Getting Students to (and Through) Advanced Math: Where Course Offerings and Content Are Not Adding Up. American Educator Panels. Research Report. RR-A827-10

This report uses Spring 2022 data from nationally representative surveys of principals and math teachers in kindergarten through grade 12 (K-12) to explore students' opportunities to prepare for and take advanced math. The authors found that small high schools, high schools in rural areas, and high schools that predominantly serve students from historically marginalized communities tend to offer fewer advanced math courses (e.g., precalculus, Advanced Placement math courses) and that uneven access to advanced math begins in middle school. K-12 teachers who work in schools that predominately serve students living in poverty are more likely to report skipping standards-aligned content and replacing the skipped content with concepts from previous grade levels. Also, more than half of K-12 math teachers said they need additional support for delivering high-quality math instruction, especially teachers who work in schools that serve predominantly high-poverty students. In the wake of the disproportionate impacts of the COVID-19 pandemic on students living in poverty and students of color, these results highlight a critical need for resources to support teachers and to increase student access to advanced courses. [For technical information about the surveys and analysis in this report, see "Learn Together Surveys. 2022 Technical Documentation and Survey Results. Research Report. RR-A827-9" (ED626092).]

Using Descriptive Inquiry to Make and Do Philosophy in School: Creating Shared Educational Principles at City-As-School during the Coronavirus Pandemic

This piece describes how the faculty of City-As-School used Descriptive Inquiry to generate shared educational principles during the 2020-21 school year during the coronavirus pandemic. City-As-School is a public experiential learning school in New York City serving older adolescents seeking an alternative to traditional high school. Descriptive Inquiry is an inquiry process developed by Patricia Carini and faculty at the Prospect School in Bennington, Vermont, that supports educators in understanding children and their own educational practice to teach for human dignity, ethical well-being, and holistic growth. The piece provides an introduction to City-As-School and briefly describes how faculty members have used Descriptive Inquiry to foster whole school professional learning and growth. The piece then details how the faculty used Descriptive Inquiry to surface and concretize shared educational principles during the 2020-21 school year, a poignant example of Patricia Carini's notion of "making and doing philosophy in a school."

Lifelong Learning-Studying in the European Higher Education Area with COVID-19

Lifelong learning comprises all learning undertaken throughout life, with a view to improving knowledge, qualifications and competences within a personal, civic, social or employment-related perspective. This EU definition, which is still valid today, was laid down in the document 'Creating a European area of lifelong learning in 2001.' Lifelong learning has many advantages. Both of the authors did feel the need for some additional tasks, new knowledge and further input. As the tax law requires certain criteria to accept the costs, we did search which options the German state hold and privately hold Universities offer for a certain type of graduation, especially a diploma from a technical college. There is always a possibility for lifelong learning if that's really desired and then COVID-19 happened. Luckily the EU based universities managed that challenge maybe even better that the German universities. There is still research needed for online evaluation of students or exams and the usage of computers during the exam and it will be challenging and hard to detect and identify dishonest students.

The status quo of online and offline moral education classroom barriers and connecting paths

New challenges in the development of teaching methods lead to a large number of new tools, methods, and approaches to teaching. The structure and functions of a class as a basic social group in education is being radically transformed, becoming more and more virtual especially in COVID-19/post-COVID period. In this regard, this study proposes a model that generalizes the existing trends in changing forms of education towards its digitalization, virtualization and mobility to increase the effectiveness of pedagogical practice. The model is based on Pierre Bourdieu's model of a social field, which has proven its effectiveness in pedagogy. The study considers the communicative space of the class as an integral structure aimed at the optimal academic, social and moral development of the participants. Considering a physical and communicational expanse of class as a social field that describes the field of cognitive, social, and psychological interaction between participants in the educational process, the study tries to establish its structure, stages of formation and suggests considering examples of partial successful application of similar models in other studies. The proposed model acts as a generalization, combining models and approaches previously used on the basis of the social field theory. The practical application of this model will make possible the classroom learning process more effective in both online and off-line implication and social interaction less conflict and stable.

