kindergarten teachers in terms of the inclusive kindergarten education of intellectually disabled children, based on the results of our own empirical study. The actuality of the topic is demonstrated by the fact that, according to the statistical data, there is a large number of children with special educational needs in the mainstream kindergartens, which has an impact on the expectations in connection with the professional competence of the kindergarten teachers. According to the 2011 census data, 10% of the Hungarian population is intellectually disabled. The Central Statistics Bureau's data published in 2018 shows that in 2016, 4.3% of the population belonged to the disabled population. From 2011 to 2016, the number of people with intellectual disabilities increased by 25% and it had exceeded 50,000 people.
COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part II: Developing Countries with Focus on Sub-Saharan Africa
Author: Wodon, Quentin
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Catholic Schools,Economic Impact,Educational Finance,Government Role,Enrollment,Risk,Tuition,Communicable Diseases,Academic Achievement,Access to Education,Access to Computers,Special Needs Students,Distance Education,Educational Resources,Educational Technology,Elementary Secondary Education,Foreign Countries,Remedial Instruction,Developing Nations,Disadvantaged Youth,At Risk Students,Curriculum Development

In developing countries as in developed countries, the COVID-19 crisis has led to near universal school closures that will affect children's ability to learn, especially in countries with limited infrastructure for distance learning. While most children are likely to return to school when they reopen, quite a few may drop out. In addition, the economic recession generated by the crisis will affect livelihoods, leading to higher rates of poverty and food insecurity. This also may have negative impacts on both Catholic schools and their students. This paper, the second in a set of two, looks at likely impacts of the COVID-19 crisis on Catholic Schools in developing countries, with a focus on sub-Saharan Africa, a vulnerable region given the comparatively weak performance of its education systems and the limited availability of resources for governments to protect education budgets (acknowledging that many Catholic schools in the region are public schools). How Catholic schools will be able to respond to the twin challenges of school closures and the economic downturn may affect their comparative advantage for the medium term. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to resources online that may be useful. [For Part I of the series, see EJ1278497.]
COVID and Clinical Practice: Now is the Time to Engage Future Educators
Author: Buschelman, April K.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Teaching,Online Courses,Distance Education,School Closing,Field Experience Programs,Mentors,Cooperating Teachers,Electronic Learning,Reflection,Cooperation,Trust (Psychology),Empowerment,Interpersonal Communication

After a tumultuous end to the 2019-2020 school year, it is more important than ever to cultivate new teachers in the field of education. Combining the experience of veteran teachers with the eagerness and adaptability of students in clinical practice (student teaching) a new form of co-teaching may emerge for the fall semester that covers both in classroom and virtual classroom options. Student teachers experienced the student side of virtual learning during the spring semester and are able to offer valuable insight and knowledge for school communities. This article provides five guidelines for how teachers can mentor clinical practitioners during the COVID-19 pandemic: (1) reflect and relate; (2) collaborate and listen; (3) trust and engage, (4) develop and empower; and (5) converse, recommend, and release. The article offers specific discussion topics and practices to implement during field experience for a successful student teaching experience for both the student and the mentor teacher.
Endeavoring a Critical and Thoughtful Response During and Beyond COVID-19: Community-Based Justice Work in a Catholic University
Author: Tian, Qianhui
Date: 2020-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Catholic Schools,Higher Education,Social Justice,College Faculty,Catholic Educators,Civil Rights,Barriers,School Community Relationship,College School Cooperation,Access to Education,At Risk Students,Disadvantaged Youth,Racial Bias,Social Bias,High Schools

The COVID-19 pandemic and resulting quarantines around the globe have required social justice educators to respond to the unprecedented challenges and the needs of the communities they serve more than ever before. This article explores how educators in a Catholic University conducted community-based justice work in response to the challenges of the pandemic by integrating educators' solidarity with faith and social justice commitments. We introduce the Lift as You Climb (Lift) project as one example of our approach with Catholic value of promoting human rights and common good. We offer reflections on challenges and successes of community-based programming, considerations of issues of equity and access to educational resources, as well as recommendations for educators' next actions, in order to offer insight into the implementation of community-based justice work during and beyond COVID-19.
The Secondary School Students&apos; Opinions on Distance Education
Author: Senturk, Sener
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Distance Education,Electronic Learning,Student Motivation,Comprehension,Communication Problems,Interaction,Internet,Teacher Effectiveness,Gender Differences,Instructional Program Divisions,COVID-19,Pandemics,Foreign Countries

