ethanporcaro/eric-fulltext-meta huggingface dataset:
Entering the Closet: An Examination of Views about Sexual Orientation on Campus
Author: Boice-Pardee, Heath
Date: 2018-05-00
Type: Journal Articles
Subjects: Sexual Orientation,Student Attitudes,College Students,Social Bias,Homosexuality,LGBTQ People,College Environment,Acquired Immunodeficiency Syndrome (AIDS),Bullying,Antisocial Behavior,Language Usage,Barriers,Access to Education,College Role

Several pieces of literature have been written on the status of heterosexual college student attitudes toward homosexuality, homosexual students, and homophobia (D'Augelli, 1989; D'Augelli &amp; Rose, 1990; Ficarrotto,1990; Goldberg, 1982; Grieger &amp; Ponterotto, 1988; McDevitt, 1987; Spees, 1987; Wells &amp; Franken, 1987; Yarber &amp; Yee, 1983). Conversely, limited research outlines the impact that this heterosexual perspective has on homosexual (gay/lesbian) students. Furthermore, little research has been presented in the specific area of addressing the needs of homosexual and bisexual students (Baker, 1991; Scott, 1988). Due to the minimal attention focusing on gay/lesbian/bisexual students, and more specifically the issues that they face on our college campuses, this study attempts to extend the existing research. This article originally appeared in the CSPA Journal in 1994 and presented literature on LGBT students, particularly noting the lack of research at that time. It also presents findings from a qualitative project talking to LGBT students at that time about their experience.
Beginning with Sustainability in Mind: A Study of Novice Principals&apos; Perceptions of an Urban District Principal Mentoring Program
Author: Peeples, Rhonda Nichelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Novices,Mentors,Social Cognition,Professional Development,Attitudes,Program Evaluation,Interprofessional Relationship,Value Judgment

This case study sought to address how one principal mentoring program supported the development of eight novice elementary principals serving in a large Midwestern urban school district. Using semi-structured interviews, the novice principals described their experiences as participants in the urban district's mentoring program. Results indicated that novice principals benefit from a) formal mentoring programs, b) quality time with mentors, c) mentors with strong leadership experience, d) mentoring guidance with executing district policies and procedures allowing them to navigate job expectations, and e) a positive relationship with mentors that includes open communication.
The Interface of Leadership Development and Extracurricular Activity: Exploring the Effects of Involvement in Extracurricular Activity on Community Leadership
Author: Kim, Juhee
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership,Extracurricular Activities,College Students,Community Involvement,Citizenship,Leadership Qualities,Student Attitudes,Predictor Variables,Student Participation,Skill Development

This study informs the field of education of the importance of providing a wide variety of extracurricular activities for students and its effect on students' community leadership development. Data were collected from college students (N = 705) and analyzed using quantitative methodology. Results indicate that high involvement level students indicated relatively high citizenship in leadership outcomes. Also, students' self-perception of leadership skills was the most significant predictor of community values of leadership development outcomes. This study highlights the need for higher education institutions to encourage students to participate in extracurricular activities involving groups to enhance community leadership that advances positive social change.
Women Leaders in Ohio Schools: A Statewide Analysis of the Typology of Female Superintendents
Author: Beese, Jane
Date: 2022-00-00
Type: Journal Articles
Subjects: Superintendents,Women Administrators,Gender Differences,Classification,School Districts,Leadership Styles,Disproportionate Representation,Females,Transformational Leadership,Counties,Geographic Regions,Kindergarten,Elementary Secondary Education

