ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Relationship between Humor Use and Psychological Resilience of Mothers with Special Needs Children
Author: Çayak, Semih
Date: 2023-00-00
Type: Journal Articles
Subjects: Humor,Resilience (Psychology),Mothers,Disabilities,Coping,Foreign Countries,Regression (Statistics),Individual Differences,Predictor Variables

Mothers of children with special needs have various difficulties, mostly as direct caregivers of the child. The level of coping with these difficulties is also related to the psychological resilience of mothers. Although there are many coping mechanisms to protect the psychological resilience of people, humor is one of them. For this purpose, it was aimed to examine the relationship between the levels of coping with humor and psychological resilience of mothers who have children with special needs. The study group of this research, which was designed according to the relational survey model, consisted of 480 mothers with children with special needs, whose educational examinations were completed by applying to various Guidance and Research Centers in Istanbul in the spring semester of the 2022-2023 academic year. In the study, Coping with Humor Scale and Brief Psychological Resilience Scale were used as data collection tools. In the study, the relationships and differences between the variables were examined through the ANOVA test, Pearson correlation coefficient and regression analysis. As a result of the correlation analysis, it was found that there was a positive, moderate, and significant relationship between the mothers' scores on coping with humor and psychological resilience scores. As a result of the regression analysis, it was found that the level of coping with the difficulties brought by this situation through humor predicts the psychological resilience of mothers who have children with special needs. As a result of the study, it was seen that humor is an important coping tool in increasing the psychological resilience of mothers with children with special needs, and various suggestions were made for educators and mental health professionals.
Parents&apos; Attitudes and Opinions towards Their Children&apos;s Use of Technology
Author: Akgün, Fatma
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Computer Attitudes,Elementary School Students,Secondary School Students,Gender Differences,Age Differences,Instructional Program Divisions,Occupations,Technological Literacy,Incidence,Educational Technology,Parent Role,Knowledge Level,Time Management,Safety,Foreign Countries

The aim of the study is to determine the level of parents' attitudes towards their children's use of information and communication technologies and to obtain parental views on the use of technology. To this end, the study was carried out with parents whose children were studying at primary and secondary school levels. Data were collected from 417 guardians for the quantitative dimension of the study, which was designed with a mixed methodological approach in which qualitative and quantitative models were used together, and interviews were conducted with 10 parents in the same sample group for the qualitative dimension. For the analysis of the data, descriptive statistics, independent sample t-test, oneway analysis of variance (ANOVA) and multiple comparison tests and descriptive analysis technique was used. The results of the analysis of the data showed that the attitudes of the parents towards their children's use of technology were at a &quot;good&quot; level. In the study, no significant difference was found between the attitudes of parents towards their children's use of technology and the gender variables, while there was a significant difference between the variables of age, educational level, occupation, computer usage skills and computer usage time. The study also addressed which technological device their children use for which purpose, the technology-assisted applications used by their children for educational purposes, and the support given by parents to their children in terms of knowledge, skills, time management and safe use when using technology, and the positive and negative aspects of technology use, and various suggestions were made to parents for the correct and effective use of technology by parents.
A Longitudinal Study of the Impact of the Peer Support Programme on a Japanese Male-Dominated High School through 6 Years Practices
Author: Kondo, Mitsuyo
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Influence,High School Students,Intervention,Program Effectiveness,Males,Peer Relationship,Training,Social Support Groups,Interpersonal Competence,Self Esteem,Mental Health

This study explored the impact of the peer support programme on pupils at Japanese technical high school for over 6 years. A total of 268 pupils (an intervention group 112; a control group 114) were invited for the study and the pupils of the intervention group were given peer support training and they joined its supporting activities. All the pupils were assessed three times by adopting IRS, RSES10 and GHQ28. The results showed that the programme seemed to give positive influences on the peer supporters in terms of IRS, RSES10 and GHQ28. Also, both group members were classified into low-scoring groups and high-scoring groups, depending on their scores at the first assessment. Then, the results of analysis showed that the pupils from both low &amp; high-scoring groups significantly improved their scores in IRS. In RSES10 and GHQ28, the pupils from the low-scoring groups improved their scores, but those from the high-scoring groups did not improve much. As a conclusion, even in a technical high school where the majority of pupils was male pupils (over 90%), the peer support programme seemed to give positive influences on the peer supporters in terms of IRS, RSES10 and GHQ28.
Biodiversity and Science, Technology, Society and Environment (STSE): Visitor Perceptions at a Science and Natural History Museum
Author: Colombo, Pedro Donizete, Jr.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science and Society,Science Education,Technology,Public Opinion,Scientific Attitudes,Science Teaching Centers,Museums,Exhibits,Biodiversity,Adults

