ethanporcaro/eric-fulltext-meta huggingface dataset:
Sensitizing Children to the Social and Emotional Mechanisms Involved in Racism: A Program Evaluation
Author: Triliva, Sofia
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Social Development,Emotional Development,Racial Bias,Social Attitudes,Attitude Change,Consciousness Raising,Intervention,Program Effectiveness,Pretests Posttests,Emotional Response,Social Discrimination,Ethnic Stereotypes,Age Differences,Story Telling,Coding

This paper describes and discusses the results of an intervention aiming to sensitize children to the social and emotional processes involved in racism. The intervention was applied and evaluated in 10 Greek elementary schools. The goals and the intervention methods of the program modules are briefly outlined and the results of the program evaluation are elaborated and discussed. Two-hundred students participated in the program and 180 took part in the pre-and-post-testing which assessed their ability to identify emotions associated with prejudice, discrimination and stereotypical thinking; to understand similarities and differences between people; and to develop perspective taking and empathic skills in relation to diverse others. Results indicate gains in all three areas of assessment although the increased ability to identify similarities between people can also be attributed to age/grade effects. The implications of the findings are discussed with regard to antiracism intervention methods and evaluation strategies.
Using the Photostory Method to Understand the Cultural Context of Youth Victimisation in the Punjab
Author: Skrzypiec, Grace
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Victims,Handheld Devices,Middle School Students,Adolescents,Sexual Harassment,Cultural Context,Antisocial Behavior,Student Behavior,Aggression,Peer Relationship,Psychological Patterns,Questionnaires,Photography,Student Attitudes,Violence,Prevention

Bullying is an international issue that is only just beginning to be researched in India and anecdotal evidence in Punjab, India, has suggested that most schools in the Punjab are in denial about bullying on campus. Our aim was to investigate the nature of bullying in this region using the PhotoStory Method. We sought to discover how young people in India perceived and experienced incidents of bullying. Three Punjabi schools were issued with ipads that students could use to email the researchers their illustrated stories about bullying. Using the Pic Collage App, 33 students aged 12-15 sent PhotoStories about experiences of victimization. Many stories described incidents of physical harassment, name calling and &quot;Eve teasing&quot;, which left students feeling sad, embarrassed, depressed and helpless. However, only four PhotoStories described incidents that met the definition of bullying i.e. that involved repetitive, hurtful behaviour perpetrated by a person or persons that could be considered more 'powerful' than the victim. Nonetheless, the stories, while not lengthy and overly descriptive, did indicate that physical acts of aggression between peers were common in and outside school. The findings are discussed in relation to definitional issues and the need to implement anti-violence programs in Indian schools.
Functioning of Social Skills from Middle Childhood to Early Adolescence in Hungary
Author: Zsolnai, Anikó
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Competence,Social Behavior,Student Behavior,Young Children,Preadolescents,Likert Scales,Questionnaires,Teacher Surveys,Student Surveys,Parent Surveys,Correlation,Gender Differences,Elementary School Students,Age Differences,Academic Achievement

The aim of this cross-sectional study was to describe the social skills that crucially affect children's social behaviour in the school. Our objective was to gather information about the functioning of social skills from middle childhood to early adolescence. The sample consisted of 7-, 9-, and 11-year-old Hungarian students (N = 1398). Based on Stephens's (1992) list of social skills, a 54-item Likert-type questionnaire (teacher-, parent-, and self-report versions) was developed especially for this purpose. The child and the adult versions share the same structure and scale items. The results show no spontaneous development at the level of social skills between the ages of 7 and 11. There was a moderate correlation between the three evaluators' judgements concerning the level of children's social skills. All three respondent groups indicated that girls' social skills were slightly more developed than boys'. Teachers, however, perceived this difference to be twice as large as the other two raters. To sum up our results indicate that for a large percentage of participants, the acquisition of social skills has not been completed at 11 years old. This finding indicates that more attention should be paid to fostering social skills early at school.
Efficacy of Aggression Replacement Training among Children from North-West Russia
Author: Koposov, Roman
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Aggression,Training,Interpersonal Competence,Behavior Problems,Parents,Quasiexperimental Design,Rating Scales,Statistical Analysis,Pretests Posttests,Measurement Techniques,Intervention,Control Groups,Experimental Groups,Comparative Analysis,Elementary School Students,Questionnaires,Secondary School Students