This study investigated the typology of female and male superintendents in Ohio to determine if a difference exists in the typology of female superintendents when compared to their male counterparts. Theories of gender differences and leadership styles, role congruity theory, and transformational leadership provided the framework for this study. The quantitative research design focused on a descriptive analysis of data. The sample was comprised of all school superintendents in the state of Ohio; a total of 614 participants. However, it is important to note that the study looked at males versus females, so while the sample size for males topped 518, the sample size for females was 96, a 15.64% confidence value. The findings demonstrate the underrepresentation of females in the superintendency, fewer women in each typology, clusters of female superintendents in particular regions of the state, and a higher percentage of females in the Big 8 districts. Implications of these findings are discussed and suggestions for future research given.
Pursuing Inclusion and Justice While Affirming the Mental Health of Marginalized Students
Author: Sonnier, Tyshee E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Social Justice,Mental Health,Minority Group Students,Best Practices,Social Support Groups,Diversity,Stress Management

This article provides best practices that instructors can use to affirm and support marginalized students' mental health with a specific focus on students of color. Recently, campuses have witnessed renewed calls for diversity and inclusion in the wake of anti-Black violence. Advocates have called for needed structural changes. To build upon these calls for change, this article provides instructors with tools they can use in the interim to navigate questions of diversity, inclusion, and justice in the classroom. The essay centers the mental health needs of students from marginalized populations to hedge against the possibility that efforts to foster inclusion, including advocating for structural reform, contribute additional trauma to these students.
Sounds about White: Critiquing the NCA Standards for Public Speaking Competency
Author: Key, Adam
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Speaking,Speech Skills,Competence,Standards,Professional Associations,Standard Spoken Usage,North American English,Whites,Decolonization,Inclusion,Discourse Analysis,Racism

Using critical discourse analysis, I critically examined the National Communication Association's (NCA) standards for public speaking competency to determine what type of ideal speaker the standards would produce. Highlighting NCA's emphasis on &quot;suitable&quot; and &quot;appropriate&quot; forms of communication and the use of Standard American English, I argue that the ideal competent speaker in our classrooms sounds White. I complete the essay by reimagining the basic course using methods of Africana Study to explore ways that the standards for public speaking might be decolonized and made more inclusive to students of all backgrounds.
The Communication Discipline and Peace Education: A Valuable Intersection for Disrupting Violence in Communication Centers
Author: McDermott, Victoria
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Support Services,Interpersonal Communication,Violence,Peace,Justice,Communication (Thought Transfer),Diversity,College Students,Cultural Differences,Verbal Communication,Racism,Language Usage

Violence is a significant issue impacting the physical, mental, social, and economic health of our learning communities. For decades the discipline of peace education has explored the effects of nonphysical violence on students and educators, as well as ways to create more peaceful, less violent, and equitable educational practices. While communication frameworks have been used in peace education research, no research found has theorized the potential value of peace education for the communication discipline. Using the contextual background of communication centers, this piece seeks to disrupt steadfast norms and practices within communication centers from the perspective of peace education. We provide an overview of the field of peace education and explicate opportunities within the communication discipline to use peace education frameworks, theory, and practice to develop pedagogies of renewal and close with practical recommendations for communication centers going forward.
Sustained Content Language Teaching: Insights from an ESL and an EFL Course
Author: Reynolds, Barry Lee
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,English for Special Purposes,Food,Course Objectives,Teaching Methods,Units of Study,Content and Language Integrated Learning,Language Teachers,Teacher Attitudes,Cross Cultural Studies,Community Colleges,Foreign Countries

Instructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners' meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use.
Exploring Verbal and Non-Verbal Expressions of ESP Undergraduates&apos; Own Voices and Identities
Author: Garcia-Pinar, Aranzazu
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,English for Special Purposes,Second Language Learning,Engineering Education,Collaborative Writing,Writing (Composition),Multimedia Materials,Writing Processes,Decision Making,Visual Aids,Foreign Countries

