ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Self-Efficacy Measured by the TSES Scale and Teacher Participation in PDS Activity
Author: Dupuis, Juliann
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Self Concept Measures,Teacher Participation,Faculty Development,Professional Development Schools,Predictor Variables

Our paper, &quot;Relationship between self-efficacy measured by the TSES scale and teacher participation in PDS activity,&quot; focuses on the collaboration between 19 professional development schools [PDSs] with whom Notre Dame of Maryland University has a partnership. The researchers surveyed in-service teachers in those 19 schools to determine if the collaboration was systemic and to investigate as to whether teacher self-efficacy was related to the likelihood that teachers would participate in PDS sponsored activities. With the use of the Teacher's Sense of Self-Efficacy Scale (TSES), the researchers found the higher the in-service teacher's self-efficacy; the greater the likelihood that they would participate in PDS sponsored activities.
A World Café Discussion on Well-Being: Considerations for Life in the University
Author: McDermott, Mairi
Date: 2020-09-00
Type: Journal Articles
Subjects: Well Being,Mental Health,College Faculty,Teacher Attitudes,Barriers,Group Discussion,Campuses,Peer Relationship,School Policy,Strategic Planning,Affective Behavior,Work Environment,Risk,Organizational Culture,Leadership Role,Stress Variables,Teacher Burnout,Holistic Approach

How are universities conceptualizing and mobilizing well-being on their campuses? Our qualitative inquiry explores growing challenges of addressing educator mental health and well-being on university campuses. As part of an effort to increase awareness and support around issues of mental health and well-being at one university, a campus-wide strategy was announced in 2015. This article follows up on that strategy to understand how university educators come to identify with well-being. We collected composite anonymized data from a World Café discussion with a range of educators. The goals of the World Café discussion were to: (a) highlight campus-wide conversations on educator mental health and well-being; (b) explore multiple perspectives and make sense of how educators experience mental health and well-being; (c) create a space to nurture meaningful relationships; (d) inform the continued development of research, strategies, and policies to support educator mental health and well-being. We share four themes that emerged from the discussions to consider well-being and life in the university: (a) affective, relational and holistic aspects &quot;in search of well-being&quot;; (b) working through the messiness of well-being: risks and vulnerabilities; (c) inviting people into a culture of well-being; and (d) the role of leaders in moving beyond policy towards enactment.
Decision-Making in Teaching Processes and the Role of Mood: A Study with Preservice Teachers in Germany
Author: Kumschick, Irina Rosa
Date: 2020-11-00
Type: Journal Articles
Subjects: Decision Making,Preservice Teachers,Psychological Patterns,Internship Programs,Lesson Plans,Teaching Methods,Reflective Teaching,Student Attitudes,Scores,Prediction,Teacher Education Programs,Foreign Countries

The internship that preservice teachers complete early in the course of their studies paves the way for their transition from the role of student to that of teacher. It gives them a first opportunity to apply theoretical knowledge and develop practical skills, especially to improve their decision-making competences in the three-part process of teaching: planning a lesson, teaching it, and reflecting on the teaching performance (PTR). The present study addresses two research questions. First, to what extent do preservice teachers perceive themselves to be more competent in PTR after their initial teaching internship? Second, to what extent does the individual mood correlate with any reported improvement? 592 preservice teachers participated in the study. Using latent change score modelling, we found learning gains in all three dimensions of PTR. In addition, the results show that negative mood predicts processes of planning and reflecting following the internship, but has no effect on the actual teaching of the lesson.
Pre-Service Teachers&apos; Self-Efficacy of Interdisciplinary Team Teaching through the Use of Collaborative Concept Map
Author: Chen, Xiaojun
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Self Efficacy,Interdisciplinary Approach,Concept Mapping,Technology Integration,Web 2.0 Technologies,Instructional Design,Active Learning,Student Projects,Cooperative Learning,Teamwork,Private Colleges,Middle School Students

The ability to work with people from different disciplinary is a skill for workplace and it is an important skill for teachers too. This study helps gain a better understanding of how engaging in interdisciplinary design teams impacts student teachers' self-efficacy through the use of collaborative concept maps. A statistically significant positive change was reported in pre-service teachers' pre and post study self-efficacy in interdisciplinary design teams. Qualitative data shows that using collaborative concept map in interdisciplinary design teams strengthened pre-service' teachers understanding of interdisciplinary team teaching and broadened their pedagogical awareness for future teaching. The findings enhance our understanding of how teacher education programs could use interdisciplinary project teams to prepare future teachers.
Regulating Emotions and Learning Motivation in Higher Education Students
Author: Alonso-Tapia, Jesús
Date: 2020-11-00
Type: Journal Articles
Subjects: Emotional Response,Learning Motivation,Self Management,College Students,Secondary School Students,Test Validity,Affective Measures,Academic Achievement,Performance Factors,Stress Management,Goal Orientation,Cognitive Style,Foreign Countries

This study has a two-fold objective: First, to adapt and validate the Emotions and Motivation Self-Regulation Questionnaire (EMSR-Q) with university students in Colombia, and secondly, to verify whether the relationship model between emotional and motivational self-regulation and academic performance coincides with what was initially proposed by the questionnaire's authors. A total of 644 higher education students participated in the study. To test the questionnaire's structural validity and generalizability across cultures and educational levels, confirmatory factor and cross validation analyses were carried out. Besides, to test its predictive validity, a multiple linear regression analysis was carried out. Results showed that the data fit the model well, that the scales of the questionnaire have adequate reliability, and that negative self-regulation of stress and avoidance-oriented self-regulation related negatively and significantly to academic performance. The results support the emotion and motivation self-regulation model proposed by the authors.
Examining K-12 Students&apos; Preferences and Attitudes on Mobile Learning
Author: Can, Tuncer
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Middle School Students,High School Students,Electronic Learning,Student Attitudes,Preferences,Handheld Devices,Gender Differences,Foreign Countries,Individual Differences

The aim of this study is to examine K12 students' preferences and attitudes on mobile learning. In this study, causal-comparative method was used. The sample of the study were 236 students (127 females, 109 males) at K12 level. The students are enrolled in primary (n=104), secondary (n=77), and high school (n=55) levels. The data in the study were collected through a questionnaire. According to the results, watching videos, playing music, playing games, taking a picture, accessing the Internet are the most common uses of mobile devices for the students. The students' attitudes towards mobile learning is highly positive. The male students' perceived ease of use towards mobile learning is higher than females. The secondary and high school students' perceived ease of use is higher than primary school students. Moreover, the high school students' desire for learning is higher than the others. Implications were discussed in terms of practices for mobile learning in K12, and directions for further research.
Responsible Decision Making as Primary School Children Move into Adolescence
Author: Dotsenko, Eugeny L.
Date: 2020-11-00
Type: Journal Articles
Subjects: Decision Making,Elementary School Students,Child Development,Responsibility,Foreign Countries,Maturity (Individuals)

This paper discusses a class of phenomena called a &quot;responsible decision&quot;, a type of decision making in which the choice between behavioural capabilities is determined by the alternative values that lie behind them. Using Vygotksy's theory of cultural and historical development, this paper posits that the process of a child's internalization of interpersonal dialogue is used as a means of making a responsible decision. The participants in the study included 137 Russian children and adolescents, aged 6-17 years old. The procedure used in the study showed an increase in the level of maturity of responsible decisions in children aged 6-11-year-old. The study revealed that the primary school age is the crucial time and area of proximal development for making responsible decisions. This has implications for some of the methods which adults can use to support a child's ability to make responsible decisions.
Space Given Meaning by Deep and Abiding Attachment to Gweagal Country and the Grid-Like Space of Lieutenant James Cook
Author: Hutchinson, Nick
Date: 2020-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Pacific Islanders,Geography Instruction,Beliefs,Indigenous Knowledge,History,Cultural Education,Animals,Marine Education,Classification,Interpersonal Relationship,Travel,Earth Science,Navigation,Foreign Countries

