ethanporcaro/eric-fulltext-meta huggingface dataset:
Defining the Field School within Study Abroad
Author: Pavelka, Joe
Date: 2020-04-00
Type: Journal Articles
Subjects: Study Abroad,Experiential Learning,Small Group Instruction,Cultural Awareness,Transformative Learning,Service Learning,Teacher Role,College Students,College Faculty,Language Skills,Reflection,Housing,Travel,College Credits

Globalization has created a need for culturally aware globally minded students across North America. Study abroad has increasingly become a normalized part of a young person's education however financial and temporal commitments attached to longer study abroad experiences hinder participation for many. In response, the field school model, which generally involves shorter stays and less financial commitment, has increased in popularity. The field school is a particular model of study abroad that shares characteristics with short-term study abroad, fieldwork, service learning and other models but requires definition. The purpose of this paper is to define the field school model of study abroad within the contest of study to assist administrators when presented the option, faculty when determining experiential learning opportunities and students in determining their educational path. The paper provides a working definition and nine defining features of the field school that distinguish it from other study abroad models.
The Effectiveness of a Life Skills Training Based on the Response to Intervention Model on Improving Functional Communication Skills in Children with Autism
Author: Saad, Mourad Ali Eissa
Date: 2018-12-00
Type: Journal Articles
Subjects: Program Effectiveness,Daily Living Skills,Training,Response to Intervention,Communication Skills,Children,Autism,Pervasive Developmental Disorders,Special Schools

The purpose of this study was the effectiveness of a life skills training based on the response to intervention model on improving functional communication skills in children with autism. Participants were ten children between the ages of seven and nine who attended a school for children with developmental disabilities (Tarbya Fekrya). Each child also had the following characteristics: (a) meet the full criteria for autism according to The Scale for Screening Autism Disorder (Eissa Saad 2008) (b) functional verbal communication, (c) able to read and comprehend words, and (d) ability to follow directions. A prepost design was used to examine the effectiveness of a life skills training based on the response to intervention model on improving functional communication skills in children with autism. Z Value result for the differences in post- test mean rank scores between experimental and control groups in functional communication. The table shows that (Z) value was (-2.121). This value is significant at the level (0.01) in the favour of experimental group. The (Z) value in table 2 was (-2.003) which is significant at the level (0.01). This indicates that use of life skills training based on the response to intervention model had a positive effect on verbal communication in children with autism.
Attention-Deficit/Hyperactivity Disorder: Insights from DSM-5
Author: El Saied El Banna, Adel
Date: 2019-06-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Clinical Diagnosis,Evaluation Criteria,Age Differences,Gender Differences,Incidence,Risk,Comorbidity

Attention Deficit Hyperactivity Disorder is a common neurodevelopmental disorder. This article examines attention-deficit/hyperactivity disorder. The focus is on the Diagnostic Criteria in DSM-5, age of onset, gender differences diagnostic features, prevalence, differential diagnosis, risk and prognostic factors and comorbidity are discussed.
Support in Bereavement: Practical Solutions for Helping Mourners Children and Youth
Author: Legowska, Ewelina
Date: 2018-12-00
Type: Journal Articles
Subjects: Grief,Coping,Family Role,Teacher Role,Children,Youth,Social Support Groups,Death,Trauma,Art Activities,Music Activities,Therapy,Religion,Internet,Science Activities

The process of passing loss and bereavement is a difficult period for any human being. At this particular time, it is important to remember to support the child in dealing with loss and grief. Unfortunately, it can happen that the closest environment, such as family and school is not able to help the mourner properly, especially the children and youth in this silent fight. Support from family and teachers is as needed as help from the various professionals. This article is a review of forms of support in bereaved children and youth, with emphasize on practical methods performed by educators. The paper includes the analysis of forms used in order to help bereaved children in returning to better function in society.
Issues Related to Identification of Children with Autism Spectrum Disorders (ASDs): Insights from DSM-5
Author: Eissa Saad, Mourad Ali
Date: 2018-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Disability Identification,Clinical Diagnosis,Incidence,Asperger Syndrome,Symptoms (Individual Disorders),Comorbidity,Interpersonal Competence,Behavior Problems

