ethanporcaro/eric-fulltext-meta huggingface dataset:
Knowledge of Sexually Transmitted Diseases STDs in Kaduna Metropolitants, Nigeria
Author: Tukur A., Hadiza
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Sexually Transmitted Diseases,Knowledge Level,Adolescents,Symptoms (Individual Disorders),Caregivers,School Psychologists,Counselor Role,Health Behavior,Acquired Immunodeficiency Syndrome (AIDS),Gender Differences

The study employed survey design in investigating the knowledge of the Sexually Transmitted Diseases STDs in Kaduna metopolitant, Kaduna State, Nigeria. A Sample of 237 (caregivers and adolescents) was used for this study. Four research questions and four null hypotheses were formulated. Statistical means was used to answer the research questions and t-test was used in testing the null hypotheses. The results show that: caregivers and adolescents know very little about the forms of STDs, the students have moderate knowledge of the signs and symptom of various STDs, male and female caregivers had agreed with mode of transmission, and the control measures toward STDs. Based on the above findings recommendations were made among which are: School Psychologists, counsellors should continuously sensitize the caregivers and adolescents, and organize group guidance programme in school on personal health and risky behaviour, and there should be synergy between health twisters, school administrators and parents in creativity awareness among caregivers and adolescents on the risk factors, symptom and control of STDs, and voluntary HIV test before marriage, poverty alleviation programme to re address the epidemics among others are made.
Teacher Research: Practice, Challenges and Prospect for Improvement: An Empirical Study from Oman
Author: Al-Ghattami, Sulaiman
Date: 2014-09-00
Type: Journal Articles
Subjects: Teacher Researchers,Foreign Countries,Teacher Attitudes,Faculty Development,Teacher Competencies,Teaching Conditions,Barriers,Time Management,Institutional Role,Secondary Education

This study investigates teachers' conceptions of engagement with, and in, teacher research (TR) in the Sultanate of Oman. The data collected through interviews and questionnaires reveals that TR is not yet common practice in Omani schools. To make TR a sustainable mainstream activity within school environments should entail improving teachers' concepts, attitudes, and understandings of the role of TR in the development of educational system and for their own professional development. Teachers should also be provided with logistical requirements and practical conditions that help them become active and competent practitioner researchers.
On Site Therapy Services: Access to Care in Chronic Trauma
Author: Lankford, Shonda
Date: 2019-10-00
Type: Journal Articles
Subjects: Trauma,Therapy,Access to Health Care,Poverty,Rural Areas,Student Needs,Physical Therapy,Occupational Therapy,Speech Language Pathology,Rural Schools,Intervention,School Health Services

Chronic poverty presents components of chronic trauma with one major deficit being lack of access to needed quality health care services. Often needed therapeutic services are not available and when available, challenges exist with time or travel constraints of therapists. Students who need therapeutic services such as occupational, physical or speech therapy can fail to thrive in academic expectations if supportive therapy is not provided. Integration of mental health therapy on-site with schools via regional community health organizations has proved effective. A comparative integration of physical health care services was instituted by Helping Hands Therapy to promote access of care for students living in underserved rural poverty areas with key focus on students in special needs programs. The approach rendered benefit to both school districts and students served in modalities of occupational, physical, and speech therapy. Contextual challenges continue to present in commonality with other on-site interventions such as recruitment of therapists, management of time and travel constraints, and increase of parental and caregiver involvement. Further research is indicated for ways to meet these challenges.
School Counselors Help Build Resilience after Natural Disaster
Author: Warbington, Nisha
Date: 2019-10-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Resilience (Psychology),Natural Disasters,Trauma,Empathy,Counseling Effectiveness,Coping,Counselor Attitudes

Natural disasters affect large numbers of children and youth in communities around the world. Unlike other crises, natural disasters impact entire communities, including the students and educators alike. These critical situations cause physical, emotional, academic, and psychological issues for those impacted. Educators, especially school counselors, often become a source of support for students and families. Providing support to students after a natural disaster is one protective factor that school counselors can provide that can help the students build resilience. Interviews were conducted to explore the lived experienes of school counselors who had experienced a natural disaster in their community and/or school. A dozen school counselors were contacted via email asking for their participation. Seven counselors participated in the interview. The school counselors interviewed all believed that experiencing the disaster with their students helped them provide more meaningful aftercare and all experienced some level of vicarious trauma or stress. All seven interviewees believed their personal experience of the natural disaster helped them to provide support to their students in a more empathic way.
Childhood Grief and Loss
Author: Ferow, Aime
Date: 2019-10-00
Type: Journal Articles
Subjects: Grief,Death,Divorce,Foster Care,Parent Role,Teacher Role,Adults,Role,Child Development,Psychological Patterns,Developmental Stages,Therapy,Intervention,Coping,Interpersonal Communication,Adoption,Institutionalized Persons,Correctional Institutions,Mental Health,Social Influences,Cultural Influences,At Risk Students,Counseling,Ethics,Legal Responsibility,Confidentiality

