ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Relationship between Adolescents&apos; Psychological Resilience and Attachment Styles Using Canonical Correlation
Author: Kilinç, Erdal
Date: 2023-00-00
Type: Journal Articles
Subjects: Adolescent Attitudes,Resilience (Psychology),Attachment Behavior,Correlation,High School Students,Student Attitudes,Foreign Countries,Family Environment,Peer Relationship,Student School Relationship,Student Adjustment,Empathy,Self Determination,Likert Scales

This study aimed to examine the relationship between adolescents' psychological resilience and attachment styles. This research was designed according to the correlational design, which is one of the quantitative research methods. The population of the research consists of high school students studying in Sahinbey District of Gaziantep. The sample of the research is 570 students in 3 Anatolian High Schools, 2 Vocational and Technical Anatolian High Schools, and 1 Imam Hatip High School, determined randomly by the stratified sampling method, 2n done class in each of the 9, 10, 11 and 12 grades determined by the random cluster sampling method. The Adolescent Resilience Scale was used to measure the level of resilience, and the Three-Dimensional Attachment Styles Scale was used to measure attachment styles. In the study, the relationship between family support, peer support, school support, adaptation, empathy, and struggle determination, which are the sub-dimensions of the Adolescent Psychological Resilience Scale, and the sub-dimensions of the Three-Dimensional Attachment Styles Scale, between the secure, avoidant, and anxious-indecisive attachment data sets, were examined with canonical correlation analysis. As a result of the canonical correlation analysis, a significant relationship was found between psychological resilience and attachment styles, and the common variance shared between data sets was found to be 44.1%.
Investigating Psychometric Properties of the Turkish Version of Sosu Critical Thinking Disposition Scale: Evidence from Two Independent Samples
Author: Orhan, Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychometrics,Turkish,Critical Thinking,Measures (Individuals),Factor Structure,Test Validity,Test Reliability,Foreign Countries,Undergraduate Students,Graduate Students,Gender Differences,Factor Analysis

This study aimed to examine the psychometric properties of the Turkish version of Sosu Critical Thinking Disposition Scale (TV-CTDS). The data were gathered from two independent samples consisting of undergraduate and graduate students from four different universities in the Black Sea region of Turkey. After the translation procedure, the psychometric properties of the TV-CTDS, including factor structure, measurement invariance, convergent validity, discriminant validity, and reliability, were investigated. The results of the study revealed that the two-factor model (critical openness and reflective skepticism) of the TV-CTDS presented a better fit to the data than the one-factor model, and two-factor model is invariant across different samples (undergraduate and graduate students) and genders. Also, the TV-CTDS showed convergent validity and discriminant validity across two different samples, and its internal consistency was adequate. Therefore, it can be said that the TV-CTDS can be used by educators, researchers, and professionals to assess undergraduate and graduate students' critical thinking dispositions in Turkey.
Gender, Self-Silencing, and Identity among School and out of School Emerging Adults
Author: Demir Kaya, Meva
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Females,Young Adults,Sex,Self Concept,Out of School Youth,Vocational Education,Educational Attainment,Personality Measures,Sex Role,Behavior,Femininity,Masculinity,Assertiveness,Foreign Countries,Attitudes,Cognitive Processes

Identity, as important focus of psychosocial development, are closely related to self silencing and gender roles. Identity development is different in two genders and studies on young women in terms of identity development is limited. Being a part of a formal education or not is also important in identity development as well. Therefore, in this study, it is aimed to investigate the effects of gender roles and self-silencing on identity functions in women. Another purpose of this study is to examine whether the identity functions of women with and without university education differ. 269 young women from vocational training courses and 234 young women from universities participated in the research. Functions of Identity Scale, Silencing the Self Scale, Bem Sex Role Inventory, and demographic information form were utilized to women in a both individual and group session. According to Structural Equation Modelling results, gender roles were found directly and indirectly effective through self silencing on functions of identity. Direct relationships have shown that feminine gender characteristics increase self-silence while masculine gender features decrease self silencing. Self silencing also reduces identity functions. Self silencing mediated the relations between gender roles and functions of identity in young women. In addition, according to MANOVA results, functions of identity didn't differ significantly according to education. Finally, the findings were discussed in the context of gender roles and self-silencing in raising the level of identity functions of women considering education context.
Examining Teachers&apos; Attitudes and Views towards Educational Research: Mixed Research
Author: Günyel, Hilal
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Educational Research,Teacher Attitudes,Teacher Behavior,Faculty Development,Academic Achievement,Theory Practice Relationship,Evidence Based Practice,Secondary School Teachers,Elementary School Teachers,Middle School Teachers