The article examines issues related to identification of children with autism spectrum disorders (ASDs). The focus is on the Diagnostic Criteria in DSM-5 diagnostic features, associated features supporting diagnosis, and prevalence are discussed.
The Attitudes of the Elementary School Teachers towards the Teaching Principles and Methods: A Kosovo Case
Author: Morina, Shemsi
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Educational Principles,Teaching Methods,Gender Differences,Teaching Experience,Age Differences

One of the factors those constitute the basis of education is the used methods and technics in teaching. Therefore, in the use of teaching methods and technics the attitudes of teachers is a very important fact. In our age pursuing the technologies and providing the proper learning environment becomes possible through the used method and technic. In this study it is aimed to examine attitudes of teachers who work in Kosovo in Turkish teaching; it is aimed to examine their attitudes regarding to teaching principles and methods according to several variables. For this there held interviews with 107 teachers who work in cities and villages of Kosovo and to specify the teachers' attitudes regarding teaching principles and methods, the measuring tool which is developed by Ocak et al. (2012), and which consists of 29 articles and 4 sub dimensions have been used. As the result of analysis, it has been seen that there were significant differences in the attitudes of teachers regarding some variables. As to gender there appear differences only in the sub dimension of traditional methods. There does not emerge differentiations according to teachers' branches. The seniority of teachers impresses their seniority in all sub dimensions. There appear differences in the sub dimensions of factors impressing the method and alternative methods and technics according to the graduations of teachers. There appear differences only in the sub dimension of alternative methods and technics according to age groups of teachers. There appear differences in the sub dimension of the factors impressing the method and alternative methods and technics according to the graduation years of teachers.
The Structural Equation Model for the Mediating Effect of Self-Esteem in the Relationship of Mindfulness to Academic Resilience and Test Anxiety
Author: Fathalla, Mohammed
Date: 2018-12-00
Type: Journal Articles
Subjects: Self Esteem,Resilience (Psychology),Test Anxiety,Metacognition,Correlation,Undergraduate Students,Role,Measures (Individuals),Prediction,Foreign Countries,College Faculty,Likert Scales,Anxiety,Structural Equation Models,Student Attitudes

The purpose of this study was to investigate the mediating effect of self-esteem in the relationship of mindfulness to academic resilience, and test anxiety. Eight hundred undergraduate students volunteered to participate to the study. Students were recruited from the Cairo University. Faculty members invited students to participate in the study, and informed consent was also obtained from the willing participants. The sample consisted of 230 males and 570 females with mean age 19.5 years (SD=3.0 years). The Connor Davidson-Resilience Scale (CD-RISC), and State-Trait Anxiety Inventory--State Anxiety Scale were used to collect data. To examine the relationships between mindfulness, self-esteem, academic resilience, and test anxiety, correlational analysis was used. The mediation role of self-esteem was tested using two steps Structural equation modelling (SEM) procedure using AMOS 18.0. Findings indicated that the correlations between mindfulness, self-esteem and academic resilience were positive while with test anxiety it was in the different path. As predicted, mindfulness was positively associated with academic resilience and negatively associated with test anxiety.
Effectiveness of the Current EFL Practicum: Insights from University Mentors, School Mentors and English Language Majored Students at the University of Jeddah
Author: Alnajami, Mai Lutfi
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Practicums,Majors (Students),Foreign Countries,Program Effectiveness,Preservice Teacher Education,Preservice Teachers,Language Teachers,Pedagogical Content Knowledge,Teaching Skills,Mentors

The overall purpose of this research was to assess the effectiveness of the teaching practicum for English language majored students in the Saudi EFL context, mainly the University of Jeddah, Faculty of Education. To recruit the study participants, the researcher adopted a non-random sampling technique where the focus is to select information-rich cases for in depth study, which are likely to illuminate the questions under study and for the most effective use of limited resources. The data for this research study were collected using qualitative data method including, mainly, interviews which provided insights into the effectiveness of the teaching practicum for English language pre-service teachers in the Saudi EFL context, mainly, the University of Jeddah, Faculty of Education. it was clear that essential contextual and pedagogical knowledge for English language teaching was improved during the practicum. They placed a higher importance on pedagogical knowledge and contextual knowledge as well as subject matter knowledge. It was indicated that English language teaching methodologies taught at university can be reinforced through the teaching practice during the practicum. the school mentors made their decisions based on the submitted lesson plans, and through discussion as well as observing pre-service teachers while teaching in the classroom. The school mentors provided support for the English language majored students to develop knowledge essential for becoming English language teachers. The university mentors, on the other hand, were more interested in seeing how the pre-service teachers adapted the knowledge they had acquired at university to school teaching, particularly the knowledge gained in the English Language Teaching methodology courses.
The Determinants of Social Anxiety in Lower Secondary Education Student Athletes: A Case of Competitive Swimming Environment
Author: Özyol, Funda Coskun
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Athletes,Competition,Aquatic Sports,Anxiety Disorders,Interpersonal Competence,Correlation,Body Height,Body Weight,Body Composition,Preadolescents,Human Body,Physical Activity Level,Psychological Characteristics,Foreign Countries

Social anxiety disorder is a common psychological problem that may negatively impact the cognitive and social development of children. Its severity may, however, be reduced through regular participation in sports or other physical activity. This study aimed to determine the relationship between competitive student-athlete swimmers' social anxiety levels and anthropometric measurements (height, weight, and BMI), body composition (body fat and lean body mass), and body type (ectomorph, endomorph, or mesomorph). The participants were pre-adolescent female and male lower secondary education student-athlete swimmers. The Social Anxiety Scale was used to evaluate their social anxiety levels, while the anthropometric parameters included height and weight, from which BMI was calculated. Body composition involved determining the percentage of body fat and lean body mass; ectomorphic, endomorphic, and mesomorphic values were then calculated. We found that the social anxiety levels of both female and male student-athlete swimmers were low. There was no statistically significant relationship between the social anxiety levels of the male and female student-athlete swimmers with BMI, lean body mass, or ectomorphy. For the female swimmers, social anxiety levels were not associated with body fat, endomorphy, or mesomorphy, nor were those of the male student-athlete swimmers. These findings suggest that participation in competitive swimming during adolescence is effective in controlling social anxiety. Furthermore, this study revealed that social anxiety is not associated with lower secondary education student-athlete swimmers' anthropometric measurements, body composition, or body type.
The Effectiveness of Social Stories Intervention on Aggressive Behavior of Aggressive Preschool Children
Author: Al Sayed, Al Farahti
Date: 2018-09-00
Type: Journal Articles
Subjects: Story Telling,Aggression,Student Behavior,Behavior Modification,Preschool Children,Preschool Teachers,Verbal Communication,Interpersonal Relationship,Psychological Patterns,Program Effectiveness,Behavior Problems

