ethanporcaro/eric-fulltext-meta huggingface dataset:
School Community Involvement to Address Student Decision-Making Regarding Personal Health
Author: Barma, Sylvie
Date: 2021-00-00
Type: Journal Articles
Subjects: School Community Relationship,Decision Making,Problem Solving,Lesson Plans,Guidelines,Marijuana,Learning Theories,Dialogs (Language),Laws,Student Needs,Power Structure,Parent Participation,Grandparents,Physicians,Special Education Teachers,Public Health,Health Behavior,High School Students,High School Teachers,Intervention,Foreign Countries,Educational Change,Group Discussion,Public Policy

This article discusses how the key players' multilayered collaboration may be enacted by the Change Laboratory methodology in the footsteps of Virkkunen and Newnham (2013) to address a complex issue for the benefit of adolescents. It can be defined as a group processing approach used by a group to solve a problem of its own defining. Over six months, members of a school community played an important role in participating in the modelling of classroom lessons with adolescents facing the new guidelines of the Canadian Cannabis Act in 2018. Drawing on the theory of expansive learning and the cultural-historical activity theory (CHAT), we used the Change Laboratory approach to dialogue on the problems and solutions to be implemented. The results examine specifically how some of the school community members contributed to the co-modelling of these lessons, taking into account the adolescents' needs in two schools. The collaboration between the members evolved over time. The vertical power hierarchy usually present in schools was modified as parents, grandparents, a medical doctor, a special education teacher, two teachers, and five students agreed to sit together to address the health issue. The qualitative analysis brings to light how the participants shared their needs and engaged in taking transformative actions to intervene directly in two high school classrooms.
Professional Competence Development of Social Studies Teacher in Thailand Education Sandbox
Author: Mangkhang, Charin
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Competencies,Foreign Countries,Classroom Techniques,Active Learning,Teaching Methods,Pretests Posttests,Self Efficacy,Teacher Education Programs,Student Attitudes,Teacher Student Relationship,Reflection,Interdisciplinary Approach,Measures (Individuals),Pedagogical Content Knowledge

This research article deals with two objectives. The first objective was to develop the professional competence of social studies teacher in the education sandbox. The second objective was to propose social studies classroom-based action learning management innovation to develop professional competence of social studies teacher in the education sandbox and to assess satisfaction levels of students in developing professional competence of social studies teacher in the education sandbox. The conducted research in this article was classroom-based action research whereby the assessment form of area-based competence perception of educational students in Chiang Mai education sandbox, Faculty of Education, Chiang Mai University (pre- and post-assessment). The sample group used in the research consisted of senior educational students in the field of social studies of the second semester of the academic year 2020 accounting for 30 people. For the analysis, descriptive statistics were used. Results of statistical data analysis were shown as mean and standard deviation. From the research results, it was found that the level of perceived competence of becoming a professional teacher in Thailand education sandbox consisted of 3 aspects. 1) For the aspect of self-efficacy regarding knowledge and understanding in becoming a professional teacher, the average summation of the 4 competencies was as follows: the perception was at a high level. 2) For the aspect of skills and capacity in becoming a professional teacher in the Chiang Mai education sandbox, the average summation of 4 competencies was as follows: the perception was at a high level. 3) For the aspect of attitudes on becoming a professional teacher in the Chiang Mai education sandbox, the average summation of 4 competencies was as follows: the perception was at a high level.
Question-Answer Relationships in Social Studies Courses with Students with Hearing Loss
Author: Akay, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Questioning Techniques,Social Studies,Students with Disabilities,Hearing Impairments,Thinking Skills,Assistive Technology,Elementary School Students,Grade 4,Foreign Countries

Educational settings adopt an active participatory learning process in which students with and without hearing loss are guided towards knowledge through questions. Questions are believed to improve critical, creative and high-level thinking skills. This research is a case study aimed at identifying and suggesting some solutions to the problems that students with hearing loss experience in understanding and answering the types of questions asked in a Social Studies course. Eight students with hearing loss participated in the study. Data were collected through observations, interviews, documents, research logs and process products. Analysis of the data suggests that students with hearing loss are able to answer some cognitive memory questions as well as those that call for convergent thinking, divergent thinking and evaluative thinking skills in the Social Studies Course while requiring the instructor to simplify and materialize the question and encourage the students to interact with the group for some others.
Sustainability Awareness of In-Service Physical Education Teachers
Author: Baena-Morales, Salvador
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainability,Physical Education Teachers,Sustainable Development,Teacher Attitudes,Knowledge Level,Teacher Behavior,Gender Differences,Conservation (Environment),Secondary School Teachers,Economic Impact,Social Behavior,Foreign Countries