Analysis on Use of Open Educational Resources during EmergencyRemote Education due to Covid-19: A Case Study in Turkey.

During the mass curfews, travel bans, school shutdowns, face-to-face education was discontinued, and many universities had to urgently switch to online education. Academics, most of whom are not familiar with digital pedagogy, had to adapt their lectures to online learning. The aim of this study is to analyze how Open Educational Resources (OERs) are used in practice during emergency remote teaching (ERT) and whether this influences the regular practice of academics on a global level and in Turkey in the longer term. Methodologically, we adopt a mixed-methods approach in two stages: (i) an empirical study conducted in Turkey to find out what prior knowledge and experience academics have with OERs and how they use OERs during ERT; (ii) a complimentary desk study on the global situation of OER use. Our results show that academics who did not know about OERs before the pandemic are still hesitant to use them, even though they have prior experience with online teaching. In addition, academics with higher rank and academics in architecture, philology, and arts have the most negative opinion about campus education being fully accessible online.

Parental involvement in school pedagogy: a threat or a promise?

This paper brings together two rich bodies of knowledge that have barely intersected in research: parental involvement in the school and processes of pedagogical change. Until now, parental involvement has been studied in many contexts, but references to parental involvement in a school's pedagogy are rare. Management of pedagogical change has also been studied extensively, but mainly by relating to the school as an organisation that functions separately from the community context. This study, conducted in 2019–2021 (including the COVID-19 pandemic period), is based on 22 in-depth, semi-structured interviews with parents, principals, and senior education officials of two elementary schools in Israel that are undergoing pedagogical changes. The schools share some similar demographic characteristics but differ in pedagogy: One is an older school characterised by a traditional pedagogy (including, for example, frontal teaching and standardised evaluation);the other is new and was founded with innovative pedagogy in the spirit of the 21st century (for example, personalised teaching and alternative evaluation). The findings reveal that the parents in both schools are interested in influencing the school's pedagogy, but that they do so in opposite directions: The parents at the more traditional school are interested in promoting innovative learning, while the parents in the innovative school are interested in reintroducing traditional practices. The findings also contribute to the discussion of parental involvement from a gender perspective and the roles of key players. Finally, the article offers initial insights regarding parent–school relations, including the pedagogical aspects, following the COVID-19 pandemic. [ FROM AUTHOR] Copyright of Educational Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea.

This study aimed to examine the relationships between student satisfaction and self-confidence in learning (SCLS), the simulation design scale (SDS), and educational practices in simulation (EPSS) and to identify the influencing factors on SCLS in nursing students undergoing simulation learning. Of the fourth-year nursing students, 71 who were taking a medical-surgical nursing simulation course and voluntarily provided informed consent to participate in the study were enrolled. Data on SCLS, SDS, and EPSS were collected via an online survey after the simulation, from 1 October 2019 to 11 October 2019. The mean SCLS score was 56.31 ± 7.26, the mean SDS score was 86.82 ± 10.19 (range: 64~100), and the mean EPSS score was 70.87 ± 7.66 (range: 53~80). SCLS was positively correlated with SDS (r = 0.74, p < 0.001) and EPSS (r = 0.75, p < 0.001). The regression model for SCLS in nursing students revealed that SCLS increased with increasing EPSS and SDS, and that SDS and EPSS explained 58.7% of the variance in SCLS (F = 50.83, p < 0.001). Therefore, to improve the learning satisfaction and learning confidence of nursing students in simulation classes, it is necessary to consider simulation design and practice considering educational factors.