Given the ubiquity of digital technologies in all sorts of academic contexts, it is generally assumed that many undergraduates' writing tasks will include verbal and visual modes these days. The interweaving of different modes allows students to express different multidisciplinary and individual identities while they become agents and designers of different L2 learning tasks. Using an interpretative qualitative approach, the present study explores the authorial voice and stance that four engineering undergraduates enacted in their presentation slides for an in-class oral presentation. Data sources included screen capture, classroom observation, and interview transcripts. Findings revealed that behind students' collaborative compositional processes there are complex multimodal decisions that help them express their identities and enhance their engagement in the L2. Students perceived their presentation slides as artefacts to accommodate their audience and as means through which they were able to represent themselves as agents and designers of the discipline of engineering. Based on the results, this study highlights different pedagogical implications and ideas for English for specific purposes (ESP) contexts.
A Four-Tier Diagnostic Test to Determine Pre-Service Science Teachers&apos; Misconception about Global Warming
Author: Atmaca Aksoy, Ayse Ceren
Date: 2022-00-00
Type: Journal Articles
Subjects: Diagnostic Tests,Preservice Teachers,Science Teachers,Misconceptions,Climate,Preservice Teacher Education,Foreign Countries,Scientific Literacy,Science Curriculum,Test Reliability,Factor Analysis

Global warming is the most serious problem of our age. The most permanent measure to be taken against this problem is to ensure that individuals receive an effective and well-equipped education, free from misconceptions, which are obstacles to the efficiency of education. In this study, it is aimed to develop a four-stage diagnostic test that can reveal the misconceptions of pre-service science teachers about global warming. The sample of the study, in which the survey approach was used, consists of 401 pre-service teachers studying in the science teaching department at different universities in Turkey. The results show that the test is a valid and reliable measurement tool that can be used to determine the misconceptions, scientific knowledge, and lack of knowledge about global warming. In the study, the factor with the highest percentage of pre-service science teachers' scientific knowledge and misconceptions was the consequences of global warming, while the factor with the highest percentage of lack of knowledge was calculated as the greenhouse effect factor. It is recommended to use the test to determine the current situation regarding the level and areas where the misconceptions of individuals are concentrated to improve the missing or faulty areas in the science curriculum.
Effects of Inquiry Learning with Different Task Orders on Fifth Graders&apos; Individual and Situational Interest and Concept Achievement in Science Education
Author: Liu, Yinsheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Science Education,Science Instruction,Elementary School Students,Grade 5,Student Interests,Science Achievement,Science Interests,Situated Learning,Scientific Concepts,Light

Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used the Discuss-Do model whereas Group 2 (n = 38) used the DoDiscuss model. Interest measurements and the Light Reflection Test were administered to the two groups prior to and following the experiment to investigate the effects of the two kinds of inquiry model on students' individual and situational interest, and concept achievement through learning the unit of Light Reflection in a science course. Results showed a significant difference in situational interest and concept achievement between the two groups. However, there was no significant difference in the individual interest of the two groups. Findings suggested that the adoption of the Do-Discuss model is more conducive to learners' development of situational interest and concept achievement, which has implications for exploring task order adjustments for inquiry-based learning, as well as in education for science instructors.
Developing Communication Competence in Digital Learning Environments for Primary Science Students
Author: Legvart, Polonca
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Digital Literacy,Science Instruction,Instructional Effectiveness,Teaching Methods,Scientific Concepts,Concept Formation,Constructivism (Learning),COVID-19,Pandemics,Learning Processes,Teacher Student Relationship,Chemistry,Physics,Computer Mediated Communication,Literacy,Foreign Countries

Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners' existing misconceptions and the process of transforming them into correct scientific concepts -- using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics.
Differences in Chemistry Teachers&apos; Acceptance of Educational Software According to Their User Type: An Application of Extended Utaut Model
Author: Chroustová, Katerina
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Chemistry,Teacher Attitudes,Educational Technology,Computer Software,Secondary Education,Information Technology,Adoption (Ideas)

In this research, a model to determine chemistry teachers' acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structural equation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for 'current users' of educational software, the influence of facilitating conditions on current users' use of educational software behavioural intention is stressed. In addition, non-planning users' behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers' acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence.
Multilevel Latent Profile Analysis of Estonian Secondary School Students&apos; Career Expectations with Science Achievement and Gender as Covariates
Author: Jiang, Tao
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Parent Background,Employed Parents,Employment Level,Careers,Expectation,Science Curriculum,Science Achievement,Gender Differences,Occupational Aspiration,Males,Predictor Variables,Educational Environment,Mothers,Parent Role