Physical Education has been described as a subject with unique characteristics that can contribute to achieving Sustainable Development Goals. However, an analysis of PE teachers' (PETs) sustainability consciousness has not yet been conducted. For this purpose, a total of 203 PETs completed the validated SCQ-S instrument to measure the three dimensions of sustainable development in three components of consciousness (attitudes, knowledge and behaviours). The results obtained show that the PETs have a high consciousness for sustainable development (SD), except for attitudes within the economic dimension. Sex has been identified as a variable that determines awareness in sustainability with significantly higher scores for women in all the variables evaluated, except for knowledge and behaviour in the social dimension. These findings provide new knowledge within the Physical Education and SD paradigm, serving as a link for future research that aims to harness the benefits of Physical Education for the sustainability of the planet.
From Crisis to Opportunity: Family Partnerships with Special Education Preservice Teachers in Remote Practicum during the COVID-19 School Closures
Author: McDevitt, Seung Eun
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Special Education,Practicums,Preservice Teachers,Partnerships in Education,Parent Teacher Cooperation,Mothers,Children,Students with Disabilities,Student Diversity,Elementary School Students,Immigrants,Individualized Instruction,Equal Education,Family Needs

Challenges for culturally and linguistically diverse children with disabilities have been exacerbated by the COVID-19 school closures, highlighting major social and educational inequities. In response to this educational crisis, our university partnered with a community organization that supports immigrant families and their children with disabilities to provide them with individualized instruction while also providing preservice special education teachers with practicum field experiences. Situated in New York City, this qualitative study explored the experiences of preservice teachers, mothers, and their children with disabilities who participated in remote instruction during the initial COVID-19 school closures. We analyzed focus group interviews of preservice teachers and their journal entries, as well as individual interviews with mothers and their children with disabilities. This study details the successes and challenges of this novel teaching and learning partnership during the pandemic and the implications of reimagining field experiences in special education teacher education programs to cultivate educators who are equipped technologically and prepared to build relationship-centered family partnerships.
From School Exclusion to Provisional Access: Possibilities and Limitations of a Critical Class-Conscious Parent Engagement Program in Rural Upstate New York
Author: Wilson, Marguerite Anne Fillion
Date: 2021-00-00
Type: Journal Articles
Subjects: Low Income Groups,Parent Participation,Rural Schools,Whites,Social Bias,Social Class,Volunteers,Poverty,Barriers,Social Isolation,Parent Attitudes,Educational Environment,Inclusion,Moral Values

Parent engagement is typically understood as parent attendance at school functions or volunteering; however, these spaces are often defined by the behavioral norms of White middle-class parents. Using social class, moral capital, and Critical Whiteness Studies as theoretical frameworks, this article qualitatively examines the implementation of a class-conscious parent engagement strategy--the Parent Mentor Program--in a rural, predominantly White school district. Based on 42 focus groups with six low-income White parents who participated as Parent Mentors, we argue that, through the process of engaging with the program, these parents began to form community and access some parts of the institution. Although these parents demonstrated their commitment to being active contributors to the school community as classroom volunteers, authentic acceptance remained provisional. We argue that the continued disparaging treatment of these parents is connected to the fact that they do not perform whiteness in an acceptable (i.e., middle-class) manner. Because they lack a discourse of systemic oppression, we analyze the parents' discourse with a theoretical lens that explains how moral capital, individual access, and meritocracy is applied to their tenuous access to privilege. These individualistic discourses--hallmarks of whiteness mostly devoid of class critique--prevent the program from developing into a larger activist strategy to transform the school culture.
&quot;Having That Place to Just Be and Not Separated by What You Can Afford&quot;: A Case Study of Socioeconomic Integration at an Urban Preschool
Author: Nestor, Ciara
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Diversity,Ethnic Diversity,Socioeconomic Status,Urban Schools,Early Childhood Education,Racial Bias,Ethnicity,At Risk Students,Disadvantaged Youth,Preschool Education,Parent Attitudes,Teacher Attitudes,Program Effectiveness,Inclusion,Peer Relationship,Preschool Children,Equal Education,Child Development,Faculty Development,Teaching Methods

