ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Critical Reading Skills and Creative Reading Perceptions of Fifth Grade Students
Author: Ocak, Gürbüz
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Reading,Reading Skills,Creativity,Reading,Grade 5,Correlation,Predictor Variables,Gender Differences,Television Viewing,Reading Habits,Foreign Countries,Student Attitudes

The aim of this study is to examine the relationship between critical reading skills and creative reading perceptions of fifth grade students. In the study, correlational research design was employed. The population of the study consisted of approximately 5000 fifth grade students studying at schools in the city center and at central village schools in Usak Province, Turkey in the 2019-2020 academic year. The sample of the study consisted of 446 fifth grade students selected from this population through stratified sampling. To collect the data, the &quot;Critical Reading Skill (CRS) Scale&quot; and the &quot;Perception Scale of Creative Reading&quot; (PSCR) scale were used. In the analysis of the data, descriptive statistics, correlation, one-way and two-way analysis of variance, regression analysis and one-way multivariate analysis of variance were used. As a result of the research, it was found that there was a positive and significant relationship between the critical reading skills and creative reading perception levels of fifth grade students (r =0.886, p&lt;0.01). In addition, it was found that critical reading skill was a significant predictor of creative reading perception (R[superscript 2] =0.785, p&lt;0.01). It was concluded that gender groups did not significantly affect the relationship between critical reading skill level and creative reading perception level of fifth grade students while average daily TV viewing time and the number of the books read in a month variables significantly affected this relationship. In addition, it was revealed that critical reading skill scores were significant predictor of creative reading perception scores. Lastly, our results indicated that critical reading skill level and the number of the books read in a month had common effect on the creative reading perception level of the students.
A Pandemic of Ignorance: Manufactured Ignorance and the COVID-19 Pandemic
Author: Scussel, Erin C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Epistemology,Knowledge Level,COVID-19,Pandemics,Educational Policy,State Legislation,State Policy,Government Role,Public Opinion,Presidents,Bias,Disease Control

While the study of ignorance is nothing new to philosophy, this article explores the origin and production of ignorance in relation to the COVID-19 pandemic. The authors link the question of a pandemic of ignorance to state education laws and policies that arguably manufacture ignorance. Their purpose is not to create a sense of paranoia or lead to conspiracy theories regarding the intentions of any one person or institution, but to argue that ignorance was manufactured by the Donald J. Trump administration during the COVID-19 pandemic, regardless of intent. The authors begin with a detailed explication of Proctor's three categories of ignorance, then provide evidence of convergence and divergence among and between the CDC/WHO and White House. The article ends with the argument that the biological pandemic was--and is--an agnotological pandemic, too, and that recent state education law and policy initiatives indicate the virality of manufacturing ignorance in schools.
Christian Worship as Formation for Pluralism
Author: Wenneborg, Emily G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Religious Factors,Cultural Pluralism,Christianity,Spiritual Development

Education for pluralism--for living well with others in the midst of deep, inescapable differences--is a significant concern for philosophy of education. In this paper, the author draws the attention of philosophers of education to the resources for educating for pluralism that can be found in an altogether unexpected site: the liturgical practices of Christian worship.
Core Components of the Theory of Building Local Power in the Tradition of Community Organizing. Presidential Address
Author: Schutz, Aaron
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Theories,Community Action,Empowerment,Social Change,Democracy,Participative Decision Making,Power Structure,Resistance (Psychology),Ethics

Educational theory has tended to avoid discussions of how the less powerful might come together to contest oppression. Yet strategies for collective action are learned practices, like any others. While there are no &quot;rules&quot; for social action, different traditions provide useful &quot;rules of thumb.&quot; This article lays out some core theoretical assumptions of one tradition of social struggle: the &quot;neoAlinsky&quot; model within the broader tradition of local community organizing. These, of course, are ideals--the actual &quot;sausage making&quot; of social action often diverges quite significantly from them. The author concludes by discussing possibilities and limitations for drawing on this theory in educational settings.
Algerian University during the Corona Virus Pandemic: COVID-19 - Bechar University as a Sample
Author: Guessar, Souad
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Electronic Learning,Outcomes of Education,Technology Uses in Education,Teaching Methods,Computer Mediated Communication,Distance Education,Virtual Universities,Barriers

