ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Climate Change Awareness on Undergraduates&apos; Socio-Emotional Well-Being in Nigeria
Author: Mulikat Ladj Abdulqadir, Mustapha
Date: 2022-11-00
Type: Journal Articles
Subjects: Climate,College Students,Well Being,Student Attitudes,Foreign Countries,Environmental Influences,Environment,Knowledge Level,Age Differences,Gender Differences

Students' living conditions may suffer as a result of climate change. This research examined the impact of climate change awareness on undergraduates' beliefs about socio-emotional well-being in Nigeria. The total number of undergraduate students in Kwara state made up the study's population, with the sample size being 589. The Climate Change and Mental Wellbeing Questionnaire (CCMWQ) was used to collect data from randomly selected undergraduate participants for the study. The acquired data was evaluated using descriptive statistics, t-test, ANOVA and PPMC at a significance level of 0.05. The results showed that most undergraduates are aware of climate change but have little understanding of its origins, effects, and preventive strategies. The results further revealed that the undergraduates' level of climate change awareness influences their beliefs about their socio-emotional wellbeing. At different ages, participants' opinions on how climate change would affect their socio-emotional health varied dramatically. Similarly, a correlation exists between climate change awareness and beliefs about socio-emotional well-being and awareness and attitude towards protecting the environment.
Promoting the Use of Social-Emotional Learning in Online Teacher Education
Author: Lapidot-Lefler, Noam
Date: 2022-11-00
Type: Journal Articles
Subjects: Social Emotional Learning,Electronic Learning,Online Courses,Preservice Teachers,Foreign Countries,Student Attitudes,Student Experience,COVID-19,Pandemics

The goal of this paper is to address the questions of how social-emotional learning [SEL] can be incorporated into online learning and what effect such integration can have on students. The COVID-19 outbreak significantly increased the use of online learning at all levels of education. However, research shows that the online learning experience may contribute to students' feelings of distancing, alienation, and loneliness. The assumption underlying this study was that these negative feelings are not inherent to the online learning experience; rather, they can be avoided by using online-SEL (&quot;O-SEL&quot;) techniques that integrate SEL into online learning processes. This qualitative case study included 42 preservice teachers enrolled in a college of education in Israel, who participated in an online course that employed specific methods for integrating the SEL component. Analysis of students' reactions to the course revealed that O-SEL not only improved students' emotional experience but also enhanced their cognitive learning. These findings strongly suggest that models of online learning should include SEL. Additional research may confirm the positive O-SEL effects on students' experience and achievements. In this context, the current study introduces the concept of &quot;social emotional presence,&quot; which is necessary for learning and development to take place online.
Adolescent Cyberstanders&apos; Experience of Cyberbullying in the Era of COVID-19 in South Africa
Author: Adewoye, Segun Emmanuel
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Victims,COVID-19,Pandemics,Adolescents,Well Being,Grade 8,Emotional Response,Student Experience

Indications are that cyberstanders can be negatively affected by witnessing cyberbullying incidents and are even more likely than direct victims of cyberbullying to report symptoms of stress. However, cyberbystanders are understudied in the cyberbullying literature because most research predominantly focuses on perpetrators or direct victims of cyberbullying. This study aimed to explore the lived experiences of adolescent cyberbystanders who witnessed cyberbullying in the COVID-19 era. Twenty adolescent cyberbystanders were purposely selected to participate in this study. The qualitative data was analysed using inductive thematic analysis. The findings demonstrated that cyberbullying has various detrimental effects that include educational, psychological, and emotional consequences for those exposed to it. It is recommended that anti-cyberbullying programmes should be incorporated into the curriculum so that teachers and educational psychologists can emphasise the negative impact of cyberbullying on bullies, victims and bystanders. With more awareness of the detrimental consequences of cyberbullying on all parties involved, adolescents may become more competent in respecting people's rights and privacy within cyberspace.
Coping Is Crucial: Exploring Relations between K-12 Educators and Staff Coping Strategies, Perceived Stress and Psychological Wellbeing
Author: Savage, Michael
Date: 2022-11-00
Type: Journal Articles
Subjects: Coping,Anxiety,Well Being,Elementary Secondary Education,Teacher Attitudes,Administrator Attitudes,Gender Differences,Teaching Experience,Resource Staff,Foreign Countries,Paraprofessional School Personnel

