ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Student Debt and Debt Anxiety in College Student Financial Well-Being
Author: Norvilitis, Jill M.
Date: 2021-10-00
Type: Journal Articles
Subjects: Debt (Financial),Anxiety,College Students,Well Being,Money Management,Stress Variables,Student Loan Programs,Paying for College,Credit (Finance),Psychological Patterns,Student Attitudes,Parent Influence,Personality Traits

This study examined predictors of three measures of financial well-being in 354 college students. Results suggest that perceptions of debt are important in understanding financial well-being, but these perceptions need to be considered alongside of individual differences in anxiety, optimism, and parental teaching. Further, regression analyses highlighted differences between predictors of perceived financial well-being and more and less frequent money saving behaviors, which may indicate different paths for intervention. Specifically, students reporting engaging in less common financial strain behaviors appear to have more objective financial difficulties, whereas students reporting more common financial strain behaviors report more factors that suggest difficulty with money management skills and those with lower levels of perceived financial well-being report higher levels of worry. Mediational analyses further indicated a potential role for parental intervention to improve perceived financial well-being and decrease unhealthy responses to financial strain.
Investigating Student Teachers&apos; Reflections on Early Field Experiences
Author: Cojorn, Kanyarat
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Science Education,Reflection,Peer Evaluation,Feedback (Response),Field Experience Programs,Teaching Experience,Journal Writing,Student Experience,Teacher Education Programs,Foreign Countries

The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of reflection quality in this study contained the topic of reflection and depth of reflection. The topic of reflection focused on five dimensions including: 1) teaching and learning strategies, 2) teacher's appearance, 3) student's experience, 4) learning achievement, and 5) pedagogical practice. The depth of reflection was categorized into 4 levels involving level one: description, level two: explanation, level three: insightful comment, and level four: recognized good practice. Data was collected from the reflection journals of the student teachers' early field teaching experiences then analyzed by scoring reflective journals. The results indicated that the overall reflections were in level three: 'Insightful Comment' in both categories. In terms of student's experience, and learning achievement were in level two 'Explanation'. In comparison to student teachers' reflections among the experience related to learning design, there was no significant difference between overall self-reflection and peer feedback. Some aspects were statistically significant, i.e., the student's experience, and learning achievement between the group of less and more experience in learning design respectively. The findings showed the impact of experience on the reflections in student teachers. The study highlighted the implications of reflective practice for teacher education programs, science teacher education and research.
The Effect of Flipped Instruction on Special Education Preservice Teachers&apos; Perceptions
Author: Massey, Cynthia C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Special Education Teachers,Preservice Teachers,Student Attitudes,Teacher Education Programs,Pedagogical Content Knowledge,Student Motivation,Learner Engagement,Educational Technology,Technology Uses in Education,Experiential Learning,Generational Differences,Learning Activities

This study analyzes the flipped instruction model used in three special education educator preparation courses to examine which components preservice teachers perceived most contributed to their content knowledge, motivation, and engagement (n=50). Weekly pre-class asynchronous assignments included the use of educational technology tools such as an interactive e-textbook site, Perusall, and online academic activities such as Khan Academy to strengthen their content knowledge. This allowed more time for a student-centered approach during synchronous instruction to incorporate tools such as Nearpod, Pear Deck, Flipgrid and digital badges to strengthen their motivation and engagement. Data were collected through a post-course survey; results indicate that preservice teachers perceived this model was motivating, engaging, and contributed significantly to their content knowledge. They also identified hands-on activities during class as a significant component of their learning. This article discusses the project, limitations, and implications for future flipped instruction research in special education educator preparation programs.
A Quantitative Study of Schools as Learning Organizations: An Examination of Professional Learning Communities, Teacher Self-Efficacy, and Collective Efficacy
Author: Anderson, Shonna G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Attitudes,Self Efficacy,Group Dynamics,Elementary School Teachers,Middle School Teachers,High School Teachers,Disadvantaged Schools,Advantaged,Faculty Development,Career Development,Academic Achievement,Teacher Effectiveness,Organizational Learning