In March 2020, the World Health Organization announced that the new Corona virus is a global pandemic. The World Health Organization and the public health authority of various countries are working to contain the spread of the virus through quarantine. But these crises raise the level of stress and psychological tension on individuals and society. As well as Algeria is not an exception and this research will be on the extent of the impact of the pandemic on the conduct of lessons at the universities level in Algeria, which were not equipped for such situations during the outbreak of the emerging corona virus, and try to analyze the situation and then proposing some solutions that can work if it hurts humanity and the Algerians, especially an epidemic like the Corona virus pandemic (COVID-19).
A Typology of Student-Teachers&apos; Coping with Stressful Classroom Events
Author: Admiraal, Wilfried
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Teachers,Coping,Anxiety,Student Behavior,Behavior Problems,Discipline,Teacher Student Relationship,Secondary Education,Problem Solving,Responses,Affective Behavior

In teacher education programs, student teachers gain their first autonomous teaching experiences. While students regard the teaching practicum as the most valued part of their teacher education program, they also consider it to be the most stressful. Student teachers are most concerned about daily hassles in class, mostly related to poor student discipline. Yet they also consider direct interaction with students as the main source of their job satisfaction and a reason to enter the profession in the first place. This paradox could imply that feelings of stress do not so much result from the events themselves but from inadequate responses to classroom events. Based on cluster analysis of video-taped lessons and stimulated-recall interviews with 27 student teachers, a typology has been developed of student teachers' coping with stressful classroom events in secondary education. Responses to classroom events have been grouped into four types of coping: Varying (a combination of problem-focused actions and teaching activities ignoring the problematic classroom event), Hesitating (hesitation to either approach or avoid the classroom event, arousing at the same time tension in the relationship with students), Problem-solving (a series of problem-focused actions), and Avoiding (avoiding or ignoring the problematic classroom event). These types vary along two underlying dimensions: avoidance approach and calmness-agitation. The coping types particularly differed in the way student teachers approached, avoid or ignored the classroom event, how agitated they were and the length of the coping response. Implications for teacher education are discussed to support student teachers with more approach-coping strategies.
Pupil&apos;s Individual Behavior and Its Impact on Classroom Management
Author: Lekli, Lenida
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Behavior,Classroom Techniques,Behavior Modification,Behavior Problems,Grade 9,Secondary School Students,Influences,Behavior Change

Various social changes have influenced family and school, these two important institutions, reducing in this way the efficacy of the strategies implemented by teachers in achieving a successful management of the classroom. This is the reason why conducting research on &quot;individual's behavior&quot; is being paid more attention recently, as a key element but also as a possible strategy which would guarantee efficacy during the lesson. The purpose of this research is pointing out and highlighting some of the factors that cause problematic behaviors, the theoretical approaches that treat person's behavior and its influence, as well as the discussion of strategies implemented by teachers in reducing disruptive behaviors of the pupils. Considering pupils as unique individuals, characterized by unique behavioral patterns requiring featured classroom strategies could lead to classroom management success as well as higher pupils' school progress.
Understanding Students&apos; Resistance to Autonomous Learning in an L2 English Language Course at a University in Lebanon
Author: Khairallah, M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Independent Study,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Attitudes,Diaries,Cooperative Learning,Universities,College Students,Metacognition,Barriers,Expectation,Instructional Design,Language Teachers,Language of Instruction,Educational Environment

This qualitative research investigates students' resistance to autonomous learning activities in an English language course at a university in Lebanon. Data was gathered across four sections of English 101 based on observations of 68 students, focus group discussions and two teachers' reflective diaries. Thematic analysis yielded that students showed signs of resistance during collaborative learning, metacognitive activities, and the evaluation process. The students were also unwilling to independently use available language learning resources. The data suggested that the possible causes of resistance lay in the mismatches between students' expectations and the course design, the learning cultures that the students bring to the classroom, and students' perceptions of the place English holds both at the university and in their lives. This study reveals that expressions of resistance during classroom interactions resonate with the complex and layered nature of English language learning.
Communication and Digital Emotions: The Desire of Community as a Dimension of the Existence
Author: Perfetti, Simona
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Paralinguistics,Psychological Patterns,Interpersonal Communication,Freedom,Communication Research