This qualitative study investigated perceptions of STSE topics manifested by adults visiting four biodiversity exhibits at the Royal Ontario Museum (ROM) in Toronto, Canada. Seven visitors were observed by researchers during their visits and completed post-visit interviews. The theoretical perspective on STSE relationships expounded by Pedretti and Nazir (2011) and Steele (2014) was adopted for the analysis portion of this investigation. Results indicate that the exhibits were able to communicate their central messages on the relationship between human beings and the natural world and the relationship between science and society, as well as reveal some of the effects that these messages had on the public. However, results also support the assertion that some of the intended STSE concepts were not perceived by the participants. Moreover, we identified limitations regarding adult visitors' abilities to perceive science and technology as human activities embedded in a social, historical and moral context.
Determination of Mistakes Made by Pre-Service Mathematics Teachers in Fermi Problem-Solving Performance and Solutions
Author: Er, Zübeyde
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Relevance (Education),Preservice Teacher Education,Preservice Teachers,Elementary School Mathematics,Mathematics Skills,Error Patterns,Foreign Countries

One of the reasons why students fail in mathematics courses is that the problems used in the lessons are abstract. In this context, it is important to embody the problems used in the lessons. Fermi problems are open-ended problems, a type of problem that reflects real-life situations that are solved by making a series of predictions. In the future, with these problems involving real-life situations, it is today's pre-service mathematics teachers who are primarily responsible for carrying out an effective teaching process in school mathematics. This research was carried out within the scope of the case study design, which is one of the qualitative research designs, which aims to determine the errors made by primary school mathematics teacher candidates in their performance and solutions to solve the Fermi problem. The study group of the study consisted of 44 pre-service teachers studying in the 4th grade in the department of primary school mathematics teaching in a province located in the southern region of Turkey in the 2022-2023 academic year. As a result of the research, it was concluded that the scores obtained by the pre-service mathematics teachers from the solutions of Fermi problems were not at the desired level, and the performance of the teacher candidates was at a medium level. From the error detection, it was find that the source of this situation is mostly due to the weakness in the dimensional estimation process.
Ethnography in Early Childhood Education and Care
Author: Köngäs, Mirja
Date: 2023-00-00
Type: Journal Articles
Subjects: Ethnography,Early Childhood Education,Educational Research,Research Methodology,Ethics,Child Development,Well Being,Data Collection,Educational Researchers,Role

Childhood research is increasingly being conducted from different disciplines, and research methods for showing the child's world are also increasing and evolving. This article examines the challenges and opportunities of childhood research in an early childhood education and care (ECEC) environment from an ethnographic approach. The purpose of the article is to create a vision of what ECEC ethnography is, which can be used to make visible the culture of an under-school-age child, his or her experience, feelings, voice, and actions. A key challenge in ECEC ethnography is that the researcher is a representative of adult culture, emphasizing the need for reflexivity. We highlight five key themes for the researcher: the acquisition of material, the degree of researcher participation, taking on the role of a researcher, reaching the child's voice, and describing the results in a child-centered and ethically sustainable way. Respect for the child and earning the child's trust are essential. When successful, ECEC ethnography provides knowledge and understanding of childhood in a way that can contribute to supporting children's development and overall well-being.
Self-Efficacy Buffers against Belonging Loss for Hispanic Students during the First Semester of College
Author: Kim, Maxim
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Efficacy,Hispanic American Students,College Freshmen,Student School Relationship,First Generation College Students,Low Income Students,College Readiness,Racial Differences,Ethnicity,White Students,Predictor Variables