The primary aim of the research is to examine the attitudes and behaviors of teachers toward educational researches. The research was carried out using mixed methods and an explanatory sequential design. The quantitative study group for the research consists of teachers working in public or public schools affiliated with the Istanbul Provincial Directorate of National Education in the 2021-2022 academic year. The quantitative study group for the research--the convenience sampling method--was determined, and 532 teachers participated in the research. Quantitative data were collected with the &quot;Teacher Attitude Scale Towards Educational Researches (TAASS)&quot; and independent groups were analyzed by t-test and ANOVA analysis. In the qualitative phase, data were collected from 20 teachers determined using the maximum diversity method. &quot;Semi-Structured Interview Form&quot; was used to collect qualitative data, and the content analysis method was analyzed. According to the results, teachers think that educational research is necessary at a &quot;high level&quot;. They stated that educational research would contribute to the professional development of teachers in the fields of &quot;teacher training and development&quot;, &quot;learning and teaching strategies&quot;, &quot;Management and leadership&quot;, &quot;curriculum&quot;, &quot;assessment-evaluation criteria&quot;, &quot;technology use&quot;. They also stated that educational research in the fields of &quot;Learning and Teaching Strategies&quot;, &quot;Equal Opportunity and Opportunity,&quot; and &quot;Family Factor&quot; will contribute to the academic development of students. In this way, the necessity of educational research has been categorized under the themes of &quot;professional development and student academic development&quot;.
A Qualitative Overview of the Infertility Process in Women: Infertility Psychological Counseling
Author: Yüksel, Müge
Date: 2023-00-00
Type: Journal Articles
Subjects: Females,Pregnancy,Phenomenology,Marriage,Clinical Diagnosis,Therapy,Stress Variables,Social Support Groups,Spouses,Coping,Helplessness,Psychological Patterns,Expectation,Religious Factors,Human Body,Health Behavior,Eating Habits,Medical Services,Obstetrics,Counseling Services,Participant Characteristics,Help Seeking

It is important to examine women's experiences in the infertility process, as being a woman is perceived as a concept that overlaps with motherhood, and the woman herself is exposed to physical pain during the treatment. In this research, which was carried out with a phenomenological pattern, one of the qualitative methods, the experiences of married women diagnosed with infertility regarding the infertility process were examined, and it was tried to determine the themes that would help psychological counselors in the therapeutic process. The study group consists of 10 women selected by criterion sampling using purposeful sampling methods. The results of the research were discussed under seven headings: infertility experience, stress factors, acquired skills, social support resources, the role of the spouse, coping skills, and belief in the treatment. The theme of the infertility experience includes codes of negativeness, helplessness, frustration, and compelling; the theme of stress factors includes codes of expectations, pressure, uncertainty, the passage of treatment, personal conflicts, against his spouse's liability, failure, and the search for a solution; the theme of acquired skills includes codes of coping with the challenges, obtaining medical information, hoping, common share, body recognition, gender awareness, healthy eating, the theme of social support resources includes codes of, contact, spouse, family, friend, and counselor; the theme of the role of spouse includes codes of support; the theme of coping skills includes codes of, religious beliefs, social activities, the sense of common humanity, work and psychological support; the theme of faith for treatment includes codes of hope and despair.
Let&apos;s Talk: Critical Participatory Action Research and Improvement Science-Guided Research Comparing Our Approaches to Improve Education
Author: Howard, Joy
Date: 2023-00-00
Type: Journal Articles
Subjects: Participatory Research,Action Research,Educational Research,Educational Improvement,Comparative Analysis,Research Methodology,Critical Theory,Systems Approach,Epistemology

The purpose of this paper is to identify key characteristics and forms that both research approaches use within the applied field of education. In this paper, we ask--how are CPAR and IS-GR similar and different? And, can tools or propositions from each be used in tandem within a research project? We invite readers to consider useful frameworks created to address problems of practice. Drawing strength from our diverse backgrounds (fields of study and professional roles), we aim to identify clear overlaps and divergent perspectives between the two approaches to aid scholarly practitioners in making informed decisions about the research frameworks they choose to take up to address pressing problems of practice in education.
Supporting EdD Scholar-Practitioners through the COVID-19 Pandemic Using an Ethic of Care
Author: Capello, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Programs,Caring,Graduate School Faculty,COVID-19,Pandemics,Well Being

