ethanporcaro/eric-fulltext-meta huggingface dataset:
Parental Perceptions of Electronic Media Use by Children with Attention Deficit Hyperactivity Disorder and Non-Referred Children in Greece
Author: Stampoltzis, Aglaia
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Children,Attention Deficit Hyperactivity Disorder,Foreign Countries,Television,Computer Games,Video Games,Handheld Devices,Student Motivation

Television watching and video/computer playing are favorite leisure activities among children and adolescents. Individuals with attention deficit hyperactivity disorder (ADHD) have several special characteristics in relation to attention and impulsivity compared with non-ADHD individuals. This study investigates parental perceptions of electronic media use among children and adolescents with ADHD and a control group. A total of 54 participants with ADHD and 51 controls aged 7-15 years old took part in the study. A questionnaire was constructed to collect quantitative data from parents. ADHD children tend to spend more time per day on electronic devices compared to non-referred children. Age but not gender seemed to affect the frequency of children's media play. Inattention, anxiousness and disorganization are more common in the ADHD group in activities such as reading, doing homework, doing sports or playing with toys in comparison to media activities. Parents of both groups worry a lot about their child's habits of videogame playing. Finally, parents of ADHD children recognize some of the benefits of videogames in the areas of memory, attention and motivation but not in the academic area. In conclusion, the present study highlights important aspects of the topic of media use by children with ADHD as well as risk factors to take into account.
Serious Games and Growth Mindsets: An Experimental Investigation of a Serious Gaming Intervention
Author: Adame, Elissa Arterburn
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Intervention,Ability,Attitude Change,Student Attitudes,College Freshmen,Learning Theories,Video Games

This study applies implicit person theory (IPT) to serious gaming. IPT scholars argue that individuals hold one of two views regarding perceptions of ability: growth mindset (abilities are malleable) or fixed mindset (abilities are unchanging). Extant literature demonstrates the many educational benefits afforded to learners who hold a growth mindset. As such, a serious training game was designed to move players' beliefs about their abilities toward growth. To test the efficacy of the serious game on shifting mindsets, researchers ran an experiment in which college freshmen (N = 95) either played the game or participated in mindset activities other than a game. Results demonstrate that students who played the game reported higher levels of growth mindset immediately following and six weeks after playing the game than students who did not play the game. Suggestions for game development for the purpose of fostering a growth mindset are discussed.
Assessing the Costs and Benefits of Principal Time Usage and Ohio&apos;s EdChoice Scholarship
Author: Dufault, Adam J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Time Management,Principals,Scholarships,Catholic Schools,Administrator Role,Administrator Attitudes,Elementary Secondary Education,Participation,Educational Vouchers

This study explored the experience of Catholic school principals in Ohio whose schools have participated in the EdChoice Scholarship program. The researcher employed the lens of principal time usage to examine the experiences of Ohio Catholic school principals with EdChoice, with a focus on the direct experiences of principals participating in the program, the principal's role in the supervisory aspects of operating the program at a school, and on the connections between workload and principal perceptions of the EdChoice program. The research questions were explored through semi-structured interviews with eight Catholic school principals and three administrative designees at those schools. The study concluded that no signifcant and direct administrative burden was created by the program on the study participants, but that secondary effects are present, such as the potential need for the hiring of a staff member to manage the program and the importance of communication with stakeholders. Additionally, this study illustrated the need for Catholic school principals to remain aware of and engaged in the legislative process in Ohio, as changes made by the government can have a direct effect on the operation of a school.
Exclusionary Discipline in Early Childhood
Author: O'Grady, Courtney
Date: 2023-00-00
Type: Journal Articles
Subjects: Discipline,Expulsion,Suspension,Teacher Attitudes,Preschool Teachers,Preschool Children,Early Childhood Education,Student Behavior,Catholic Schools,Behavior Problems,Decision Making

The purpose of this exploratory qualitative study was to examine how the perceptions and experiences of teachers relate to the suspension and expulsion of preschoolers in Catholic schools. Results indicated that teachers have a range of experiences with suspension, from children being removed from the classroom temporarily to out-of-school suspensions lasting up to a week. Most participants also had experienced expelling a student because of behavior. Patterns that emerged from the data included a frequency of extreme behavior from some children, the application of various strategies in response to challenging behavior, the use of exclusionary discipline when other strategies did not work, and a resistance to change practices without additional supports. Implications for research and practice are discussed.
Indigeneity, Positionality, and Ethical Space: Navigating the In-Between of Indigenous and Settler Academic Discourse
Author: King, Jessie
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Indigenous Knowledge,Colonialism,Ethics,Cultural Awareness,Collegiality,Conflict Resolution,Educational Change,Equal Education,Diversity,Inclusion,American Indians,College Faculty,Higher Education,Personal Narratives,Reflection,Power Structure,American Indian Culture

