ethanporcaro/eric-fulltext-meta huggingface dataset:
The Prediction of Psychological Resilience by Fear of Happiness and Ruminative Thoughts
Author: Isgör, Isa Yücel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Fear,Psychological Patterns,Emotional Response,Resilience (Psychology),Predictor Variables,Gender Differences,Cognitive Processes,Negative Attitudes

In this study, it was investigated whether fear of happiness and ruminative thinking predict psychological resilience in university students. In addition, the predictive level of fear of happiness and ruminative thinking of psychological resilience subscales was investigated. Finally, it examines whether there is a significant difference between students' fear of happiness, ruminative thought and psychological resilience levels according to gender. The population of the study is the students studying at the faculty of education of a university located in the Mediterranean region of Turkey in the fall semester of the 2021-2022 academic year. The sample group consisted of 296 students, 212 (71.6%) girls and 84 (28.4%) boys, aged between 17 and 34 ([x-bar]=21.81), selected by the easily accessible sampling method. For data collection, a personal information form created by the researchers, Fear of Happiness Scale, Ruminative Thought Style Scale and Psychological Resilience Scale for Adults were used. Findings obtained in the study: It was found that fear of happiness and ruminative thinking together negatively predicted resilience at a significant level. Fear of happiness and ruminative thought explain approximately 12% of the variance in students' resilience scores. Regarding the predictive level of fear of happiness and ruminative thinking of the sub-dimensions of psychological resilience; self-perception (19.9% of variance), future perception (10% of variance), social competence (5% of variance), family adjustment (3% of variance), and social resources (3% of variance) are negative significant predictors. Finally, there is a significant difference between students' psychological resilience and self-perception sub-dimensions of psychological resilience according to gender.
Practitioner Inquiry: Supporting Teaching during a Pandemic
Author: Scott, Brooke
Date: 2021-00-00
Type: Journal Articles
Subjects: Inquiry,Teacher Attitudes,Educational Technology,Electronic Learning,Blended Learning,COVID-19,Pandemics,Faculty Development,Professional Development Schools,Elementary School Teachers,Partnerships in Education,Teacher Researchers

This article details the author's practitioner inquiry project focused on examining teachers' feelings about and uses of teaching with technology in a hybrid format during the COVID-19 pandemic. Data suggests that the Collaborative Inquiry Group (CIG) and administrative support provided to teachers influenced teachers' positive views and experiences as they started teaching with technology.
Culturally Responsive Teaching: From Individual Classrooms to Schoolwide Action
Author: Biery, Robyn Brooke
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Science,Science Instruction,Teaching Methods,Culturally Relevant Education,High School Students,Minority Group Students,Learner Engagement,Professional Development Schools,Science Teachers,Inclusion,Student Centered Learning,Partnerships in Education,College School Cooperation

This article provides a first-hand account of the author's experience realizing that her high school science students, many of whom were students of color, were not engaged in learning in her classes and how she learned about and put into practice more culturally sustaining and relevant pedagogies.
Seven Ways to Ensure Multi-Directionality in School-University Partnerships
Author: Roselle, René
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Partnerships in Education,Teacher Educators,Governance,Reflection,Teacher Collaboration,Teacher Role,Educational Practices,Expertise

This article provides seven ways to ensure multi-directionality in school-university partnerships. Authors provide suggestions for inviting school-based teacher educators, sometimes called clinical educators, to participate in college/university spaces. They include changing terminology, providing teaching opportunities for school-based faculty in university settings, assisting admission processes, establishing schools as clinical committees to strengthen feedback, appointing lead teachers, collaborative writing and research, and supervising teacher candidates.
The Relationship between Experiential Learning and Teacher Efficacy in Student-Teacher Candidates: The &quot;Text Talk&quot; Project
Author: Myers, Nancy J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Self Efficacy,Teacher Effectiveness,Experiential Learning,Student Teacher Attitudes,Literacy Education,Faculty Development,Teacher Responsibility,Observation,Self Concept Measures,Program Effectiveness,Self Esteem

This article describes a study in which teacher candidates' teacher self-efficacy was examined while using the &quot;Text Talk&quot; program and the Gradual Release of Responsibility format during their clinical experience in literacy. Data analysis indicates that teachers reported a statistically significant increase in their self-efficacy as a result of their experience. Themes from an openended survey included that teacher candidates reported that they felt prepared to support students, benefited from classroom-based professional support, hands-on experience teaching students, and grew in their use of literacy strategies.
The Relationship between Sport, Self-Regulation and School Burnout in High School Students
Author: Yildirim, Turgut
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Athletics,Self Management,Burnout,Athletes,Correlation,Gender Differences,Age Differences,Foreign Countries