This quantitative study explored teacher perceptions of professional learning community dimensions, teacher self-efficacy, and collective efficacy. Professional learning communities (PLCs) have been shown to positively impact teacher self-efficacy and collective efficacy, all supporting student achievement. The overarching question guiding this study was, &quot;What relationships exist among professional learning community dimensions, teacher self-efficacy, and collective efficacy and what differences exist in teacher perceptions in elementary, middle, and high schools; TAP and Non-TAP schools; and high poverty and low poverty schools?&quot; The study sample included 57 schools within one large metropolitan southern school district. Three data collection measures were utilized to assess teacher perceptions including the Professional Learning Community Assessment-Revised, the Teachers' Sense of Efficacy Scale, and the Teacher Efficacy Beliefs Scale-Collective Form. Data analyses included descriptive and inferential statistics and resulted in eight major findings with finding Implications related to conceptual/theoretical frameworks, leadership and practice, and future research. These findings support professional learning communities as positively influencing teacher self-efficacy and collective efficacy; PLCs as contributing to school improvement; and school variables, such as poverty level, PLC implementation, and school level indeed influence efficacy. Additionally, study findings inform district leaders, school leaders, and teachers regarding implementation of PLC practices in enhancing teacher self-efficacy and collective efficacy and supporting school improvement.
A Study of Perceived Principal Instructional Leadership and Its Relationship to Student Achievement in Private High Schools
Author: Shelton, Jessica Langlois
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,College Readiness,High School Students,Teacher Attitudes,Administrator Attitudes,Instructional Leadership,Gender Differences,Private Schools,Catholic Schools,High Schools,Scores,College Entrance Examinations,Administrator Role,Educational Environment,High School Teachers

This quantitative study investigated whether a relationship existed between principal's instructional leadership behavior and college readiness as measured by ACT scores in Catholic and private schools in south Louisiana. The study surveyed both teacher and principal perceptions of principal instructional leadership behaviors through the Principal Instructional Management Rating Scale (PIMRS). This survey was sent to participating school principals to complete in south Louisiana who then sent the survey out to their faculty. The data were collected and analyzed using descriptive statistics, a dependent t-test, and logistic regression. The results indicated that female principals felt they actively participated in instructional leadership more often than their male counterparts did. Teachers also perceived their female principals actively participated in instructional leadership more often than the teachers of male principals did. Finally, the research indicated that Catholic and private schools with male principals were 76% less likely to have ACT scores that were higher than the national average of ACT scores of private schools. This study may offer insight to educational leaders on how instructional leadership may relate to college readiness as demonstrated by ACT scores.
Do They Feel Ready? Self-Efficacy of Career and Technical Education High School Student
Author: Spillers, Jayda G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,High School Students,Self Efficacy,Correlation,Courses,Job Skills,Employment Qualifications,Credentials,Educational Environment,Grade 12,High School Seniors,Experiential Learning,Student Attitudes

This non-experimental, quantitative study used a correlational research design to determine if a significant, positive relationship existed between students' completion of a series of CTE courses &quot;and&quot; earning industry-recognized credentials and sense of self-efficacy toward employment pursuits. This research was framed within Social Cognitive Career Theory (SCCT). Data analysis consisted of descriptive statistics using the Pearson's &quot;r&quot; for correlational results. A positive correlation was found in students' course-taking with IRCs and the self-efficacy variables of perseverance and performance. An unanticipated finding from the self-efficacy scale found all students exhibited high mean scores across the individual questions. Findings were supported by the literature on the self-efficacy domain of mastery experience in relation to school environment and contextual teaching and learning experiences. Implications of this study include the benefits of mastery experiences in building self-efficacy and the integration of academic and vocational subjects, both of which can increase the transference of skills across disciplines.
Effect of Guided Inquiry-Based Learning Integrated with Enterprise Education on the Entrepreneurial Competencies of Middle School Students
Author: Deveci, Isa
Date: 2022-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Inquiry,Active Learning,Entrepreneurship,Business Education,Competence,Middle School Students,Grade 8,Foreign Countries,Persistence,Creativity,Professionalism,Science Education,Integrated Curriculum

This research was designed to examine the effect of guided inquiry-based learning (GIBL) integrated with enterprise education (EE) entrepreneurial competencies (perseverance, creativity, professionalism) on the part of 74 eighth grade Turkish students. A quasi-experimental design was used for conducting this research. The intervention process was carried out during the teaching of the eighth grade &quot;liquid and solid pressure&quot; unit. The current teaching curriculum was applied to the comparison group (CG) students. The GIBL approach integrated with EE was applied to the experimental group (EG) students over a five-week period. The research data were collected using an instrument entitled the &quot;Entrepreneurship Skills Scale&quot;. Independent samples t-test, paired sample t-test, and a one-way ANCOVA test were used to analyze the research data. As a result, it was determined that GIBL integrated with EE, had a positive effect on the general entrepreneurial competencies of the students. It was also found that the GIBL integrated with EE had a positive effect in the professionalism sub-dimension of the EG. However, it was found that the GIBL integrated with EE had no effect on the creativity and perseverance sub-dimensions of the EG. In future research, researchers can examine the impact of the GIBL integrated with EE on different entrepreneurial competencies in a science course.
Exploring the Impact of a Grow Your Own Teachers Program
Author: Jackson, Nykela
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Student Interests,Vocational Interests,Teaching (Occupation),Introductory Courses,Education,College Students,Comparative Analysis,Altruism,Minority Group Students,Experiential Learning,Transformative Learning,Student Motivation,Racial Differences