Although much research has explored the personal, family, school, and social influences on adolescents' career expectations, little is known about the types of family-related career expectations of students and career expectation contexts in school. Using PISA 2018 test data, a multilevel latent profile analysis was conducted with indicators of parents' occupational status and children's career expectations. This research found that family-related career expectations of Estonian secondary school students can be divided into three types: enterprising, resilient, and disengaged. At the organizational level, contexts for career expectations in schools can be classified as enterprising, enterprising and resilient composite, and disengaged and resilient composite types. The research also found that science achievement and gender predicted latent profile memberships at the individual level. It is proposed that to value the science curriculum and its teaching is to invest in future human resources. It is suggested that families and schools should pay attention to stimulating male students' career aspirations. The career expectation types of secondary school students within and between schools are of great significance to the construction of national human resources, the development of schools, and the research of families.
More than Just Glitter: Using Text-Dependent Questions as Part of Foundational Literacy Practice
Author: Henry, Kristen
Date: 2022-10-00
Type: Journal Articles
Subjects: Literacy Education,Teaching Methods,Questioning Techniques,Elementary Secondary Education,Reading Comprehension,Reading Skills,Inferences,Reading Materials,Reading Strategies,Opinions,Writing (Composition)

New strategies come along all the time, but these strategies matter little if educators are not sure why they are using them or what the desired outcome is. Quality literacy instruction should be rooted in effective foundational practices. Text-dependent questions offer a foundation for literacy practices that support students' comprehension, understanding, and discussion of complex texts. These questions can be asked at different cognitive levels -- literal, structural, and inferential. Strategic use of these text-dependent questions can also be used to scaffold student deeper reading and inference making. The questions can also be integrated into a variety of literacy activities and help ensure that the text remains central to the after-reading literacy activities. These activities can be used throughout a literacy curriculum.
A Decade of Literacy, Service, and Advocacy: A Ten-Year History of TALE
Author: Durham, Patricia
Date: 2022-10-00
Type: Journal Articles
Subjects: Organizations (Groups),Literacy Education,History,Leadership,Organizational Objectives,Community Involvement,Advocacy

The year 2021 marked the 10-year anniversary of the Texas Association for Literacy Education (TALE). The current study is a historical inquiry that explores the following research questions: (a) between the years 2011 and 2021, what contributions gave value to the mission of promoting literacy and enhancing the lives of all Texas citizens personally, socially and economically, and (b) who have been the characters of this narrative, who specifically has been influenced, and where have these contributions been made? The historical inquiry was informed by data sources including the following: archived newsletters, yearbooks, Executive Board meeting minutes, personal communications, journal issues, the organization's website, and personal interviews. Findings of the historical inquiry are reported as a narrative account of TALE's history between the years 2011-2021. The year 2022 is also partly included as that was the year that TALE publicly celebrated the 10th year. The resulting narrative is arranged chronologically and by themed subsections according to the Presidents and Chairs who have led TALE.
Honoring Multiple Identities Using Multicultural Literature
Author: Ezell, Sonja
Date: 2022-10-00
Type: Journal Articles
Subjects: Literature,Multicultural Education,Identification (Psychology),Elementary School Students,Secondary School Students,Teaching Methods,Inclusion

Multicultural texts are essential classroom tools because they create opportunities for all students to feel visible, included, and valued. In this summary paper, the authors begin with an overview of why multicultural literature and multiple identities have a place inside elementary and secondary classrooms. The authors then describe three literacy practices embedded with hands-on teaching activities to support the use of multicultural literature in the classroom. The authors argue that given the current sociopolitical realities of injustice, discrimination, and violence, multicultural literature is an essential classroom tool to honor children and youth's humanity and safeguard their well-being.