The purpose of this study was the effectiveness of social stories intervention on aggressive behavior of aggressive preschool children. The preschool aggression scale was distributed among the teachers to complete it for all 4-5 year old children in 2 kindergartens. Based on teachers' ratings of children's aggressive behavior, those who scored more than 125.77 for boys and more than 117.48 (Vahedi, Fathiaza, Hosseini-Nasab, Moghaddam, 2008) for girls, a 14 subject sample size (7 subjects in each group) was determined for the present study. Aggression Scale for Preschoolers (Shahram Vahedi et al., 2008) was employed for data collecting and analyzing. Z Value results for the differences in post-test mean rank scores between experimental and control groups on Aggression Scale for Preschoolers. The table shows that (Z) values were (-2.232) for verbal aggression, (-2.431) for physical aggression, (-2.301) for relational aggression, (-2.455) for impulsive anger, and (-2.661) for the composite score. These values are significant at the level (0.01, p&lt; 0,01 ) in the favor of the treatment condition. The second objective of the study was to determine the effect of social stories on decreasing aggressive behaviour in aggressive preschool children. The treatment consisted of aggressision training through use of social stories. The children's performance on aggression was measured pre and post intervention. The table shows that (Z) values were (-2.447) for verbal aggression, (-2.561) for physical aggression, (-2.423) for relational aggression, (-2.401) for impulsive anger, and (-2.546) for the composite score. These values are significant at the level (0.01, p&lt; 0,01 ) in the favor of post testing.
Burden of Chronic Conditions and Subjective Complaints as Factors Modifying the Way Polish Students Are Functioning at School
Author: Malkowska-Szkutnik, Agnieszka
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Age Differences,Student Behavior,Student Attitudes,Educational Environment,Bullying,Gender Differences,Peer Influence,Teacher Responsibility,Victims,Stress Variables,Academic Achievement,Well Being,Child Health,Chronic Illness,Elementary School Students,Secondary School Students

Introduction: Recurrent subjective complaints may be a result or a cause of worse functioning at school. Interrelations of this type are rarely analysed from the perspective of simultaneously occurring chronic conditions. Method: 5225 students in three age groups (average age 13,59 ±1,66) from the 2017/2018 school year were qualified for the Polish HBSC sample (Health Behaviour in School-aged Children). The occurrence of chronic conditions (CC) and multiple recurrent symptoms (SCL) were analysed jointly. Following groups revealed: CC (-) &amp; SCL (-): 51.5%; CC (-) &amp; SCL (+): 33.5%; CC (+) &amp; SCL (-): 7.1%; CC (+) &amp; SCL (+): 7.9%. Eight aspects of functioning at school were analysed in three subject blocks: general adjustment, social support and bullying. Logistic regression adjusted by gender and grade was applied. Results: The percentage of students qualified to the most positive group CC (-) &amp;SCL (-) is significantly higher among boys than girls and decreases significantly with age. Perception of the school environment becomes significantly worse in the group reporting multiple complaints, regardless of occurrence of chronic conditions. In the group without complaints students with chronic conditions are significantly more likely to experience a higher level of school stress than their healthy peers (p=0.006) and have a slightly worse perception of teacher support (p=0.067). In the multivariate analysis the greatest difference between the CC (-) &amp; SCL (-) and CC (+) &amp; SCL (+) group was determined for being a victim of bullying (OR=4.38) and school stress (OR=3.40). Suffering from a chronic condition clearly modifies the interrelation between perception of school and subjective complaints in the following areas: victimization, school stress and academic achievement. Conclusion: Functioning at school depends on the health of the students and declines in line with increasing health problems, especially in the context of school stress and peer violence. The obtained results ought to be taken into account in the work with the entire class as well as individual work with a student suffering from a chronic disease.
Development of Science Education Peer Assessment Scale: Validity and Reliability Study
Author: Ozdemir, Adem
Date: 2018-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Likert Scales,Test Validity,Test Reliability,Self Concept Measures,Peer Groups,Comparative Analysis,Foreign Countries

