14,190 results on '"EDUCATIONAL cooperation"'
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2. When Challenges Never Let Up: School District Leaders Steer through Hazards in Baltimore and Chicago
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Arizona State University (ASU), Center on Reinventing Public Education (CRPE), Paul Hill, Sarah McCann, Lydia Rainey, and Chelsea Waite
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In the face of financial, political, and capacity constraints, leaders within the Baltimore City Public School System and Chicago Public Schools are making progress toward closing post-pandemic gaps in student learning. The executive leadership teams serving Baltimore City Public School System and Chicago Public Schools are using several strategies to help their systems build back after the pandemic including: (1) standardizing key elements of instructional cores and adding instructional staff across their systems, while maintaining some school-level flexibility; (2) supporting existing staff to become teachers and "building the bench" of new principals, while also promoting school leaders and administrators from within; (3) spending federal pandemic-relief money Elementary and Secondary School Emergency Relief Fund (ESSER) and other supplements, while hoping to avoid cutting into funding for instruction; (4) insulating schools as much as possible by taking the political hits themselves and making concessions to demanding stakeholders; and (5) confronting continued enrollment declines, limited central office capacity, constrained teacher labor markets, changes in school boards, shifting local interests, and uncertain state-level financial support. The strong leadership modeled in both districts remains at the heart of moving forward, despite the fact they are straining against their capacities. While there may be nuanced differences, all leaders in maxed-out districts will have to search for new options and forge alliances with new partners within school boards, unions, and state-level governments. This project is part of the American School District Panel (ASDP), a research partnership between the RAND Corporation and the Center on Reinventing Public Education (CRPE) at Arizona State University's Mary Lou Fulton Teachers College.
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- 2024
3. Working Towards an Equitable Future in California Dual Enrollment Programs. Research & Occasional Paper Series: CSHE.9.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Rogelio Salazar
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This study explores the underrepresentation of Black and Latinx students in California's community college Dual Enrollment (DE) programs. The study investigates how DE staff describe an understanding and commitment towards equity for Black and Latinx students in DE programs and how staff engage in equitably aimed praxis to serve Black and Latinx students through practices and collaborations between feeder high schools. Using a Critical Policy Analysis lens, the research highlights how Black and Latinx students are prioritized through equitable practices focused in advising and outreach. However, not all DE staff prioritize Black and Latinx through practices. Despite this, scant instances reveal that collaborative efforts between DE programs, high schools, and districts improve DE services and outcomes, though majority of K-12 partners are absent from collaborative efforts led by DE programs. The study emphasizes the need for increased collaboration between K-12 partners and integrating equitable approaches to DE outreach and advising to engage and recruit Black and Latinx students. This research advances the conversation of equity in DE programs and offers insights for addressing participation gaps among Black and Latinx students.
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- 2024
4. Mapping Organizational Support and Collective Action: Towards a Model for Advancing Racial Equity in Community College. Research & Occasional Paper Series: CSHE.6.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Eric R. Felix, Ángel de Jesus González, and Elijah J. Felix
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In this paper we present the Advancing Racial Equity in Community College Model which maps out the organizational conditions shaping institutional transformation. Focused on two dimensions, the level of "organizational support" and "shared responsibility" to enact equity, we describe four quadrants with distinct organizational conditions that shape how equity advocates design, build, and sustain equity efforts. With well-documented racial inequities and renewed calls for racial justice across higher education, it demands new ways of exploring and understanding how institutional actors leading equity efforts are nested within differing organizational contexts that can enable as well as restrict the enactment and success of racial equity efforts. Our model helps equity advocates gain an "awareness" of known barriers to implementation in higher education, assess the readiness of their campus for racialized change, and take action to build the necessary institutional support and capacity to move the work forward.
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- 2024
5. The Career Advancement and Working Conditions of Multilingual Paraprofessionals in Special Education
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Jamie Day and Kelley S. Regan
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There is a critical issue of special education teacher shortages in the United States. Student populations, many of whom are multilingual and have disabilities, continue to grow while there is a decrease in the teaching workforce. One policy initiative developed to combat the teacher shortage is the Assistant to Teacher Program. The Assistant to Teacher Program is a school district policy that aims to fill high-need teacher vacancies by supporting paraprofessionals to become certified teachers in a career advancement cohort. This qualitative study examines the working experiences of multilingual paraprofessionals in special education and their perceptions of the Assistant to Teacher program within their school district. A thematic analysis reveals the bureaucratic and financial obstacles that multilingual paraprofessionals encounter in their career advancement, and their working conditions specific to special education as linguistic liaisons. Findings from the study are then linked to recommended policy actions intended to mitigate special education workforce disparities.
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- 2024
6. Communities of Belonging: Conversations from the 'Think Tank on Meaningful Inclusion for Students with Disabilities and Diverse Needs'
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British Columbia Teachers' Federation (BCTF) (Canada)
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In June 2024, the British Columbia Teachers' Federation (BCTF) hosted a "Think Tank on Meaningful Inclusion for Students with Disabilities and Diverse Needs." The "Think Tank" sought to shift the frame for the conversation, asking what might happen when there is time and space to think beyond binaries and divisive positions. By foregrounding desire, the "Think Tank" invited conversations around the not yet, starting from several shared assumptions: (1) not if…how - inclusion "should" and "can" be happening. The work is "how" to get there; (2) complexity - inclusion will not and cannot look the same for every child. This understanding must be held alongside all children's right to full participation in meaningful education and learning; (3) tensions and contradictions - how inclusive education is defined, conceptualized, and practiced cannot be simplified or flattened to a single model or vision of what it looks like; and (4) curiosity - tensions and contradictions can be met with curiosity and an agreement to listen and learn, while not necessarily sharing the same conclusions. Building on these assumptions, this report does not present a linear record of the conversation or fixed conclusions emerging from the "Think Tank." Instead, by synthesizing themes - and recognizing tensions and contradictions within the two days of dialogue - it invites the reader to think alongside the diverse experiences and perspectives of what meaningful inclusion looks and feels like and how, together, stronger and more diverse communities of belonging can be created.