The purpose of this study is to find out secondary school students' opinions on distance education, after encountering the distance education process for the first time. Descriptive scanning model was used for this research and the sample chosen from the universe was used to determine the result. The study was carried out with 172 volunteers from 672 secondary school students studying in secondary schools located in Salipazari district of Samsun. The data was collected using &quot;Opinions on Distance Education Scale&quot;. The data analysis, it was found out that the students' opinions on distance education were at the indecisive level with 2.91; 47% were indecisive about distance education, 27% did not want distance education; 80% of them find teachers inadequate; 47% of them partially understood the lessons and 39% did not understand the lessons at all. The leading problems students encountered were the interpersonal communication and internet connection problems and that students preferred formal education to distance education.
Exploring the Use of #Hashtags as an Easy Entry Solution to Enhance Online Discussions
Author: Raman, Preeti
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Computer Mediated Communication,Asynchronous Communication,Discussion,Learner Engagement,Communication Strategies,Classification,Electronic Learning,Distance Education,Online Courses,Blended Learning,Communities of Practice,Indexing,Graduate Students,Foreign Countries

Growing interest in online learning has instructors looking for new ways to engage learners in asynchronous discussions. Building on experiences with hashtag use to connect on social media platforms, the purpose of this study is to investigate the contexts of hashtag use and its associated impact on learner engagement in asynchronous online discussions. In more detail, this mixed-methods case study will answer the following questions: 1) How and in what context do students use hashtags in online discussions? and 2) In what ways, if any, does the use of hashtags promote engagement in an online community? Findings suggest that while classifying and organizing course information was a strong motivator for tagging posts, hashtags were also used to connect to others in the learning community, express opinions, and encourage knowledge building. The results from our study contribute to a better understanding of engagement with and through hashtag use.
Sports Expertise as a Predisposing Factor to Decisional Process among Physical Education Teachers: A Case Study
Author: Abdelkafi, Hiba
Date: 2020-09-00
Type: Journal Articles
Subjects: Athletics,Expertise,Knowledge Level,Decision Making,Physical Education Teachers,High School Teachers,Teacher Attitudes,Human Body,Demonstrations (Educational),Intention,Foreign Countries

This paper focuses on evaluating the impact of sports expertise as the embodied experience in a sports activity on the decisional process of an expert physical education teacher. Both qualitative and quantitative studies were applied within a mixed-approach using a single case study. A clinical didactics methodology was employed with three important tenses of the teaching practice (already-there, test, after-work). To understand the internal determinants that monitor the teaching practice of our participant, semi-structured interview was used, &quot;in situ&quot; filmed observation and content analysis. Results indicate that personal determinants, the experiential and embodied &quot;already-there&quot; related to sports expertise, have a significant impact on the &quot;personal&quot; relationship to knowledge and the bodily awareness. This can be noticed by the way knowledge is delivered through a high recurrence to direct physical ostension demonstration by the teacher's body. Sport expertise is a major determinant of teacher's pedagogical and didactical conducts resulting from a subjective decisional process.
Academic Profile and College Preparedness of K-12 Graduates: The Case of the Indigenous Peoples (IPs) in the Northern Philippines
Author: Vecaldo, Rudolf T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,At Risk Persons,Access to Education,College Readiness,College Students,Student Characteristics,High Schools,Institutional Characteristics,Track System (Education),Grade Point Average,Awards,Student Participation,Extracurricular Activities

The indigenous peoples (IPs) are recognized as one of the disadvantaged social groups constituting Philippine minorities. While there have been several studies seeking to explain issues relating to IPs' participation in education, these have not adequately provided baseline data on the their academic profile and college preparedness, which are essential in understanding their effective transition from basic to tertiary education. Using descriptive-correlational design, this study investigated the association of academic profile and college preparedness of 1,860 IPs enrolled in a public university in the northern Philippines. The results revealed that the majority of respondents were college unprepared. Moreover, the level of preparedness differed significantly in terms of the type of senior high school (SHS) where they graduated, as well as the SHS track and strand they had taken. Kendall's tau-b statistic results showed that IPs who had higher SHS grade point average (GPA), more academic and nonacademic awards, greater participation in organizations and more involvement in cocurricular activities tended to be more college prepared. In regard to educational practice, improving college preparedness with due consideration of the academic profile facilitates an increased ability for IPs to be admitted to college and to succeed without remediation in college foundation courses.
Comparative Study of Factors and Problems Affecting Ability of Undergraduate Students at RMUTL Tak to Read English Language Journals
Author: Rungsinanont, Sathirasak
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Content Area Reading,Reading Ability,Reading Difficulties,Reading Motivation,English (Second Language),Second Language Learning,Periodicals,Anxiety,Difficulty Level,Sentence Structure,Vocabulary Development,Prior Learning,Foreign Countries,Translation