The aim of the study was to assess whether the Aggression Replacement Training (ART) programme is effective in increasing social skills and decreasing problem behaviour. The sample consisted of 232 children (mean age 10.9 yrs, SD = 2.32), their parents and teachers. The study had a quasi-experimental design with intervention and control groups. Children were recruited from six schools and four social institutions from four regions in North-West Russia from 2010 to 2013. Social skills and externalizing behaviour were assessed with the &quot;Social Skills Rating Scale&quot; and analyzed by repeated measures ANOVA (GLM). In a pre and post-test assessment, the 30-hour ART programme was associated with a significant increase in social skills when assessed by children's self-reports. The most reliable effects of the intervention were demonstrated in the two age groups of 6-9 and 10-14 years old. When both pre and post-test were assessed by parents and teachers, children from both the intervention and control groups demonstrated more social skills and less problem behaviour. Overall results point to a significant improvement of social skills among children from the intervention groups, but an improvement in social skills and reduction of problem behaviour have also been indicated among children from the control group. Findings are discussed in view to possible diffusion of treatment from children participating in an intervention to children from control groups.
Young Children's Cliques: A Study on Processes of Peer Acceptance and Cliques Aggregation
Author: Brighi, Antonella
Date: 2015-04-00
Type: Journal Articles
Subjects: Preschool Children,Peer Acceptance,Sociometric Techniques,Social Networks,Interpersonal Competence,Personality Traits,Verbal Ability,Intelligence Tests,Vocabulary,Social Development,Emotional Development,Language Skills,Peer Groups,Receptive Language,Questionnaires,Scores,Preferences,Inhibition,Novelty (Stimulus Dimension),Attention,Physical Activities,Foreign Countries

A considerable amount of research has examined the link between children's peer acceptance, which refers to the degree of likability within the peer group, social functioning and emotional wellbeing, at a same age and in a long term perspective, pointing out to the contribution of peer acceptance for mental wellbeing. Our study proposes a sociometric methodology that, differently from many studies focused on individual classifications of social status, moves to the analysis of affiliative social networks within the class group. This study describes how individual factors such as socio-emotional competence, temperament, and linguistic skills are related to positive reciprocated nominations (=RNs) and examines the cliques generated by reciprocal nominations according to similarities (socio-emotional competence, temperament and linguistic skills) among cliques' members. Eighty-four preschool children (M age = 62.5 months) were recruited. The Sociometric Interview to assess RNs and the Peabody Picture Vocabulary Test-Revised (PPVT-R; Dunn &amp; Dunn, 1981) to assess receptive language were administered; the Social Competence and Behaviour Evaluation Short Form questionnaire (SCBE-30; LaFreniere &amp; Dumas, 1996) and the Quit Temperament Scale (Axia, 2002) were filled in by the teachers. Results showed that children with higher RNs presented higher scores in social orientation, positive emotionality, motor activity, linguistic skills and social competence (trend), and exhibited lower anxiety-withdrawal. The analysis of cliques revealed that children preferred playmates with similar features: social competence, anger-aggression (trend), social orientation, positive emotionality, inhibition to novelty, attention, motor activity (trend) and linguistic skills. These findings provide insights about processes of peer affiliation, highlighting the role of socio-emotional functioning and linguistic skills.
Bullying amongst University Students in the UK
Author: Cowie, Helen
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,College Students,Computer Mediated Communication,Social Networks,Peer Relationship,Audiences,Conflict Resolution,Arbitration