This causal comparative study explored K-12 educators' and school staff's self-reported levels of well-being, perceived stress, and use of coping strategies. An online survey was administered to 686 educators consisting of teachers, school administrators, professional support staff, administrative support staff and other school staff in a medium-sized schoolboard in Southern Ontario, Canada. The results show that educators reported overall low scores of wellbeing and higher levels of perceived stress as compared to the general population. Female educators reported significantly higher perceived stress than their male colleagues. A &quot;k-means&quot; cluster analysis of the educators' coping strategies identified four unique clusters which were significantly different from each other. It was shown that participants in two of the clusters, consisting of approximately 32% of the participants in this study, used maladaptive coping strategies more frequent and that the participants in these two clusters exhibited significantly poorer wellbeing and significantly more perceived stress than their colleagues in the other two clusters. The limitations and practical implications of this study are discussed.
Psychological Capital: The Missing Link
Author: Brennan, Aislinn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Psychological Characteristics,Educational Policy,Outcomes of Education,Adult Students,Success,Adult Learning,Transformative Learning,Resilience (Psychology),Student Centered Learning

The funding model for further education and training (FET) in the Republic of Ireland currently describes provider and learner success in narrow quantifiable terms as captured on the national Programme Learner Support System (PLSS). FET practitioners have grappled with the restrictive rigidity of these outcomes and measures of success for adult learners. This article investigates the concept of Psychological Capital (PsyCap) as a means of widening outcomes and measures in FET.
Reading Assessment System in ESOL Courses for Low-Literate Learners
Author: Day, Rim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Tests,Second Language Learning,English Language Learners,Adult Literacy,Evaluation Criteria,Cognitive Processes,Student Evaluation,Summative Evaluation,Formative Evaluation

This paper draws on the findings of a qualitative study exploring the reading assessment materials and criteria used in pre-A1 ESOL classes in the UK and their suitability to low-literate language learners. Open-ended questionnaires and multifunctional analysis of materials were used to investigate current practices and views. The findings reflect the struggle low-literate learners experience throughout reading assessments, and the need for separating literate from low-literate learners, adaptations to assessment materials to ensure fair assessment and the development of descriptors/criteria that capture the small steps achieved by this population.
Towards Critical, Engaged, Antiracist Learning Environments
Author: Fitzsimons, Camilla
Date: 2022-00-00
Type: Journal Articles
Subjects: Racism,Social Justice,Adult Education,Critical Race Theory,Autobiographies,Ethnography,Reflective Teaching,Foreign Countries,Adult Educators,Teaching Methods

Racism is not an anomaly, rather it is an ordinary feature of our world and is a symptom of white supremacy. This article draws from critical race theory and critical pedagogy to make sense of this assertion and to contemplate possible responses. Using an autoethnographic research paradigm, we draw from our own contrasting experiences and perceptions; for Lilian as a black naturalised Irish educator and for Camilla as a white, indigenous Irish educator, to offer reflections, analyses and concrete examples that might help other adult educators to respond to a topic that many people tend to avoid.
Pre-Service Primary School Teachers&apos; Application of the Features of the Nature of Science to Socioscientific
Author: Saka, Mehpare
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientific Principles,Science and Society,Preservice Teachers,Elementary School Teachers,Public Colleges,Decision Making,Science Education

The purpose of this study is to determine which features of the nature of science pre-service primary school teachers refer to while making a decision on a socioscientific issue at the end of the explicit reflective nature of science education. For this purpose, an exploratory qualitative research design was used in the study. The research group comprised 77 pre-service primary school teachers in their third year of studies at a public university. The study was carried out within the scope of the &quot;Science and Technology Teaching&quot; course. As a data collection tool, the socioscientific scenario &quot;Babies with Three Parents&quot; was used. Content analysis and descriptive analysis were used to analyze the data. According to the findings of the study, pre-service primary school teachers have a good level of ability to use the features of the nature of science, the changeable nature of scientific knowledge, and the fact that it is based on observation and experimentation when deciding on a socioscientific issue. Furthermore, pre-service class teachers primarily used the subjectivity and creativity features of scientific knowledge as well as the features of observation.
A Journey through the Digital World: Fostering Digital Problem Solving among Adult Learners
Author: Frank, Tyler H. J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Problem Solving,Adult Students,Digital Literacy,Learning Activities,Technology Uses in Education,Adult Education,Information Seeking

To meet the demands of the 21st century, adult learners must display a range of sophisticated strategies for dealing with the digital world. With the switch to online instruction over the last months this need is only greater. In this article, I describe specific activities I implement with adult learners in a math and science class to help them develop these essential abilities while also enhancing their learning toward the content outcomes.
Digital Financial Literacy
Author: Golden, Wil
Date: 2022-00-00
Type: Journal Articles
Subjects: Financial Literacy,Digital Literacy,Adult Students,Technology,Best Practices,Adult Education

