ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Attitudes toward Technology-Driven Instruction in Developmental Mathematics
Author: Kramer, Jenna W.
Date: 2021-04-05
Type: Journal Articles
Subjects: State Universities,College Faculty,Teacher Attitudes,Educational Technology,Teaching Methods,Remedial Instruction,Mathematics Instruction,Phenomenology,Mathematics Achievement,Technology Uses in Education,Teacher Student Relationship,Undergraduate Students,Accountability,Learning Processes,Teacher Role,Instructional Effectiveness,Faculty Development

Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the instructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability.
Racial Integration through Two-Way Dual Language Immersion: A Case Study
Author: Uzzell, Elizabeth M.
Date: 2021-04-12
Type: Journal Articles
Subjects: Immersion Programs,Rural Schools,Elementary Schools,School Desegregation,Bilingual Education,Spanish,English Language Learners,English,Native Speakers,Elementary School Students

Despite increasingly diverse public school enrollment, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language. Two-way immersion (TWI) programs may create racially integrated learning environments, by offering a dual language model that balances native English speakers and speakers of the partner language. Through semi-structured interviews, observation, and document analysis, this qualitative case study examined how a Spanish TWI program facilitates integration in a rural elementary school. Findings show that students from different backgrounds may have equal status in mutually beneficial environments, can become bilingual and bicultural, and may experience lifelong benefits. Implications include the need for increased federal, state, and local funding to support districts using TWI to achieve integration as well as a federal language policy that promotes TWI.
Uncovering Whiteness as Discourse: A Critical Discourse Analysis of the In-State Resident Tuition Debate for Undocumented Students in Texas
Author: Tapia-Fuselier, Nicholas
Date: 2021-04-19
Type: Journal Articles
Subjects: In State Students,Tuition,Undocumented Immigrants,College Students,Court Litigation,Educational Legislation,Higher Education,Federal Legislation,State Policy,State Legislation,Race,Persuasive Discourse

Undocumented college students in the United States encounter a number of structural barriers to postsecondary education success, including disparate in-state resident tuition (ISRT) policies across the country. Texas, the first state to establish ISRT benefits for undocumented college students, has been a site of tension respective to this issue over the last 20 years. In fact, there have been eight legislative attempts to repeal the state's affirmative ISRT policy. In order to investigate this ongoing ISRT debate in Texas, we used critical discourse analysis methods to analyze the implicit and explicit messages communicated in the policy and surrounding policy discourse. Our conceptual framework, grounded in three constructs of critical whiteness studies including ontological expansiveness, color evasiveness, and individualization, allowed us to uncover whiteness as a pernicious undergirding force within this policy discourse.
&quot;Quién Habla Dos Idiomas Vale por Dos&quot;: Tying Children&apos;s Language Brokering Skills into Their Educational Journey to Develop Bilingualism
Author: Mossman, Beth
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingualism,Language Skills,Bilingual Students,Immigrants,Translation,Cultural Awareness,Interaction,Student Role,Bilingual Education,Second Language Learning,Educational Legislation,Federal Legislation,English Only Movement,Immersion Programs,Spanish,English (Second Language),Second Language Instruction,Self Efficacy,Language Maintenance,Peer Teaching,Teacher Role

This article examines the Spanish proverb, &quot;quien habla dos idiomas vale por dos,&quot; which literally translates to mean he who speaks two languages is worth two people and applies its meaning to immigrant children who are language brokers for their families. Historically, the United States has not promoted multilingualism and even frowned upon language brokering because it is viewed as an adult task taken on by a child. However, recent research shows that language brokering is actually a benefit that aids the family in the acculturation process and assists the child in the journey of becoming bilingual. There is much research already on the benefit of being bilingual. This project set out to show that connecting child language brokers to educational programs could ultimately nurture their bilingual skills and support them to be successful academically. The goals of this project were (a) to link language brokers with current research on benefits of bilingualism, (b) to find any pioneers in the United States leading the way in promoting bilingualism or multilingualism, and (c) to offer next steps.
Perceptions of Classroom Quality and Well-Being among Black Women Teachers of Young Children
Author: Edwards, Erica B.
Date: 2021-04-26
Type: Journal Articles
Subjects: African American Teachers,Women Faculty,Teacher Attitudes,Early Childhood Teachers,Educational Quality,Well Being,Early Childhood Education

Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children's educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at rates disproportionate to their white counterparts. Through Black feminist focus group research, this paper documents perceptions of early childhood education quality mandates in Georgia and their impact on the well-being of 44 Black women teachers of infants, toddlers, and preschool age children. Findings suggest that the call for quality complicates Black teachers' work, adds undue financial and emotional stress that takes a toll on their well-being, and interrupts personal dynamics with their loved ones. The paper calls for antiracist and antisexist structural support to interrupt both the stressors exacted by the field and the sociohistorical processes devaluing Black women's work with children.
Using Funds of Knowledge to Identify Bilingual Students&apos; Gifts and Talents: The Role of Home Visits
Author: Deniz, Fatmana Kara
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Bilingual Students,Gifted Education,Student Diversity,Talent Identification,Cultural Background,Home Visits,Disproportionate Representation,Alternative Assessment,Student Characteristics,Family Environment

This paper argues that home visits can play a critical role in identifying gifts and talents of bilingual students through students' funds of knowledge. Underrepresentation of students who are culturally and linguistically diverse (CLD), particularly bilingual children, in gifted programs has been a long-term concern in education. One problem of underrepresentation of bilingual students in gifted education is rooted in teacher under referrals of bilingual children for screening. Bilingual students exhibit gifted characteristics in differing ways than their peers from non-diverse backgrounds (Esquierdo &amp; Arreguin-Anderson, 2012). Students' funds of knowledge frame their patterns of learning, knowing, and doing around their unique cultural and linguistic experiences and can serve as a valuable resource in the gifted and talented screening process. The purpose of the paper is to promote the use of home visits as an alternative talent screening approach to assist teachers in the identification of bilingual students' potential characteristics of giftedness through students' funds of knowledge.
Teacher Leadership in Systemic Reform: Opportunities for Graduate Education Programs
Author: Spies, Tracy
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Educational Change,Graduate Students,Theory Practice Relationship,English Language Learners,Faculty Development,Educational Practices,Instructional Effectiveness,Program Descriptions,Urban Areas,Rural Areas,Educational Improvement,Reflection,Teacher Attitudes,Coaching (Performance),Institutes (Training Programs),Professional Autonomy,Elementary Secondary Education

Nevada has recently taken considerable steps to reform English learner (EL) education across the state with teacher development as a primary focus. Educational reform agendas necessitate that teachers not only rethink their practices but teach in novel ways. It has been argued that teacher development through graduate education and other professional development (PD) avenues are ineffective in shifting instructional practices, highlighting a theory-to-practice gap. Further, it has been postulated that without teachers' participation and leadership in reform, such efforts will fail. This article details a graduate PD model designed specifically to prepare teachers as teacher leaders and address the theory-to-practice gap. Our university enhanced our graduate educator preparation program in English Language Learning (ELL) to build statewide collaborative cohorts of urban and rural teacher leaders prepared to implement and facilitate educational improvements for ELs within their varied educational contexts.
School Pantry Cook-Off: An Approach to Educate Youth on Food Insecurity
Author: Lee, Siew Guan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foods Instruction,Hunger,Health Promotion,Program Effectiveness,Cooking Instruction,Extension Education,Secondary School Students,Nutrition Instruction