Schools in the United States are highly segregated by socioeconomic group. Segregation is pervasive throughout all levels of the school system but particularly prevalent in early childhood environments. Increased racial/ethnic and socioeconomic diversity in classrooms and schools has been shown to lead to positive developmental and social outcomes for all students. The current article presents a case study of one urban program's experience integrating its tuition-paying and Head Start students into a single cohesive program. The program's goals in undertaking this initiative were to enhance the sense of community within the program by providing equal access to resources and to promote positive child development for all students. Data was collected by examining student assessments, surveying parents, and interviewing program staff. Key takeaways from this program's experience include: (1) combining programs with complementary theories and providing high levels of support to teachers can help to create high quality, highly diverse classrooms; (2) programs must address potential issues with integration early and by engaging stakeholders in open, honest conversations; (3) fostering relationships between children in classrooms can be accomplished by embracing the diversity in the classroom, but more targeted efforts may be necessary to create a strong community of families.
High School Home Visits: Parent-Teacher Relationships and Student Success
Author: Soule, Nathan E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Home Visits,Urban Schools,High School Teachers,Grade 9,High School Students,Attendance,Program Effectiveness,Graduation Rate,Parent Teacher Cooperation,Teacher Attitudes,Interpersonal Relationship,Cultural Awareness

The purpose of this study is to determine how home visits conducted by teachers from a diverse, urban high school impacted student success and relationships between parents and teachers. Participants were high school teachers who were invited to conduct home visits for rising ninth graders and the students visited at home. In this mixed methods design, attendance and graduation data were collected for students participating in home visits, surveys were administered to eligible teachers and staff, and semi-structured interviews were subsequently conducted with seven home visiting teachers. Data over five years reveals the chronic absenteeism rate was lower for students visited at home (4%) compared to the whole cohort. The graduation rate for students visited at home at this site was also higher (3.7%) than the rate for the whole graduating class. Surveys and interviews indicate teachers who visited students at home were more likely than non-home visiting teachers to report positive relationships with and support from parents. Home visiting teachers also met with parents more in person, and, more than non-home visiting teachers, they believed parents welcome home visits.
Emotionally Agile Leadership amid COVID-19
Author: Wilson, Adrianne
Date: 2021-08-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Leadership Qualities,Administrator Education,Emotional Intelligence,Emotional Development,Stress Management,Teachers,Stress Variables,Metacognition,Self Control,Coping,Teacher Burnout,Intervention,Teacher Persistence,Crisis Management,Principals,Administrator Responsibility,Interpersonal Relationship,Prosocial Behavior,Altruism,Caring

The COVID-19 pandemic has dramatically changed the job requirements of school leaders and has negatively impacted the academic outcomes for students (Kuhfeld et al., 2020). As a result of the ongoing demands and stress caused by this pandemic, school leaders are at an increased risk for physical and mental health problems (Boyatzis &amp; McKee, 2005; Brackett et al., 2018; Murphy, 2011; Sorenson, 2007) and, as a result, are less likely to continue in their profession long-term (Brackett et al., 2018; Farrace, 2020). In an effort to subvert the negative impacts of the COVID-19 pandemic as well as future crises, this paper posits the need for educational leadership preparation programs that focus on interventions that address the emotional intelligence, emotional agility, and crisis-induced stressors of current and emerging school educators. This paper reviews interventions to mitigate and manage work-related stressors through the integration of social-emotional constructs, mindfulness, mindfulness-based programs, and self-regulatory practices to decrease work-related stressors, prevent professional burnout, increase school educator retention, and prepare school leaders for effective crisis management. Recommendations are provided for future leadership preparation programs.
A Comparative Analysis of the Impact of University Field Supervision on Administrative Mindsets: Considerations for Redesign
Author: Faulk, Neil
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Coaching (Performance),Supervision,Practicums,Computer Mediated Communication,Feedback (Response),Instructional Effectiveness

The purpose of this study was to evaluate perceptions of principal preparation program candidates regarding the impact professional coaching and field supervision had on the development of their administrative mindsets. A secondary purpose was to determine if there was a significant difference in perceptions regarding the impact that professional coaching and field supervision had on administrative mindsets when comparing students who received face-to-face field supervision and coaching activities to those involved in online field supervision and coaching activities. Forty percent of the 150 principal candidates contacted in this study responded to a survey regarding their practicum field experiences. Candidates noted that both the online medium and face-to-face medium were positive in contributing to their professional growth and learning within the program. Inferential tests revealed little if any significant difference regarding the perceived impact online field supervision activities had on developing administrative mindsets as compared to those participating in face-to-face field supervision activities.
Building School Leader Capacity for Impact
Author: Meyer-Looze, Catherine L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Capacity Building,Instructional Leadership,Case Studies,School Districts,Leadership Effectiveness,Faculty Development,Principals,Standards,Barriers,Superintendents,Administrator Role,Intention,Coaching (Performance),Peer Relationship,Elementary Secondary Education,Kindergarten,Metacognition,Professional Autonomy,Self Efficacy,Transfer of Training,School Administration,Administrator Attitudes