An individual with digital financial literacy has the knowledge and skills to use digital devices to make better financial decisions. The pervasiveness of financial technology (fintech) in the daily lives of adults in the United States creates digital literacy training and educational opportunities. This report from the field offers a brief literature review, a discussion on digital financial literacy, and the importance of fintech adult education. Our goal is to guide educators and others on how foundational knowledge on digital technologies in relation to financial literacy education can prepare adult learners for the use of fintech. Expanding the use of technology to financial literacy education and practices are as crucial as reading, writing, and numeracy in today's digital economy.
Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration
Author: Gaer, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Distance Education,COVID-19,Pandemics,Guidelines,Adult Learning,Scoring Rubrics

How can schools integrate the lessons of remote learning during the COVID-19 pandemic into their face-to-face teaching. What guidelines can teachers use to be sure they are integrating technology? In this article, we propose an adaptation of the Triple E Framework to guide this work. The goal of the framework is to ensure that technology use supports student engagement, and then, while engaged, students' learning is enhanced and extended by technology.
Development of Digital Education in the Age of Digital Transformation: Citing China&apos;s Practice in Smart Education as a Case Study
Author: Zhou, Longjun
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Conferences (Gatherings),Foreign Countries,Educational Technology,Technology Uses in Education,Educational Development,Global Approach,Educational Change,Educational Practices

Digital education has been catalyzing educational transition, transforming the educational views and instructional techniques while also providing opportunities for high-quality educational development. This is a subject that all nations throughout the world are concerned about. The worldwide practice of integrating digital technologies in teaching has yielded positive results. The Global Digital Education Conference, which was held in Beijing, China, in 2023, called for global collaboration on digital education development. This paper sought to illustrate the significance of digital education for educational reform and to investigate ways for digital education development in this context, using China's smart education practice as evidence.
Inquiry-Based Learning in Junior Secondary Geography Education: A Lesson Analysis of China&apos;s Natural Resources Teaching
Author: Tang, Chungang
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Secondary School Students,Geography Instruction,Foreign Countries,Natural Resources,Grade 8,Teaching Methods,Cooperative Learning

This paper is a lesson study of the instruction of China's Natural Resources (the third unit of eighth-grade geography), and its objective is to examine the efficacy of inquiry-based learning in geography education. In the experimental lesson, we reorganized the teaching content by integrating the learning materials from the four sections of Natural Resources Overview, Land Resources, Water Resources, and Marine Resources in the unit. With proposed real-world situations and learning tasks, students posed research questions and conducted independent inquiry into issues such as the characteristics, distribution, and utilization of Chinese natural resources, as well as the existing problems. In this procedure, students gained the right methods and skills for geographical study, thereby enhancing their academic competency in geography.
&quot;It&apos;s a Different World&quot;: Language Ideologies, Literacies, and College Readiness
Author: Hoff, Meagan A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Attitudes,College Readiness,English (Second Language),Second Language Learning,Second Language Instruction,Remedial Instruction,Adult Basic Education,Language Teachers,Teacher Attitudes,Literacy Education,Academic Language,Statewide Planning,Teacher Characteristics,School Policy,College Preparation

For linguistically diverse students, the path to college is often defined by language. Depending on assessments and institutional policies, students may be placed into course sequences in developmental English, adult basic education, and/or English as a Second Language courses. The purpose of this study was to better understand developmental education, adult basic education, and English as a Second Language instructors' perceptions of how to best prepare linguistically diverse students for the literacy expectations of college courses. Ten instructors from Texas institutions were interviewed. Finding showed an overall lack of shared understandings of academic literacy across the three fields. Furthermore, there were tendencies towards deficit framings among developmental English instructors. Finally, findings showed a high level of animosity, particularly between English as a Second Language and developmental English instructors. Implications of these findings are discussed.
Learning from Each Other: A Partnership between an Affordable Housing Organization and a Digital Literacy Research Organization
Author: Harris, Kathy
Date: 2022-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Housing,Organizations (Groups),Universities,Digital Literacy,Program Development,Adult Learning,Access to Education,Computer Literacy