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- 2024
7. A Service-Learning Experience in Secondary Education to Promote STEM Learning through Collaboration between Research and Education Centers
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Luis Fernández, Rosa Maria Fernández Serra, Pilar Jiménez, Santiago Marco, Eduardo Caballero, Cristina Arimany-Nardi, Teresa Sanchis, and Antonio Pardo
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The needs of the digital revolution and the knowledge-based economy impose a transformation of traditional education to improve technical and scientific knowledge and include alternative abilities. This work presents a service-learning initiative with multiple goals: to improve scientific, technical, engineering, and mathematic (STEM) knowledge at school, to enhance students' engagement, and to make people aware of the repercussions of poor indoor air quality. The initiative involves four actors: the administration which steers the initiative, students who are the receivers of the knowledge, teachers as facilitators of the activity and research centers as expert references. Within this service-learning initiative, a real-life project has been proposed, focusing on measuring carbon dioxide (CO[subscript 2]) levels in classrooms and correlating them with indoor airborne infection transmission. Reference experts have developed two systems provided to teachers and students for project implementation. The project involves an engineering step where students set up the systems, and a scientific step where students hypothesize, develop experiments, analyse data, and communicate results gaining experience with the scientific method. Through the combined efforts and appropriate allocation of responsibilities, this experience has yielded excellent results in STEM knowledge transmission and has proven effective in fostering student commitment to their learning process.
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- 2024
8. Mexico-Japan Technical and Academic Exchange Program in Transition: Challenges and Issues of Interculturality
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Sylvie Didou Aupetit and Juan José Ramírez Bonilla
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Our principal objective is to explore if interculturality is relevant for the success of a bilateral student mobility program, Mexico-Japan Technical and Academic Exchange Program (MJTAEP). First, the authors explain their methodology and objectives of field work. Second, they situate their analysis within a framework of growing academic cooperation, common ends, and variability, depending on national objectives. Third, they consider the motivations/aspirations of Mexican fellowship holders, as stated by respondents to an electronic survey (106), as well as in-depth interviews (21). The authors look specifically at the quality of courses aimed at providing linguistic, cultural, and technical tools to the Mexican grantees. Two topics are evaluated in detail: (1) the drivers and obstacles of academic integration of Mexicans in Japanese universities, and (2) the acquisition of hard and soft skills (relationships with sensei, alumni or administrative officers and knowledge/proficiency requirements) to facilitate student incorporation in the host society and institutions.
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- 2024
9. An Evaluation of the Spatial Repercussions of Student Mobility Policy in European Higher Education Area Using Network Analysis
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Savas Zafer Sahin, Betül Bulut Sahin, and Emrah Söylemez
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The mobility of international students is a crucial tool for the European Union's goal of creating a unified European Higher Education Area. Despite the initial assumption that all European universities and students can benefit equally from cross-university study experiences, certain European regions have become disproportionately favored over time. This has resulted in specific geographical patterns, challenging the principles of equality and openness in the EU's higher education policy. To better understand these spatial effects and enhance the EU's mobility policy effectiveness, this research analyzes the network properties of Erasmus+, comparing it with traditional degree-seeking activities. Utilizing a modularity measure with data from the EU and UNESCO, the study reveals significant sub-regional variations in the Erasmus+ geographical network, posing challenges for policy implementation and limiting mobility alternatives.
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- 2024
10. Defining Types of Clinical Practice
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National Council on Teacher Quality
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Clinical practice opportunities are critical elements of teacher preparation. However, the landscape is extensive, encompassing an ever-growing variety of preparation models, from centuries-old traditional student teaching to newly minted registered apprenticeships. The purpose of this paper is to create a clinical practice lexicon for the profession that includes: (1) a definition for the two key types of clinical practice--(a) practice opportunities prior to full-time teaching and (b) full-time student teaching; and (2) an outline of the six common models of clinical practice, including defining characteristics and the efficacy of these models in preparing teachers for the classroom.
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- 2024
11. Clinical Practice Framework Research Rationale
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National Council on Teacher Quality
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This literature review, aligned to National Council on Teacher Quality's (NCTQ) Clinical Practice Framework, explores various components of clinical practice and how they affect a range of outcomes, including aspiring teachers' feelings of preparedness, their entry into teaching, their retention in the classroom, and perhaps most importantly, their effectiveness once they are running a classroom of their own. This review primarily relies on published, peer-reviewed research and working papers, but includes some work by prominent organizations and task forces in the field to supplement areas where research is scarce and to provide more insight into the views of the field.
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- 2024
12. Clinical Practice Framework: Six Focus Areas for Effective Student Teaching
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National Council on Teacher Quality, Hannah Putman, Christie Ellis, Ron Noble, and Heather Peske
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Creating a strong clinical practice experience for every teacher at scale requires that three core actors--prep programs, school districts, and states--work together. This framework sets out the six focus areas of clinical practice backed by research and supported by the field as the most important to build a quality clinical practice experience. It further identifies the actions that these core actors can take in each area. Based on survey responses of hundreds of practitioners from teacher prep programs and school districts, the authors learned that while their programs have much to be proud of, they also recognize that they are missing opportunities to deliver an exceptional clinical practice experience. This framework can help the core actors identify the aspects of their clinical practice programs that are already aligned with the evidence and illuminate opportunities to improve.
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- 2024
13. Crossing the Partisan Divide in Education Policy
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Aspen Institute, Education & Society Program, Aspen Institute, Education and Society Program, Lorén Cox, and Karen Nussle
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While education has historically enjoyed widespread bipartisan support, the aftermath of the pandemic, among other factors, has dramatically reshaped the field's political climate. This transformation, marked by increasing political tensions that impact students, schools and teachers, signifies a shift away from traditional educational policy practices. "Crossing the Partisan Divide in Education Policy" offers timely insight on how to effect meaningful policy change in education. The paper draws on recent examples from across the political landscape and offers five key success factors to serve as a roadmap for advocates, policymakers, and other education leaders. This paper aims to inspire hope and stimulate strategic thinking among advocates seeking to navigate today's politically polarized climate.