Given the significant challenges PK-12 educational leaders currently face, the purpose of this essay is to orient EdD faculty with Noddings' (1984/2003) care ethics as a framework for conceptualizing their work and employing care acts to support EdD scholar-practitioners through the COVID-19 pandemic. Practical strategies for this work are suggested. The author argues that Noddings' (1984/2003) ethic of care provides a timely lens through which EdD faculty's actions can be guided. Due to the COVID-19 pandemic, faculty have become tasked with supporting their students' socioemotional well-being in addition to their academic progress. EdD faculty must be responsive to these needs if they are to retain students and effectively train scholar-practitioners to identify and address problems of practice. Stemming from this argument, future research could empirically investigate how employing care ethics affects scholar-practitioners' well-being, program satisfaction, retention, and completion rates.
Examining the Dissertation in Practice Relative to Responsible Conduct of Research: Alignment or Mismatch?
Author: Thompson, Carla J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Doctoral Students,Student Research,Integrity,Alignment (Education),Responsibility

This essay focuses on the components and uses of the Dissertation in Practice (DiP) relative to the Carnegie Project on the Education Doctorate (CPED) and the alignment of the DiP description and process to the U. S. Office of Research Integrity Responsible Conduct of Research (RCR) conditions and requirements. The essay provides a cursory view of the multiple uses of applied research, a common framing of the DiP, and the essay examines the purpose and components of the DiP relative to the specific RCR criteria and specifications. Information provided explores the alignment of the DiP to RCR through discussions of the commonalities and diverse characteristics of the DiP and RCR to discern if these two important considerations regarding the framing of the Education Doctorate are a mismatch or an alignment. The potential for aligning the DiP with RCR may contribute substantially to propelling the DiP to the highest standard for inclusion within the listing of scholarly research.
Differentiating the EdD and the PhD in Higher Education: A Survey of Characteristics and Trends
Author: Foster, Holly A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Students,Doctoral Degrees,Differences,Comparative Analysis,Admission Criteria,College Credits,Degree Requirements,Masters Programs,College Entrance Examinations,Graduate Study,Scores

Purpose: Higher education, as a field of study, is one of the few programmatic areas that offer two doctoral degrees: The Doctor of Education (EdD) and the Doctor of Philosophy (PhD). In the United States, the two degrees are often conflated. Conversations, to this point, have done more to contribute to the theoretical debate than to operationally distinguish between the two degree paths. Method: The current study analyzed data collected from a review of the 188 doctoral programs at 145 institutions listed with the Association for the Study of Higher Education (ASHE). Results: Results suggest that while there is a shift toward operational differences between the EdD and the PhD in higher education, the similarities in entrance requirements, formats, and research expectations, to list a few, suggest that the EdD and PhD still require further refinement to reach the theoretical clarity common in many conversations about the education doctorate.
Developing Scholar Activists: The Role of the EdD
Author: Storey, Valerie
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Students,Activism,Action Research,Advocacy,Praxis,Doctoral Dissertations,Empowerment

A qualitative descriptive approach was followed in the research, starting with a theoretical conceptualization of scholar activism within doctoral education as a basis for further inquiry. Seventeen doctoral candidates described how they conceptualized and applied the Carnegie Project on the Education Doctorate's (CPED) Framework for the Emerging EdD Activist to their experiences in an online program. Study respondents gave accounts of growing confidence to engage in active, vocal advocacy, which they attributed to their new knowledge and understandings gained through participation in the program. However, for some mid-career students, increased vocal advocacy in the workplace was perceived as endangering career prospects. The data draw attention to the complexity of the professional learning process, calling into question the current input-output model of activism. Further research is necessary to develop a greater understanding of the relationship between a developing scholar-activist and the impact of the EdD and precisely how that can be measured. The findings from this study have implications for program developers and doctoral students wishing to become scholar-activists and agents of change.
Examining Community Partners&apos; Perspectives on Reciprocity and Co-Education
Author: Darby, Alexa
Date: 2023-00-00
Type: Journal Articles
Subjects: School Community Programs,Community Involvement,Coeducation,Service Learning,Partnerships in Education,Program Effectiveness,Communication (Thought Transfer),Community Organizations,Coordinators

