Search results

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

The purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it analyzes whether the school’s relationship with the family and the guardians’ support are associated with longer study times for children and youth.

This was performed using an ordered logit model on data from two waves of the survey Remote Education in the Perspective of Students and Their Families (PENP) with a nationally and regionally representative sample of Brazilian public school students.

Results show the importance of contact between the school and the family and, to a greater extent, the direct support of parents or guardians. The odds of learners spending more hours studying increase 36% when schools provide guidance for parents and guardians; in turn, when they provide support for students during activities, these odds increase 144%.

Moreover, students spend more time doing school activities in the later years of elementary school, high school and when they attend a state school.

In the Fall of 2019, Marietta College and Marietta City Schools, in Marietta, Ohio, piloted a program to improve literacy knowledge and pedagogy through completing LETRS training, a two-year literacy professional development based on the science of reading, as peers.

This project was aligned to effective professional development research that states better trainings are content-specific, allow support and collaboration and are ongoing throughout the school year (Blank and de las Alas, 2009; Darling-Hammond, Hyler, and Gardener, 2017) and respect participants work/life schedules (Bigsby and Firestone, 2017).

Some benefits of this collaboration were that teachers, college faculty and teacher candidates were able to communicate more effectively about literacy because we all had shared background knowledge and spoke the same language when it came to literacy. We were also able to make more meaningful clinical experiences for our teacher candidates because we created a stronger connection between the knowledge and pedagogy taught in students’ literacy courses and the practices they saw in real classrooms. Inservice teachers saw the college faculty and teacher candidates as strong partners, which greatly strengthened our clinical preparation.

The paper includes implications for the development of stronger partnerships between teacher preparation program faculty and school partnership faculty and more authentic and meaningful clinical experiences for teacher candidates.

This project shows how meaningful partnerships and clinical experiences can be created when partnership faculty are seen as peers.

In the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.

This study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.

The findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.

Some limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.

This study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.

The social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.

The uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

Studies on land acquisition (LA) and recovery simulations have garnered considerable attention amidst climate change. Previous literature has reported that LA and relocation contribute to reducing repetitive disaster losses or downzoning (limiting development). However, studies on decision-making about resettlement or relocation for landowners or decision-makers for disaster-impacted lands are limited. This study aims to qualitatively illustrate LA program schemes for recovery, and identify the underlying concepts of LA in Italy, the United States and Japan. By doing so, this study contributes to construction of future agent-based recovery simulations.

This study seeks to identify a variety of LA models in different contexts to provide input for future works. This study employed multiple case studies to explore common and contrasting results, and identify varied LA concepts. The methodology involved a literature review, including official reports, to examine the timeframes of LA projects qualitatively, complemented using aerial photos to confirm related land use changes pre- and post-LA.

The results indicate that buyout programs in the United States enhance renaturalization in flood-prone areas as a downzoning approach. In contrast, LA in Japan focuses on the continuation of communities or neighborhoods through the recovery and relocation process. In Italy, LA is used to contribute to supporting the tradition/legacy of historic housing and facilities for post-disaster temporary dwellings, reflecting an underlying concept of “tradition and legacy.”

This comparative study fills a research gap by focusing on LA concepts, and its novelty lies in finding the underlying concepts of LA in three countries. Through international comparison, it suggests that LA in Japan could incorporate conservation of the historical town center or the opportunity for downzoning.

This study compared approaches to school closures in four Latin American countries (Bolivia, Colombia, Ecuador, Peru), describing the impact on the health and educational wellbeing of school-age children and youth, and evaluating their approaches in regard to continuing education through the pandemic.

We collected 75 publicly available documents including scientific and gray literature (government documents and news releases), that referred to school closures and their impact on children’s health and wellbeing. We did thematic analyses using open, axial, and selective coding and applied the latest Health Promoting Schools standards and indicators to the findings.

Results showed that countries followed epidemiological reasons for prioritizing school closures while adopting some policies that abide by Health Promoting School principles. While they emphasized the need to reopen schools so that instruction could continue, school closures were among the longest in the world. The most significant impacts on wellbeing identified in the four countries were related to food security and mental health.

This study focused on a particular set of documents, and it may not capture the full spectrum of relevant information in different contexts or regions.