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- 2024
14. Collaborating for Student Success: Understanding the Roles of Professional Student Support Personnel. Revised
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West Virginia Department of Education (WVDE)
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The purpose of this document is to provide the reader with a general understanding regarding the roles and responsibilities of professional student support personnel in West Virginia schools and how, through a collaborative partnership, they can work together to provide a safe and supportive learning environment for WV students. Research confirms that students do better in school when they receive social-emotional and mental health support. They miss fewer classes, concentrate more, are less likely to engage in risky or antisocial behavior, and achieve higher test scores. The most effective way to implement integrated services that support school safety and student learning is through a school-wide multitiered system of support (MTSS). Effective MTSS requires: (1) adequate access to school-employed professional student support personnel and community-based services; (2) integration of services (social-emotional learning, mental health, medical health, behavioral supports, academic supports, school-based services, and community services); (3) adequate staff time for planning and problem-solving; (4) effective collection, evaluation, interpretation, and use of data; (5) patience, commitment, collaborations, and strong leadership; and (6) understanding the various roles of the many student support personnel and how they work together for the benefit of every child. The West Virginia Department of Education (WVDE) recognizes the effectiveness of a multi-tiered system of support and is committed to ensuring equitable education opportunities through the West Virginia Tiered System of Support (WVTSS), a multi-tiered systems framework. WVTSS emphasizes the integration of academics, behavior, and mental health as uniformly critical to student success and focuses on the cohesive system of support rather than interventions alone.
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- 2024
15. School Collaboration in a Rural Setting: Improving Student Reading Outcomes by Implementing a Tiered Model of Instruction
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Sunaina Shenoy, Christopher Johnson, and Allison Nannemann
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This study highlighted the school collaboration and process involved in implementing Tier 1 reading instruction in a rural school in New Mexico and measured the efficacy of this model on student outcomes. Our participants included seven elementary grade teachers, two special educators, one principal, and 106 students in Grades K-6. Our process involved adding more reading time to the schedule, providing teachers with pacing guides and fidelity checklists to maintain teacher accountability with reading instruction, leading biweekly professional learning communities for teachers, and using individually administered curriculum-based measures to track student outcomes in reading. Our results depicted student growth in reading outcomes across elementary grades and a reduction in risk for reading difficulties from the beginning to the end of the school year, which in part could be attributed to our model of Tier 1 reading instruction.
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- 2024
16. Task-Based Elementary Spanish in Rural Indiana: A Practice-Based Collaboration
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Laura Gurzynski-Weiss, Madison Wray, Mackenzie Coulter-Kern, and Johana Bernardo
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Spanish is the second most spoken language in the United States and the most taught additional language (L2) in elementary-level schools. However, the amount and type of access differs according to the resources available. Rural settings, which comprise a third of all schools in the US, often have fewer resources and support for the development and maintenance of exposure-track L2 programs, which meet once per week with the goal of, as the name suggests, providing exposure to the L2, rather than a focus on cumulative language development. Given that there are immediate and long-term benefits of even low levels of early bilingualism, ensuring access to quality L2 education is a matter of equity. This paper centers on the first year of a longitudinal collaboration between an exposure-track Spanish language teacher in a rural elementary school, and the research team who created a task-based program tailored for the school following a needs analysis. We analyze the first year of the grant-funded program based on task effectiveness, student enjoyment, and teacher perspectives. We contextualize results within the rural community and offer initial longitudinal data on US exposure-track Spanish. We detail how we adjusted the program for the second year, are freely sharing the materials on the Task Bank (tblt.indiana.edu) and have transferred the program to the teacher's autonomy. Finally, we highlight that the success of this program was and is due to the collaborative nature of the partnership between the teacher, the researchers, and the administrators.
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- 2024
17. Global Trends of Research on Advancing the Pedagogical Competence of Preschool Teachers: A Bibliometric Analysis
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Adane Hailu Herut
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The pedagogical competency of preschool teachers is critical in shaping the learning path of young learners in today's world. Modern early childhood education, by focusing on the development of crucial skills like teamwork, innovation, and problem-solving, lays the foundation for long-term learning and success. This research delved into the shift in global research outputs over time, spotlighted significant contributors including publications, authors, and countries, and surveyed the prevalent themes discussed. From 1993 to 2023, 1163 out of 2034 papers from the Scopus database were analysed. A quantitative bibliometric approach was utilized, rooted in the 7C-21 framework, using with the PRISMA model to assure a structured and exhaustive review process. The findings indicated a rising emphasis on promoting pedagogical competency in early-grade teaching force, as seen through increased scholarly contributions. Principal contributors, such as journals, authors, and countries, play a pivotal role in encouraging collaboration and the spread of knowledge. The research underscored the necessity for holistic training programs for 21st-century preschool teachers, spotlighting themes like early childhood educator training and the cultivation of pedagogical competence. The study also documented a transition towards practices driven by evidence and cutting-edge methodologies to meet the ever-changing learning requirements of young learners.
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- 2024
18. Expanding Faculty Development through Capacity-Building: An Institutional Case Study
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Vicki L. Baker, Andrew N. Christopher, and Sarah Noah
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The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter experts, served as untapped providers of faculty development. We detail the decision to shift to an intensive 7-week module system rather than our traditional 15-week semester in response to COVID-19. Although challenging for both faculty and students, this shift in educational delivery facilitated innovative approaches to faculty and student learning that are present on our campus today. This institutional case study highlights the role that capacity-building plays in capability development and professional learning for faculty and students alike to support effective teaching practice across diverse delivery modes.
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- 2024
19. Foundational Mathematical Knowledge of Prospective Teachers: Evidence from a Professional Development Training
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Angel Mukuka and Jogymol K. Alex
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This study examined the effect of a professional development training programme on 20 second-year preservice mathematics teachers' knowledge in foundational mathematical concepts at a rural university in South Africa. The training programme aimed to enhance preservice teachers' mathematical knowledge for teaching. An embedded mixed-methods case study design was employed. Baseline and endline assessments were administered before and after the training. A participant feedback survey was also administered after the training. Results showed that the training significantly improved the preservice teachers' understanding and confidence in the selected concepts, despite their low baseline scores. The participants also expressed satisfaction with the knowledge they gained and appreciated the integration of theory and practice in the training. These findings suggest the need for teacher training institutions to ensure that preservice teachers are well versed in both university-level and school-level mathematics. They also support the need for collaboration with other stakeholders to provide preservice teachers with relevant and engaging professional development opportunities that can enhance their mathematical knowledge for teaching.