The objectives of the study are to investigate the most significant contributory factors affecting Engineering students' reading ability in regard to journals, and to identify the problems thus encountered when they read English language journals. The participants in this study consisted of 60 Engineering students who were majoring in Industrial Engineering and Electrical Engineering. The research tool was a questionnaire that consisted of three parts: (1) general information, (2) factors that affect the ability to read English language journals, and (3) the problems that occur during reading of English language journals. The results of the study indicate that the outstanding contributory factors affecting students' reading ability of English journals are anxiety ([x-bar]= 4.90) and knowledge of vocabulary ([x-bar]= 4.77), significant at the level of 0.05. The problems they encounter in reading English journals include the following: the vocabulary is difficult; unable to translate; too lazy to read; misunderstanding the content; journals are difficult; journals have too many pages; and students not interested in reading. Over a range of problems, a common factor was that the content was not related to what they had previously learned.
The Group Supervision 360° Case Conceptualization Process: Testing the Process
Author: Rausch, Meredith A.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counseling,Supervision,Counselor Training,Practicums,Internship Programs,Models,College Students

This article presents action research conducted on a newly proposed method for school counseling supervision, the 360° Case Conceptualization Process. Grounded in the Integrated Developmental Model for Supervision, we examine the use of this visual tool with school counselors-in-training during practicum and internship group supervision. Results from the initial round of research were positive, with discussions regarding student strengths demonstrating the most growth between group conceptualizations (83%), followed by counselor areas for improvement (80%). Student counselors-in-training reported higher levels of confidence in the supervision process. Results showed a need to increase discussions of diversity and the core conditions of counseling. We include pedagogical suggestions, student and professor feedback, and implications for future research.
Understanding the Call of Social Justice Advocacy: A Phenomenological Study of High School Counselors
Author: Wright, Leonis S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Advocacy,School Counselors,High Schools,Counselor Role,Role Perception,Counselor Attitudes

Due to a growing diversified society, and the specific needs of students who are considered marginalized, school counselors are identified as crucial personnel to serve as social justice advocates to promote educational equity for all students. Despite this calling, there is limited research on school counselors' understanding of social justice advocacy and their expected role. Thus, this article highlights research that provided practicing high school counselors the opportunity to share their views on this phenomenon.
The Community of Inquiry Framework: Future Practical Directions - Shared Metacognition
Author: Vaughan, Norman
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Metacognition,Cooperative Learning,Preservice Teachers,Undergraduate Students,Practicums,Educational Technology,Self Management,Art Education,STEM Education,Indigenous Knowledge,Sense of Community,Trust (Psychology),Perspective Taking,Direct Instruction,Learner Engagement,Foreign Countries,Elementary Schools

Metacognition is a required cognitive ability to achieve deep and meaningful learning that should be viewed from both an individual and social perspective. Recently, the transition from the earliest individualistic models to an acknowledgement of metacognition as socially situated and socially constructed has precipitated the study of metacognition in collaborative learning environments. This metacognitive construct was developed using the Community of Inquiry framework as a theoretical guide and tested applying qualitative research techniques by way of developing a metacognition questionnaire. The results indicate that in order to better understand the structure and dynamics of metacognition in teacher education programs; we must go beyond individual approaches to learning and consider metacognition in terms of complementary self- and co-regulation that integrates individual and shared regulation. This research study examines this shared metacognition framework and the use of digital technologies in the 3rd year of a Canadian Bachelor of Education program. Teacher candidates completed both the Shared Metacognition and Community of Inquiry surveys. The results indicate that a teacher must use digital technologies to intentionally design, facilitate, and direct a collaborative constructive learning environment in order for students to learn how to co-regulate their learning (shared metacognition).
Exploring Classroom Willingness to Communicate: The Role of Motivating Future L2 Selves
Author: Shen, Siying
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Communication,Foreign Students,Second Language Learning,Second Language Instruction,Self Concept,Majors (Students),English (Second Language),Student Motivation,College Students,Student Attitudes,Correlation,Asians,Foreign Countries,Student Participation,Graduate Students,Study Abroad,Nonmajors,Measures (Individuals)

This study investigated the link between future L2 selves and Willingness to Communicate (WTC) in the classroom in the UK university context. We applied a mixed methods approach to collect data from 121 Chinese overseas students where a questionnaire was used before semi-structured interviews were conducted with six participants. Two key quantitative findings were: (1) There is a strong positive correlation between ideal L2 self and classroom WTC; and (2) A student's major moderates the relationship between the ought-to L2 self and classroom WTC. Students from non-English-related majors had a greater influence of ought-to L2 self on their WTC in the classroom, while ought-to L2 self does not seem to affect the WTC of English-related majors in the classroom. Follow-up interviews triangulated the quantitative findings with further illustrations in terms of the role of future L2 selves in stimulating WTC in the classroom and the potential differences between students with different academic backgrounds.