By comparing school closures approaches among four Latin American countries, this study highlights the importance of context-specific interventions. In a post-pandemic era, lessons learned from these experiences should help foster more resilient and inclusive educational systems and explore the paths forward for following the new Health Promoting Schools framework in the region.

Cross-country qualitative analyses on this topic are rare. This study adds to the knowledge base by eliciting lessons for future health education research and policy efforts.

This paper discusses the implementation of integrated science, technology, engineering and mathematics (EC-iSTEM) education with children in birth-to-age 5 classrooms. It offers a conceptualization for EC-iSTEM, as well as a developmental trajectory in the form of the iSTEM Rope Model. It further highlights the intersection of EC-iSTEM education and the Reggio Emelia-Inspired Approach (RE-IA) as a lens for both viewing EC-iSTEM implementation with young children and as an area of needed research.

This paper uses a qualitative interpretive methodology, drawing from a wide array of theoretical and research literature on early childhood education and integrated STEM education.

Despite growing research and policy reports that advocate for the inclusion of integrated STEM education in early childhood classrooms, today there is currently imprecision in understanding what exactly “integrated STEM” means when applied to the instruction of very young children. This suggests a need for the creation of a unifying conceptual framework, as well as finding alignment with currently known pedagogical approaches to ground the work of birth-to-age 5 teachers and researchers.

This paper proposes a new conceptualization of integrated STEM education for use in birth to age 5 classrooms, as well as a systhsis of the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA. As the proposed conceptualization offered in this paper is new and research in this area is nascent, further empirical investigation is warrented.

This paper proposes a new conceptualization of integrated STEM education for use in the early childhood education field. It further synthesizes the current literature to assess the pedagogical linkages between EC-iSTEM and RE-IA, suggesting practice implications for supporting the knowledge and skill development of young children from birth to age 5.

This study aims to develop a model for readiness measurement and to study readiness levels for online testing of undergraduate students in Thailand’s distance education programs.

In total, 870 undergraduate students enrolled in the 2022 academic year of a Thai university were sampled for the study. The samples were divided into two groups: Group 1 comprised 432 students who underwent exploratory factor analysis (EFA) and Group 2 comprised 438 students who underwent second-order confirmatory factor analysis (CFA). Both were multi-stage random samples. Descriptive statistics, item-total correlations (ITCs), coefficient correlations, EFA and second-order CFA were used.

The readiness for the online testing model comprised 5 factors and 33 indicators. These included self-efficacy (SE) in utilizing technology (nine indicators), self-directed learning (SL) for readiness testing (six indicators), adequacy of technology (AT) for testing (five indicators), acceptance of online testing (AC) (seven indicators) and readiness training for testing (six indicators). The model was congruent with empirical data, and the survey results indicated that students were highly prepared at the “high” level.

This study disclosed several factors and indicators involved in the readiness for online testing. The university may use these findings in preparing its students for online testing for better achievement.

These findings may serve as a framework for the analysis of the readiness issues for online testing of undergraduate students and also offer guidance to the universities preparing to offer online testing.

The purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.

The authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.

Following the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.

The video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.

Mentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.

The authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

Intersectionality addresses complex avenues of oppression that emanate at the intersections of one’s identities. However, the intersectional framework assumes static identities, which are increasingly being acknowledged for their fluidity. This research explored the extent of the fluidity of social identities to draw implications for the application of the framework in research.

27 participants from a post-graduate elective course on diversity and inclusion identified their significant social identities, and submitted a write-up using hermeneutic phenomenology in which the participants shared their lived experiences of the fluidity of their social identities in different spaces they occupy or find themselves in.

Fluidity-triggering stimuli in different environments and their associations with identity-related motives were uncovered using thematic analysis. Stimuli operating at micro-, meso- and macro-levels rationally explained identity fluidity. However, in addition to types, intensity and frequency of stimuli, psychological factors, such as identity status, were decisive in determining the degree of generalization of stimuli across individuals and spaces that significantly influenced identity fluidity.

This research explored the extent of the fluidity of social identities to draw implications for the application of the intersectional framework in research. The findings contribute to future research by identifying limitations of the intersectional framework based on the fluidity of social identities arising from environmental stimuli that operate at micro-, meso- and macro-levels, and the extent of psychological generalization of these stimuli across spaces.