This study examines how community partners understand reciprocity and co-education in service-learning. Twenty community partners participated in 30-minute telephone interviews. When asked to define reciprocity, participants identified the importance of communication and maintaining a two-way relationship. With regard to co-education, community partners highlighted communication, the back-and-forth nature of the relationship, and their role as a facilitator. This study will help universities and community partners increase the effectiveness and maximize the benefits of their service-learning relationships.
How Do International Service-Learning Programs Attend to Linguistic Difference? A Review of Literature
Author: Anderson, Roger W.
Date: 2023-00-00
Type: Journal Articles
Subjects: International Programs,Study Abroad,Service Learning,Intercultural Communication,Cultural Differences,Language Usage,Second Language Learning,Program Evaluation,Translation,Credentials

To understand how ISL addresses linguistic difference between participants and host communities, a qualitative content analysis of recent peerreviewed articles in which programs were described as having addressed linguistic difference. Nearly half of the literature did not explicate how language was addressed. Across 25 programs, seven methods were identified. Programs most commonly involved participant language lessons and utilizing participants' extant second language skills. ISL programs were found to value participants' second language skills more than found in previous reviews, contradicting a pattern of general indifference. This review advocates providing participants language lessons and critical linguistic awareness, moving towards a plurilingual reciprocity. Constituting an initial step, this review urges further exploration of cross-linguistic communication and greater critical reflexivity on the topic of linguistic difference in ISL programs.
The Impact of a Short Duration Service-Learning Project on Student Learning Outcomes
Author: Brown, Isiah D., IV
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Length,Service Learning,Outcomes of Education,Business Administration Education,College Students,Gender Differences,Student Attitudes,Attitude Change,Citizenship,Interpersonal Relationship,Responsibility,Skill Development

Service-learning has been empirically shown to impact student learning outcomes in multiple disciplines in several countries. Prior studies have shown that students are often involved in service-learning projects that last many weeks. This study reports on student learning outcomes after business students were exposed to an intensive daylong servicelearning project at a major nonprofit organization. Using the SELEB Scale, the researchers examine how students perceive the improvements to their practical skills, citizenship, personal responsibility, and interpersonal skills, that accrued from the service project. The results indicate that although females' scores were higher, they were not significantly different from males. In addition, differences in academic major subjects caused no significant differences in the results. The results of this study demonstrate that students can benefit from service-learning projects that can be completed in a shorter time span.
Eliciting the Insights of Academics and Postgraduates on Academic Ethics and Plagiarism: A Study of Metaphor
Author: Hazar, Esin
Date: 2023-04-00
Type: Journal Articles
Subjects: Ethics,Plagiarism,Graduate Students,Undergraduate Students,College Faculty,Teacher Attitudes,Student Attitudes,Figurative Language,Language Usage,Knowledge Level,Integrity,Phenomenology,Teacher Characteristics,Student Characteristics,Foreign Countries

Academic ethics and plagiarism research are typically handled separately, with these concepts examined from either the perspective of academics or students. In order to better understand these two interconnected phenomena, this study examined them through the eyes of both academics and postgraduate students, who are often referred to as the academy's unbreakable pair. The study's findings, obtained through interviews of participants' metaphorical perceptions of these phenomena, show that the themes shared by both academics and postgraduate students with regard to the concept of &quot;Academic ethics&quot; were &quot;Principled&quot;, &quot;Guiding&quot;, &quot;Laborious&quot;, &quot;Solid foundation&quot;, &quot;Distinguishing between right and wrong&quot;, and &quot;Precious&quot;, and the common themes created from metaphors generated by both groups for the concept of &quot;Plagiarism&quot; were &quot;Pelf&quot;, &quot;A dead-end&quot;, &quot;Disclosure&quot;, and &quot;Cribbing&quot;. Findings also demonstrate that postgraduates have a theoretical background in academic ethics but have a limited understanding of plagiarism. Academics demonstrate a more comprehensive understanding of academic ethics as well as plagiarism than students.
Service Learning of an Inmate Re-Entry Program in an Urban Commuter University
Author: Harris, Judith A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Service Learning,Institutionalized Persons,Correctional Institutions,Urban Universities,Commuter Colleges,Nonprofit Organizations,Student Attitudes,Attitude Change,Undergraduate Students,Capstone Experiences

The pedagogy of a servicelearning course is applied in a large urban commuter university to explore the impact of a service-learning course on upper-level students. The study population was engaged in an inmate re-entry program, and students were placed in nonprofit re-entry agencies. Results show changes in students' perception of offenders during the re-entry process. Furthermore, students' empathy and understanding of the re-entry population indicate internal changes from fundamental offender-based thinking. Offering a Recovery Coach training opportunity seems to positively impact student selfawareness while providing an essential resource to nonprofit community agencies.