Hispanic college students typically report a lower sense of belonging than their White peers, citing challenges related to first generation student status, low-income family backgrounds, and academic underpreparedness. The present study asked whether Hispanic students would have a lower sense of belonging than non-Hispanic White students and whether academic self-efficacy would be able to provide a greater buffer against belonging loss for Hispanic students compared to their non-Hispanic White peers. The participants of this study were Hispanic (n = 68) and non-Hispanic White (n = 420) first year students at a predominantly White small liberal arts college. Academic self-efficacy was a significant predictor of change in belonging for Hispanic students but not for non-Hispanic White students. These results suggest academic self-efficacy is a worthwhile target of belonging interventions for Hispanic students.
A Letter to My Teacher: Perceptions of Middle School Students and Pre-Service Mathematic Teachers of Their Mentor Teacher
Author: Demirci, Sedef Çelik
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Middle School Students,Cooperating Teachers,Preservice Teachers,Mathematics Teachers,Learning Processes,Teaching Methods,Teacher Attitudes,Classroom Techniques,Foreign Countries,Middle School Teachers,Positive Attitudes,Negative Attitudes

This research was conducted to determine the perceptions of pre-service teachers and middle school students towards mathematics teachers. For this purpose, the perceptions of both the pre-service teachers and students regarding six mathematics teachers were discussed comparatively. The research method is case study. The data of this study were collected through reflective letters of pre-service teachers (f=35) and students of these teachers (f=105) to six middle school mathematics teachers. The collected data were analyzed in the MAXQDA qualitative data analysis program. As a result of the analysis, it was determined that pre-service teachers and middle school students had positive and negative perceptions towards the mentor teacher in the categories of designing the learning-teaching process, attitude and classroom management. When the perceptions of middle school students towards their teachers were examined, it was seen that the positive attitude towards the teacher standed out. While the students mentioned less about classroom management, it was seen that pre-service teachers talked more about and they were able to evaluate teachers from different perspectives in the context of classroom management. However, it has seen that both pre-service teachers and students have more negative perceptions about the design of the learning-teaching process than positive perceptions. In addition, it was determined that the negative perceptions of the preservice teachers about the mentor teachers standed out, while the students' perceptions of their teachers were more positive. [This paper was presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) symposium, 2023.]
Influence of Physical Activity, SES, Perceived Safety, and Demographic Factors on the GPA of Asian American Students: Report of the National High School Longitudinal Study
Author: Zeng, Howard Z.
Date: 2023-00-00
Type: Journal Articles
Subjects: Physical Activity Level,Socioeconomic Status,School Safety,Grade Point Average,Asian American Students,High School Students,Health,Student Attitudes,Athletics,Gender Differences,Extracurricular Activities,Physical Education,Correlation,Academic Achievement,Student Characteristics,Institutional Characteristics,Geographic Location,Family Characteristics

Physical Activity is an important contributor to health, both physical and cognitive. Relationships among students' physical activity (PA), sports participation, physical health status, and academic performance have been explored in various academic venues, however, investigating Asian American students nationwide has not yet been covered. Using the latest National High School Longitudinal Study data and the hierarchical regression approach analyzed, this study examined: How the extracurricular PAs, school attitudes, and other demographic variables impact the participants' personal health, and grade point average (GPA). Participants were 956 Asian American high-school students (AAHSSs). Findings confirmed the importance of participating in PA and identified the relationships between the relative factors. In brief, AAHSSs who participated in after-school PA (including sports) earned a higher GPA. No significant impact on GPA from the AAHSSs' hours spent on extracurricular activities. Female AAHSSs had a higher GPA than their male counterparts. AAHSSs' socioeconomic status significantly impacted their educational achievement. Why the way of distributing social resources to all American students is the key to having equal educational opportunities was revealed and explained because the equal distribution of social resources influences educational achievement. Meaningful recommendations are offered to parents, community leaders, teachers, school administrators, and policymakers as well.
The Effects of Extended Reality Technologies in STEM Education on Students&apos; Learning Response and Performance
Author: Chiang, Yu-Chen
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,STEM Education,Academic Achievement,Student Reaction,Foreign Countries,Teaching Methods,Technology Uses in Education,Undergraduate Students

STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students' learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students' higher learning performance. In light of the results, educational implications are made.
Pedagogical Issues of Senior Phase Teachers When Teaching the Matter and Materials Strand of Natural Sciences
Author: Ntuli, Thuli G.
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Science Teachers,Natural Sciences,Teaching Methods,STEM Education,Teacher Attitudes,Teacher Qualifications,Expertise,Pedagogical Content Knowledge,Teacher Workshops

The study reported on here was a qualitative interpretative case study. We explored the pedagogical issues of Senior Phase natural sciences teachers when teaching the matter and materials strand in some of the schools in the Siyabuswa circuit. This study was motivated by the concerted focus on the Fourth Industrial Revolution in developing countries with a particular focus on science, technology, engineering and mathematics (STEM) subjects, fast-tracked by the coronavirus disease (COVID-19) pandemic. The following question guided the study: What are the classroom practices of teachers when teaching the matter and materials strand in the Senior Phase? Semi-structured interviews and observations were used to collect data from 2 purposefully sampled participants. The findings show that some natural sciences teachers are frustrated with the teaching of natural sciences as they are teaching out of their fields of expertise. Furthermore, they are not qualified to teach the subject and the workshops presented are not capacitating them to teach the strand. Their limited content knowledge (CK) and weak subject matter knowledge (SMK) result in misconceptions, which could be transferred to their learners. Moreover, the lack of CK and SMK also impacts on their choice of instructional strategies as they still prefer traditional methods of teaching, which promotes memorisation. In the study, even the teacher who was qualified to teach the subject still lacked content knowledge and instructional strategies like the unqualified one. The challenge is that the core resource in increasing interest and uptake in the STEM subjects, the teacher, is lacking knowledge and instructional strategies. It is, therefore, prudent to recommend tailor-made content enrichment workshops on the matter and materials strand. These workshops should also be intertwined with pedagogical issues. We also recommend studies on specific topics in the matter and materials strand as this study focused only on a broad overview of the strand.
Exploring the Effects of Principals&apos; Distributed Leadership Practices on Learners&apos; Learning Achievement as Mediated by Teachers&apos; Commitment
Author: Ghirmai, Daniel Jambo
Date: 2023-02-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Participative Decision Making,Teacher Motivation,Vocational Education Teachers,Foreign Countries,Academic Achievement,Power Structure,Institutional Characteristics,School Location,School Size,Ownership

The aim of the study reported on here was to explore the effects of principals' distributed leadership (DL) practices on learners' learning achievement as mediated by teachers' commitment. In the study we employed survey data with a sample size of 603 learners from 8 technical and vocational education training schools in Eritrea. The proposed model of this study was tested through multiple regression analyses and structural equation modelling using teachers' commitment as a mediator. The findings of this study show that distributed leadership practices have a positive and significant effect on teachers' commitment and an indirect effect on learners' learning achievement. The results also show that teachers' commitment has a partial mediation effect. Moreover, the variance test analysis reveals the effect of distributed type of leadership practices by school principal determined by school type, size, location, and ownership.
Effects of Learner-Centered Interventions in Science Learning: Comparing Eye Movement in Eye Movement Modeling Examples and Prompting
Author: Choi, Hana
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Intervention,Science Education,Eye Movements,Prompting,Foreign Countries,Illustrations,Elementary School Students,Reading Strategies,Reading Comprehension,Grade 5,Outcomes of Education

An integrated understanding of illustrations and texts is crucial for students to comprehend science teaching learning materials. Intervention methods can be employed to facilitate this integrated understanding. This study examined the effects of Eye Movement Modeling Examples (EMME) and Prompting interventions on the learning of illustrated scientific texts among primary school students. Furthermore, the study compared the reading strategies and learning comprehension of fifth-grade students who utilized EMME, an approach that facilitates learning through observational methods, with those who used Prompting, a method that directly guides learning through linguistic information. The study analysis revealed that EMME had a significantly greater effect on integrated reading strategies and learning comprehension compared with Prompting. Specifically, the EMME group exhibited an integrated reading strategy that involved relating the illustrations and texts, whereas the Prompting group and the control group did not demonstrate the same strategy. In addition, the post-test results indicated that the EMME group achieved higher average scores in verbal and pictorial factors compared with the other two groups.