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- 2024
20. Preparing Educators and Students at Higher Education Institutions for an AI-Driven World
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Jamie Magrill and Barry Magrill
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The rapid advancement of artificial intelligence technologies, exemplified by systems including Open AI's ChatGPT, Microsoft's Bing AI, and Google's Bard (now Gemini 1.5Pro), present both challenges and opportunities for the academic world. Higher education institutions are at the forefront of preparing students for this evolving landscape. This paper examines the current state of AI education in universities, highlighting current obstacles and proposing avenues of exploration for researchers. This paper recommends a holistic approach to AI integration across disciplines, fostering industry collaborations and emphasizing the ethical and social implications of AI. Higher education institutions are positioned to shape an educational environment attuned to the twenty-first century, preparing students to be informed and ethical contributors in the AI-driven world.
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- 2024
21. Repositioning Corrective Feedback to a Meaning-Orientated Approach in the English Language Classroom
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Robert Weekly and Andrew Pollard
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The practice of Corrective Feedback (CF), which is situated within a Second Language Acquisition (SLA) Paradigm, is currently positioned towards an accuracy-orientated delivery based on native speaker norms. This is despite the recognition in different areas of linguistic research that there is considerable variation in the way that English is spoken around the world. This paper argues that the epistemological assumptions and methodological approaches to investigate CF within an SLA paradigm have various underlying weaknesses that undermine research findings. These findings purport to provide support for an accuracy-orientated CF in the English classroom. However, it is suggested in this paper that a meaning-orientated CF would be more reflective and beneficial for students given the transformative changes that have occurred to English over the past 30 years. This perspective is discussed in relation to one teacher's approach to CF who participated in a larger project which examined CF conducted in a British-Sino University.
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- 2024
22. A New Narrative: How Unlocking the Power of R&D through Inclusive Innovation Can Transform Education
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Digital Promise, Center for Inclusive Innovation, Kimberly Smith, and Viki M. Young
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Across the country, district-community teams are tackling pressing and complex educational challenges with Inclusive Innovation, an education R&D model that starts with centering the needs of those most impacted by these challenges. This paper shares the stories, solutions, outcomes, and learnings from years of deep collaboration in the words of students, parents, teachers, and district leaders who have worked together to tackle education challenges--and discusses how the Center for Inclusive Innovation, anchored in its core tenets, is building upon this work with the Inclusive Innovation 2.0 model.
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- 2024
23. Forming International Collaborations for SoTL Research: An Autoethnographic Reflection
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Emily Faulconer
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This essay serves as a personal narrative to share experiences and lessons learned in using a sabbatical to form international collaborations for SoTL research. I share my motivations for seeking an international collaboration, explore my predicted and realized benefits, and address challenges encountered including time constraints and administrative barriers.
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- 2024
24. Perceived Changes in Transformational Leadership: The Role of Motivation and Perceived Skills in Educational Leadership Training under an EU-China Cooperation Project
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Zhao Cheng, Chang Zhu, and Ngoc Bich Khuyen Dinh
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This study aims to examine the relationship among motivation for joining an educational leadership training programme (MOT), perceived skills (PS), and perceived changes in transformational leadership (PCTFL) in educational leadership training. The study drew on survey data from 761 participants who were associated with a leadership development programme under an EU-China cooperation project. The conceptual model was tested by structural equation modelling (SEM) by the Mplus programme. MOT and PCTFL were measured, respectively, by second-order factor structure assessments due to their multi-dimensional nature. The findings of the study suggest that motivation positively influences perceived changes in transformational leadership, and this relationship is positively mediated by perceived skills as learning gains in educational leadership training. The study provides novel empirical evidence on motivation that leads to transformational leadership changes in leadership training programmes. Policymakers and other key stakeholders can use these findings to gain a deeper understanding of the success of projects and encourage academic members to participate in leadership training programmes to improve transformational leadership.
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- 2024
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25. Innovation Hubs in Australian Public Institutions: An Exploratory Study of Their Resilience in a Time of Disruption
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Justina Nnanna, Michael B. Charles, David Noble, and Robyn Keast
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Public universities have sought to leverage innovation hubs as physical environments to enable new collaboration models and partnerships between students, academics, budding entrepreneurs, and wider industry. In particular, innovation hubs have allowed public universities to position themselves as active participants in the entrepreneurial arena. These innovation hubs, however, experienced a tremendous degree of disruption because of COVID-19-induced lockdowns, social distancing, closed borders, and a reduced number of persons allowed in a given space. Thus, it is essential to gain an understanding of how innovation hubs in public institutions have responded to these issues, ascertain the degree to which such disruption has impacted them, and identify the strategies that have allowed hubs to stay operational in such a disruptive environment. To do this, personnel involved in the management and administration of such hubs were interviewed, together with a selection of industry experts. This qualitative interrogation allowed a thematic analysis to be undertaken, thereby resulting in several emergent themes that contributed to identifying key learnings that could assist the operation of these innovation hubs in times of future disruption.
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- 2024
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26. Inclusive Playground Design
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Holly Tate, Samantha Anstett, Beth Cooke, Merrie Joy Hrabak, and Jennifer Suh
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The mathematics of budgeting and space can lead to a justice-oriented experience for elementary students as they design a proposal for an inclusive playground. The authors' work focused on creating the space for elementary children to see the interconnectedness between mathematics and a community social injustice, lack of inclusive playground access, through community-based mathematical modeling (CBMM). This article highlights how third- and fourth-grade teachers, a math coach, and a university professor (also authors of this paper) collaboratively and thoughtfully engaged in the CBMM cycle.
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- 2024
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27. Culturally Crafted Lesson Study to Improve Teachers' Professional Development in Mathematics: A Case Study in Italian Secondary School
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Roberto Capone, Maria Giuseppina Adesso, Carola Manolino, Riccardo Minisola, and Ornella Robutti
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This paper describes a Lesson Study in which in-service mathematics secondary-school teachers, collaborating with researchers, involve grade 10 students in tessellation problems. The data are collected by an experiment carried out in the context of the "Liceo Matematico" project, with three volunteer teachers. The experiment goal was to craft a collaborative design of the research lesson between teachers and researchers. The research aim of the paper is to examine the use of Lesson Study in the institutional and cultural context of Italian secondary school with the use of Cultural Transposition as a theoretical framework. The research is qualitative with idiographic aims, based on video research. The educational aim of the research is to provide a solid basis for a revamped in-service teacher education first in the context of the project, then in curricular context. Semiotic mediation is used to provide, within Lesson Study, the conceptual framework for teachers and researchers collaborative design of the research lesson. The results show that Lesson Study, as a foreign practice, is an opportunity for teachers to confront their teaching practices, to enrich their professional development, resulting in more awareness on their didactical action in and outside the classroom.
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- 2024
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28. Co-Designing Sustainable Practices for Emerging Technologies Education
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Marie-Monique Schaper, Rachel Charlotte Smith, Maarten van Mechelen, Mariana Aki Tamashiro, and Ole Sejer Iversen
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The paper addresses the current lack of emerging technology education in both research and practice and the urgent need for preparing future generations for a digital future. Based on a two-year participatory design process with Danish researchers and pioneer teachers, the article presents outcomes on the collaborative development of interdisciplinary teaching and learning practices for K-12 education, and the professional development that the process spurred within the teachers' community. The findings indicate that the participatory process became a catalyst for the development of meaningful teaching activities, a community of practice, and the shaping of a common future educational agenda. Furthermore, the results showed how the approach supported teachers' transformation from active co-designers into change agents for future emerging technology education. Based on an exemplary case, the article demonstrates how participatory design with teachers can support the development of new sustainable practices and communities for emerging technology in education.
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- 2024
- Full Text
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29. UCLA Community School: Celebrating Language, Culture, and Community
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Learning Policy Institute and Karen Hunter Quartz
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Language and culture are central to learning and human development, as they shape the ways in which people all learn and grow together. Individuals learn as members of a community that values their participation and is respectful, productive, and inclusive. This report tells the story of the UCLA Community School (UCLA-CS), a public school in central Los Angeles. This report draws from a portfolio of research-practice partnerships at UCLA-CS, and it documents the norms, structures, and practices present on campus. By providing practitioners with an example of a community school that prioritizes the needs of students in immigrant communities, this report demonstrates an approach that can serve all students. The study of UCLA-CS indicates that the following six key practices at the school contribute to its success. UCLA Community School: (1) Knows and builds on a community's history, assets, and culture; (2) Develops and articulates desired core competencies for students; (3) Nurtures shared leadership and collective agency; (4) Creates space for collaborative inquiry, professional autonomy, and teacher development; (5) Uses data and stories to elevate the school's vision and track progress; and (6) Affirms the important role that everyone plays in a community school.
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- 2023
30. Hidden in Plain Sight: The Opportunity to Bridge District Equity Gaps by Fostering Collaborations with BIPOC Solution Providers
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Digital Promise, Alexandra Merritt Johnson, Sherenna Bates, and Kimberly Smith
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The academic success of historically and systematically excluded (HSE) students, including Black, Brown, Indigenous, low-income, multilingual learners, and students with learning differences, remains impacted by social position and identity factors. Despite numerous education reform efforts, equity in education continues to be a pressing challenge in the United States. Many BIPOC solution providers possess the expertise and innovative solutions needed to meet the needs of HSE students, but they often face barriers that hinder their access to districts and education markets. To bridge this equity gap, the Center for Inclusive Innovation has introduced two innovative approaches: Learning Salons and Solution Showcases. The education Learning Salons create opportunities for collaboration and engagement between BIPOC solution providers and district leaders using a five-phase engagement model that allows both parties to identify and address specific challenges faced by HSE students. Solution Showcases provide a three-hour event where district leaders can learn about various undiscovered teaching and learning solutions designed by BIPOC solution providers. This report centers on the BIPOC solution providers and district leaders that participated in the Learning Salons and Solution Showcases from 2022-2023 and concludes with key pivots that education stakeholders can make to foster greater district-provider alignment in equity-centered solution sourcing and implementation.
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- 2023
31. 'Futuro Brillante'/Bright Future: Creating a School for Newcomer Youth
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Stanford University, Policy Analysis for California Education (PACE) and Fehrer, Kendra
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This study highlights the collaborative efforts undertaken to create a temporary school called "Futuro Brillante" in San Diego County, California, to provide educational services for more than 3,000 unaccompanied undocumented minors who had newly arrived in the U.S. The study describes the compelling trajectory of the school's development, its multisector community partnerships, its core facilitating organizational conditions, and the key curriculum strategies that facilitated the school's success.
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- 2023
32. State-Tribal Collaboration Act Annual Report, 2023
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New Mexico Public Education Department
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The New Mexico Public Education Department's (PED) mission is to ensure all students in New Mexico receive the education they deserve and that students are prepared for college, career, and lifelong learning. To do this, the department is focused on supporting sustained learning and outreach to districts, charter schools, tribal education departments, parents, students, and communities. PED also focuses on leadership, productivity, building capacity, accountability, communication internally and externally, and fiscal responsibility. New Mexico is unique because of the 23 sovereign tribes that include 19 Pueblos spanning across the state. PED has the unique opportunity to work with all 23 nations by focusing on each tribes' educational priorities that directly affect their tribal students and communities. The State-Tribal Collaboration Act (STCA) is only one of the mechanisms that supports PED's ongoing relationship and collaboration with each Pueblo, Tribe, and Nation. Within each Pueblo, Tribe, and Nation, are education departments that provide educational and cultural opportunities for students while they are in school but also provide after school and summer learning for their tribal students. These multiple opportunities embedded in each community offers PED unique opportunities to work with community members, help build capacity and increase institutional knowledge within each education department. This report includes: (1) Policy Adopted by the Public Education Depart (PED) Pursuant to the State-Tribal Collaboration Act (STCA); (2) PED Current and Planned Efforts; (3) Training That Supports Communication, Collaboration, and Cultural Competency; (4) Training and Professional Development for American Indians/Alaska Natives; (5) Indian Education Programs--Funding; (6) Indian Education Funding FY22-FY23; and (7) Report from Ped Divisions and Bureaus. [For the 2022 report, see ED628143.]