This study with 20 university students examined perspectives in three different participant roles: the perpetrator, the target and the bystander. The purpose of the exercise was to resolve the outcome of an alleged incident of cyberbullying using a social network site via the means of a restorative conference. The findings suggest that the power of the peer group needs to be fully understood if cyberbullying, is to be tackled efficiently. The bystanders tended to blame the victim and were reluctant to intervene, the victim felt let down and marginalised by peers' indifference and hostility, and the bully failed to realise or understand the consequences of their actions. The study offers ideas for strategies and policies to address the issue of cyberbullying with university students.
An Exploratory Study of the Effects of Mindfulness on Perceived Levels of Stress among School-Children from Lower Socioeconomic Backgrounds
Author: Costello, Elizabeth
Date: 2014-11-00
Type: Journal Articles
Subjects: Metacognition,Stress Variables,At Risk Students,Social Isolation,Elementary School Students,Statistical Analysis,Socioeconomic Background,Academic Achievement,Outcomes of Treatment,Anxiety,Well Being,Qualitative Research,Self Control,Intervention,Foreign Countries

Children from lower socioeconomic backgrounds are at increased risk of experiencing stress and associated social-emotional difficulties and behavioural problems, which can undermine academic performance and lead to school drop-out. Previous studies investigating the effects of mindfulness have evidenced positive outcomes among children pertaining to enhanced well-being, school-based competence and decreased levels of stress and anxiety. However, these studies have typically examined teacher's perceptions of change or quantitative outcomes without consideration of children's experiences. The present study employs an interpretative qualitative approach to gain a greater understanding of children's experiences of mindfulness in dealing with stress. A 5-week school-based mindfulness program was performed with 63 primary school children at risk of social exclusion in education. Interviews were undertaken with 16 children and 2 teachers. Thematic analysis identified five key themes labelled conceptualisation of stress, awareness, self-regulation, classroom regulations and addressing future stress. Quantitative measures of children's perceived stress levels evaluated at baseline and follow-up also revealed significant reductions post intervention. These findings offer support for the incorporation of mindfulness interventions into the school curriculum, as a means of empowering children to address stress in their lives and improving full participation in the education system.
Teaching Behavior and Well-Being in Students: Development and Concurrent Validity of an Instrument to Measure Student-Reported Teaching Behavior
Author: Pössel, Patrick
Date: 2013-11-00
Type: Journal Articles
Subjects: Teacher Behavior,Well Being,Teacher Student Relationship,Factor Structure,Student Attitudes,Measures (Individuals),Correlation,Construct Validity,Questionnaires,Psychometrics,Grade 9,High School Students,Item Analysis,Factor Analysis,Statistical Analysis,Secondary School Teachers

Teaching behavior has important implications for students' emotional well-being. Multiple models suggest students' perceptions of teaching behaviors are more critical than other measures for predicting well-being, yet student-report instruments that measure concrete and specific teaching behavior are limited. The purpose of the present studies is to develop an instrument to assess students' perceptions of concrete and specific teaching behavior and to test which teaching behavior is associated students' well-being. Construct validity and internal consistency for the 37-item Teaching Behavior Questionnaire (TBQ-S), composed of instructional, negative teaching, socio-emotional, and organizational behavior were examined using data from two independent samples (Study 1: n = 703; Study 2: n = 822). The factor structure was stable across both samples and internal consistencies ranged from 0.77 to 0.97. Results indicated student-ratings of teaching behavior were associated with positive and negative affect in students.
&quot;Man You've Been a Naughty Boy, You Let Your Face Grow Long&quot;: On the Celebration of Negative Affect in Adolescence
Author: Cooper, Paul
Date: 2013-04-00
Type: Journal Articles
Subjects: Adolescents,Affective Behavior,Peer Influence,Popular Culture,History,Identification (Psychology),Negative Attitudes,Positive Attitudes,Youth,Psychological Patterns,Depression (Psychology)