The purpose of this research is to investigate the relationship between sports and self-regulation and school burnout in high school students who are athletes and nonathletes. Relational screening method was used in the research. 387 high school students (188 athletes, 199 non-athletes) participated in the study. The average age of the participants was ± 15.9 years. The participating students were determined by the convenience sampling method. The data of the research were collected with the Personal Information Form, the Perceived Self-Regulation Scale and the School Burnout Scale. The data were analyzed by using the SPSS program, Independent Sample T-Test, One Way Anova Test, Tukey and Pearson Correlation tests. The significance level was accepted as p&lt;0.05 in the analyses. According to the results of this research, the school burnout levels of non-athlete students are higher than those of athlete students. There is no significant relationship between athletes and self-regulation. The school burnout levels of athlete students who workout for 1-4 months and 9-12 months during the year are higher than those who workout for 5-8 months. On the other hand, female students' self-regulation levels are higher than males. The self-regulation and school burnout levels of the participants did not show a significant difference depending on the age.
Using Video Research Methods to Capture Small Stories of Inclusion: A Research and Practice Model
Author: Woodfield, Casey
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Research Methodology,Educational Change,Inclusion,Professional Development Schools,Models,Best Practices,Professional Continuing Education,Reflection,Partnerships in Education,College School Cooperation,Disabilities,Participatory Research,Paraprofessional Personnel

This article details a model for research and practice using video data for multidimensional purposes as part of a professional development school (PDS) partnership. The research methods described situate practitioners as leaders in a school working toward more inclusive school reform with support from PDS partners, including two Professors-in-Residence (PIRs) and PDS teacher co-liaisons. The purpose of sharing this methodological model is to: (a) explore how video research can foster reflective opportunities; (b) highlight professional leaders; (c) (re)construct student competence from a strengths-based perspective; (d) contribute to a video bank of best practices, all as part of collaborative work toward more inclusive schools.
Co-Teaching in Professional Development Schools: The Gradual Release of Responsibility
Author: Mann, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Team Teaching,Preservice Teacher Education,Preservice Teachers,Teacher Effectiveness,Teaching Skills,Teacher Improvement,Student Teaching

The co-teaching model is a system that has been designed to incorporate the use of more than one teacher in the classroom. As the use of co-teaching has become more prevalent in the educational system, it has proven to be beneficial to pre-service teachers (PSTs) and in-service teachers alike. Providing a framework that focuses each pre-service teacher's (PST's) school clinical observation time on working side by side with experienced educators, increases the effectiveness of PST's time in the field. The co-teaching model elicits active participation and collaboration with the more experienced in-service teacher, resulting in better clinical outcomes. Another beneficiary of the positive attributes of the co-teaching models is the in-service teacher. Co-teaching reduces the teacher-to-student ratio helping each teacher have the opportunity to spend time more quality with individual students. Professional development schools (PDS) provide a living teaching and learning laboratory allowing teacher candidates to work with experienced classroom mentors as they practice and refine their pedagogical skills.
Equity through Inquiry: One Region&apos;s Effort to Provide Students and Their Teachers with Leaders in Their Schools That Look Like Them
Author: Shore, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Background,Hispanic Americans,Administrator Education,School Community Relationship,Partnerships in Education,Principals,Role Models,Hispanic American Students

This article details the process of recruiting and starting a cohort to prepare Latinx school administrators to fill impending positions in the Charlotte-Mecklenburg School district. The authors provide the context and steps of establishing the administrator preparation program.
The Effects of Resource Dependency on Decisions by Public Service Administrators to Offer Local Government Training in Service to the State: Dissertation Overview
Author: Jones, Stacy Bishop
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Service Occupations,Administrators,Decision Making,Local Government,Resources,Training,Program Effectiveness,Research Universities

For administrators of higher education public service and outreach (PSO) units at public research institutions, the opportunities for service to their states are broad. These administrators' efforts in research, technical assistance, and training address critical needs in their states. Yet all units face limited resources, and the administrators face multiple decisions about investments into new programs. In my dissertation &quot;Effects of Resource Dependency on Decisions by University Public Service Administrators for Service to the State Through Local Government Training&quot; (2019), I explored how resource dependency influenced decision making by university PSO administrators looking specifically at training programs offered in service to the state through local government training programs. The impact of some external stakeholders proved to be a driving force in decisions related to local government training offered by the PSO unit.
The Impacts of Science Shops for Community Partners and Students: A Case Study of a Cocurricular Canadian Model
Author: Nelson, Karen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Community Involvement,Student Research,Graduate Students,Outcomes of Education,Scientific Research,Extracurricular Activities

