ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Relationship among Internet Parental Style, Personality, and Cyberbullying/Victimization
Author: Padir, Mehmet Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Parenting Styles,Personality Traits,Bullying,Computer Mediated Communication,Victims,High School Students,Foreign Countries,Personality Measures,Predictor Variables

The aim of this study is to examine the effect of internet parental style on cyberbullying and cyber victimization of high school students and the relationship between big five personality traits, cyber bullying and cyber victimization. In accordance with this aim, 467 students studying in various high schools in Sakarya in autumn semester of 2014-2015 education year were selected as sample. 244 (52.1%) of the students are males, 223 (47.8%) of them are females. Cyber Bully/Victim Questionnaire, Internet Parental Style Scale and Big Five Personality Inventory were used as data collecting instruments in the research. In the research cyber bullying and cyber victimization were selected as dependent variables, big five personality traits (extraversion, agreeableness, conscientiousness, neuroticism and openness), internet parental style (parental control and parental warmth), gender and age variables were considered as predictive variables. To examining these relationships regression analysis was conducted. As a result of regression analysis agreeableness, parental control and gender were found as the predictors of cyber bullying. Second result of regression analysis showed that, gender and parental control were found as predictors of cyber victimization. The findings were discussed in the light of related literature.
Trauma-Informed Preschool Education in Public School Classrooms: Responding to Suspension, Expulsion, and Mental Health Issues of Young Children
Author: Stegelin, Dolores
Date: 2020-00-00
Type: Journal Articles
Subjects: Trauma,Preschool Education,Preschool Children,Public Schools,Suspension,Expulsion,Student Needs,Mental Health,At Risk Students,Child Development,Educational Quality,Outcomes of Education,Student Experience,School Readiness,School Community Relationship,Access to Health Care,Partnerships in Education,Teacher Competencies,Student Characteristics

The rapid expansion of public-school preschool programs significantly challenges America's school administrators, teachers, and school professionals. The complex issues of preschool mental health needs, expulsion, and suspension are at the forefront. In the United States, schools are reporting rapidly increasing numbers of preschool programs, primarily in the form of 3K, 4K, and inclusion programs. This dramatic increase of young children in the public schools is a result of (a) research on the long-term cognitive and social benefits of high-quality early childhood programs, (b) federal and state legislation supporting state-funded preschool education, and (c) the continued need to support working parents via public-funded education for their young children. This article is a review of the research on preschool mental health and early trauma from adverse childhood experiences (ACEs), the impact of suspension and expulsion on preschool children, and the benefits of high-quality preschool programs in the public schools. Also included is a review of current policies and practices in exemplary public-school preschool programs related to mental health services, ACEs, suspension, and expulsion. Recommendations for future policy and practices for the preschool population are presented. Appendix B provides resources for school administrators and professionals.
Information and Communication Technology in Foreign Language Classes in English: Roles and Practices
Author: Paudel, Pitambar
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Second Language Learning,English (Second Language),Foreign Countries,Secondary School Teachers,Language Teachers,Technology Integration,Technological Literacy,Teacher Attitudes

Teaching and learning process in 21st century has been embedded with technology. Use of ICTs plays crucial role in ameliorating knowledge acquisition in general and enhancing English Language mastering in particular. The government of Nepal has made provision of integrating ICTs in school education with the aim of enhancing quality education and make both teachers and learners confidence and competitive in the present global world. In this context, this research intended to investigate roles and practices of ICTs at English as Foreign language classes (EFL) of Nepal. To achieve the objective, explanatory sequential mixed research design was adopted. Survey questionnaire, unstructured interview and non-participant observation were used to as the tools of data collection and forty secondary English teachers (20 from public schools &amp; 20 from private schools) were the sample population. Two datasets; quantitative and qualitative were collected and analyzed sequentially. The findings of the research reveal that majority of the teachers were positive towards roles of ICTs in language teaching even they were doubt if ICTs could develop creative and critical abilities of the students. Though the teachers practiced ICTs in their classes, they felt discomfort in using new ICT tools and applications. The findings imply that teachers should be given training on ICT use for building up their skills; knowledge and confidence to achieve optimum advantages form it.
Application of Two Problem Solving Cycles to Students&apos; Higher-Order Thinking Skills on Reproductive System Material
Author: Utami, Sekar Wiji
Date: 2020-11-00
Type: Journal Articles
Subjects: Problem Solving,Thinking Skills,Anatomy,Foreign Countries,Problem Based Learning,Models,Pretests Posttests