In this paper the authors explore the phenomena of positive attitudes towards negative affect among young adolescent as reflected in the appearance and behaviours of &quot;radical peer crowds&quot;, such as Punks, Goths and Emos. The authors consider the significance of this in relation to the history of melancholy and theories of identity formation.
Infusing Social Emotional Learning into the Teacher Education Curriculum
Author: Waajid, Badiyyah
Date: 2013-11-00
Type: Journal Articles
Subjects: Teacher Education,Emotional Development,Social Development,Qualitative Research,Undergraduate Study,Preservice Teachers,Student Attitudes,Reflection,Grounded Theory,Academic Achievement,Correlation,Student Centered Learning,Emotional Intelligence,Curriculum Development,Teacher Educators,Lesson Plans,Reliability,Credibility

Research supports the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting young children's social and emotional readiness for classroom learning has been recognized, but instruction in children's well-being and social emotional competence is a low priority in teacher preparation programs. In this study we, used qualitative methods to examine whether we could successfully infuse an undergraduate curriculum and instructional course with social emotional learning content. The article reports on this effort, and considered the following questions: How can courses infused with SEL content impact prospective teachers' views on the overall role of emotions in the classroom? What is the influence of the course on preservice teachers' conceptions of SEL and its association with children's classroom learning and behavior? How can teacher preparation programs encourage prospective teachers to consider children's social emotional skills once they enter the classroom as teachers? At course end, the 15 enrolled students responded to predetermined questions as part of a self-reflection assignment. Using grounded theory methods, three themes were identified from participants' reflections, including the connection between SEL and academic learning, shifting from teacher- to student-centered pedagogy, and the desire for continued learning related to SEL. An in-depth examination of these themes revealed that SEL concepts can be successfully infused in an undergraduate course on curriculum and instruction. Implications for teacher training are discussed and future avenues for research are presented.
The Beck Initiative: Training School-Based Mental Health Staff in Cognitive Therapy
Author: Creed, Torrey A.
Date: 2013-11-00
Type: Journal Articles
Subjects: Mental Health,Mental Health Workers,Health Services,Feedback (Response),Evidence Based Practice,Counseling Techniques,Cognitive Restructuring,Emotional Disturbances,Behavior Problems,Counselor Training,Well Being,School Psychologists,Futures (of Society),Counselor Attitudes,Program Descriptions,Rating Scales,Likert Scales,Statistical Analysis,Hierarchical Linear Modeling

A growing literature supports cognitive therapy (CT) as an efficacious treatment for youth struggling with emotional or behavioral problems. Recently, work in this area has extended the dissemination of CT to school-based settings. The current study has two aims: 1) to examine the development of therapists' knowledge and skills in CT, an evidence-based approach to promoting student well-being, and 2) to examine patterns of narrative feedback provided to therapists participating in the program. As expected, school therapists trained in CT demonstrated significant gains in their knowledge of CT theory and in their demonstration of CT skills, with the majority of therapists surpassing the accepted threshold of competency in CT. In addition, an examination of feedback content suggested that narrative feedback provided to therapists most frequently consisted of positive feedback and instructions for future sessions. Suggestions for future research regarding dissemination of CT are discussed in light of increasing broad access to evidence based practices.
Action Research Projects in Pre-Service Teacher Education
Author: Clayton, Courtney
Date: 2013-00-00
Type: Journal Articles
Subjects: Action Research,Preservice Teacher Education,Masters Programs,Elementary Education,Student Projects,Graduate Students,Science Education,Technical Education,Literacy Education,English Language Learners,Seminars,Educational Technology,Questionnaires,Likert Scales