Academia has been dominated by European/settler ways of knowing while denying the existence and validity of Indigenous epistemologies, science, and philosophies. Post-secondary structures were not built to be inclusive spaces, they were built without Indigenous voices or considerations and often housed individuals and departments who have perpetuated research harms towards Indigenous peoples. These spaces have been and remain a place of privilege where few Indigenous knowledge holders manage to become established. In this article, calls for action to transform academia into an inclusive space through ongoing conversations on the Truth and Reconciliation Commission (TRC) report and the widespread theme of taking on Equity, Diversity, and Inclusion (EDI) conversations will be examined. Without conversations around tools and ideas about practical steps to take in our daily work navigating academic spaces, we maintain colonial structures by being complicit and avoid the question of where the Indigenous voices are found in these spaces. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Integrating Indigenous Perspectives into Teacher Education in Alberta
Author: Danyluk, Patricia
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Indigenous Knowledge,Racism,Integrated Curriculum,Curriculum Development,Teacher Education Curriculum,Indigenous Personnel,Institutional Role

Anti-Indigenous racism is the result of a lack of knowledge about Indigenous peoples according to Senator Murray Sinclair (Sinclair, 2019). Teacher education is one of the most powerful ways to combat racism towards Indigenous peoples as it impacts not only pre-service teachers but in-service teachers, their students, and their families. Alberta's new Teaching Quality Standard was released in 2018 (TQS, 2020) and requires all Alberta teachers to possess and apply a foundational knowledge of Indigenous peoples. The article reports on the preliminary findings of a study examining how teacher education institutions in Alberta are integrating Indigenous perspectives into their programming. [Note: The page range (28-25) shown on the PDF is incorrect. The correct page range is 28-35. Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Knowing Community through Story: It&apos;s Where We Come Together
Author: Campbell-Chudoba, Roberta
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Students,Teaching Methods,Curriculum Development,Community Development,Decolonization,Educational Change,Indigenous Populations,Foreign Countries

As PhD students and sessional lecturers, we undertook a collaborative narrative study to explore our pedagogical and curricular approaches to decolonizing a community development course offered in our College of Education. We gathered our conversations, reflective journals, and notes, then wove together the narratives thematically using a métissage research methodology. We discovered ways we come together in the spaces in-between our different experiences, backgrounds, and worldviews, as Indigenous and non-Indigenous educators, decolonizing our curriculum and our students' classroom experience. This paper shares one of the thematic braids we created, focused on the use of story for research, story as pedagogy and story for building relationships. We encourage educators to consider bridging their worldviews with other ways of seeing and knowing, to work toward decolonizing their teaching practices using story, and to form relationships across differences using story. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Looking Back to Find a Way Forward: Teaching from My Ancestors
Author: Roberts, Carolyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Educational Change,Colonialism,Teaching (Occupation),World Views,Scholarship,Learning Processes,Foreign Countries,Interpersonal Relationship,Educational Environment,Culturally Relevant Education,Community Involvement,Decolonization,Holistic Approach,Inclusion

Looking back and learning from Indigenous knowledges in education holds the key to supporting change in educational spaces today to be more inclusive and wholistic. Indigenous practices, passed down from generation to generation, hold important knowledge that can be used in classroom teaching. My hope is that by using this Indigenous lens of education, a path for change will be created in the current colonial education system. In this paper, I examine how I view classroom teaching through my own Indigenous worldview and with the support of those Indigenous scholars that have been doing this work for many years before me. I highlight the ways in which Indigenous knowledge systems support education and learning in today's classrooms. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Examining Teaching and Learning Environments among Kentucky Schools to Watch and Non-Schools to Watch Schools Using TELL Survey Data
Author: DiCicco, Michael
Date: 2022-12-00
Type: Journal Articles
Subjects: Educational Environment,Middle Schools,School Effectiveness,Accountability,High Achievement,School Surveys,Scoring Rubrics,Educational Facilities,Community Involvement,Classroom Techniques,Teacher Leadership,Instructional Leadership,Faculty Development,Educational Practices