Using DEC-Recommended Practices to Support Virtual Classrooms and Remote Learning

The global pandemic has meant that some schools are back in session with new and changing rules, and others are providing remote learning. The U.S. Department of Education has addressed specialized instruction through remote learning for children with disabilities, including addressing misconceptions about service delivery for children with disabilities making clear that school districts and early intervention programs are mandated to continue providing meaningful educational opportunities for children with disabilities (United States Department of Education, 2020). Children with disabilities have a right to services that address their IEP goals during the pandemic, and teachers are being asked to be innovative and flexible and work with families to create equitable learning opportunities to support children's interactions with each other. During this unusual and difficult time, many families do not have access to email to answer questionnaires, limited capacity to answer phone calls, unreliable or no access to the internet, or no or inadequate devices to support instructional platforms. District and school leaders need to support teachers in identifying and addressing these challenges to provide equitable access to learning opportunities. In this article, the authors provide strategies for quality virtual instruction with an emphasis on family engagement.

Post-pandemic digital writing instruction will be Resilient, Open, and Inclusive

During the pandemic three widespread shifts in teaching cultures affected digital writing pedagogies: resilient teaching, open teaching, and inclusive teaching. Resilient teaching design emerged as a strategy to counter the unpredictability of public health policies on class delivery modes, and emphasised designing for maximising student interactions as a response. Open teaching started as a response to a lack of access to textbooks and evolved to transform functions normally reserved for teaching into learning activities. In addition, inclusive teaching practices, developed as a response to racial and social injustices, resulted in deliberate emphasis on class structure to incorporate all students. Although seemingly disparate and disconnected from the issues of technology that normally influence the teaching of digital writing, each shift focused on student needs and predict a future for digital writing pedagogy. Practitioner Notes 1. Resilient teaching design, or the development of alternative delivery modes as a contingency, provides the best insurance against destabilisation and can provide teachers peace of mind when faced with the prospect of temporary or long-term classroom disruptions, ranging from network outages, to inclement weather, to public health emergencies. 2. Open Educational Resources are helpful for increasing student access to textbooks and course materials, and also increase students' abilities to learn through disruptions. 3. Open Educational Practices are premised on de-centering the classroom, providing teachers of digital writing the ability to share with students many classroom functions traditionally reserved for faculty alone, including content invention, teaching, and assessment. 4. Inclusive teaching is premised upon enabling all students to find success in any course by increasing the structure of learning experiences: faculty can lower the amount and complexity of pre-class readings, state specific objectives for all in-class exercises, and ensure that post-class work explicitly reinforces learning objectives. 5. Examine educational technology for use of AI, especially in testing or assessment applications, as these tools tend to replicate racist assumptions in their databases. © 2023, University of Wollongong. All rights reserved.

Student Engagement, Pedagogical Imaginaries and the Future of Arts and Humanities Teaching and Learning in Higher Education

This article sets out a methodology for integrating a focus on the student voice in deliberations about the future of teaching and learning in the Arts and Humanities. Qualitative data gleaned from JISC's 20/21 Student Digital Experience Insights Survey and feedback collected from students studying on undergraduate programmes in the Faculty of Arts at the University of Nottingham in the United Kingdom (UK) is used to sketch out pedagogical imaginaries of the future that can be used heuristically by universities as they work their way through the pandemic and out the other side. The imaginaries, it argues, act as tools to kickstart debates, underpin experimentation and inform pedagogical planning and design. To address questions of credibility and plausibility, the imaginaries are rooted in the present, embody empirical trends and are consistent with practices, structures and technologies that have come to prominence during the pandemic.