Children experience grief and loss from death, divorce, parental incarceration, and similar situations of being placed in foster care or adoption. These youths may be challenged in recovery due to lacking the necessary life experience and coping skills. They may also lack the appropriate support networks to work through their grief as their remaining parent or family members may be too grieved to be of assistance. Peers, can even distance themselves out of inability to understand the experience. Children are at risk for developing psychological difficulties that can manifest into psychiatric disorders when lacking coping skills. Therefore, it is critical for parents, teachers, pastors, and other influential adults to recognize the risk factors associated with complicated or unresolved grief. It is also important to remember the child's developmental age and stage when considering how to help. Some therapy techniques have been found helpful such as motivational interviewing, therapy that also includes a parent or guardian, group therapy, and grief support groups. It is necessary for adults to develop open and honest lines of communication with the child, ensuring that he feels safe expressing how he feels. Lastly, helping in grief and loss can cause secondary trauma. Self-care is vital for anyone helping work the grieving process.
Social Representations of Disability by Teachers and Parents: Analysis of the Content of Their Narrations
Author: Savarese, Giulia
Date: 2014-12-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Attitudes toward Disabilities,Students with Disabilities,Social Influences,Inclusion,Educational Practices,Barriers,Social Attitudes,Accessibility (for Disabled),Foreign Countries

Aim: Understand the social representations of disability in the school context. Methodology: Purpose-built questionnaire with open answers, consisting of 10 questions, was used. Results: (1) The operators interviewed undoubtedly framed the disabled student in a non-medicalization perspective, albeit with qualitative differences; (2) All teachers and all parents have de facto provided representative modalities that are often collusive between themselves; and (3) Only the families of students with disabilities can provide significant information on therapeutic opportunities or previous educational experiences that may give relevant results in terms of both behaviour and profit.
A Whole New World: Measuring Teacher Candidate Dispositions through Cultural Immersion and Service Learning
Author: Dunbar, Rachel B.
Date: 2019-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Service Learning,Empathy,Trauma,Cultural Awareness,Poverty,Simulated Environment,Attitude Change

When teachers believe in their own ability to teach, they are more likely to provide better instruction for their students. It is not uncommon for new teachers to doubt themselves in the classroom. Not only do teachers have to show a level of confidence, they must also display particular dispositions in their work. &quot;Dispositions&quot; is a term that is often juxtaposed with knowledge and skills (Choi, Benson, &amp; Shadak, 2016). NCATE (2008) defines dispositions as &quot;professional attitudes, values, and beliefs demonstrated through both verbal and nonverbal behaviors as educators interact with students, families, colleagues, and communities&quot; (p. 89). One has to wonder if these dispositions have any correlation with how teachers will interact with their students. The researchers in this study sought to determine what impact service learning through a cultural immersion experience would have on preservice teachers' dispositions towards students from diverse ethical, cultural and socio-economic backgrounds, especially when poverty is involved. The researchers sought funding from their university to take pre-service teachers in the Department of Teaching and Learning to a facility designed to train groups in appropriate technology for specific third world countries around the world. Pre-service teachers lived in traditional houses, took on traditional roles, learned about commerce through bartering and trading, as well as experienced poverty in a simulated environment. By engaging pre-service teachers in service learning, the researchers hoped to gain insight into how exposure to different cultural environments may impact teacher candidates' dispositions and thoughts toward poverty.
The Attitudes of Biology Teachers and Students toward the Conservation of Natural Resources in Ekiti State, Nigeria
Author: Fatoba, Joseph Oba
Date: 2014-12-00
Type: Journal Articles
Subjects: Biology,Science Teachers,Teacher Attitudes,Student Attitudes,Conservation (Environment),Natural Resources,Foreign Countries,Secondary School Students,Knowledge Level,Consciousness Raising,Ecology,Environmental Education,Sustainable Development,Government Role

