ethanporcaro/eric-fulltext-meta huggingface dataset:
The Potential Burden Experienced by South African Caregivers of Children with Severe Intellectual Disability
Author: Van der Mescht, Pauli
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Rearing,Severe Intellectual Disability,Caregiver Role,Parent Responsibility,Family Role,Social Support Groups,Stress Variables,Quality of Life,Risk

Background: Physical, financial, social and emotional demands placed on caregivers caring for their children with severe intellectual disabilities (CWSID) could lead to high levels of burden. Aim: This study aimed to evaluate the potential level of burden experienced by South African caregivers and aimed to identify possible contributing risk factors for increased levels of caregiver burden. Setting: Online and community parent support groups. Methods: This quantitative survey design study utilised data from 218 South African caregivers of CWSID. Both descriptive and inferential statistics were used for analysis. Family is the main support for 67% of participants. Results: Moderate to severe levels of caregiver burden were reported. No definite links between potentially contributing demographic risk factors and the overall level of caregiver burden were found. Caregivers of CWSID need to receive the required support from an early stage in the child's diagnosis to decrease potential caregiver burden and improve quality of life (QoL). Conclusion: Implications on intervention and prevention practices could inform the creation and implementation of a protocol to avert increased caregiver burden. Future research could be conducted to determine the implications of intervention towards CWSID and their family to decrease caregiver burden. Contribution: The study provided insight into the burden experienced by caregivers of CWSID. This is in line with the journal as it further proves how vulnerable CWSID are and the support they should be receiving from professionals.
The Effects of Coach-Created Motivational Climate during the COVID-19 Pandemic on the Prevalence of Anxiety and Depression in Collegiate Student Athletes
Author: Hwang, Yongju
Date: 2023-00-00
Type: Journal Articles
Subjects: Incidence,Anxiety,Depression (Psychology),COVID-19,Pandemics,Student Athletes,Athletic Coaches,Student Motivation,Gender Differences,Predictor Variables,Mental Health,College Students

Although research has shown that the prevalence of ill-being among collegiate student-athletes is greater compared to regular college students and general population, very little is known about the role of coaches in this process. Grounded in the achievement goal and self-determination theories, the aim of this study was to examine the role of coach-created motivational climate on student-athletes' anxiety and depression. A sample for this prospective cohort study was 117 (77 females and 34 males; Mage = 20.24±1.35) student-athletes recruited from one university in the Southeastern US. The research team collected self-reported data via email. The results showed high levels of anxiety (71.4%) and depression (17.3%) among the respondents. Females had almost seven times more likely to have anxiety than males (OR = 6.903, CI95% [1.650, 28.830]), but there were no gender differences in the prevalence of depression (OR = 1.166, CI95% [.442, 3.076]). In addition, parameter estimates suggest that coach-created task-involving climate (X[superscript 2][1] = -1.21 [0.61], p = 0.047, CI95% [-2.41, -0.01]) and autonomy-support (X[superscript 2][1] = -1.21 [0.61], p = 0.047, CI95% [-2.39, -0.04]) were significant negative predictors of anxiety, whereas controlling motivational climate increased student-athletes' anxiety symptoms. Our findings highlight the need for the task- and autonomy-supportive coaching strategies as preventive measures to support student-athletes' mental health.
The Relationship between Intellectual Thinking Tendencies and Creative Leadership of Primary School Administrators
Author: Yoldas, Cenk
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary Schools,Principals,Creativity,Leadership Styles,Cognitive Processes,Gender Differences,Administrator Responsibility,Status,Intellectual Disciplines,Foreign Countries

This study aimed to determine the relationship between intellectual thinking tendencies and creative leadership of primary school administrators. In this context, it was tried to investigate how intellectual thinking tendencies influence creative leadership. The study was conducted in the general survey model, which is widely used in quantitative research methods. The participants of study consist of school administrators working in primary schools affiliated to Manisa, Yunusemre District Directorate of National Education. The study was conducted in the fall term of 2022-2023 academic year. The data was collected by &quot;Intellectual Thinking Tendency Scale&quot; and &quot;Creative Leadership Scale&quot; and was analyzed with SPSS 25 package program by taking the significance level as.05. Parametric analysis techniques were used in the analysis of the data. In this meaning: by minimum, maximum, arithmetic mean, and standard deviation values for descriptive statistics; by independent sample t-test for the differences in genders, administrative duties, and administrative seniorities; by One-way ANOVA Analysis for the differences of professional seniorities and professional fields were analyzed. The relation between intellectual thinking tendencies and creative leadership was analyzed with Pearson Correlation Coefficient. According to the results, primary school administrators' intellectual thinking tendencies and creative leadership levels were found as high; according to their genders, administrative duties, administrative seniorities, professional seniorities, and professional fields, no meaningful differences were found. As the last result, the relationship between intellectual thinking tendencies and creative leadership of primary school administrators was observed in high scores.
The Role of Nanyue Ritual Songs in Promoting Literacy and Cultural Education in Longhui County, Hunan, China
Author: Zhou, Jinbiao
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Awareness,Literacy Education,Indigenous Knowledge,Singing,Ceremonies,Cultural Influences,Religion,Indigenous Populations,Social Influences,Cultural Maintenance