According to Ong (1986), for a long time, in the human history, direct or &quot;vis-à-vis&quot; communication has been the only modality of communication; traditions have essentially been oral and their survival depended on the continuous renewal, which was represented by the &quot;vis-à-vis&quot; narration of stories and activities. In this way, the oral culture has created some expedients to remind and let people remind some aspects: a certain structure of the speech (fixed themes, formulas, proverbs, rhythmic style, etc.), a particular kind of (narrative) speech, a specific behavioral schematization (&quot;strong&quot; characters, types). The communication process is always a fundamental and essential process (Wright, 1976): it involves individuals in a deep relationship inside which the linguistic and paralinguistic codes, which come into play, take on complex meanings. In fact, despite the apparent facility through which two or more people come into contact among them, the deep sense of communication is something which is complicated and mysterious. Each person, who is involved in the communication process, attributes, on the basis of his/her subjective and social-group existential experience, his/her own meaning to each sign. According to Wolton (2006), communication has to do with four dimensions, which are complementary among them: first of all, communication is the ideal of expression and exchange which is at the origin of the Western culture and of democracy; talking about democracy presumes, as a basic concept, the existence of free and equal individuals. Communication concerns also those media which have remarkably transformed the relationships between communication and society. Still, communication concerns the whole mechanism of the new technologies that, with information science, telecommunications, audiovisuals and their interconnection, have globally modified the premises of the exchange of messages and power. In the end, communication includes also all those values, those symbols and those representations which function as a mechanism for the functioning of the public space, of democracies and of the international community through information and media.
Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills among Nigerian Lower Primary School Pupils
Author: Adeleke, A. G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Information Technology,Technology Integration,Spatial Ability,Elementary School Students,Gender Differences,Foreign Countries,Abstract Reasoning,Intervention,Teaching Methods,Cooperative Learning,Ability Grouping,Instructional Effectiveness,Learning Strategies

The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning.
Confrontation of the Structuring Logic Previous Question, Next Question of the Teacher in the Formulation of a Statement in Mathematics to That of the Student in the Resolution of the Problem Posed
Author: N'Guessan, Anon
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Skills,Secondary School Students,College Students,Foreign Countries,Questioning Techniques,Mathematics Achievement,Learning Strategies,Metacognition,Mathematics Instruction,Difficulty Level

This study aims to analyze the correlation of the student's progress in solving a given problem with the logic of the teacher in the layout of the questions asked. The research was conducted in the government's secondary schools and colleges in the district of Abidjan and involved 453 participants, including 423 student and 30 teachers. The data was collected based on a survey questionnaire and then annalysed based on a quantitative and qualitative point of view. The results of the study focused on the concordance of the student's progress in solving a given problem with the teacher's logic in the layout of the questions asked. The study shows that students' performance in mathematics is not dependent on how often they follow the order of the question in the statement.
Content Analysis of Coaching Education Programs in Turkey
Author: Akyüz, Beyza
Date: 2022-00-00
Type: Journal Articles
Subjects: Content Analysis,Foreign Countries,Athletic Coaches,Physical Education,Educational Certificates,Role,Training,Higher Education

The way to achieve many goals in the field of sports, such as raising successful athletes, ensuring the representation of the country in the field of sports in the international arena, spreading sports awareness in the social dimension, is primarily through the training of trainers. In both the amateur and professional sports world, it is necessary to make participation in sports sustainable beyond ensuring it. In this context, coach education is of critical importance. In this study, it is aimed to reveal the coaching education system in Turkey in all aspects. In order to collect the data, the requirements for admission to coach education in Turkey, coaching levels, working areas of these levels and the requirements and processing steps towards obtaining a coaching certificate were revealed using a thematic compilation pattern within the framework of a detailed literature-based resource scanning method. As a result of the data obtained, the duties, authorities and responsibilities of coaches, the fields in which they operate, transitions between coaching levels, graduates of sports science faculties of universities and the rights and exemptions granted to successful athletes and coaches within the framework of the coaching training program were deciphered. This study is thought to contribute to the field of coaching education due to the lack of studies in the international literature on coach education in Turkey and the limited number of studies in the national literature.
Administrative Perspectives on Designing Programmatic Support for Black Collegiate Women in Higher Education
Author: Jones, Sosanya
Date: 2022-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Program Development,African American Students,Females,Student Personnel Workers,Student Personnel Services,Sense of Community,Undergraduate Students,Social Support Groups,Program Costs,Program Descriptions,Barriers