In 2017, the state of Kentucky distributed the Teaching, Empowerment, Leading, and Learning (TELL) survey to gain an understating of the learning environments in Kentucky schools. Many of the items on the TELL survey addressed key components of the School to Watch criteria and rubric. Researchers were interested in the teaching and learning conditions in Kentucky middle schools that contributed to successful school environments as defined by the Schools to Watch criteria, and to use results from the TELL survey to see what high scoring schools were doing well according to the teachers and principals that completed the survey. Researchers compared the 12 STW schools in Kentucky to other top scoring schools using TELL survey and STW report data. Findings suggest Kentucky STW schools are performing slightly above average compared to all other middle schools in all areas of the TELL survey. However, only two STW schools scored in the top 10 of the survey and the top scoring schools performed much better on the survey. Researchers discuss the implications of these results and suggest areas for future research.
Not so &quot;Mainstream&quot;: The Need for Models of Indigenous Mentorship
Author: Atay, Elaine
Date: 2023-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Minority Group Students,Mentors,Culturally Relevant Education,Indigenous Knowledge,Student Needs,College Students,Models,Land Settlement

Improving post-secondary outcomes and retention of Indigenous students may require interventions such as culturally appropriate mentorship. &quot;Mainstream&quot; mentorship perspectives and practices developed within places of Western education and employment may be limited in their ability to address the unique cultural considerations and experiences encountered by Indigenous peoples. Providing Indigenous and non-Indigenous mentors with a model of Indigenous mentorship may improve their ability to engage in culturally appropriate practices. In this paper, we review the literature on mainstream perspectives and practices of mentorship, their limitations when it comes to mentoring Indigenous peoples, and present our arguments for the need for mentorship models that address the unique needs of Indigenous peoples. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
&quot;Natoonikew Aansaamb&quot;: Searching Together for Learning and Resurgence
Author: Cortés, Valeria
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Administration,Program Descriptions,Partnerships in Education,Distance Education,American Indians,Learning Experience,Cultural Awareness,Art Education,American Indian Culture,Canada Natives,Indigenous Knowledge,Instructional Design,Foreign Countries,College Graduates,Job Search Methods,Learning Management Systems,Culturally Relevant Education,Teacher Student Relationship,Cultural Maintenance,Universities

The Professional Project Administrator Program (PPA) is an employment-focused online program offered in partnership with Indigenous communities in Western Canada. Based on the findings from the research conducted after the program completion, we discuss two key components that contributed to a meaningful learning experience and to the success of the program: wrap-around support and cultural learning. Through métissage, an arts-based approach to knowledge sharing, we present Natoonikew Aansaamb (searching together), where we have woven together different voices and stories that offer a glimpse of the learning experience. Greater inquiry and engagement with diverse Indigenous perspectives is the way for educators to design, implement, and assess learning for all students with intention and in a good way. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Psychosocial Factors and Low-Risk Behaviour in ICT Use among Adolescents
Author: Malo-Cerrato, Sara
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Information Technology,Telecommunications,Risk,Psychological Patterns,Social Influences,Risk Management,Sex,Self Efficacy,Social Media,Attitudes,Extraversion Introversion,Personality Traits,Self Concept,Governance,Attachment Behavior,Parent Child Relationship,Technological Literacy,Internet,Family Environment,Personality Measures

Many current investigations have analysed adolescents' risky ICT behaviours (such as excessive or addictive use), but few have explored the characteristics of low-risk behaviour in this regard. This study aimed to explore the psychosocial profile of a sample of 593 Spanish adolescents aged 13 to 18 who have been categorized as low-risk ICT users. To this end, the low-risk ICT use group was calculated using the &quot;multitasking while doing homework index&quot; and a set of items on risky ICT behaviour. Chi-squared and t-tests were performed and a forward stepwise binary logistic regression was carried out to determine the explanatory variables for low-risk ICT use. The results showed that some 7.1% were classified as low-risk ICT users, with a higher percentage of girls. These users' profile was characterised by: lower digital self-efficacy with social networking applications; less generalized ICT use and a less dependent attitude; less extroversion and more agreeableness and conscientiousness; higher academic self-concept; having rules for ICT use at home; and less insecure and anxious attachment to parental figures. The variables that predicted the likelihood of low-risk ICT behaviour were: high academic self-concept; low perceived separation anxiety from loved ones; and high agreeableness scores. These results are useful for proposing psycho-socio-educational interventions to promote healthy ICT use.
Digital Media Use on School Civic Engagement: A Parallel Mediation Model
Author: Contreras, Camila
Date: 2023-04-00
Type: Journal Articles
Subjects: Risk,Social Media,Correlation,Socialization,Political Attitudes,Learning Processes,Citizen Participation,Gender Differences,Mediation Theory,Foreign Countries,Information Technology,Educational Environment,Information Seeking,Computer Mediated Communication,Longitudinal Studies,Secondary School Students,Measures (Individuals),Online Searching,Elementary School Students,Interpersonal Relationship,Student Attitudes

Despite the democratised access to digital media, there are still gaps in uses and opportunities according to age, sex, socioeconomic level, and location. In addition, the study about the use of digital media by children and adolescents has focused more on the risks than on the opportunities. This study analyses the relationship between different uses of digital media (socialisation, socio-political, and learning purposes), with school civic engagement. A sample of 524 students (M[subscript age]=12; 43.7% girls) from Santiago de Chile participated. Structural equation modelling with latent variables was used to test a parallel mediation model in which the use of socialisation in digital media is related to school civic engagement, through digital media use for socio political purposes and the digital media use for learning purposes. In addition, multigroup analysis by sex was tested. The main results showed that digital media use for socialisation has a positive effect on school civic engagement through the parallel mediation of digital media use for socio-political purposes and the digital media use for learning purposes. The multigroup analysis showed that mediation is significant in both boys and girls. The results have contributed to the expansion of knowledge about the opportunities of digital media on civic engagement in formal school contexts.
Even if They Don&apos;t Say It to You, It Hurts Too: Internalized Homonegativity in LGBTQ+ Cyberbullying among Adolescents
Author: Ojeda, Mónica
Date: 2023-04-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Bullying,Victims,LGBTQ People,Sexual Orientation,Gender Differences,Secondary School Students,Foreign Countries,Aggression,Intervention,Psychoeducational Methods,Student Attitudes,Student Characteristics,Psychological Patterns

Cyberbullying is a problem that is more prevalent and serious among LGBTQ+ people. Previous research has mostly analysed sexual orientation and homophobic cyberaggression. Hence, becomes necessary to consider sex-gender diversity as a whole and aggressions of a general nature. Moreover, existing prejudices underline the need to consider homonegativity as a key variable in this type of cyberviolence. This sequential mixed study explores, in a first qualitative step with focus groups, perceptions on the characterisation of LGBTQ+ cyberbullying and, in a second quantitative step, cybervictimisation in terms of affective-sexual, bodily and gender diversity, and the possible moderating role of internalised homonegativity. The qualitative study involved 175 students and the quantitative study involved 1,971 students aged 12-18 from secondary schools in Andalusia (Spain). Qualitative results identified valuable dimensions of cyberbullying, such as collective LGBTQ+ cybervictimisation. Quantitative results revealed differences in collective LGBTQ+ cybervictimisation according to sexual orientation, gender identity, and gender expression. It also highlights the moderation of internalised homonegativity, with those at a low level being more sensitive to collective LGBTQ+ cyberaggression. LGBTQ+ cyberbullying is made visible as a construct that includes various types of aggressions aimed at the whole spectrum of affective-sexual diversity and emphasises the need to address internalised homonegativity in psychoeducational interventions involving all students.
Female Political Leadership Styles as Shown on Instagram during COVID-19
Author: García-Beaudoux, Virginia
Date: 2023-04-00
Type: Journal Articles
Subjects: Women Administrators,Females,Leadership Styles,Social Media,COVID-19,Pandemics,Local Government,Presidents,Politics,Ideology,Interpersonal Communication,Sex Stereotypes,Foreign Countries,Government Employees

This paper explores the leadership styles of fourteen elected female politicians in executive government positions, as communicated through the official Instagram accounts that were in use during the COVID-19 pandemic. Seven of them are, or were, heads of government, six are or were mayors, and one is the president of an autonomous region in Spain. These women are Angela Merkel (Germany), Jacinda Ardern (New Zealand), Sanna Marin (Finland), Mette Frederiksen (Denmark), Erna Solberg (Norway), Katrin Jakobsdottir (Iceland), Tsai Ing-Wen (Taiwan), Anne Hidalgo (Paris), Virginia Raggi (Rome), Ada Colau (Barcelona), Claudia López (Bogotá), Claudia Sheinbaum (Mexico City), London Breed (San Francisco) and Isabel Díaz Ayuso (Madrid Region). A comparative content analysis of 2,330 units was conducted over a 6-month period. The study analyses the hard or soft leadership style conveyed by the women politicians selected in relation to four variables: political ideology, generational affiliation, level of government and techniques used in communication. The results show that the values of the variables affect leadership styles; therefore, the assumption that all female politicians have a single leadership style is erroneous and related to gender stereotyping.