Nanyue ritual songs are traditional vocal performances that hold religious and cultural significance, they are associated with worship ceremonies dedicated to the Nanyue gods. This study explores the role of Nanyue ritual songs in promoting literacy and cultural education in Longhui County, Hunan, China. The research site, Longhui County, is known for its rich cultural heritage and unique geographical location. The study employs a qualitative research method, including fieldwork and interviews with key informants who have expertise and experience in Nanyue ritual songs. The data collected undergoes comprehensive analysis, considering the religious and social functions of the songs as well as the development they have undergone. The research findings highlight the religious function of Nanyue ritual songs in guiding worship ceremonies, facilitating communication with the divine, and creating an enchanting atmosphere. Additionally, the social function of the songs in inheritance and education, entertainment, and social interaction is emphasized. The study also discusses the development of Nanyue ritual songs, considering the impact of changes in travel modes and societal shifts. The research suggests the importance of preserving and respecting these songs as a vital part of the local cultural heritage and promoting cultural education within the community.
Differential and Interactional Influence of Sociodemographic Variables on Intellectual Ability
Author: Eteng-Uket, Stella
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Gender Differences,Age Differences,Educational Attainment,Ethnicity,Foreign Countries,Elementary Secondary Education,Postsecondary Education,Intelligence Quotient

Intellectual ability, also known as intelligence, is a multifaceted construct that is typically measured through intelligence tests. The importance and complexity of intellectual ability have made it of significant interest to researchers and educators. This is coupled with the fact that it is one phenomenon that is influenced by a variety of factors. This prompted the study that sought to investigate the differential and interactional influences of gender, age, education, and ethnicity on intellectual ability in Rivers State Nigeria. The study employed the analytic descriptive survey design with a sample of 390 that was randomly drawn using a stratified sampling technique. A test of general reasoning ability, which is a standardized test, was used to elicit data on the variables of the study. Validity and high reliability coefficients were obtained for the instrument. Data were analysed using mean, standard deviation, t-test, one-way, and three-way ANOVA. The result showed that age and ethnicity had a significant influence on intellectual ability, but gender and educational level did not have a significant influence. Gender, age, and educational level did not have significant interactional influences as well. It was recommended that investing in education, particularly in the early years, can have lasting benefits for cognitive and intellectual ability development.
Triangle Inequality Concept Teaching: The Theory of Didactic Situations Case
Author: Yenil, Tuba
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 7,Foreign Countries,Teaching Methods,Secondary School Students,Student Participation,Student Role,Learning Activities,Mathematical Concepts,Concept Formation,Measurement

The purpose of this study is to implement an a-didactical activity relating to the acquisition of the triangle inequality, prepared within the framework of the &quot;Didactic Situations Theory&quot; (TDS), and to report the experiences of the students during the implementation process. The study employs a case study method based on a qualitative approach. Six seventh-grade students in a middle-low socioeconomic secondary school in the Marmara Region of Türkiye participated in the study. The researchers prepared an adidactical activity in which students discovered triangle inequality. Data were collected through observation, video recording, and worksheets. A descriptive analysis was performed on the data obtained. As a result of the analysis, it was concluded that students completed the activity with the correct expressions by experiencing different phases of the a-didactical situation.
The Effect of Creative Writing Activities on Pre-Service Teachers&apos; Narrative Text Composing Skills
Author: Ahiskali, Eylem Ezgi
Date: 2023-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing Assignments,Preservice Teachers,Narration,Writing Skills,Foreign Countries,Expository Writing,Writing Instruction,Instructional Effectiveness,Student Attitudes