Since 2009, the Community Engaged Scholarship Institute at the University of Guelph has operated a science shop (the Research Shop) where it carries out high-impact community-engaged scholarship by training and employing graduate students to conduct community-engaged research as a cocurricular activity. This study investigates the first 9 years of the program to determine its impacts on community partners and students. Findings suggest that the benefits experienced by both stakeholder groups are similar to those identified in existing literature on community-engaged research and science shops, with some additional findings unique to this model. This study also found multiple challenges that are not well documented in existing literature. Overall, the research found that both community partners and students experienced distinct benefits, alongside challenges that could be addressed. Further research is needed to contribute to the overall field of science shops, specifically in relation to the benefits and challenges experienced in different models.
The Intersection between the Internationalization of Higher Education and Community-University Partnerships: A Case Study from Mozambique
Author: Thompson, Stephen James
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,School Community Relationship,Universities,Partnerships in Education,Foreign Countries,Medical Schools,Curriculum Development,Educational Improvement

Higher education strategies focusing on either internationalization or community-university partnerships are often regarded as distinct from each other and dichotomous. The former usually are concerned with international knowledge, the latter, with local knowledge. This article presents a case study to argue that the two approaches can intersect, presenting an opportunity to improve the process of learning and teaching in higher education. As part of its strategy to internationalize, Lurio University, Mozambique, is part of a partnership through the Consortium of New Southern African Medical Schools (CONSAMS). Lurio University also has an established community engagement program, One Student One Family. Drawing on relevant literature, we argue that universities can benefit from viewing these strategies as interconnected and complementary approaches that bolster knowledge processes and advance learning. When both approaches are used to inform curricula and improve pedagogy, synergetic and much improved higher education systems can be achieved.
Community-Academic Partnerships in the Community Engagement Literature: A Scoping Review
Author: Janke, Emily
Date: 2022-00-00
Type: Journal Articles
Subjects: School Community Relationship,Partnerships in Education,Community Involvement,Educational Research,Periodicals,Higher Education

This article contributes a novel dataset mapping the partnership literature in the community engagement field and invites scholars of community-academic partnerships in this field to participate in the development of scoping reviews as a way to effectively scan extant literature as they seek to build upon or critique it. This scoping review includes key article-level characteristics regarding the representation of community-academic partnerships within 141 published articles from seven peer-reviewed journals in the community engagement field.
Transforming Teaching: Service-Learning&apos;s Impact on Faculty
Author: Camus, Rina Marie
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Educational Change,College Faculty,Foreign Countries,Responsibility,Teacher Attitudes,Positive Attitudes,Negative Attitudes

Service-learning has become widespread in universities worldwide, implying an increased number of involved faculty. Many studies document service-learning's impact on students, but only a handful of exploratory studies examine impact on faculty. We offer a focused investigation of positive and negative impacts of service-learning on faculty from an Asian context, based on interviews with 24 faculty members from diverse academic disciplines in a university in Hong Kong. Phenomenological methods are used to summarize the essences of firsthand experiences. Participants' valenced views about service-learning's impact are categorized as dominant positive, mixed, and negative stances. Service-learning contributed to faculty teaching, civic-mindedness, person/values, professional development, and research. Findings suggest that service-learning involvement can benefit more diverse faculty than previously identified. Service-learning is recommended as a strategy for faculty development, and as a means for universities to fulfill their social responsibility and contribute to sustainable development goals outlined by the United Nations.
Community-Engaged Scholarship for Graduate Students: Insights from the Create Scholars Program
Author: Keeler, Bonnie L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Study,Community Involvement,School Community Relationship,Fellowships,Blacks,Indigenous Populations,Program Design,Program Evaluation,Scholarship,Partnerships in Education

We describe an extracurricular graduate fellowship program designed to train students in community-engaged scholarship with Black and Indigenous communities. The CREATE Scholars program combines coursework, research externships, and experiential learning opportunities in order to develop graduate student competencies in codevelopment, community engagement, and scholar-advocacy. We offer reflections on lessons learned from the perspective of students and faculty in the program. We conclude with recommendations for like-minded academic leaders and program directors seeking to expand opportunities for graduate students to engage in reciprocal and thoughtful community partnerships.
Community-University Partnership in Service-Learning: Voicing the Community Side
Author: Compare, Christian
Date: 2022-00-00
Type: Journal Articles
Subjects: School Community Relationship,Service Learning,Universities,Educational Benefits,Psychology,Barriers,College Faculty,College Students,Community Organizations,Tutors,Teacher Attitudes,Student Attitudes,Departments,Foreign Countries,Correlation,Rating Scales