Two problem solving cycles are problem-based learning with two learning cycles that can improve students' higher order thinking skills. The knowledge of reproductive health is needed by the student, due to the student as future generation must be ready to facing the reproductive health problem in the future. This study aimed to determine the differences in learning two problem solving cycles on students' higher order thinking skills. The population of this study were students of SMA Negeri 02 Sekayam with a sample of class XI IPA 1 and XI IPA 2. Students were given 12 questions as essay test in the beginning and end of the cycles. Data were analyzed using the Mann Whitney U test. Research shows that there are significant differences in learning towards higher order thinking skills with learning two problem solving cycles (sig. 0.015 &lt; 0.05). Hence, it could be concluded that two problem solving cycles could be applied in learning material on the reproductive system.
Biology Science Practicum Learning: An Evaluation Study in Junior High School of Ngemplak-Indonesia
Author: Ramadhan, Try
Date: 2020-11-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Practicums,Educational Quality,Outcomes of Education,Student Teachers,Science Laboratories,Evaluation Criteria,Scores,Junior High School Teachers,Foreign Countries,Grade 8,Teacher Aides

Practical activities are the main activities of learning biology whose implementation is rarely evaluated. This study aimed to determine the quality of biology practicum which includes planning and implementation of biology practicum and student learning outcomes thereafter. The population in this study was students, teachers and and laboratory assistant in Junior High School (JHS) 2 Ngemplak, Indonesia. Purposive sampling was used as sampling technique, in which the sample were 93 students of class VIII A to VIII C, 1 teacher and 1 laboratory assistant. The instruments used in this study were observation sheets. The evaluation criteria were adjusted based on the Regulation of the Minister of National Education. Data were analyzed descriptively and qualitatively. The results inform that the planning and implementation of biology practicum activities were in good categories. In addition, student learning outcomes have also exceeded the minimum completeness score. The results of this study indicate the importance of practicum activities and their contribution to biology learning outcomes. Therefore, the implementation of practicum is highly recommended to be optimized in other schools.
Smartphone Addiction: Its Relationships to Personality Traits and Types of Smartphone Use
Author: Rahim, Nurul Ain Abd
Date: 2021-00-00
Type: Journal Articles
Subjects: Handheld Devices,Addictive Behavior,Use Studies,Predictor Variables,Undergraduate Students,Extraversion Introversion

Studies found that smartphone addiction is relevant to the personality of smartphone users, especially the extroverts and introverts. However, the findings of the associations between extroverts/introverts and smartphone addiction are not consistent, and it is suggested that the inconsistency results can be relevant to the types of smartphone use. Accordingly, this study adopts the use and gratification theory as a framework to examine the relationships among extroverts/introverts, smartphone addiction, and the types of smartphone use, and the mediating effect of the types of smartphone use in the relationships between extroverts/introverts and smartphone addiction. Three hundred eighteen undergraduates were recruited to fill in a questionnaire using the purposive sampling method. Results show that both introverts and extroverts are associated with smartphone addiction. However, introverts are more likely to use smartphones for process usage but extroverts for social usage. In addition, process usage but not social usage is positively associated with smartphone addiction. Moreover, only process usage is the statistical mediator for the effects of introverts on smartphone addiction. The findings indicate that intervention programs can be developed to provide more alternative activities to reduce the dependence on smartphones among introverts to gratify their process needs.
Iqbal and Modern Islamic Educationists, Part 1: The Perceived Aims and Objectives of Education -- A Comparative Analysis
Author: Ali, Muhammad Abid
Date: 2020-12-00
Type: Journal Articles
Subjects: Islam,Religious Education,Muslims,Models,Educational Attitudes,Educational Philosophy,Educational Objectives,Hermeneutics,Anthologies,Self Concept,Child Psychology,Child Development,Educational Practices,Foreign Countries,Individual Development,Justice,Mothers,Parent Role,Religious Factors

Iqbal views the schooling as well as the Madrassah systems devoid of developing a dynamic Muslim required for the renaissance of Ummah. With this realization, many Islamic educationists in Pakistan have established. Islamic schools in Pakistan. The question is whether their models are dynamic enough to create such Muslims? This research probes into the perceptions and practices of ten Islamic school educationists in Pakistan. It also probes and clearly elaborates Iqbal's educational directives, and finally does a comparative analysis of Iqbal's directives with the Islamic educationists' perceptions and practices. Exploring Iqbal's educational thought includes qualitatively drawing hermeneutical interpretations from Iqbal's two Persian anthologies of Asrar i khudi (Secrets of the Self), and Ramooz i bikhudi (Mysteries of Selflessness). Thematic data analysis was used to draw the aims and objectives for education from Iqbal's said works. It was discovered that though the Islamic educationists carried some visions of education from Islamic perspective, they were largely following contemporary secular frame work of education in attempting to achieve these objectives. The contemporary schooling framework has been severely critiqued by Iqbal and is deplored by many educationists in the west as well for its ineptness to confirm with child's learning psychology. This project was undertaken as my doctoral research and is presented in two parts. The first part elaborates the aims and objectives as conceived by these Islamic educationists, and as derived from Iqbal's educational philosophy. The second part of this paper will elaborate the practices of these educationists with Iqbal's educational directives.
Teacher Educators&apos; Attitude towards the Pedagogical Use of ICTs: A Study from Karachi, Pakistan
Author: Ahmed, Sohail
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Teacher Education Programs,Teacher Attitudes,Educational Technology,Technology Uses in Education,Gender Differences,Age Differences,Teaching Experience,Institutional Characteristics,Teacher Characteristics