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- 2023
33. Professional Learning in Global Networks: Lessons from ARC
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Joelle M. Pedersen, Caitlin E. Long, Trista A. Hollweck, and Min Jung Kim
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The value of Professional Learning Networks (PLNs) for school and system improvement is widely acknowledged in education research and policy. Still, the question of how learning happens for teachers and education leaders involved in PLNs remains largely unanswered. Moreover, little research exists on the increasing number of international networks for professional learning developed among education systems globally. This case study explores one such network, which we identify as a Global Learning Network (GLN), the ARC Education Project. ARC describes itself as a self-funded network of policymakers, scholars, and system leaders from a range of national and state-level systems with a shared commitment to equity, excellence, wellbeing, inclusion, sustainability, democracy, and human rights. Employing content analysis, we analyze observational notes and materials from ARC summit meetings, joint statements issued by ARC systems, membership records, and other key ARC documents. We draw from Rodway and Farley-Ripple's (2020) application of social network theory to examine this GLN as a relational space, given the challenges of global collaboration. We consider five key components of PLN efficacy: collaboration, sense of purpose, reflective professional inquiry, leadership, and boundary crossing. Specifically, we interrogate how the boundedness of ARC's membership mediates opportunities for the construction of new knowledge in the network. We conclude with implications for professional learning in global networks.
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- 2024
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34. Breaking New Ground? An Analysis of the Use of Embedded Occupational Therapy in a Postsecondary Education Programme for Students with Intellectual Disabilities
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Barbara Ringwood, Jennifer Banks, and Michael Shevlin
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Background: Despite the growing diversity among students in higher education, nonprogression to postsecondary education persists for many students with intellectual disabilities with low completion rates for those who do progress. Research suggests that occupational therapy (OT) support can be extremely beneficial in assisting students. Less is known however about the impact of OT in higher education. This study aims to examine the use of OT embedded in a postsecondary programme for students with intellectual disabilities. Methods: This study uses a scoping review of relevant literature and a qualitative analysis of OT working in a higher education programme specifically designed for students with intellectual disabilities in Ireland. Findings: This paper highlights how the OT support within this programme uses a four-fold collaborative approach supporting students, staff, business partners and wider organisational structures in the university. Conclusion: The analysis highlights the opportunities for collaboration between OT and curriculum developers, teaching and ancillary staff and students in higher education along with the significant OT input into work placements and internships with business partner mentors. Challenges in educating stakeholders to understand OT in the higher education environment would suggest a substantial need for further research.
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- 2024
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35. Knowledge Power or Diplomacy? University Alliances and the Belt and Road Initiative
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Meng-Hsuan Chou and Tolga Demiryol
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The growing importance of China as a major actor in international order has generated tremendous interest among social scientists, but scholarly debates remain in their disciplinary confines. Our study connects existing international relations research on China and the Belt and Road Initiative with two concepts in higher education studies--"knowledge power and knowledge diplomacy"--to reveal the multi-faceted approach that China applies towards its "outward-oriented" internationalization activities in the knowledge domain. By studying two instances of university alliance-building through the Belt and Road Initiative, an empirically less examined area in both international relations and higher education studies, we demonstrate how China embraces a "knowledge diplomacy" approach in the case of the University Alliance of the Silk Road and "knowledge power" in the case of the Asian Universities Alliance. We argue that the co-existence of the two approaches points to the aim of China's multi-faceted approach to its external relations in the knowledge domain. By combining alternative organizational structures and logics embodied in different university alliances, this approach presents a non-hegemonic attempt to normalize China's network centrality in an interdependent world. We conclude that China's Belt and Road Initiative university alliance-building efforts should open up a rich analytical space that encourages further exploration through a world-centered "tianxia" heuristic.
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- 2024
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36. Taking Adaptive Learning in Educational Settings to the Next Level: Leveraging Natural Language Processing for Improved Personalization
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Mathias Mejeh and Martin Rehm
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Educational technology plays an increasingly significant role in supporting Self-Regulated Learning (SRL), while the importance of Adaptive Learning Technology (ALT) grows due to its ability to provide personalized support for learners. Despite recognizing the potential of ALT to be influential in SRL, effectively addressing pedagogical concerns about using ALT to enhance students' SRL remains an ongoing challenge. Consequently, learners can develop perceptions that ALT is not customized to their specific needs, resulting in critical or dismissive attitudes towards such systems. This study therefore explores the potential of combining Natural Language Processing (NLP) to enhance real-time contextual adaptive learning within an ALT to support learners' SRL. In addressing this question, our approach consisted of two steps. Initially, we focused on developing an ALT that incorporates learners' needs. Subsequently, we explored the potential of NLP to capture pertinent learner information essential for providing adaptive support in SRL. In order to ensure direct applicability to pedagogical practice, we engaged in a one-year co-design phase with a high school. Qualitative data was collected to evaluate the implementation of the ALT and to check complementary possibilities to enhance SRL by potentially adding NLP. Our findings indicate that the learning technology we developed has been well-received and implemented in practice. However, there is potential for further development, particularly in terms of providing adaptive support for students. It is evident that a meaningful integration of NLP and ALT holds substantial promise for future enhancements, enabling sustainable support for learners SRL.
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- 2024
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37. The Multifaceted Impact of Erasmus Programme on the School-to-Work Transition: A Matching Sensitivity Analysis
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Giuseppe Croce and Emanuela Ghignoni
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This study investigates the effects of studying abroad through the Erasmus Programme (EP), a European Union programme launched primarily to foster international mobility and cultural exchange of University students, on the school-to-work transition of university graduates. Since a satisfactory transition does not only mean finding a job, but also concerns the wage level and the quality of work, such as stability, working hours and risk of overeducation, we consider all these aspects in order to draw a comprehensive picture of the effect of the EP. We exploit a composite dataset, built on administrative and survey data, covering all graduates from the largest Italian university from 2011 to 2015, and replicate the analysis on a national sample of graduates to verify whether the results can be extended nationwide. Estimates are provided, based on a PSM procedure, of the effects of the EP on the probability of employment, including abroad, on the quality of jobs and on wage levels at different points in time after graduation. We also investigate whether less advantaged students benefit from the Erasmus experience, and provide insights about the role of the foreign languages skills. The results show that the participation in the EP improves employment prospects at least in the short term, as well as the quality of job, and has a positive long term effect on the participants' ability to find a job abroad. The wages of participants are persistently higher than those of non-participants. Less advantaged groups also benefit from the Erasmus experience.
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- 2024
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38. The Model of Integration of Higher Education of Ukraine into the European Educational Area
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Oksana Melnyk, Olena Dashkovska, and Vitalii Pogrebnyak
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The integration of Ukrainian higher education into the European educational area is a key condition for its reform and development. It provides for the activation of cooperation between Ukraine and the European Union in the field of higher education, harmonization of higher education systems, deepening of cooperation between higher education institutions of different countries, increasing the quality and importance of higher education in social processes, expanding the autonomy of universities and participation in academic mobility programs. The model of the European integration of higher education in Ukraine was developed. It can be used by other countries, taking into account the national features of their educational systems. The completeness of the adopted decisions and implemented measures regarding the modernization of the structure of higher education and the National Framework of Qualifications, the introduction of modern standards and educational programs, the principles and mechanisms of their development and implementation, compliance with European norms of organisation of educational process were studied and evaluated. The process of development the National Agency for Higher Education Quality Assurance as the key element of the quality system was analyzed. It has been established that all measures are carried out according to European practices and are consistent with the goals set by the Strategy for the Development of Higher Education in Ukraine in 2022-2032. These are significant steps towards improving the quality of Ukrainian higher education. It was determined that certain components of European integration are still in the process of implementation. It was emphasized that significant efforts will be required to rebuild Ukraine as a whole, to restore and develop higher education, in particular, in the postwar period in connection with the losses incurred because of the aggression of the Russian Federation.
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- 2024
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39. Clicking with Confidence: Influence of a Student Co-Designed MOOC on Students' Emotions and Online Learning Self-Efficacy
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Beirne, Elaine, Brown, Mark, Nic Giolla Mhichíl, Mairéad, and Mac Lochlainn, Conchúr
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The COVID-19 pandemic has taught us that being able to learn online is now a crucial life skill and cannot be left to chance. Pedagogical interventions are critical to support students in building their digital skills and confidence, given identified links between online learning readiness and academic success. Based on this premise, the purpose of this study is to investigate the influence of an online learning preparatory MOOC on students' emotions and levels of online learning self-efficacy (OLSE). The paper begins by illustrating how the design and delivery of the MOOC had the potential to provide participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities to evaluate and develop their online learning self-efficacy beliefs. Students starting or continuing their higher education online because of COVID-19 were encouraged to take the MOOC as part of their development. Students' self-reports of their emotion and OLSE were compared pre- and post-MOOC. Paired sample t-tests found significant differences in all four dimensions of OLSE following participation in the MOOC. Participants reported higher levels of Self-Efficacy Navigating Technology, Self-Efficacy Managing Time, Self-Efficacy Learning at a Distance, and Self-Efficacy Communicating Online. Additionally, changes in learners' emotions were observed post-MOOC. Most participants reported feeling anxious about online learning before the MOOC. This changed, however, post-MOOC, with the majority feeling positive and hopeful about online learning following the two-week course. The paper concludes by discussing the implications for practice.
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- 2023
40. Circles of Reflection: Supporting Early Learning for Wisconsin's Native Communities
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Region 10 Comprehensive Center
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Wisconsin's Circles of Reflection (CoR) addresses early learning challenges and opportunities for American Indian or Alaskan Native (AI/AN) children and families. Developed by the National Comprehensive Center's Native Education Collaborative, CoR engages state, tribal, and local education agencies in cycles of issue discovery, stakeholder engagement, and implementation planning to provide high quality, motivating educational experiences that improve Native students' academic attainment. Recognizing historical inequities, Wisconsin's Act 31 requires K-12 educators to build knowledge on Tribes in the state so that they can accurately teach about these Nations and their sovereignty. Despite Act 31, challenges still exist. Non-Indigenous educators, policy makers, and leaders have difficulty entering authentic partnerships to improve Native student education due to insufficient knowledge and capacity concerning tribal history, culture, and sovereignty. CoR provides a way to address these issues by honoring the expertise and sovereignty of Native educators while deepening DPI's understanding of critical aspects of Native student education. The project's ultimate goal is to develop a more collaborative relationship between the Nations, the educators instructing their students, and the Department of Public Instruction (DPI), leading to concrete improvements for students. This report examines how CoR's multi-jurisdictional approach can be part of long-term, structural changes in how Wisconsin engages with Wisconsin's 12 Tribal Nations to address systemic gaps and historic inequities.
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- 2023
41. Strengthening School Leadership in Delaware: A Profile of Collaboration and Impact
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Region 4 Comprehensive Center (R4CC)
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School leadership is a critical factor in school improvement. The Delaware Department of Education (DDOE) and Region 4 Comprehensive Center (R4CC) have strengthened school leadership through implementation of the Delaware Leadership Network and the Delaware Principal Supervisor Leadership Program. These two major efforts, collaboratively designed and delivered, have helped shift mindsets from principals as managers to principals as instructional leaders. DDOE, with R4CC support, clarified a statewide strategy for strengthening school leadership and is building off these two initial efforts. Read about this collaborative effort and its outcomes in "Strengthening School Leadership in Delaware: A Profile of Collaboration and Impact."
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- 2023
42. Leading for Innovation in Higher Education: A Design Narrative. WCER Working Paper No. 2023-1
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) and Halverson, Richard
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This paper relates how leaders of a higher education program, the Wisconsin Collaborative Education Research Network, sparked and managed innovation across communities of scholarship, research, and practice. This paper uses a "design narrative" method to describe how leaders orchestrated organizational change by bringing diverse communities together into research-practice partnerships. The narrative uses the idea of "boundary objects" to describe how initiatives were progressively developed to create more inclusive spaces for sustained innovation. The insights and the capacity that resulted from initial design efforts created a richer space for subsequent initiatives. The paper shows how design narratives can illustrate the role that boundary objects can play in organizational change and concludes with a discussion of the role that leaders can play in creating inclusive cultures of innovation in higher education.
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- 2023
43. Engaging Critical Perspectives
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University of North Carolina at Chapel Hill, State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center, National Implementation Research Network (NIRN), University of North Carolina at Chapel Hill, FPG Child Development Institute, Sophia Farmer, and Yolanda Perkins
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In educational spaces, it is no longer aspirational but imperative that the community--with its richness and diversity--joins educators as key instructional partners to liberate the creativity, uniqueness, and potential of all students. As educators, we can miss the value of this collaboration. This brief defines critical perspectives, why engagement is necessary, how to select and engage critical perspectives, and evaluate the process.
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- 2023
44. Culturally Responsive Policy Development: Co-Constructing Assessment and Reporting Practices with First Nation Educators in Alberta
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S. Laurie Hill and Paolina Sietz
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Informed by an adaption of the tri-level reform framework, we collaborated with a First Nation district student assessment committee, school principals, and district personnel to develop a student assessment policy. Through a series of workshops and meetings with school administrators and classroom teachers from Tsuut'ina Nation, located in southern Alberta, Canada, we created an assessment, evaluation, and reporting policy aligned to Tsuut'ina fundamental values, provincial priorities, and best practices in student assessment. Teaching practices that are aligned to the three educational pillars of learner outcomes, instruction, and assessment, as well as the Tsuut'ina fundamental values, have the potential to impact the Nation's student educational success. We discuss implications of this work in relation to collaboration, Indigenous world view, and outcome-based reporting.
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- 2023
45. Psychological Applications and Trends 2023
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Clara Pracana and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.
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- 2023
46. More than a Test Score: Toward a More Balanced School Accountability System
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Leader, Joel A. and Pazey, Barbara L.
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Using a zone of mediation framework, we explore how one school district designed a community-based accountability system (CBAS) reflecting community stakeholders' values, priorities, and goals. We collected rich data sets from a document analysis, focus group, and individual interviews. Our findings indicated a strong dissatisfaction with test-based accountability that led the district to engage its stakeholders in designing a CBAS using multiple achievement measures to report on district success. The importance of collaboration with other districts and leaders at the local, regional, and state levels also emerged. This study highlights the importance of stakeholder involvement, leadership, and collaboration when making equity-minded reforms and exemplifies how to engage in this work.
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- 2023
47. Exploring Virtual Reflective Learning Experiences in Higher Education
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Lu?trea, Anca, Dinca, Melinda, Cra?ovan, Mariana, Oni?iu, Atalia, Luche?, Dan, Fyhn, Håkon, and Røyrvik, Jens
- Abstract
As a result of the COVID-19 pandemic, formal education underwent a period of rapid transformation. Beyond this period, the virtual learning environment proposed a reevaluation of curriculum design and didactic strategies. The Classroom Laboratory NTNU-WUT Joint Course (CL) was introduced as a novel learning experience for students at West University of Timisoara (WUT) and the Norwegian University of Science and Technology (NTNU). This experimental course was proposed as part of the Romania-Norway collaboration and incorporates Virtual Project Based Learning (VPBL) in cross-cultural and cross-disciplinary online learning groups. This study aims to describe the learning experiences of Romanian students enrolled at WUT in the CL course during the 2021-2022 academic year. In a quasi-experimental design, 24 Romanian students participated in a seven-week transversal CL course, collaborating with Norwegian peers to develop a solution for a social problem. Students made significant gains in all three dimensions targeted by VPBL: skill development, self-regulation of learning, and group interactions in the online environment. In addition, the learning of students was compared based on the field of science they are pursuing (STEM and non-STEM). The results indicate that students enrolled in STEM disciplines demonstrated greater benefits from this instructional approach, as evident in their progress across the three dimensions of PBL. The qualitative analysis of the students' journals reveals a positive learning experience in terms of knowledge acquisition, skill development, and affective engagement. In conclusion, CL and VBPL are valid strategies for online university-level instruction.
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- 2023
48. Narratives of Home-Making on a Colombian Intercultural Campus
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Ramírez Espinosa, Alexánder
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In an increasingly globalised society, the internationalisation of higher education has become a prime goal for many universities, which seek to promote the development of intercultural competencies and insert their actors in dynamics of academic cooperation, knowledge construction and negotiation of meanings in an environment of respect. What is sometimes overlooked, however, is the fact that university campuses are already intercultural spaces by nature, even in the absence of internationalisation initiatives; in other words, university campuses are places where diversity abounds, making it possible to experience intercultural encounters, leading to the development of intercultural competencies. This article presents the narratives of four students and their home-making experiences at a Colombian university. Through their stories, these students give us a glimpse of the intercultural challenges they face when they try to create a sense of belonging while developing, constraining or reaffirming their identities on campus. The article analyses the student narratives through the lenses of new materialism, social semiotics, intersectionality and intercultural communication to understand the complexity of building a home with others amid diversity and, sometimes, adversity.
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- 2023
49. Challenges and Implementation of Inclusive Education in Selected Asian Countries: A Meta-Synthesis
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Arias, Cyd R., Calago, Christine Nicole S., Calungsod, Hanzehl Fritz B., Delica, Mikaellah A., Fullo, Mary Eloisa, and Cabanilla, Angelito B.
- Abstract
This systematic review, specifically a Meta-synthesis, aimed to synthesize the challenges and implementation of Inclusive Education (IE) in selected Asian countries. Fifteen (15) out of 792 studies were selected and screened through a set of inclusion and exclusion criteria. Academic databases such as Google Scholar, Cross Ref, Open Alex, and Scopus using Publish or Perish, and repositories such as The National University of Malaysia Journal Article Repository and Seoul National University Open Repository were used to gather relevant articles. The articles selected were organized using the PRISMA 2020 Flow Diagram. The synthesized data were analyzed using Braun and Clarke's six-step thematic analysis, which emerged with eight sub-themes: insufficient resources, lack of purposeful training and professional development, contrasting IE laws and policies, weak government support, appropriate curriculum and proper classroom organization, assessment practices, awareness of IE, and constant collaboration among different stakeholders. The challenges and implementation of IE in selected Asian countries emerged as the meta-theme of the study. This study recommends that the respective governments and Teacher Education Institutions (TEIs) provide adequate fund allocation and revisit and strengthen existing laws and policies, professional development programs, and administrative support.
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- 2023
50. Internationalization at Home: A Sustainable Model for Chinese Higher Education in the Post-Pandemic Era
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Guo, Feng
- Abstract
Internationalization at Home (IaH) has become a hot research topic although it is not a new concept appeared recently especially in China. The concept of IaH has experienced several changes since it was created in 1990s while the widely used one refers to the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments. The recent development of the concept pays more attention on the establishment of international communities for each individual included. China changed its strict pandemic prevention and control policy in the end of 2022 and moved forward into the post-pandemic era. The practice of IaH has already appeared in China since the reform and opening-up policy carried out in 1978. However, the focus of Chinese policy and practice changed from international mobility to Internationalization at Home with a long-term development. The pandemic fastens this changing process. Due to the theoretical and practical background, IaH is recognized as the sustainable mode for Chinese higher education in the post-pandemic era which represents the future development path.
- Published
- 2023
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