Effective school leaders focus on identifying the changes needed to improve student learning. However, school improvement is often reduced to a checklist of compliance activities, and, consequently, achievement gaps continue to stay the status quo, or even widen. This paper reports on a qualitative case study analyzing how professional learning was implemented by 17 school leaders within a northern Michigan intermediate school district. From 2016-2020, the authors conducted semi-structured interviews, administered a participant needs survey, and analyzed artifacts from a professional learning series for principals. The series, Building Leadership Capacity, was framed using Bandura's Social Learning Theory, as well as current educational leadership standards. We found that the principals failed to implement strategies that could have stimulated instructional growth for teachers and students in their schools. We illuminate three challenges principals face when implementing such strategies: (1) leadership capacity; (2) support from district office; and (3) transiency. Overall, results of this study accentuate the role school superintendents play in ensuring principals engage in intentional learning, collaboration with peers, and job-embedded coaching.
Stress among Korean Immigrant Parents of Children with Diagnosed Needs Amid the COVID-19 Pandemic
Author: Hong, Joo Young
Date: 2021-00-00
Type: Journal Articles
Subjects: Korean Americans,Immigrants,COVID-19,Pandemics,Barriers,Limited English Speaking,Parent Attitudes,Students with Disabilities,Student Needs,Academically Gifted,Stress Variables,Resilience (Psychology),Social Support Groups,Family Relationship,Correlation,Individual Characteristics,Coping,Resources,Interpersonal Communication,Child Development,School Closing,Educational Technology

This study examines difficulties amid the COVID-19 pandemic in raising children and meeting their educational needs among Korean immigrant parents of children with disabilities, giftedness, and/or limited English proficiency living in the U.S. The Ordinary Least Squares (OLS) regression analysis examined the associations between the 48 participants' perceived difficulties meeting their children's educational needs, parental stress, and parents' resilience and social support. Additionally, basic interpretive qualitative analysis was conducted for the 18 survey participants who provided data via an open-ended survey response. Results determined that participant difficulties in assisting with their children's educational needs were associated with increased parental stress. Participants also described lack of resources and support, language and communication barriers, internal family conflicts, and developmental concerns about the child. Implications for practice and future research are discussed.
The Power of the Collective: How a Black Parent Group&apos;s Initiative Shaped Children&apos;s Educational Experiences and Excellence
Author: Rall, Raquel M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent Attitudes,Parent Influence,African American Attitudes,African American Children,African American Students,Middle Class,College Students,Academic Achievement,High Achievement,Advocacy,Empowerment,Educational Experience,Cultural Influences,Family Involvement,Parent Associations,African American Organizations,Expectation,Parent Aspiration,Racial Identification,Self Concept

The authors investigated cultural resourcefulness among seven Black middle-class families who proactively collaborated to ensure their children's academic excellence in a highly racialized suburban community in southern California. Their children achieved high grades and successfully entered and completed higher education at elite U.S. institutions, despite pervasive experiences of racial discrimination in their K-12 years. Parents and their children were interviewed to determine how the parent group contributed to the success of these students. The authors describe three major pathways the families used to maximize and safeguard their children's education: (1) psychologically preparing children to excel in school, (2) reforming schools through collective advocacy to successfully educate Black students, and (3) engaging and empowering other Black parents with key resources and knowledge to help their children succeed. This research presents an exemplary model of self-initiated collective action to strengthen Black youths' and families' educational experiences, particularly when in the extreme racial minority. Implications for theory and practice are addressed.
The Use of the World Café Process to Foster Parent-School Engagement in Culturally Rooted Early Childhood Montessori Programs: A Participatory Process
Author: Brennhofer Pleski, Annamarie
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Montessori Method,Montessori Schools,Parent School Relationship,Early Childhood Education,College School Cooperation,Program Design,Program Development,Program Implementation,Well Being,Child Rearing,Family Needs

Parent engagement is one approach to decrease the opportunity gap for Black, American Indian, and all children of color. This report from the field describes the use of the World Café participatory approach to support parent engagement in five early childhood, culturally embedded Montessori programs. Serving the Whole Child (SWC) is a community-university partnership between St. Catherine University, Montessori Center of Minnesota, five early childhood Montessori schools, and school parent leaders. Using a participatory approach, parent leaders from each school co-designed the development, implementation, and analysis of the World Café. The World Café asked school parents what was working and what parents needed help with related to three topics: parent well-being, caring for a young child, and school-community connection. Each World Café was tailored to honor the school's unique community, cultural values, and family needs. Parent leaders synthesized and coordinated with schools to develop offerings to meet the priorities of the recommendations and key topics. World Café is a participatory process that may increase parent leadership and school engagement in ways that support caregiving and child success.