ethanporcaro/eric-fulltext-meta huggingface dataset:
Environmental Awareness of Civil Engineers in the Context of Sustainable Development of Society
Author: Khyzhniak, Inna
Date: 2021-00-00
Type: Journal Articles
Subjects: Civil Engineering,Professional Personnel,College Students,Foreign Countries,Sustainable Development,Knowledge Level,Conservation (Environment),Beliefs,Behavior,Correlation,Student Attitudes

In the context of the man-made burden on the natural environment, the issues of developing civil engineering students' environmental awareness are important and particularly relevant to low environmental security countries, which include Ukraine. The authors emphasize the need for broad implementation of the Concept of Sustainable Development in professional training of civil engineering students, determine the level of their environmental awareness, compare the levels of formation of environmental awareness components, and pursue to identify effective ways to environmentalize engineering training. The study involved the students of Donbas National Academy of Civil Engineering and Architecture. The authors selected the semi-structured questionnaire method combining rating, Likert and importance scales, alternative and unstructured questions, as well as elements of the Azapagic and the Naturafil techniques. The results did not prove the formation level of the civil engineering students' environmental awareness to be unsatisfactory. It was also found that the civil engineering students have steady environmental beliefs and are willing to comply with environmental norms in their activities. This fact brought the authors to the conclusion that the current practice of higher technical education in Ukraine takes account of sustainable development. The level of the civil engineering students' environmental knowledge was also determined as sufficient, while their environmental activity and environmental management skills were seen as low. According to the authors, the use of integrated and practice-oriented approaches to teaching professional subjects and the introduction of environmental topics into general education subjects will contribute to strengthened environmentalization of professional training of civil engineers.
Google Classroom: Beyond the Traditional Setting
Author: Santos, Joseline M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Computer Software,Graduate Students,Research Methodology,Teacher Education Programs,Teacher Attitudes,Computer Mediated Communication,Information Technology,Teaching Methods,Teacher Surveys,Internet,Usability,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Technology Uses in Education

This research explored the participants' use of Google Classroom and evaluated its acceptability using the Technology Acceptability Model (TAM). The respondents were limited to 56 teachers enrolled in the research methodology class in a graduate school of a certain university in Bulacan during the first semester of the school year 2019-2020. The study utilized a mixed-method design. Triangulated were the result of the TAM survey, the analysis of the open-ended survey, and the record of the submission frequency of the respondents through Google Classroom. The descriptive approach was also utilized to describe the respondents' technology acceptance when using Google Classroom through the administration of the TAM survey questionnaire. The study also determined which TAM factor affected the consistency of the use of Google Classroom the most. Among the factors, actual system use appeared to have significantly affected the respondents' consistency of using Google Classroom. A separate open-ended survey was conducted to verify the data derived from the TAM survey questionnaire. The open-ended survey revealed that despite the difficulty of having a good internet connection, all of the respondents agreed that Google Classroom is very useful, easy to use and would recommend its use to others. The consistency of actual use, through online submission, was recorded and served as the dependent variable. In terms of consistency, it was observed that 62.5% of the respondents were able to submit 11 to 12 out of 12 total number of activities through Google Classroom. It was concluded that the use of Google Classroom, though a new experience, made them realize how their life as a teacher can be more comfortable with the use of this technology.
Understanding Aspiration and Education towards Desistance from Offending: The Role of Higher Education in Wales
Author: Jones, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Role,Academic Aspiration,At Risk Persons,Criminals,Mental Health,Substance Abuse,Employment,Motivation,Higher Education,Barriers,Recidivism,Prevention

There has been a growing recognition of the value of education in facilitating desistance from offending. Yet, despite a determined push to &quot;widen access&quot; universities continue to be an unwelcoming place for those with a criminal record. To better understand the role of higher education in raising aspiration towards desistance, this paper draws on findings from a study in Swansea, Wales. Adopting a Pictorial Narrative approach the findings suggest that, whilst the participants identified potential benefits of attaining a higher education, those aspirations were outweighed by a distrust of the &quot;institution&quot; and a fear that the stigmatisation experienced through the &quot;criminal identity&quot; would be hard to avoid and may morph into the &quot;criminal/student identity&quot;, thus leaving students vulnerable to judgement and exclusion. This paper makes recommendations about how higher education might be remodeled to support those who wish to desist and in doing so, truly &quot;widen participation&quot; to all.
What Can Be Taught in College in Prison? Reconciling Institutional Priorities in Clashes over Incarcerated Students&apos; Access to Instructional Materials
Author: Wade, Magic M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correctional Education,Higher Education,Access to Education,Instructional Materials,College Students,Institutionalized Persons,Correctional Institutions,Censorship

This research was inspired by allegations of censorship of college curricula in an Illinois state penitentiary. This example highlights the confusion and controversy that may ensue when disagreements arise over what students in prison-based college programs are permitted to read and learn. Following this, my research considers these relevant questions: First, do many programs and prisons encounter disagreements over certain instructional materials? Next, to what extent are these rooted in clashing institutional values and priorities? And finally, what can be done to quell controversy, reduce confusion, and strengthen relationships between colleges and prisons? To shed light on these questions, I surveyed over forty practitioners from Higher Education in Prison (HEP) programs based in state penitentiaries across the United States. In particular, I asked about security clearance protocols for instructional materials, as well as institution-specific restrictions on modality and content. I report and discuss the findings and implications of this survey in the analysis that follows. As such, the intended audience for this report includes stakeholders in both academia and corrections, and others interested in strengthening relations between colleges and prisons that partner to educate incarcerated students.
Leading Reflective Practices in Montessori Schools
Author: Damore, Sharon
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Schools,Reflective Teaching,Administrator Role,Coaching (Performance),Instructional Leadership,Reflection,Administrators,Faculty Development,Adult Learning,Educational Improvement,Elementary Schools,Middle Schools

In this paper, we report the results of a qualitative study examining the development of leadership competencies as Montessori school leaders gain experience using a coaching protocol with their teachers. Extending previous work, the emphasis is on the school leaders' specific roles as instructional supervisors leading reflective practices. National standards, both traditional and Montessori, are a foundation to investigate a group of Montessori school leaders' development in reference to articulated competencies, specifically for the school leader to tend to their own learning and effectiveness through reflection, study, and improvement, and to empower teachers to the highest levels of professional practice and to continuous learning and improvement. After the use of a prescribed coaching protocol, 12 Montessori school leaders from 6 schools across the United States were interviewed using a set of semistructured questions. The study results support that reflective practices lead to both improvement of practice with this group of Montessori school leaders and their respective teachers. We conclude that self-reflection is critical to a Montessori leader's success, empowering them to model and influence reflective practices, with direct impacts on teacher reflection and school improvement. This conclusion becomes relevant as we observe our Montessori school leaders assuming numerous and complicated administrative roles, from management and teacher evaluation to instructional supervision, mentoring, and coaching teachers.
Personality Variables in Relation to the Effect of Feedback on the Effect of Overconfidence
Author: Krause, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Feedback (Response),Self Evaluation (Individuals),Self Esteem,Misconceptions,Correlation,Elementary School Teachers,Secondary School Teachers,College Faculty,Self Concept Measures,Foreign Countries

This research examined which personality variables potentially moderated the effect of feedback on the Overconfidence effect. Research sample consisted of Slovak teachers (n = 223) from across school levels, who were randomly allocated into one of the three groups, out of which two were experimental and one was control. Each group of participants filled in three personality questionnaires, the Reading Literacy Test, and questions on the Overconfidence effect. The first experimental group was given a real feedback on their achieved performance, the second experimental group was given an inaccurate feedback and the control group did not receive any feedback. It was pointed out that despite high mutual correlation between chosen personality variables, no relation was demonstrated between the Overconfidence effect and optimism, neuroticism, or participant's self-evaluation. The results show that the impact of real feedback on the Overestimation effect depends on the level of neuroticism. Results suggested that the type of feedback on the Overconfidence effect is not moderated by the level of optimism. At the same time, the impact of real feedback on the Overconfidence effect is partially moderated by the level of self-evaluation and the impact of inaccurate feedback on the Overconfidence effect is not moderated by the level of self-evaluation.
Second Language Corner for Children&apos;s House: A Practitioner-Researcher Journey into Bilingualism in Montessori Education
Author: Chavarría, Romali Rosales
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Method,Teaching Methods,Bilingualism,Second Language Learning,Second Language Instruction,English (Second Language),Preschool Education,Longitudinal Studies,Reflection,Program Development,Time Management,Learning Strategies,Preschool Teachers,Multilingualism,Foreign Countries,Literacy,Language Acquisition,Bilingual Teachers,Immersion Programs,Spanish,Native Language,Program Descriptions

This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children's House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy. Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom morespecific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.
Socioscientific Issues and Pre-Service Science Teachers&apos; Bioethical Values
Author: Turgut, Duygu
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Science Education,Scientific Literacy,Biology,Ethics,Genetics,Embryology,Cytology,Biotechnology,Social Responsibility,Moral Values,College Freshmen,College Seniors,Public Colleges,Foreign Countries

Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children's future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers' awareness of responsibility. Regarding this point, the development of pre-service science teachers' bioethical values was examined on a class level basis using survey research. Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers' bioethical values. As a result of analyses, it was determined that pre-service teachers' bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers' bioethical values related to sub-dimensions of &quot;Benefits of Biotechnology Applications&quot;, &quot;Science and Ethics&quot;, &quot;Reproductive Technologies and Cloning&quot; and &quot;Control of Genetic Interventions&quot; were increased based on participants' class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications.
Student Misbehaviour, Teacher Self-Efficacy, Burnout and Job Satisfaction: Evidence from Croatia
Author: Vidic, Tomislava
Date: 2021-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Teaching Methods,Behavior Problems,Teacher Attitudes,Self Efficacy,Teacher Burnout,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Teaching Conditions,Prevention,Teacher Empowerment,Correlation,Parent Teacher Cooperation,Student Behavior

Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers' self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at.
The Effect of Patience Training on University Students&apos; Patience and Life Satisfaction Levels
Author: Bülbül, Ayse Eliüsük
Date: 2021-08-00
Type: Journal Articles
Subjects: Personality Traits,College Students,Life Satisfaction,Foreign Countries,Training,Measures (Individuals)

The purpose of this study is to determine the effect of the &quot;patience training program&quot; on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The &quot;Patient Scale&quot; developed by Schnitker (2010) and adapted to Turkish by Eliüsük and Arslan (2016) and the &quot;Life Satisfaction Scale&quot; developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dagli and Baysal (2016) were used as a data collection tool in the study. The &quot;Wilcoxon&quot; test was used for the comparison of in-group differences in the analysis of obtained data and the &quot;Mann-Whitney U&quot; test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving &quot;patience training&quot; increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.
The Influence of Music and Educational Songs on EFL Students&apos; Achievement from Their Teachers&apos; Perspective in Jenin Region
Author: Bsharat, Tahani R. K.
Date: 2021-08-00
Type: Journal Articles
Subjects: Music,Singing,Teaching Methods,English (Second Language),Academic Achievement,Teacher Attitudes,Foreign Countries,Second Language Instruction,Language Teachers,Pronunciation

Music and songs are part of the lives of all. They bring a lot of knowledge about the culture and identity from which they were produced, as a cultural phenomenon. They influence the emotional domain of the lives of individuals and give their minds a deeper insight (Vishnevskaia and Zhou, 2019). This paper desires to explore the influence of music and educational songs on EFL students' achievement from their teachers' perspective in the Jenin region. The research has been designed to probe the role of songs in teaching English to EFL students. Literary research on songs has helped to highlight the importance of Educational songs in teaching EFL students. In this respect, the researchers adopt a mixed-method (qualitative and quantitative). Likewise, data was collected through a questionnaire administered to English teachers and interviews of ten English teachers. The findings analysis shows that music and educational songs are barely used to develop learners 'language skills. The ongoing research work suggests that EFL teachers should be trained on the effective use of educational songs and music in English classes. Moreover, schools and curriculum should be provided with educational songs teaching materials.
Gender Differences in the Reading Habits of Secondary School Students of Osun State Public Schools
Author: Bamise, O. F.
Date: 2021-08-00
Type: Journal Articles
Subjects: Gender Differences,Reading Habits,Secondary School Students,Foreign Countries,Public Schools,Recreational Reading,Reading Materials

The research evaluated among secondary school students the time spent in reading and the reading materials preferred. The purpose for which they read was also identified. A cross-sectional survey design was adopted which focused on public secondary schools of Osun State, Southwest, Nigeria. A multistage random sampling technique was used to select 1101 senior secondary school students from 12 public schools covering the 6 educational zones of Osun State. A 20 item Reading Habit Scale was used. The questionnaire was administered with the aid of a research assistant and retrieved immediately from the volunteers after completion. One thousand and seventy-nine copies of the questionnaire were analyzed, 43% of the respondents were boys while 57% were girls. Only 18.6% of the respondents were daily longtime readers (&gt;1 to 6 hours per day) which comprised 17% of the boys and 20% of the girls. Boys more than girls read past questions and solutions while girls more than boys read textbooks and subject teachers note. Boys (98%) more than girls (97%) indicated they read in order to get better grades in tests and examinations. Conversely, girls more than the boys read for a better understanding of topics taught by the teacher and for pleasure (84:76%). A statistically significant gender difference exists with respect to &quot;reading for pleasure&quot; (x=8.92, p=0.003). Most of the students have poor reading habits with respect to daily reading time. Girls were more daily long-time readers and also read for pleasure.
School Counseling and Social Emotional Learning Programs
Author: Stevens, Helena
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counseling,Social Emotional Learning,Phenomenology,Case Studies,Program Implementation,Evaluation Research,Decision Making,Student Attitudes,Student Needs,High School Students,Program Evaluation,Values Education,Urban Areas,School Counselors

School counselors implement social emotional learning (SEL) programs to support students' holistic development and to prepare them for both academic and personal success. It is imperative that school counselors use evaluation research as they continue to refine their implementation and program selection efforts. This phenomenological qualitative case study investigated the experiences that two groups of students had with an SEL program. Three themes emerged including inconsistent experiences, disconnected perceptions about social-emotional needs, and the importance of using students as stakeholders. Implications for school counselors and counselor educators are provided.
Individual Counseling in Schools: A Process Model for School Counselors
Author: Nelson, Mark D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Individual Counseling,School Counseling,School Counselors,Counselor Role,Counseling Techniques,Counselor Client Relationship,Resources,Guides,Student Needs,Well Being,Models

According to the American School Counselor Association, the role of a school counselor includes improving success for all students. Thus, the profession of school counseling encompasses a variety of tasks, duties, and responsibilities. One of the most fundamental responsibilities of a school counselor is to provide individual counseling to students. While individual counseling is undoubtedly essential to the role of a school counselors, information and resources regarding the process of providing individual counseling to students remain somewhat obscure given that school counselors do not diagnose or treat students and generally provide short-term counseling. The purpose of this resource brief is to provide school counselors with an outline of an individual counseling process, as well as specific resources to guide school counselors as they engage in individual counseling with students.