This study aims to determine the effect of creative writing activities based on narrative expression on preservice teachers' ability to create narrative texts. The research was structured with a mixed research method in which qualitative and quantitative research methods were used together. Quantitatively, the study employed a pre-test post-test one-group quasi experimental design, whereas qualitatively, a case study design was employed. The sample group was composed of 20 pre-service teachers enrolled in the Turkish Language Teaching Program at a state university during the fall semester of the 2021-2022 academic year. An analytical rubric consisting of nine sections was developed for evaluating narrative texts written by pre-service teachers to collect quantitative data. A structured interview form consisting of five questions was also used to interview pre-service teachers in the study group about their opinions on the implementation process. Qualitative data were analyzed using the content analysis technique, while quantitative data were analyzed descriptively. The study concluded that narrative expression-based creative writing activities benefited Turkish pre-service teachers' abilities to create narrative text, resulting in an increase in narrative text elements. Also, creative writing activities made the story writing process enjoyable for pre-service teachers and had a positive influence on their views on the application process. The conclusion was also drawn that story elements were incorporated into narrative texts through creative writing techniques.
To What Extent Can Teachers and Preservice Teachers Predict Students&apos; Mathematical Thinking? A Qualitative Analysis
Author: Kükey, Ebru
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Prediction,Thinking Skills,Student Evaluation,Middle School Students,Problem Solving,Mathematics Activities,Comparative Analysis,Foreign Countries

In studies over recent years, there has been an increasing interest in teachers' predicting middle school students' thinking processes. However, as far as we are aware, there are no studies examining students' thinking in terms of mathematical thinking components. This study primarily aimed to determine the mathematical thinking of middle school students. Therefore, the study examined how six mathematics teachers and 24 preservice mathematics teachers (from first to fourth grade) predicted the mathematical thinking of 96 middle school students. In this context, the predictions were categorized according to the sub-components of mathematical thinking: conjecturing, specializing, justifying and convincing, and generalizing. Regarding the &quot;conjecturing,&quot; the teachers explained students' prediction of their mathematical thinking in more detail than preservice teachers. Regarding the &quot;specializing,&quot; the study, both groups of teachers could not predict that the students could express different situations in their problem solutions. Within the scope of the &quot;justifying and convincing,&quot; the preservice teachers had different perspectives on problem solving compared to the teachers. In regard to the &quot;generalizing,&quot; teachers and preservice teachers made similar predictions but all groups from first to fourth grade lack experience for this component. It can be stated that preservice teachers' interaction with more students will be effective in predicting students' mathematical thinking. The same is true for teachers, as it is believed that greater experience will be beneficial.
Dialogic Teacher Inquiry: The Case of a Preservice Teacher Learning to Facilitate Class Discussion
Author: Sanchez, Sergio L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 7,Preservice Teachers,High School Teachers,English Instruction,Dialogs (Language),Classroom Communication,Inquiry,Teacher Education Programs,Student Teaching,Urban Schools,Disadvantaged Schools,Teaching Methods,Instructional Innovation,Mentors,Teacher Student Relationship,Educational Benefits,Barriers,Graduate Students,Course Descriptions

Developing knowledge and practice for high-quality K-12 class discussion remains challenging, especially for new teachers juggling other classroom responsibilities. Our study reports the case of a preservice teacher learning to lead discussions while enrolled in a teacher education inquiry course, simultaneous with semester-long supervised practice teaching in a seventh-grade class (12-13-year-olds) in a high-poverty urban community. The work is guided by a complex teacher learning process for developing complex practice of facilitating discussions in culturally and linguistically diverse high school English classes. Countering popular approaches to &quot;talk moves&quot; as useful but often generic facilitation practices, the teacher education pedagogical innovation we describe positions teachers as knowledge-generating, agentive professionals. Our conceptual framework for teacher learning features dialogic teacher inquiry, with three domains. The first domain involves moving beyond methods texts to dialoguing analytically with and among multiple print, online, and mentor resources for supporting development of a dialogic teaching stance. The second domain intentionally guides new teachers to explore classroom data and consider students as knowledge resources in shaping instruction. The third domain sustains dialogue about discussion processes and evolving conceptions of dialogism in small groups of preservice teacher collectives, enabling sharing of inquiry data, emerging findings, and dilemmas of practice. Drawing upon a larger database, we present a case study demonstrating one preservice teacher's inquiry work with deep analysis of student talk, detailed memoing processes featuring challenges and benefits of developing dialogic teaching practices, thoughtful criticism of long-established discussion practices, and discoveries about nuances of dialogic teaching. Our case contributes to the literature by presenting an example of dialogic pedagogy for teacher education, in service of preservice teachers learning to lead classroom discussions. Additional innovative pedagogical designs are needed to assist teachers in gaining complex knowledge and practice for teaching and promoting meaningful and learning-rich talk in K-12 classrooms.
Discussion Contents during a Lesson Study Conducted with Knowledgeable Others
Author: Kanbolat, Oben
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Collaboration,Communities of Practice,Group Discussion,Teaching Methods,Classroom Techniques,Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Elementary School Teachers