This study investigated the impact of a Grow-Your-Own (GYO) program on high school students' interests in teaching. Participants included 173 GYO students in a concurrent enrollment introductory education course. To explore the GYO's impact, survey results were compared to a sample of 297 traditional college students in a parallel curriculum. A two-way Analysis of Variance (ANOVA) showed GYO students' plans to pursue teaching were positively impacted, with participants citing altruistic motivators. The GYO program also enrolled higher percentages of students of color, indicating the potential for diversifying the profession.
A Movement, Not a Moment: A College Level Approach to the Development of an Inclusive Learning Environment
Author: Broussard, Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Environment,Diversity,Equal Education,Nursing Education,Higher Education,Cultural Awareness,Intercultural Communication,Educational Change,School Culture,Learner Engagement,Strategic Planning

The purpose of this article is to illustrate the process of inspiring change for advancing diversity, equity, and inclusion by describing the efforts of a College of Nursing and Health Sciences at a 4-year, public institution in Louisiana. Motivated by recent campus conversations, the college has established a collective effort to establish new strategies to create a more inclusive academic environment for students, faculty, and staff. These efforts build upon recent successes and are in support of the university's campus-wide Strategic Plan for Inclusive Excellence. The lessons learned include: (a) the impact of intercultural engagement on inspiring culture change within an academic college; (b) the importance of getting broad buy-in and engagement from students, faculty, and staff for making process; and (c) successful strategies for advancing diversity, equity, and inclusion at the college level.
Deferring Resistance When Teaching Queer Theory at Historically Black Colleges and Universities
Author: Cosey, Felicia
Date: 2022-00-00
Type: Journal Articles
Subjects: Black Colleges,Social Theories,Sexuality,Postmodernism,Resistance (Psychology),Change Strategies,Prior Learning,Concept Formation,Literary Criticism,Teaching Methods,Student Attitudes,Attitude Change

Queer theory taught at historically Black colleges and universities often meets with resistance from students. This article proposes a means by which to overcome this resistance. Deferring resistance involves encouraging students to approach queer theory texts in the same vein as they have approached texts earlier in the course. By building upon prior knowledge and connecting texts and coursework from earlier in the course, the student understands the placement of queer theory within the canon of literary criticism. The technique of deferring resistance involves contriving instructor fallibility by mis-labeling queer theory readings as something other than what they are. The purpose of mis-labeling texts is not deception but to lessen preconceived notions of an otherness or foreignness to queer theory. Once students make the connections between the critics, from the classics to the formalists, to the structuralist, to the poststructuralist, they can fully appreciate the arguments made by queer theorists.
Politics, Identity, Faith, and the Academic Hazing of a Black Woman: A Scholarly Personal Narrative of a Black Woman Doctoral Student
Author: Thompson, Valerie J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Blacks,Females,Doctoral Students,Doctoral Programs,Hazing,Student Experience,Personal Narratives,Politics,Identification (Psychology),Beliefs,Well Being,Mental Health,Physical Health,Whites,Institutional Characteristics,Disproportionate Representation,Stereotypes

Academic hazing within doctoral programs is often so deeply embedded within the doctoral experience that it becomes normalized. This effort translates into oppressive practices where students are broken down and rebuilt into the ideal doctoral candidate, and the process continues with the next batch of candidates. However, no one discusses the mental, physical, and spiritual burden that academic hazing takes within the lives of its students, especially the Black students. Utilizing a scholarly personal narrative approach (Nash, 2004), the purpose of this paper is to center the lived experiences of a Black woman doctoral student and how politics, identity, faith, and academic hazing framed those experiences. Implications for doctoral programs ended the narrative by recommending doctoral programs take the same effort that they place on diversifying their professoriate that they do caring for the emotional, physical, and mental wellbeing of their students, especially their Black students.
Uncomfortable Conversations with a Black Woman: Centering Examinations of Race, Power, and Privilege in Teacher Education Programs in the Wake of 45
Author: Shelby-Caffey, Crystal V.
Date: 2022-00-00
Type: Journal Articles
Subjects: African Americans,Females,College Faculty,Preservice Teacher Education,Personal Narratives,Teaching Experience,Elections,Political Campaigns,Social Justice,Critical Theory,Race,Racial Bias,Racial Discrimination,Violence,Classroom Environment,Advantaged,Power Structure,Whites,Racial Relations

Using a social justice framework provides opportunities to engage pre-service and in-service teachers in reflexive thinking centered on issues of access, equity, and social justice. This is particularly prudent in light of recently documented cases of injustice. In attempting to undertake a critical stance, there is value in embracing what Freire (2000) describes as &quot;conscientization&quot; or critical consciousness; acts which directly challenge marginalized thinking. In this time of post-truth politics, there is an even greater moral imperative to explore the covert and overt subversions being used to normalize the undermining of the BIPOC community and instructors whose work pushes students to confront issues of race, racism, marginalization and privilege. In this article, personal narratives are used to discuss an African American faculty member's experiences preparing teacher candidates before, during, and immediately following the 2016 election in the United States.
When White Dwarfs Burn Our Color: Whiteness, Emotionality, and the Will to Thrive in Higher Education
Author: Matias, Cheryl E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Whites,Higher Education,Racial Identification,Emotional Experience,Emotional Response,Racial Attitudes,Minority Groups,Critical Theory,Race,Power Structure,Advantaged

Though the academy is a space where education, exploration, and research reside, it is also a space of historical exclusion, ostracism, and oppression for diverse students, staff, and faculty. Particularly, with respect to the ever-present dynamics of whiteness via white supremacy, students, staff, and faculty of color are racially microaggressed and racially stonewalled to a point where they experience extreme racial battle fatigue. This theoretical and reflective paper draws from critical whiteness studies and critical race theory's counterstorytelling to reveal the emotionalities of whiteness, specifically, to investigate how racialized emotions burn out the lives of people of color on campus, much like how white dwarfs are degenerate masses themselves. And, how by leaving them intact, universities will never achieve their proclaimed missions for diversity, equity, and inclusion.
A Review of Shadow Education
Author: Yu, Jiangran
Date: 2022-00-00
Type: Journal Articles
Subjects: Tutoring,Private Education,Academic Achievement,Educational Change,Supplementary Education,Educational Policy,Foreign Countries,Socioeconomic Status

At the moment, shadow education is undergoing a rapid global expansion and has garnered widespread attention from a variety of sectors of society. After reviewing a substantial body of literature on after-school tutoring, this paper will attempt to summarize the findings of existing research on the evolution, current landscape, operating patterns, causes, impacts, and regulation of shadow education, with the goal of providing an overview of the subject for academia and sparking future research.
The Effects of Blended Learning Instruction on Vocabulary Knowledge of Thai Primary School Students
Author: Katasila, Phichitra
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Student Attitudes,Elementary School Students,Positive Attitudes,Vocabulary Development,Learning Processes,Foreign Countries,Grade 5,Grade 6,Pretests Posttests,Computer Software,Language Tests,English (Second Language),Second Language Learning,Second Language Instruction

The present study aimed to investigate the effects of blended learning instruction on vocabulary knowledge of Thai primary school students and students' perceptions toward learning vocabulary through blended learning instruction. A mixed-methods approach was used. Quantitatively, a single group pretest-posttest design was used to measure students' vocabulary knowledge after ten weeks of vocabulary lessons via blended learning instruction. The qualitative method focused on students' perceptions toward blended learning instruction. There were a total of eight student participants at a small school in Kosumphisai, Maha Sarakham province. Three students were in fifth grade and five students in sixth grade. Two research instruments were used in this study: a pre-and-post-test and an in-depth interview. The quantitative results revealed that the post-test score was higher than the pretest score. The blended learning instruction can improve the students' vocabulary knowledge. The qualitative results showed that students had positive attitudes toward blended learning instruction on vocabulary teaching.
A Longitudinal Study of Saudi EFL Teacher Perspectives on Classroom Management Strategies
Author: Alamri, Hayat Rasheed
Date: 2022-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Classroom Techniques,Elementary School Teachers,Secondary School Teachers,Language Teachers,Rating Scales

Using a rating scale, this study investigated Saudi English as a Foreign Language (EFL) teachers' perspectives on the importance and implementation of classroom management strategies (CMSs) during three phases: T1, T2, and T3. Results differed significantly regarding the importance of positive CMSs for primary (T1 and T3) and secondary schools (T2). Additionally, results were significant for negative CMSs in favor of primary schools (T3). Results differed significantly regarding implementing positive CMSs for secondary (T1) and primary schools (T3). Last, results were significant for negative CMSs favoring primary (T1) and secondary schools (T3). EFL teachers' perspectives remain critical and researchable.