This descriptive qualitative study provides a greater understanding about the approaches, challenges, and strategies associated with developing and sustaining affinity programs for Black collegiate women in higher education. Using a conceptual framework based on the theories of program planning and intersectionality, this paper offers in-depth insight from four student affairs administrators who have developed and currently manage affinity programs designed to improve the social and academic development of Black collegiate women. Contextual forces and strategies that affect the sustainability of these affinity programs are explored. Implications for adopting these affinity programs and recommendations for future study are provided, with an emphasis on institutional responsibility to support Black collegiate women.
Straddling the Line: VPSA Perspectives on Prioritizing Success for Students of Color
Author: Davis, Jemilia S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Administrator Attitudes,Administrators,Race,Success,Inclusion,Racism,College Environment,Advocacy,Student Personnel Services,Predominantly White Institutions,Social Justice

Vice Presidents of Student Affairs (VPSAs) lead in a context nuanced around race that conflicts with their duty to enact the student affairs profession's espoused values of social justice and inclusion. This paper summarizes findings from a critical qualitative case study conducted with 10 VPSAs from a diverse group of institutions located in the southeastern region of the U.S. The findings reveal how VPSAs straddle the line between prioritizing student success for students of color and serving their historically exclusive institutions. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n3.]
Preparing for the Post-University Transition: Supporting Homeless, Emancipated, Orphaned, and Other Independent Students
Author: Hachadurian, Carrie
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Self Supporting Students,Adjustment (to Environment),Student Needs,Homeless People,College Graduates,Foster Care,Barriers,Housing,Food,Income,Mental Health,Employment Level,Intervention,Coping,College Role,At Risk Students

Although the transition to adulthood after graduation can be difficult for any student, additional challenges remain for independent students. The authors define independent students as undergraduates between the ages of 18 and 24 who have no dependency on a parent or guardian, such as foster care alumni. It is important that higher education professionals examine the experiences of independent students and their post-university transitions. To that end, the authors present existing research surrounding the post-university transition in general, the independent college student population specifically, and the unique challenges this group faces in the post-university transition. A conceptual adaptation to Erikson's psychosocial development theory is used as a launching point to present an alternative path of development for independent students, which may better inform strategies to support this group through the post-university transition. Practical recommendations are explored for institutions wishing to better support independent students for and through the post-university transition, as well as a call for further research to test the validity of the presented conceptual model. [Note: The issue number (2) displayed on the PDF is incorrect. The correct issue number for this article is n3.]
The Involvement of Stakeholders in Promoting the Wellness of Juvenile Offenders in Selected South African Correctional Schools
Author: Makhurane, Forget
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Juvenile Justice,Crime,Institutionalized Persons,Correctional Education,Wellness,Stakeholders,Teachers,Youth,Physical Fitness,Physical Health,Career Guidance,Spiritual Development,Religious Factors,Social Support Groups,Psychological Needs,Intellectual Development,Individual Development,Participation

The main focus of the study was to explore the involvement of stakeholders in promoting the wellness of juvenile offenders in South African correctional schools. Two teachers and three juveniles were purposefully selected to complete open ended questionnaires from two juvenile centres in the Western Cape province of South Africa. The major aim of the study was to identify how different stakeholders can facilitate the attainment of wellness among juvenile offenders. The &quot;ubuntu&quot; and wellness theories were used as lenses to carry out the study. Research ethic procedures were followed. In order to get livid experience of participants, qualitative method was used to collect and analyse data. Findings revealed that stakeholder involvement varied with some being more involved while others were lacking. This compromised effective rehabilitation. It was recommended that the involvement of stakeholders should be intensified in order to have a greater impact on the rehabilitation of juvenile offenders.