Knowledge of Aboriginal and Torres Strait Islander histories and cultures presents opportunities for geography students to learn about holistic belief systems that are spiritually and intellectually connected to the land, sea, sky and waterways. One means that geographers use to examine these connections is through the notion of relational space. In this article, the space occupied by Gweagal inhabitants of Kamay/Botany Bay, circa 1770, is presented in relational terms. By way of contrast, absolute space is emphasised in the context of James Cook's expedition two hundred and fifty years ago. Of course, both absolute and relational space are co-present in both contexts.
Assessing Student Performance between Face-to-Face and Online Course Formats in a College-Level Communications Course
Author: Milz, Sabine
Date: 2020-09-00
Type: Journal Articles
Subjects: Academic Achievement,Student Evaluation,Conventional Instruction,Electronic Learning,Online Courses,College Students,Communication (Thought Transfer),Foreign Countries,Academic Persistence,Predictor Variables,Grades (Scholastic),Academic Failure,Gender Differences,Individual Differences,Writing Skills

This observational study adds to a small number of college-specific studies comparing student performance in online and face-to-face versions of the same course. It also complements more largescale college-based studies that compare the delivery formats across courses, disciplines, and institutions. Using descriptive statistics and the chi-square and ANOVA methods, the author examined comparative educational outcomes by measuring student performance and key factors of student performance in the same mandatory professional communications course taught simultaneously in an online and face-to-face format over a 5-semester time frame. The findings are consistent with other comparative studies that have established that in comparison to face-to-face students, online students are generally more academically prepared; more mature; and more commonly full-time employed, fluent in the English language, and female. Similar to other studies, the factors of gender, age, education, and writing proficiency are significant indicators of student achievement; the factors of employment hours, native language, and direct/indirect entry are not, which shows some discrepancy with other studies. In terms of overall student performance, online and face-to-face-component students earned similar grades and had similar completion and retention rates. This finding does not concur with a number of studies that show that online students are significantly less likely to successfully complete courses than their face-to-face counterparts. Course type (mandatory, elective, remedial, regular), advancement in a course of study (lower year, upper year), and delivery mode choice (fully online vs. mix of online and face-to-face) are probed as explanatory variables for differences in findings.
Examining Academic Integrity Using Course-Level Learning Outcomes
Author: Clark, Angela
Date: 2020-09-00
Type: Journal Articles
Subjects: Integrity,Ethics,Cheating,Trust (Psychology),Moral Values,Course Content,Course Objectives,Outcome Based Education,College Curriculum,Tutorial Programs,Intellectual Disciplines,College Freshmen,College Seniors,Foreign Countries

This paper describes a comprehensive review of academic integrity across course-level learning outcomes for all courses at one institution. The authors developed a taxonomy based on The International Center for Academic Integrity's (ICAI) fundamental values of academic integrity to audit course-level learning outcomes for evidence of academic integrity instruction. Approximately 23% of the 3379 courses examined demonstrated a clear component of academic integrity and instruction varied across Faculties and levels of study. The study provides insights into academic integrity instruction and opportunities for academic institutions to better understand, utilize, and integrate academic integrity instruction into their courses and programs.
The Impact of Dialogic Teaching on Academic Success and Anxiety Regarding Mathematics Courses
Author: Özbek, Gülnur
Date: 2020-08-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Dialogs (Language),Academic Achievement,Mathematics Anxiety,Grade 12,High School Students,Mathematics Instruction,Foreign Countries,Pretests Posttests,Rating Scales,Cartoons,Mathematical Concepts

In this study, the aim is to examine the impact of Dialogic Teaching on students' academic success and anxiety regarding mathematics subjects of limit and continuity, which are in the scope of 12th grade mathematics curriculum, within the sub learning domain of continuity. During the research, both qualitative and quantitative methods were employed. The sample comprises of 56 students, 27 of which were the experimental group and the other 29 were the control group. Data sources consist of a continuity sub-learning domain success scale, which was developed by the researchers; a mathematical anxiety evaluation scale, which was revised with concept cartoons; and video recording of the lectures. During the study, Dialogic Teaching was used in the experimental group, while curriculum was taught in the control group. The results of the study indicate that Dialogic Teaching was not only effective in increasing students' success in the sub learning domain of continuity, but also helpful in reducing mathematical anxiety among students. The drawn conclusion was that Dialogic teaching has improved students' ability to generate alternative solutions to a problem, form and justify theses, make evidence-based judgments. Also it was effective in enabling students to comprehend concepts more profoundly by making scientific decisions.
Effect of Cognitive Therapy Program on Increasing Personal Intelligence
Author: Sayed Ismail, Hanan Mohamed
Date: 2020-08-00
Type: Journal Articles
Subjects: Therapy,Cognitive Restructuring,Behavior Change,Multiple Intelligences,Metacognition,Self Concept,Behavior Patterns,Cognitive Processes,Behavior Problems,Emotional Response,Counselor Client Relationship,Skill Development,Communication Skills,Conceptual Tempo,Humanities,College Students,Student Attitudes,Measures (Individuals),Program Effectiveness,Outcomes of Treatment,Comparative Analysis,Foreign Countries