Over the past two centuries, lesson study has been applied in different countries with different participant profiles. Lesson study is defined as a dynamic research-learning cycle of planning, applying, observing, and analyzing a lesson. Although the participants' discussions in lesson study practices were examined from different perspectives, they have not been analyzed in depth in terms of their contributions to teachers' and preservice teachers' professional development. In this study, the content and frequency of participants' discussions are examined. Six weeks of research were conducted by an academician, a teacher, and three mathematics pre-service teachers. The data were collected through field notes, video recordings, interviews, and focus group interviews. A total of eleven major headings were identified in the lesson study, concerning pedagogical and mathematical issues. The study also concluded that while classroom management was the most widely discussed topic, group and individual instructional techniques received less attention.
Examining Teachers&apos; Influence on MOOCs Learners&apos; Continuance Learning Intention: The Mediating Effects of Perceived Usefulness and Satisfaction
Author: Liu, Shuiyin
Date: 2023-00-00
Type: Journal Articles
Subjects: MOOCs,Intention,Student Attitudes,Value Judgment,Student Satisfaction,Teacher Influence,Academic Persistence,College Students,Foreign Countries

Although Massive Open Online Courses (MOOCs) have attracted extensive attention among educational stakeholders, the issue of the high dropout rate has yet to be solved. The current study aimed to unpack teacher influence on MOOCs learners' continuance learning intention, and to examine the mediating roles of students' perceived usefulness and satisfaction. Quantitative data were collected from 166 Chinese university students located in 18 provinces. Results indicated that teacher influence is significantly associated with learners' continuous learning intention, and when considering perceived usefulness and satisfaction, this relationship did not achieve significance but was mediated by students' perceived usefulness and satisfaction, in addition, teacher influence did not exert a direct and significant impact on students' satisfaction. The serial mediation model explained 65.8% of the variance of students' continuance intention. This study uncovered the important role of teacher influence on students' continuance learning intention in the Chinese MOOCs learning context. Results provided suggestions to policymakers, MOOCs platform and lecturers to promote MOOCs and design useful courses so as to engage students to learn continuously.
Dialogues in Education: Exploring Cases from Music and Mathematics Education
Author: Rinholm, Hanne
Date: 2023-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Teaching Methods,Preservice Teachers,Teacher Education Programs,Epistemology,Music Education,Elementary School Students,Mathematics Instruction,Classroom Communication,Educational Philosophy,Interdisciplinary Approach,Foreign Countries

The aim of this study is to explore how aspects of dialogic teaching are concretized in classrooms to fill the gap between educational rhetoric and classroom practices. A central competency needed in our time is the ability to participate in democratic dialogue. Education for democratic citizenship can be connected to the notion of &quot;becoming human,&quot; which is a central idea in the Bildung dimension of education. The national educational regulations in Norway state that the teacher's mandate is not limited to conveying knowledge and skills but also includes fostering the students' critical reflection, inquisitiveness, and participation. The research questions that guided the study are: What theoretical concepts can be helpful in understanding and analyzing dialogic classroom practices? How can participation be promoted through dialogic classroom practice? How do the dimensions of ontological and epistemological dialogue appear in educational settings, and how do they interact with each other? Methodologically, the article presents, analyzes, and discusses two cases from different educational settings: pre-service teacher education music courses and upper-primary-level mathematics education. The findings show that the chosen theoretical concepts of mathematizing, musicking, and Bildung, as well as ontological and epistemological dialogue, are helpful in making sense of dialogic classroom practices.
Exploring Dialogical Spaces of Discovery
Author: Moate, Josephine
Date: 2023-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Educational Theories,Philosophy,Preservice Teacher Education,Preservice Teachers,Intercultural Communication,Cultural Pluralism,Diversity,Music Education,Graduate Students,Music Teachers

This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices -- our philosophies, contexts, professional orientations, and empirical puzzles -- into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice.