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Can You Spot the Bot? Identifying AI-Generated Writing in College Essays
The Child Welfare and Education Gap
The Courts, the Schools, and the Constitution
The Economic Value of Education for Longer Lives and Reduced Disability
Educational Inequality, Educational Expansion, and Intergenerational Income Persistence in the United States
Elementary Teacher Self-Efficacy with Design-Based Learning in Virtual and Blended Educational Settings This study investigates the effect of the COVID-19 pandemic on teacher self-efficacy with delivering designbased learning to elementary students in online or blended settings. This study also identifies what resources and supports teachers need to engage elementary students in design-based learning in online or blended settings. The population for this study was elementary teachers teaching STEM content and included a sample of four elementary STEM teachers from rural and suburban communities. Each participating teacher completed a semi-structured interview consisting of queries targeting both research questions within the study. The results of the qualitative analysis revealed a temporary decrease in teachers'selfefficacy at the beginning of the shift to a virtual environment. A lack of student access to resources at home, the teachers'lack of control and support for the student in a synchronous manner, and a shift in priorities for STEM education contributed to the temporary decrease in the teachers'self-efficacy. To remediate this, teachers reported condensing activities and the Engineering Design Process. They cited fellow educator support, previous coursework, additional time, and access to teacher resources as supports that would be beneficial in the current environment.
Embracing Teachers as a Vital Literacy Resource
How Educational Philosophies Shape Family and Consumer Sciences and Home Economics Education: A Commentary Like most educators, university-level FCS and home economics educators teaching preservice teachers (who become in-service teachers with their own philosophy) can be affected by several types of philosophies, a point supported by sparse home economics literature; they are affected by (a) their own philosophy of life (Fleck, 1980); (b) disciplinary and professional philosophies and home economics philosophies (McGregor, 2012, 2020a); (c) research philosophies if engaged in scholarly activities (empirical, interpretive, critical; qualitative, quantitative, mixed methods) (Brown & Paolucci, 1978; McGregor, 2018); and (d) educational philosophies (Hitch &Youatt, 1995). [...]philosophy deals with questions of existence, knowledge, reason, mind, values, behavioral integrity, and language. In more detail, each educational philosophy concerns several key elements: (a) the purpose of education and any given program of study; (b) what content is important, of value, and worth learning and knowing; (c) how students learn best; (d) what material, methods, and resources to use when teaching; and (e) how, when, and by whom learning should be assessed (Ornstein, 1991). A roster of philosophies has evolved over the past 100 years, and they differ along a full range of 10+ criteria (see Table 2) including but not limited to the focus of the educational process, intellectual emphasis, concept of learning, direction in time, values, worth of disciplinary subject matter, curricular content (what is taught), role of student, role of teacher, nature of learning group's diversity, learning spaces, and link to society and citizenship (
The Many Faces of Educational "Choice": Student Autonomy, Parental Rights, and the "Choice in Education" Threat In North America, the educational experiences of most K-12 students have certain common traits. Nonetheless, the education system is not monolithic; there are a number of differentiated paths available for bringing about the general goals of schooling youth. Those choices are the subject of this article. The authors begin by giving an overview of the legal principles governing the choices that are available within the elementary and secondary school systems in Canada and the United States, before discussing the broad principles that might inform the ultimate choices that will be made about a child's education from the available selection, with detailed focus on the jurisprudence that affects education choice on both sides of the border. In the final part of this article, the authors shed light on the currently contentious issue of school choice, a term used by certain segments of society indicating that governments should provide vouchers or other assistance to families to give them the choice of sending their children to private schools. This issue intersects the social, political, legal, and economic spheres, and the authors examine the underlying concept, its history in North America, and its ramifications - a timely discussion given the recent decision of the Supreme Court of the United States that states that provide tuition assistance solely to students of secular private schools discriminate against religion. The topic of this article will be examined primarily through the lens of the welfare, interests, and legal rights of the pupils who are at the receiving end of the education provided to them by adults.
Sustainable Effect of the Usefulness of and Preference for Digital Textbooks on Perceived Achievements in Elementary Education Environments This empirical study was conducted to evaluate whether digital textbooks contribute to sustainable development in school education. Accordingly, 690 students participated in the three-year research, and the data on the relationship between students’ perceived usefulness/preference for digital textbooks and academic achievement were analyzed using latent growth curve model statistics. The results showed that the usefulness of and preference for digital textbooks had a significant effect on academic achievement, with the impact enhancing depending on the increase in their preference. To cope with new digitalized education settings, especially in the post-COVID-19 era, digital textbooks should be flexible, connected, instructional, and data driven so that schools can achieve sustainable development.
What Does It Mean When Students Can't Pass Your Course? The Case of an NYU Organic Chemistry Professor Centers on One of Teaching's Thorny Questions “Historically, when you look at grading, when you look at the way people are supposed to move through college, the system is set up in a way that some people pass and some people don’t,” says Paulette Vincent-Ruz, an assistant professor in chemistry-education research at New Mexico State University. “Decades of research have shown that active-learning approaches in these classes lead to substantial increases in student learning,” McKay says. [...]it really doesn’t make sense, says Bryan Dewsbury, an associate professor of biology at Florida International University whose research focuses on STEM education.
When Crises Hit Home: How US Higher Education Leaders Navigate Values During Uncertain Times Against the backdrop of a global pandemic, this study investigates how U.S. higher education leaders have centered their crisis management on values and guiding ethical principles. We conducted 55 in-depth interviews with leaders from 30 U.S. higher education institutions, with most leaders participating in two interviews. We found that crisis plans created prior to the COVID-19 pandemic were inadequate due to the long duration and highly uncertain nature of the crisis. Instead, higher education leaders applied guiding principles on the fly to support their decision-making. If colleges and universities infuse shared values into their future crisis plans, they will not have to develop a moral compass on the fly for the next pandemic. This paper suggests the following somewhat universal shared values: (1) engage in accuracy, transparency, and accountability; (2) foster deliberative dialog; (3) prioritize safety; (4) support justice, fairness, and equity; and (5) engage in an ethic of care. To navigate ethics tensions, leaders need to possess crisis-relevant expertise or ensure that such expertise is present among crisis management team members. Standing up formal ethics committees composed of diverse stakeholders also is instrumental in navigating tensions inherent in crises. The next pandemic is already on the horizon according to experts. Through infusing values into future crisis plans, higher education leaders can be confident that their responses will be grounded in their communities’ shared values.