The &quot;School Pantry: Mystery Food Box Cook-Off &quot; is a program designed to increase awareness of food insecurity among youth and teach strategies to prepare healthy foods on a budget. A pre-and-post survey showed a statistically significant difference in participants' overall knowledge, skills, and confidence level after the program compared to before the program. Findings revealed a hands-on nutrition education strategy via cook-off could educate youth on food insecurity and increase their knowledge and confidence to make healthy and affordable meals at home. Other Extension educators seeking to address food insecurity and food preparation skills among youth can replicate this program.
Web-Based Evaluation for Teacher Professional Program: Design and Development Studies
Author: Saptono, Bambang
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Evaluation,Teacher Education Programs,Foreign Countries,Online Surveys

This is a design and development carried out to develop a web-based evaluation model in teacher professional programs. The subject of this research were participants in the professional teacher program in 2021. In addition, experts in the field of technology and evaluation are also the subject of this research to assess the feasibility of the developed model. The data collection technique used in this study is a questionnaire technique. Data analysis was carried out by descriptive quantitative analysis. Proof of the validity and reliability of internal consistency using the Gregory method. The results show that a web-based evaluation model has been developed by measuring four program components, namely context, input, process, and product. The results of the expert assessment indicate that this model is feasible and meets content validity. The developed model is also reliable based on internal consistency and meets the aspects of practicality and effectiveness based on user ratings.
Self-Assessment of the Digital Skills of Career Education Specialists during the Provision of Remote Services
Author: Margevica-Grinberga, Ieva
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Technological Literacy,Career Education,Distance Education,COVID-19,Pandemics,Educational Technology,Career Guidance

The drastic and structural changes in the labour market and organisational environment is related not only to the COVID-19 pandemic and rapid technological development but also to general globalisation trends, demographic situations, deterioration, and dynamic changes at all levels of education, which emphasise the need for quality career education and guidance in secondary schools. This study aims to explore the digital self-assessment of career guidance professionals and also, to determine carrier guidance professionals' attitude towards digital literacy. Data was analysed using percentages for qualitative data and content analysis for qualitative research. From the results of the research, most of the career guidance specialists have been able to use digital technologies to communicate with students, parents, colleagues, and most of them currently use digital technologies in their work.
Repercussions of COVID-19 Crisis on Students&apos; Remote Learning in Saudi Universities
Author: Al-Qahtani, Norah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Undergraduate Students,Gender Differences,Distance Education,Online Courses,School Closing,Disease Control,Barriers,Intellectual Disciplines,Institutional Characteristics,Educational Technology,Student Attitudes

This study aims to identify the positive and negative repercussions of the novel Coronavirus crisis on students' remote learning in Saudi universities. A descriptive survey method is carried out using a questionnaire and distributed to a cluster sample of 651 undergraduate students. Results reveal the most prominent positive repercussions, which are that the university cares about the learners' safety and health health and places them at the highest priority, review of recorded lectures and investing time. Results also reveal the most prominent negative repercussions, which are students' concern about their academic conditions, reduced access to teaching and research facilities and laboratories, and large assignments. Statistically significant differences are also found in favour of males, health disciplines, and King Faisal University and University of Hail.
Social Network Activity of Students in Conditions of an Epidemiological Threat
Author: Kalinina, Natalia V.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Internet,Social Media,College Students,Student Attitudes,Photography,Self Concept,Self Esteem

The period of restrictions on social contacts introduced by the governments of different countries increased the time spent by users in social networks. The paper aims to analyze the Internet activity of students in social networks as a way of overcoming interaction difficulties in the context of an epidemiological threat. The research used the observation method and questionnaires to collect data for this research. The sample for the research consisted of 300 students between ages of 18 and 22, who were purposively sampled. Using content analysis and the statistical program for social sciences, the collected data were analyzed. As a result of the study, it was established that the Internet activity of students in social networks in the context of an epidemiological threat and globalization in general, determines the level of development and the content framework of a person's self-attitude.
State Regulation and Development of Digital Educational Platforms
Author: Salakhova, Valentina B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economic Development,Educational Technology,Government Role,Information Technology,Administrative Organization