At present teacher education in Pakistan is in a transitional phase. The Government of Pakistan has developed ten professional standards for teachers' recruitment and training (NPSTP, 2009). Two subjects 'Computer literacy' and 'ICTs in Education' have been introduced in the new curriculum to equip prospective teachers with Standard # 7 of NPSTP 2009 (i.e., 'Effective Communication and Proficient Use of Information and Communication Technologies') and to enhance contemporary technological skills required by a 21st-century educator. This quantitative descriptive study was aimed to investigate teacher educators' attitudes towards the pedagogical use of ICTs in the teaching and learning process. For this quantitative study, five research questions, one descriptive and four inferential were formulated. A questionnaire was used for data collection. The sample of the study of 133 teacher educators' was conveniently selected from different teacher training institutions of Karachi. The descriptive analysis of the attitude scale illustrates the moderate level of positive attitude towards the use of ICTs among teacher educators of Karachi TTIs. The analysis of inferential questions (null hypotheses) illustrates that there is no significant difference in attitudes of teacher educators concerning gender, age, and experience, and this finding is aligned to recent studies conducted by Mustafina (2016) and Tweed (2013). Consequently, from the findings of this study, it may be concluded that demographical variables (i.e., gender, age, and experience) are not the determinants of teacher educators' attitudes towards the use of ICTs. The findings of the study suggest that supportive conditions and hands-on training on the pedagogical use of ICTs should be conducted in TTIs.
The Relationship between the Teachers&apos; Expectation on the School Principals&apos; Ethical Behaviors and the School Principals&apos; Ethical Leadership Behaviors
Author: Ilgan, Abdurrahman
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Expectation,Principals,Ethics,Administrator Behavior,Leadership Styles,Correlation,Foreign Countries,Teaching Conditions,Social Justice,Interpersonal Relationship,Trust (Psychology),Teacher Characteristics

This study aimed to analyze the teachers' expectations related to the school principals' ethical behaviors and the frequency of the school principals' performing ethical leadership behaviors based on the teachers' perceptions. Data were collected through the Teacher Ethical Expectation Scale (ÖEBÖ) and School Principal's Performing Ethical Leadership Scale (PELBS) which were developed by the researchers for the aim of this research. The sample of the study consisted of 541 participant teachers selected from the population of the teachers working at public schools located in Sakarya, province of Turkey, during the 2018-2019 academic year. According to the teachers' perceptions, it was found that the teachers' expectations of the school principals' ethical behaviors and the frequency of the principals' performing ethical leadership behaviors were quite high. It was also seen that there was a significant positive relationship at a low level because of the path analysis, which was done to predict the school principals' performing ethical behaviors through the teachers' expectations on ethical behaviors. It was concluded that the ethical behaviors from the school principals expected by the teachers as the independent variable were seen to explain 8.6% of the variance in ethical behaviors performed by the school principals as the dependent variable.
What Kind of Person Should an Education System Raise? A Survey of Teachers&apos; Views in Turkey
Author: Dogan, Soner
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Student Development,Individual Development,Ethics,Social Development,Thinking Skills,Critical Thinking,Moral Values,Nationalism,Moral Development,Role of Education,Public Schools,Elementary Schools,Secondary Schools,Teacher Attitudes,Administrator Attitudes

This study aims to find answers to the question: What kind of person should the Turkish education system raise? To evaluate the participants' responses thoroughly, the phenomenology method has been used. The study group includes 185 teachers and school administrators working in Sivas city centre. To reach out to more participants, the data have been obtained by a survey developed by the researcher. Four categories, academic, social, individual, and ethical, have been identified as a result of data analysed with content analysis. The data have been presented according to the variables of school type and positions. According to the findings, it has been found out that teachers' order of preference about the kind of person to be raised is individual, academic, ethical, and social characteristics; administrators' order of preference is academic, individual, ethical, and social characteristics. Sentences have been formed about the kind of a person to be raised by the variables of school types and positions in the study. In this regard, considering participants' priorities, common phrases have been brought out to be 'having critical thinking, ethical, national and moral values, and love of country and nation'.
Inclusion in Catholic Schools: From Inception to Implementation
Author: Bonfiglio, Christine M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Catholic Schools,Religious Education,Inclusion,Students with Disabilities,Definitions,Incidence,Educational Trends,Barriers,Program Implementation,School Culture,Needs Assessment,Educational Finance,Advocacy,Positive Behavior Supports,Response to Intervention,Evidence Based Practice

Inclusion of students with diverse learning needs, including those with disabilities, in Catholic schools is becoming more prevalent. Despite a long history of the call to serve all learners, Catholic schools have been slow to welcome students who are academically and behaviorally diverse. Meeting the needs of all learners requires understanding the concept of inclusion, removing barriers, and implementing inclusive educational practices. This article defines inclusion and its prevalence in Catholic schools in comparison to national trends in the public domain. Identified barriers to successful inclusive education are identified and described. Additionally, effective practices are outlined and illustrated using a Catholic school example. To this end, the article aims to introduce proven effective practices for successful implementation in the hope that more Catholic schools will embrace this mission and effectively meet the needs of all students.
Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching
Author: Kozcu Cakir, Nevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Computer Simulation,Technology Integration,Teaching Methods,Science Instruction,Preservice Teachers,Student Attitudes,Biology,Science Laboratories,Success,Science Achievement,Foreign Countries

This research aims to determine the effect of MAR's integration into 5E learning in teaching biology. Particularly, its impact on the academic success of the preservice teachers and their attitudes towards digital technology is studied. To this end, the convergent parallel mixed research method is used. The study was conducted with the 31 preservice science teachers in a General Biology Laboratory Course in the 2018-2019 academic year. As the data collection tools, &quot;Achievement Test with Open-Ended Questions&quot;, &quot;Attitude Scale towards Digital Technology&quot; and &quot;Semi-Structured Interview Form&quot; were used. The evaluation of the research results indicates that MAR practices in the biology laboratory have increased the academic success and positively affected the attitudes of preservice teachers towards digital technology. Moreover, preservice teachers expressed that applications of MAR facilitated their learning and understanding, making the lessons more attractive. Accordingly, the use MAR applications are recommended in teaching Biology to examine various anatomical structures.
Effects of the Educational Games on Primary School Students&apos; Speaking Skills and Speaking Anxiety
Author: Asan, Huri
Date: 2020-10-00
Type: Journal Articles
Subjects: Educational Games,Elementary School Students,Speech Skills,Anxiety,Public Speaking,Foreign Countries,Grade 4,Pretests Posttests,Turkish

The aim of this study is to determine the effects of educational games used in lesson Turkish on primary school fourth-grade students' impromptu speaking skills and speaking anxiety. In the research, one of the semi-experimental models, pretest and posttest nonequivalent groups design was used. The study group consisted of 28 students in 4-A and 4-B classes in a public school in the city center of Burdur in the first semester of 2018-2019 academic year. In the experimental group, Turkish lessons were taught and supported by educational games for six weeks. In the control group, it was processed in accordance with the basic teaching-learning approaches in the Turkish Curriculum. According to the results of the study, it was concluded that educational games positively affected the three-dimensional speaking order and style of speech, including the use of voice, which are composed of audibility and meaningfulness dimensions, topic and thought transfer, refinement, and use of time. It was concluded that educational games did not affect students' speaking anxiety. The fact that the state of anxiety is not affected by this six-week practice of educational games may be due to the short implementation period. Therefore, a similar study can be repeated with a wider sample group with a longer application period.
Investigation of Pre-Service Teachers&apos; Awareness of STEM and STEM Teaching Intention
Author: Aydogan Yenmez, Arzu
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Educational Attitudes,Knowledge Level,Intention,Teacher Role,Active Learning,Student Projects,Interdisciplinary Approach,Public Colleges,Foreign Countries

STEM education is an interdisciplinary educational implementation, and can easily be designed via collaborative efforts of teachers in order to provide students with comprehensive, meaningful and unique learning experiences. For effective STEM practices, the role of teachers is very important. The teachers who are able to handle STEM education are supposed to integrate different disciplines in the teaching/learning situations in the achievement of course objectives. In this sense, awareness and intention of pre-service teachers have a very important place for their future professional implementations. In this study, pre-service teachers' awareness of and intention towards STEM education were examined. The study adopted one group pre-test post-test research design. The participants were composed of 192 pre-service teachers in the departments of Computer Education and Instructional Technology, Science Education, Elementary Mathematics Education and Turkish Language Education in a state university in central Anatolia. The results revealed that the participants who could adopt STEM education, make use of interdisciplinary activities, and who were interested in developing their interdisciplinary knowledge were more aware of STEM and had positive intention towards STEM education.