Service-learning (SL) activities provide multifarious benefits for students, faculty members, and community members. Although the literature includes considerable research on students' and faculty members' outcomes, it also reports a lack of attention to benefits for community members. This study sought to address this gap, giving voice to community partners of a SL module in Community Psychology. We collected 12 interviews, complemented by a brief questionnaire exploring community partners' understanding of SL, their perception of the mutual gain and reciprocity aspects, their motivations, and their challenges. Results show that open attitudes toward collaboration from faculty members strengthen the partnership; community partners consider the opportunity to be coeducators of students as a motivation for their SL involvement; from the perspective of reciprocity, they also particularly appreciate its generative dimension. Giving voice to community partners offers new and useful insights that can contribute to improving SL community--university partnerships.
General Educators&apos; Perceptions of Social Inclusion of Elementary Students with Emotional and Behavioral Disorders
Author: McGuire, Stacy N.
Date: 2022-11-00
Type: Journal Articles
Subjects: Elementary School Students,Behavior Disorders,Emotional Disturbances,Elementary School Teachers,Regular and Special Education Relationship,General Education,Inclusion,Teacher Attitudes,Barriers,Peer Relationship,Professional Development,Educational Needs

Students with emotional and behavioral disorders (EBD) exhibit challenging behaviors and social skills delays that can interfere with their ability to build relationships. Intervening early (e.g., in elementary school) can prevent short- and long-term consequences of these challenging behaviors. General educators serve as the primary teacher of these students, with some students with EBD spending more than 80% of their school day in the general education setting. In addition, given the amount of time elementary students spend with their general educators, these educators may be able to build a community that can help students establish and maintain positive relationships while engaging equally and actively in classroom activities. The purposes of this study were to (a) explore elementary general educators' perceptions of social inclusion of students with EBD, and (b) identify facilitators of and barriers to social inclusion. We identified four themes: social inclusion, relationships, facilitators, and barriers and needs. Findings indicated that general educators work to socially include students with EBD, but they faced barriers related to collaboration with special educators and needed professional development. Implications include the need for more collaboration between practitioners to promote socially inclusive environments for students with EBD.
A Randomized Control Trial on the Effects of MoBeGo, a Self-Monitoring App for Challenging Behavior
Author: Bruhn, Allison
Date: 2022-11-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Outcomes of Treatment,Self Management,Computer Oriented Programs,Behavior Modification,Behavior Problems,Intervention,Elementary School Students,Middle School Students,Student Behavior,Student Improvement,Child Behavior,Questionnaires,Screening Tests

The purpose of this study was to examine the effects of MoBeGo, a mobile self-monitoring app, on the initial and sustained academic engagement and disruptive behavior of third- to eighth-grade students with challenging behavior. Student-teacher pairs (N = 57) were randomly assigned to the treatment (MoBeGo) or control (business-as-usual) condition. We conducted systematic direct observation of students' behavior throughout prebaseline, baseline, intervention, and postintervention conditions of the study. Multivariate multilevel models revealed differential improvement for the MoBeGo group in student outcomes (less disruptive behavior; more academic engagement) from baseline to intervention, as well as successful postintervention effects for disruptive behavior. Limitations, future directions, and implications for practice are discussed.
International Students&apos; Awareness of U.S. Tax Filings
Author: Finley, Janene R.
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Students,Knowledge Level,Taxes,Compliance (Legal),Student Characteristics

International students studying in the United States (U.S.) must follow many rules and regulations implemented by the federal government, including tax filing requirements. Generally, international students must file Form 8843 with the U.S. Internal Revenue Service (IRS) indicating that they are non-residents exempt from taxation on worldwide income during their first five years in the U.S. In addition, they must file Form 1040-NR if they earn any taxable income in the U.S. This exploratory study examines the level of tax filing knowledge international students possess, as well as the characteristics of both international students and their educational institutions to ascertain if they may have a bearing on the students' knowledge of the U.S. tax filings that should be filed. Data suggest that governmental and educational institutions may wish to bolster the dissemination of educational tax materials; otherwise, perhaps a significant number of international students may not be compliant with current IRS regulations.