The aim of this research is to develop a scale that prospective science teachers in the Education Faculties compare themselves to their peers according to the &quot;Science field Teacher and Professional Skills&quot; courses. For this reason, 25 items related to Physics, Chemistry, Biology, Science Experiments and Professional Skills courses were prepared. Scale forms prepared in 5 scaled Likert types were administered to 298 students enrolled in 2nd, 3rd and 4th years in two universities. Data were analyzed in SPSS 22.00 for Exploratory Factor Analysis (AFA) and in the Lisrel 8.8 statistics software for Confirmatory Factor Analysis (DFA). As a result of the AFA, the factor load is not determined as its own factor by subtracting 1 item from the contingent item and 1 item. The remaining 23 items, obtained from the Varimax analysis, resulted in 5 sub-dimensions including four field education and one occupational skill dimension. The total variance explained by the structure is 72.62% and the factor loadings range from 0.66 to 0.89. BMD value 0.89 Barttlet test significance level p&lt;0.001. The reliability coefficient of the scale is Cronbach [alpha] = 0.91. The Gutman Split-Half and Spearman-Brown coefficients are also good for the scale and both coefficients are 0.92. According to the results of DFA, the compliance indices are quite good (RMSEA= 0.051, Chi-square= 387.75, df= 217 RMR= 0.04, CFI= 0.98, IFI= 0.98, RFI= 0.95, NFI= 0.96, NNFI). = 0.98, GFI = 0.90, AGFI = 0.87). According to these results, it may be said that this scale is a valid and reliable measurement tool that science teacher candidates can compare their knowledge and professional skills in this area with their peers. [The paper was orally presented in the XVIII. European Conference on Social and Behavioral Sciences Conference, Bucharest, Romania.]
The Effects of Prospective Teacher-Lecturer: Rapport on Prospective Teachers&apos; Attitudes and Self-Efficacy Beliefs towards Teaching Profession
Author: Arslan, Ali
Date: 2018-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Student Relationship,Student Attitudes,Self Efficacy,Teaching (Occupation),Foreign Countries,Correlation

Positive learning environment enhance students' motivation. Student-teacher rapport is a way of building positive classroom environment. The student-teacher rapport has been identified in the literature as a significant factor influencing learning outcomes. Research on student-teacher rapport examined together with the concepts of attitude and self-efficacy is limited. However, to consider student-teacher rapport, attitudes and self-efficacy beliefs towards teaching profession is important to uncover the factors affecting quality in the teaching profession. Thus, to determine the predictive power of student-teacher rapport on prospective teachers' attitudes and self-efficacy beliefs towards teaching profession was the aim of the study. This study was in a correlational design. The study was conducted on 499 prospective teachers who studying in a university located in the western part of Turkey and participating voluntarily in the study, during the 2015-2016 spring term. Data were collected using three instruments, the Teacher-Student Rapport Scale, the Teachers' Sense of Efficacy Scale, and the Attitude Scale of Teaching Profession. Pearson product-moment correlation coefficient (Pearson's r) and stepwise-regression analysis were conducted to analyze the data. Results revealed that the student-teacher rapport and the prospective teachers' self-efficacy beliefs and attitudes towards teaching profession were positively and significantly related to each other. Also, the prospective teacher-lecturer rapport had a significant effect on prospective teachers' attitudes and self-efficacy beliefs towards the teaching profession. While prospective teacher-lecturer rapport predicted 8% of the prospective teachers' attitudes towards the teaching profession, the rapport between prospective teacher and lecturer predicted 10% of the prospective teachers' self-efficacy beliefs towards the teaching profession.
Using Mobile Phones by Young People: The Trends and Risk of Addiction
Author: Adamczyk, Malgorzata
Date: 2018-04-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Addictive Behavior,Risk,Student Characteristics,Elementary School Students,Junior High School Students,Gender Differences,Early Adolescents,Age Differences,Foreign Countries

The subject of the article is the issue of the use of mobile phones by young people and possible dangers resulting from the dysfunctional use of mobile phones. The analysis of this issue was started from the theoretical side of the phonoholism phenomenon presentation. The definitions related to the use of a mobile phone are presented and the risks and consequences of excessive use of a mobile phone are discussed. Typical features of a person who is psychologically addicted were also described. In the second part, the results of the research carried out among primary and high junior school students were presented. The main aim of the project was to determine the risk of phonoholism among adolescents in two school environments. Anonymous questionnaires were conducted in 2016 among 221 students (54.3% girls and 45.7% boys) aged 10-13 years old. The research results indicated that having a mobile phone is something common and normal. Gender and age of respondents differentiate the way adolescents use mobile phone, but especially the differences were visible when the group of boys and girls were compared. Recommendations for school practices and implications for future research were formulated at the end of the article.