EAH Housing, an affordable housing organization, partnered with the Literacy, Language, and Technology Research group at Portland State University for the digital literacies portion of a digital infrastructure and digital literacies program funded by a grant from the California Public Utilities Commission. Working with the Literacy, Language, and Technology Research group, EAH Housing developed a successful digital literacy program building on a variety of research-based factors that support adult learning of digital literacies, including quality self-access learning materials that are relevant to learners' goals and easy access to human helpers as learners move through pivotal moments in the learning path.
Coping Strategies in Hungarian School-Age Children
Author: Zsolnai, Aniko
Date: 2022-11-00
Type: Journal Articles
Subjects: Coping,Elementary School Students,Foreign Countries,Elementary School Teachers,Student Development,Psychological Patterns,Student Behavior

This longitudinal study aimed to analyse what coping strategies 8- and 12-year-old children use in frustrating situations. The participants were Hungarian students and their teachers. In the first investigation, children were aged 8 (N=52), and then they were reexamined four years later (N=45). Two Likert-type questionnaires (teacher and student versions) were developed and administered in the study. The instruments proved to be highly reliable (Cronbach's [alpha]: 0.84-0.86). The questionnaires enabled the researchers to investigate the following behaviourally observable strategies: physical aggression, verbal aggression, resistance, venting/crying, avoidance, teacher-seeking, peer-seeking, following the norms and following teacher's instructions. In most frustrating situations, the frequency of physical and verbal aggression and venting increased with age. Both the self and teacher reports indicated that as students grew older, they were less inclined to seek peer or teacher's help. The correlation between teacher and self-ratings is weak, particularly in the 12-year-old cohort (p &lt; 0.05).
The Design of Early Childhood Teacher Education Programs: Australian Employer Perspectives with International Program Comparisons
Author: Boyd, Wendy
Date: 2022-06-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Teacher Education Programs,Foreign Countries,Employer Attitudes,Comparative Analysis,International Programs,Career Readiness,Curriculum Design,Preservice Teachers,College Curriculum

Provision of quality early childhood education and care (ECEC) supports children's learning with strong agreement that early childhood teachers (ECTs) are central to quality provision. In many countries, it is mandatory that ECEC services employ ECTs. However, Australian ECT employers report that early childhood graduates are not always well-prepared to work in ECEC settings. This may be because what constitutes optimal early childhood initial teacher education programs (EC ITE) is unclear. To investigate the design of EC ITE programs this research reports on (1) design of EC ITE programs across international contexts; and (2) 19 Australian ECT employers' perspectives on EC ITE program design. Findings indicate little consensus on the design of EC ITE programs, with inconsistencies across and within countries. Australian employers identified shortcomings in graduates knowledge. This research highlights recommendations to understand how programs prepare ECTs, by conducting research tracking preservice teachers from EC ITE programs into ECEC teaching.
High School Student Stress and School Improvement
Author: Strom, Paris S.
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Stress Variables,Mental Health,Scores,Time Management,Teacher Collaboration,Parent Influence,Expectation,Academic Achievement

Enabling students, teachers, and parents to become more informed about stress during adolescence can improve student emotional and social support. This article documents the growing problem of student stress and resulting effects on mental health. Students (Grades 9-12) at one public high school in the southern United States were invited by the principal to complete an anonymous online poll about sources of stress in their lives. The intent of the school principal was to use the findings to strengthen student support and contribute to the Continuous School Improvement Plan. Results of the 17-item Stress Poll are presented by frequency and percentages for the 349 students and compared by gender responses (females n = 172, males n = 177). Results indicated the most prominent student stresses at school involved worrying about getting good grades in required courses, not understanding some of their courses, being unable to concentrate, and having poor time management practices. Students felt that teachers should collaborate to reduce undue student stress by avoiding overloading and letting students make mistakes without affecting grades. Outside of school the main stress was getting along with relatives; in addition, parents should set more reasonable expectations for academic achievement. Students felt that workshops about stress could improve understanding and influence their parents and teachers.
Parent Involvement in the Science Fair: Helping Students or Hindering Equity?
Author: Fields, Erica
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Participation,Science Fairs,Equal Education,Middle School Students,Parent Role,Family Income,Educational Attainment,Parent Background,Science Education

Science fairs have been around for decades, yet their critics question the extent to which parent involvement shapes students' investigations and creates inequitable experiences. Parent involvement in the science fair has been viewed as objectionable by parents themselves. However, research has shown that parent support can play a vital role in student learning. This article describes the results of research that explored the role of parents in middle school science fairs. Data from parent surveys and interviews, teacher interviews, and student focus groups were gathered from 21 schools across the U.S. (prepandemic) to examine patterns in parents' involvement in science fairs, including the roles parents play and whether involvement varied by parental characteristics. Findings show that parents' income and education affected their level and type of involvement, as did certain features of the science fair itself. Our findings have important implications for the structures of and equity in school-based science fairs.