Erik Kormos
Biographic Data
| ID | 5741271 |
|---|---|
| NAME | Erik Kormos |
| GIVEN NAMES | Erik |
| FAMILY NAME | Kormos |
| SIGNATURE | KORMOS E |
| AFFILIATIONS | Ashland University |
| ORCID | 0000-0002-0933-6980 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A quantitative analysis of rural teacher readiness for the digital divide
This research aimed to explore the perspectives of K-12 rural educators regarding the challenges they face in effectively implementing online learning. Using a quantitative research design, the study involved 214 full-time rural teachers from a Midwestern state. Participants completed a researcher-developed questionnaire. The results revealed a range of obstacles, encompassing readiness, external, and internal factors. Chief among these challenge…
Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide
This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with ext…
Preservice Teacher Perceptions of Using Video Discussions to Foster a Community of Inquiry—Does the Learning Environment Matter
A comparison of preservice teacher perceptions of instructor video and text-based feedback
Simulated field experiences and culturally responsive pedagogy among teacher candidates
New teachers often work in culturally diverse schools after practicum at culturally homogenous schools. Simulated field experiences could ensure that they are better prepared. This study measured gains in culturally responsive pedagogy among teacher candidates after a semester of simulated field experiences. Teacher candidates completed a pre- and post-test evaluation. Findings revealed significantly higher culturally responsive pedagogy, specifi…
Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities
Innovations in educational technology have led to heightened expectations for both K-12 teachers and students. Now, more than ever, teachers are expected to develop 21st century skills, which creates a necessity to understand how urban teachers feel about the role of technology in their teaching practice. In addition, teacher perceptions are necessary to identify better ways to prepare students for success. Utilizing a quantitative approach, this…
Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities
Innovations in educational technology have led to heightened expectations for both K-12 teachers and students. Now, more than ever, teachers are expected to develop 21st century skills, which creates a necessity to understand how urban teachers feel about the role of technology in their teaching practice. In addition, teacher perceptions are necessary to identify better ways to prepare students for success. Utilizing a quantitative approach, this…
Simulated field experiences and culturally responsive pedagogy among teacher candidates
New teachers often work in culturally diverse schools after practicum at culturally homogenous schools. Simulated field experiences could ensure that they are better prepared. This study measured gains in culturally responsive pedagogy among teacher candidates after a semester of simulated field experiences. Teacher candidates completed a pre- and post-test evaluation. Findings revealed significantly higher culturally responsive pedagogy, specifi…
A comparison of preservice teacher perceptions of instructor video and text-based feedback
Simulated field experiences and culturally responsive pedagogy among teacher candidates
New teachers often work in culturally diverse schools after practicum at culturally homogenous schools. Simulated field experiences could ensure that they are better prepared. This study measured gains in culturally responsive pedagogy among teacher candidates after a semester of simulated field experiences. Teacher candidates completed a pre- and post-test evaluation. Findings revealed significantly higher culturally responsive pedagogy, specifi…
Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities
Innovations in educational technology have led to heightened expectations for both K-12 teachers and students. Now, more than ever, teachers are expected to develop 21st century skills, which creates a necessity to understand how urban teachers feel about the role of technology in their teaching practice. In addition, teacher perceptions are necessary to identify better ways to prepare students for success. Utilizing a quantitative approach, this…
Preservice Teacher Perceptions of Using Video Discussions to Foster a Community of Inquiry—Does the Learning Environment Matter
Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide
This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with ext…
A quantitative analysis of rural teacher readiness for the digital divide
This research aimed to explore the perspectives of K-12 rural educators regarding the challenges they face in effectively implementing online learning. Using a quantitative research design, the study involved 214 full-time rural teachers from a Midwestern state. Participants completed a researcher-developed questionnaire. The results revealed a range of obstacles, encompassing readiness, external, and internal factors. Chief among these challenge…
Computer Science (5 works) · Pedagogy (5 works) · Psychology (5 works) · Mathematics education (4 works) · Perception (4 works) · Medical education (3 works) · Medicine (3 works) · Online and Blended Learning (3 works) · Educational technology (2 works) · Gender and Technology in Education (2 works)