Use of Mobile Phones in Classrooms and Digitalisation of Educational Centres in Barcelona

In the wake of the COVID-19 pandemic, multiple educational contexts experienced a sudden and accelerated digital transformation. However, this is not a new phenomenon. For years, public and private initiatives have been designed and tested in Spain. In this regard, the role and use of cell phones in the classroom has been a key and, at the same time, controversial aspect. In Barcelona (Catalonia), for example, recent educational policies have promoted the pedagogical use of cell phones. Within this framework, this article analyses whether these initiatives to promote the use of mobile phones are effectively transferred and implemented in the classroom. Using qualitative research, based on co-design, case studies and content analysis, we examined the reality of three educational centres in Barcelona. In these three contexts, field observations, interviews with management teams and ICT coordinators, and discussion groups with teachers were conducted. The information generated was grouped into five main categories of analysis. As a result, it was observed that the mobile phone has been losing prominence in the classroom. Schools tend to prohibit the use of cell phones and prefer computers to give priority to the control of technological tools in order to use the Internet safely. Mobile phones, in this sense, are only used at certain times when there is a pedagogical objective, although there is still a need for more pedagogical and digital training for teachers. © 2022 by the authors.

Making the Transition to Virtual Methods in the Literacy Classroom: Reframing Teacher Education Practices

In response to the COVID 19 pandemic, universities and colleges closed abruptly and teacher educators had little time to move instruction from face-to-face classrooms to digital learning environments. This sudden shift created a myriad of obstacles as instructors worked to retain pedagogically sound and effective instruction through online instruction--while also preparing novice teachers how to teach online themselves. Adding another layer of complexity is prospective teachers' lack of knowledge and hesitation regarding technology tools, as well as how to meaningfully integrate the tools into their teaching. Facing these challenges, we as literacy teacher educators, drew upon effective methods of teacher education, literacy practices and digital literacy to rethink the way we design lessons and assignments for our literacy methods courses. The framework we created for restructuring the integration of technology into courses can be duplicated across disciplines and guide instructors to reconceptualize their use of tech tools to re-envision face-to-face and digital instruction to expand learning outcomes.

Every Tool in the Toolbox: Pursuing Multilevel Institutional Change in the DeLTA Project

For decades, educators and policy makers have called for reform in higher education, yet now the urgency is palpable. The COVID-19 pandemic and heightened attention to systemic racism have highlighted the fact that outdated teaching practices can stunt student learning and trust of science, maintain systemic biases, and prevent equitable education. Promoting change to outdated teaching practices requires fundamental shifts at each level of a university--among faculty, departments, and the institution as a whole. The Departmental and Leadership Teams for Action (DeLTA) project at the University of Georgia pursues transformative shifts in policies and practices related to undergraduate science, technology, engineering, and math (STEM) education. This article provides examples of how DeLTA applies various change perspectives to shift thinking, practices, and policies related to evaluating teaching.

Row-by-Column, Plexiglass & Zoom, Oh My! A K-12 COVID-19 Storm / A Pilot

We are 21 years into the 21st century, and educational practices across North America were woefully unprepared to 'flip the switch' to online learning, at times no education occurred at all, not online or onsite. The COVID-19 pandemic disruptor storm peeled off the layers of blindfolds time accrued in an instant. Issues included three areas. Area one--unpreparedness: digital illiteracy relative to online learning and corresponding teaching models, equity issues pertaining to internet access and computer access, platforms that varied and were unreliable. Area two--inconsistent: (if any) guidelines on how to teach onsite, or those from a disease control group dictating a six-foot distancing, masks, plexiglass, and row-by-column with eyes facing forward (back to a 19th century teaching didactic model), and smaller class sizes. Area three-time/space continuum: the combining of online and onsite, teaching loads, and maintenance. This 'alpha' research study tried to capture a historic moment in time. A Human-centered Research Design (HcRD) protocol with three techniques to mitigate bias was used: (1) online survey, (2) focused interviews, and (3) crowd-sourced photographic content across two countries--USA and Canada as a convenience sample. The findings will reveal a 'just-in-time' snap shot of the tactics used pre- and current-, as well as ideas for post-pandemic--this research's differentiator. The storm of COVID-19 played unprecedented havoc on schools across North America, but there are important learnings and these, along with some insights will be shared.

Crisis Creates Opportunity. Will We Seize It?