Classroom-centered Action Research Projects are an integral component of the M.S. in Elementary Education Program at the University's (pseudonym) College of Education. This article provides a summary and discussion of the projects completed by students in the Science, Technology, Literacy and English Language Learner Specializations of the Masters' program.
Place of Learning, Place of Practice: Elements That Affect the Transfer of Teachers' Professional Development to Students' Learning in Classrooms
Author: Murrill, Leslie D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Practices,Teaching Methods,Evaluation Criteria,Guidelines,Preferences,Elementary School Teachers,Secondary School Teachers,Teacher Evaluation,Teacher Effectiveness,State Standards,Context Effect,Educational Environment,Transfer of Training,Constructivism (Learning),Surveys,Program Descriptions,Teacher Attitudes

The purpose of this paper is to bring to light elements that teachers require in order for learning gained during professional development sessions to find a place in their classroom practices and to affect student learning. Through their inquiry with K-12 educators at the Margaret Sue Copenhaver Institute for Teaching and Learning, a professional development program in southwest Virginia, the authors have devised recommendations regarding teacher needs and preferences for a climate that nurtures continuing professional growth. The authors also seek to define a data-gathering method that illuminates teachers' productive practices as framed by the Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers.
A Vision within a Classroom of Her Own: The Case of Ann
Author: Parsons, Seth A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Experience,Educational Practices,Classroom Techniques,Case Studies,Phenomenology,Behavioral Objectives,Transformative Learning,Barriers,Longitudinal Studies,Career Development,Strategic Planning

Researchers have suggested that effective teachers have a vision for their instruction. This article describes the professional journey of one teacher from her initial teacher preparation coursework through her first year of teaching. This research documented the role visioning played in enhancing this teacher's instruction across time.
From PISA to Santander: A Statement on Children's Growth and Wellbeing
Author: Cefai, Carmel
Date: 2014-11-00
Type: Journal Articles
Subjects: International Assessment,Mathematics Tests,Foreign Countries,Mathematics Achievement,Science Tests,Science Achievement,Elementary Secondary Education,Child Development,Well Being,Educational Change,Academic Standards,Humanistic Education,Equal Education,Holistic Approach,Culturally Relevant Education,Inclusion,Role of Education

The rise of the PISA standards has taken the educational world by storm, with intense media attention and debate every time they are published. Over the past two decades, they have been gaining an increasing role in shaping educational systems and policies across the world, gaining a &quot;canonical status&quot; among member countries, and becoming a global &quot;benchmarker of standards&quot; (Rinne, 2008). These authors believe, however, that the transformation of educational systems according to comparative standards based on a universal, standardised test measuring a narrow range of cognitive abilities across cultures and contexts is problematic in various ways. In contrast to other international assessments such as TIMMS, which is focused on academic achievement, PISA purports to measure &quot;the ability to complete tasks relating to real life, depending on a broad understanding of key concepts, rather than limiting the assessment to the understanding of subject specific knowledge&quot; (OECD, 2007, p. 20). There are issues, however, to what extent PISA really assesses competencies related to real-life context. A more fundamental and epistemological issue is PISA's narrow view of what education is about, namely a reductionist, measurable, economic project (Meyers, 2013). The authors of this article believe in a broader agenda of education, one integrating the person's physical, social, emotional, artistic and spiritual development. They believe that the PISA standards may also pose a threat to diversity and social inclusion, and consequently to social justice and equity. They are therefore arguing for a different kind of education than the one emerging from the PISA standards process.
Why Rural Schools Are Important for Pre-Service Teacher Preparation
Author: Blanks, Brooke
Date: 2013-00-00
Type: Journal Articles
Subjects: Rural Schools,Preservice Teacher Education,Elementary School Teachers,Teacher Placement,Student Teachers,Inclusion,Educational Benefits,Teacher Recruitment,Tutorial Programs,Response to Intervention,Student Teaching,Methods Courses

Rural schools are often overlooked in educational research. At least one in five children in the United States attends a rural school and one-third of all public schools are located in rural areas. Research on the effects of teacher education in rural schools on teacher candidates and the rural schools themselves is almost nonexistent. This position paper is an essay in which university faculty and our cooperating teacher partners from a rural elementary school describe the strengths-based lens through which we view the rural school as an important and effective context for preparing future teachers.