The study investigated the attitudes of Biology teachers and students toward conservation of natural resources in Ekiti State. The participants for this study were 50 Biology teachers and 100 Biology students. The selection was based on purposive sampling technique which involved 10 secondary schools. Data collected from teachers' and students on conservation of Natural Resources Questionnaire were analyzed using frequency counts, percentage, mean, standard deviation and t-test. The findings indicated that both teachers and students had a good knowledge of natural resources conservation concepts. The attitudes of both teachers and students point more to positive than negative. On a general note, the teachers had higher mean scores than the students indicating that teachers tended to have more favourable attitudes than the students toward natural resources conservation. It is recommended therefore, that the Federal and State environmental protection agencies should continue to make schools their principal focus in their bids to create, promote and sustain public awareness of the importance of natural resources conservation to mankind.
Possible Causes of Premarital Sex among Youths as Perceived by Lecturers of University of Ilorin, Nigeria
Author: Ajiboye, Samuel Kolawole
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Etiology,Sexuality,Behavior Patterns,Youth,College Students,College Faculty,Teacher Attitudes,Knowledge Level,Health Behavior,Sex Education,Health Promotion,Gender Differences,Peer Influence,Family Environment,Psychological Patterns

The age of first sex has significantly reduced generally in the modern society, particularly Nigeria. Youths often dare the consequences of premarital sex to fulfil sexual desire which in most cases have dire effects on their health, education and social lives. This study investigated possible causes of premarital sex among youths as perceived by lecturers of University of Ilorin, Nigeria. The descriptive survey method was used for the study while a total of 160 respondents were purposively selected. The t-test statistical analysis was used to test the stated null hypotheses at 0.05 level of significance. The measure of central tendency statistics was adopted to determine answers to the research questions. The results revealed that, personal reason was the most perceived reason for premarital sex among youths while inadequate knowledge of reproductive health was perceived as the most important specific factor. Respondents were similar in their perception based on gender and academic ranks. It was recommended that counsellors and health educators should endeavour to provide adequate information to youths on reproductive health and appropriate relationship with friends.
Job Satisfaction Status of Public Primary School Teachers: A Case of Pakistan Administrative Kashmir
Author: Shabbir, Muhammad
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Public School Teachers,Job Satisfaction,Teaching Conditions,Teacher Salaries,Teacher Responsibility,Teacher Promotion,Supervision,Peer Relationship,Job Security

This survey study was conducted to investigate the job satisfaction of Govt. primary school teachers in Pakistan administrative Kashmir. We applied Lester, P. E. (1987) teacher's job satisfaction questionnaire (TJSQ) with nine factors, supervision, colleague, working condition, pay, responsibility, working itself, advancement, security and recognition to assess the level of job satisfaction of primary school teachers. The sample consists of 150 government primary teachers from all over the Azad Jammu &amp; Kashmir. We applied descriptive statistics to analyze the data through IBM SPSS 21. The results show that primary teacher are satisfied by four factors (out of nine) of a job i.e. supervision, pay, responsibility, and advancement. Whereas for other five factor they responded moderate. The study recommends certain measures for the entire satisfaction of primary school teacher for better performance.
Augmented Reality: Examining Its Value in a Music Technology Classroom. Practice and Potential
Author: Cook, Mervyn John
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Teaching Methods,Educational Technology,Technology Uses in Education,Music Education,Grade 12,High School Seniors,Recall (Psychology),Knowledge Level,Foreign Countries,Telecommunications,Handheld Devices,Memory

Augmented reality (AR) provides exciting opportunities for advancing the design and practice of classroom instruction. AR can facilitate unique opportunities for students to conceptualise, understand and recall learning content. AR offers students contextual learning experiences. These views suggest that AR can assist in reducing distances between learner's knowledge and what they need to understand. In my senior music classroom, I tested these ideas, wanting to see if students, through using AR, could visualise relationships between component parts, describe their function and use that knowledge in practice. The focus centred on students need to construct a sound system for performance in a Year 12 music class (16-17 years old). The project question was; Would AR aid the understanding and conceptualisation of content and develop the quality and retention of their learning? Through observation, interviews and a questionnaire, I used these data to understand levels of knowledge retention, conceptualisation and understanding of content. Findings indicate that while students displayed content conceptualisation skills, they also showed secure knowledge retention in line with previous studies. An encouraging finding suggests that in using AR, students retained what they had learned, remembering the function and use of various components after one learning experience. The potential impact of new and emerging technologies such as AR on student progress and instructional design is exciting, offering alternative ways of delivering and mediating learning content and concepts that connect with teaching and learning.
Mathematics Teachers&apos; Professional Learning: Impact of Story Sharing and Reflective Dialogue
Author: Mohan, Parmeshwar Prasad
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Faculty Development,Foreign Countries,Reflection,Dialogs (Language),Teacher Attitudes,Secondary School Teachers,Instructional Improvement,Teaching Experience,Peer Relationship,Educational Policy,Teaching Methods