The introduction of digital platforms influences all areas of social development, including the education sector. The Russian government, in a bid to take advantage of this, has encouraged the development of a solid educational system that can support digitalization's effect on the economy. The paper aims to analyze the development of Russian digital platforms in general and educational platforms, as a decisive factor in economic competitiveness on the world market. The study was a descriptive research and Russia was the main population for the study. The research made use of secondary data from national and international sources. An analysis of modern practices in the field of digital educational platforms shows that educational organizations cannot independently use digital technologies at the new level of requirements. For this purpose, a functioning digital ecosystem is needed that would be able to provide a variety of new technologies in education.
The General Technological Competency Model for Vocational Teachers in Kazakhstan
Author: Shagataeva, Zaure Ernazarovna
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Education,Vocational Education Teachers,Teacher Effectiveness,Technological Literacy,Student Attitudes,Guidelines,Pedagogical Content Knowledge,Likert Scales,Epistemology,Masters Programs,Graduate Students,Student Surveys,Factor Analysis,Data Analysis,Information Technology,Educational Improvement,Foreign Countries

Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students' opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher's ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees' insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators' capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan.
Discussion Facilitation Strategies and Design Skill Development: Examining the Relationship
Author: Koehler, Adrie A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Problem Based Learning,Preservice Teacher Education,Discussion,Facilitators (Individuals),Preservice Teachers,Instructional Design,Skill Development,Prompting,Student Attitudes,Problem Solving,Undergraduate Students,Lesson Plans

Case-based instruction (CBI) provides a way to vicariously engage preservice teachers in their future teaching realities. However, little research has considered how different discussion facilitation strategies relate to the development of preservice teachers' instructional design (ID) skills. We used an embedded mixed methods case study research design to compare differences in how preservice teachers approached the ID process when engaged in one of two strategies: discussions guided by pre-constructed prompts and a facilitator and discussions guided by pre-constructed prompts only. Findings revealed that preservice teachers who participated in discussions guided by a facilitator analyzed case problems more deeply, as they identified more sources of inspiration to guide their design choices; considered learner, environmental, and content characteristics more often; and reported spending more time understanding case problems. While most preservice teachers believed they could apply what they learned from participating in CBI to their future profession, preservice teachers receiving prompts only were more positive about the discussion aspect of CBI.
Evaluating Creative Drama Studies in Virtual Museums with Teacher Opinions
Author: Umralieva, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Drama,Museums,Teacher Attitudes,Cultural Influences,Elementary School Teachers,Creativity,Internet,Educational Technology,Technology Uses in Education,Teaching Methods,Self Efficacy,Foreign Countries

The aim of this research is to evaluate creative drama studies in virtual museums with teacher opinions in order to ensure the revival of national cultural values through art. Qualitative research method was used in the study. The data were collected by the semi-structured interview form prepared by the researcher. The study involved 25 elementary school classroom teachers working in various primary schools in Nur-Sultan, Kazakhstan, in the 2020-2021 academic year. As a result of the research, it was revealed that teachers found themselves inadequate in virtual museums and creative drama, but considered the use of these applications in education extremely positive. In-service training programs to be prepared for teachers to gain competence in the field of creative drama in the virtual museum will enable them to use this method more effectively in education, which they find effective in learning.
Understanding Nutrition Education and Physical Activity Instruction in Rural Elementary Schools
Author: Harris, Allison
Date: 2021-00-00
Type: Journal Articles
Subjects: Nutrition,Physical Activities,Health Education,Rural Schools,Elementary School Teachers,Physical Education,Barriers,Faculty Development,Teacher Surveys,Extension Education

We surveyed K-6 classroom teachers in four rural counties in Oregon to ascertain current nutrition and physical activity and/or physical education (PA/PE) instruction, barriers to teaching these subjects, and interest and need for professional development. Although most respondents reported teaching nutrition and PA/PE in their classrooms and appear to place high importance on teaching these subjects, reported delivery time was low. Extension can play an influential role in ensuring that students receive adequate nutrition and PA/PE instructional time by providing support to teachers through professional development, direct education in the classroom, and policy, systems and environmental change.