Jal Mehta is a professor at the Harvard Graduate School of Education. His work focuses on educational practices and policies that promote deep and meaningful learning. He has also conducted extensive research on the education workforce. He is the author of "In Search of Deeper Learning: The Quest to Remake the American High School" (Harvard University Press, 2019) and "The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling" (Oxford University Press, 2013). "The Learning Professional" recently interviewed Mehta about how the COVID-19 pandemic is changing teaching and learning and how to seize opportunities for improving schools moving forward. The conversation has been condensed and edited for this article.

English Language Arts Instructional Systems in the First Full Year of COVID-19. Research Report. RR-A279-2

Since March 2020, the coronavirus disease 2019 (COVID-19) pandemic has placed unprecedented stresses on the public education system in the United States. At every level, from the U.S. Department of Education down through local districts and individual schools, the pandemic has presented formidable challenges. Many of these challenges have been operational in nature but there have also been substantial instructional challenges during the pandemic. Early insight into the effects of the COVID-19 pandemic on public schooling identified the challenges that schools faced in the pivot to online learning in spring 2020. Large proportions of teachers reported through the RAND American Teacher Panel (ATP) that they had not received adequate guidance from their school systems to serve particular populations of students, such as students with disabilities (SWDs), homeless students, and English learners (ELs). These pandemic-era instructional challenges compound existing barriers to quality instruction. This report examines issues of instructional system coherence during the 2020-2021 school year. Specifically, the report investigates teachers' perceptions of: (1) guidance they received about ELA instruction, (2) guidance around addressing the needs of traditionally underserved students, (3) coherence of their ELA instructional system, and (4) presence of contextual conditions identified through literature as supporting coherence.

Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning

Many research studies show that the use of technology inside and outside classrooms makes teaching and learning more engaging and motivating. Technology can provide learners with endless opportunities and can improve the learning experience, simplify access to educational resources, enhance autonomous learning, meet individual learning needs, and prepare the learners for future career success when using it to foster 21st-century skills. However, the range and number of technologies currently available can yield challenges for educators if they do not know how to effectively integrate them into their teaching pedagogy. "Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning" discusses the skills necessary for successful technology use in education and examines technology tools that assist in teaching different languages with a focus on English as a Foreign Language (EFL). Covering a range of topics such as reading, writing, and integrated language skills, this book is ideal for instructors, policymakers, administrators, researchers, practitioners, academicians, and students.

From Pandemic to Endemic Pedagogy: Being CLEAR in Our Teaching

In this chapter, I consider what might happen if the pandemic acts as a portal for teaching and learning in higher education. I suggest the need to make commitments to five interlocking characteristics of post-pandemic pedagogy: Context, Learning, Equity, Agency, and Relationships. The future of teaching and learning, in short, is CLEAR.

The Untold Stories from COVID-19: The Calamity of Implementing Curriculum during a Pandemic

In March 2020, the COVID-19 Pandemic wreaked havoc on our nation's educational system. Students, teachers, and administrators were forced to engage in a new remote learning model, which was unfamiliar. This narrative study draws on the lived experiences of six K-12 teachers in Southwest Ohio urban school districts. The data analysis was examined through the lens of the Science of Learning and Development framework (SoLD). Findings highlight the impact of COVID-19 on curriculum implementation. Results show that unprepared teachers could not pivot to online learning effectively, which may intensify the educational gaps and inequities among students in six urban schools in Southwest Ohio.

Imperfect and Flexible: Using Trauma-Informed Practice to Guide Instruction

The rapid shift to online courses at the University of Minnesota Twin Cities (UMN) in spring 2020 prompted a change in the way instruction librarians worked with faculty and students. The librarians adopted a trauma-informed approach that provided students with a sense of stability, agency, and connection to the university and one another. UMN librarians increased the variety and number of online library workshops, reused content in new ways for online orientation and instruction, and created a choose-your-own-adventure e-book for first-year courses. After a chaos filled year, the authors share their plans, progress, successes, failures, and hopes for the future.