This research examined the impact of story sharing and reflective dialogue on mathematics teachers' professional learning in Fiji. Employing a qualitative research methodology, semi-structured interviews were used to gather data from nine Fijian secondary school mathematics teachers. The study established that: 1) teachers improve their instructional practice when they share stories of classroom experiences of teaching with their colleagues and collectively reflect on those stories; 2) the truth of stories is that those that are concrete and willingly shared are powerful in transferring rich knowledge; and 3) when teachers share their stories with their colleagues and engage in reflective dialogue, it provides rich conversations that enhances teachers' professional growth. Understanding the impact of story sharing and reflective dialogue could provide policy makers and administrators with valuable insights into how to best accommodate into educational policy to enhance teachers' professional growth.
Building Resilience in Chronic Trauma through Self-Regulation
Author: Khalid, Hasna Abu
Date: 2019-10-00
Type: Journal Articles
Subjects: Self Management,Self Control,Resilience (Psychology),Trauma,Coping,Teacher Role,Student Characteristics,Elementary Secondary Education,Grade Point Average,Student Attitudes,Student Behavior

Self-regulation is a life skill that benefits human development in general and can support building of resilience with which to survive and thrive through experiences of trauma, especially when impact of trauma has a chronic nature. Academic study provides an experience that requires exercise of self-regulation to attain success much as the need to survive and thrive through trauma. Research has indicated role of student-driven factors such as self-regulation in academic performance. A study conducted with educators in training provided indication that educators are enriched to help students grow in self-regulation as the educators themselves practice facets of self-regulation. The study examined self-regulation from selected scales of the MSLQ of Organization, Resource Management, Effort regulation, and Help-Seeking. Discussion of results provides implications for building resilience for support in trauma. Study results will assist educators in promotion of student self-regulation behaviors that can facilitate successful academic endeavor and habit formation of resilience practices. Answers will also provide guidance to educators and institutions on priority of effort in students support for self-regulation.
Students with Acquired Brain Injury: A Legal Update
Author: Zirkel, Perry
Date: 2019-00-00
Type: Journal Articles
Subjects: Head Injuries,Neurological Impairments,Students with Disabilities,Court Litigation,Educational Legislation,Equal Education,Federal Legislation,Civil Rights Legislation,State Departments of Education,Databases,Elementary Secondary Education,Disability Identification,Special Education,Public Education,Individualized Education Programs,Hearings

Representing a sequel to a similar case law snapshot in mid-2010, this article provides an updated overview of the judicial and administrative case law concerning students with traumatic and nontraumatic brain injury in the P-12 school context. The scope is limited to cases under the Individuals with Disabilities Education Act and the pair of disability-based civil rights statutes, Section 504 and the Americans with Disabilities Act. The cases include not only hearing/review officer and court decisions but also state education agency and Office for Civil Rights complaint investigation reports available in the national legal database, LRP's SpecialEdConnection®. The analysis focuses on the frequency and outcomes of these published rulings, with the discussion extending to the empirical limitations and professional implications of the findings.
Under Identification of Students with Long Term Disability from Moderate to Severe TBI: Analysis of Causes and Potential Remedies
Author: Nagele, Drew A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Head Injuries,Brain,Students with Disabilities,Disability Identification,Severity (of Disability),Special Education,Eligibility,Barriers,Knowledge Level,Information Dissemination,Disclosure,Parents,Student Needs,Elementary Secondary Education

Traumatic brain injury (TBI) has historically been considered a low-incidence disability in public education, and yet estimates indicate that nearly 145,000 children in the United States aged 0-19 are currently living with long-lasting, significant alterations in social, behavioral, physical, and cognitive functioning from a TBI. Comparing this number with the total number of students receiving special education services under the TBI eligibility category found only 26,371 students across all grades. Thus, it appears that a large number of students with significant disability following TBI are not being served under the TBI category, and raises the possibility that many students are not being identified and/or effectively served by educational practitioners in the public-school system. This paper examined the discrepancy between the number of students expected to experience disability using hospitalization data for moderate-severe TBI and the number of students who receive special education services under the TBI eligibility category. On average, the number of students actually identified nationally under the Special Education TBI category is only 32% of the students who have moderate-severe TBI across the country. Possible reasons for this discrepancy are explored, including lack of awareness about TBI as a disability, lack of communication between hospital and school, under-reporting of injuries by parents, a narrow definition of TBI that excludes other forms of acquired brain injury, and students with TBI receiving services under alternate disability categories. Recommendations are offered for providing staff training on brain injury, increasing parent awareness of TBI, increasing identification of brain injury in students through screening, and program evaluation of school brain injury protocols.