The Personal intelligence is one of the multiple intelligences concerned with individuals' internal characteristics. It plays a major role in understanding of oneself in all one's aspects being aware of one's abilities and acting accordingly. personal intelligence also reveals the extent of individual's honesty with themselves and enhances their understanding of their emotions, intentions, and goals. The cognitive therapy method developed by Beck suggests that individuals are subject to negative concepts and automatic thoughts that cause negative feelings about the self. The therapeutic method is based on the cognitive model, which states that thoughts, feelings and behaviors are paramount, and that individuals can overcome difficulties and achieve goals by identifying and changing their patterns of thinking. Cognitive distortions result from inaccurate thoughts, problem behaviors, and painful emotional responses. In cognitive therapy individuals work in collaboration with the attending physician to develop the skills to test and modify beliefs, identify cognitive distortions, improve communication with others, and change behaviors. This study implemented a cognitive therapy program to develop personal intelligence, which showed his indirect effect on the impulsivity. A sample consisted of 26 students from a science and humanities college department in Rumah in Kingdom of Saudi Arabia. The subjects personal intelligence and impulsivity were measured before and after implementation of the program for the experimental group. The results showed that the program was effective improving personal intelligence and that impulsivity decreased with increases in personal intelligence.
Practitioners&apos; Perceptions, Attitudes, and Challenges around Bullying and Cyberbullying
Author: Samara, Muthanna
Date: 2020-11-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Work Environment,Counselor Attitudes,Health Personnel,Social Work,Definitions,Behavior Problems,Guidelines,Policy Formation,Intervention,Educational Environment,Foreign Countries,Teacher Attitudes,Barriers,Laws

Practitioners' perceptions and understanding of bullying in schools is vital and can help to tackle bullying. The aim of this study is to investigate perceptions, attitudes, and challenges towards bullying amongst 135 practitioners (psychologists, social-workers, and medical professionals) (56.9% women; mostly aged 26-50 years) in Qatar. The practitioners answered self-report questionnaires on the definition, causes, and consequences of bullying as well as the presence of bullying and anti-bullying policies at their workplace. The findings revealed that practitioners have a clear understanding of the definition, causes, and consequences of bullying and recognise bullying and cyberbullying as a problem in Qatari students. Higher bullying knowledge and experience were related to higher perception of bullying as a problematic behaviour, better identification of bullying characteristics, more support of anti-bullying laws, and more bullying guidelines in their workplace. There is a great need for practitioner training in issues concerning bullying and to design suitable anti-bullying policies and interventions in schools.
School Environment as a Mediating Variable between Family Support and Social Wellbeing in High School Students
Author: Flores-Verduzco, Guadalupe Refugio
Date: 2020-11-00
Type: Journal Articles
Subjects: Educational Environment,Social Support Groups,Family Role,Well Being,High School Students,Adolescents,Victims,Student Motivation,Psychological Patterns,Bullying,Correlation,Foreign Countries

Educational institutions are crucial environments to promote students' wellbeing. This introduces major challenges into the processes of executing and evaluating programmes such as the ones focused on achieving bullying-free schools. The concept of social wellbeing that is used throughout the present paper is associated to the subjective sense of action in the social construction and understanding of reality. The primary objective was to examine the relationship between Family Support (FS) and Social Wellbeing (SW) of high school education students in the state of Sonora, Mexico, as well as the effect of potential mediation of the School Environment (SE). This research was carried out with a cross-sectional sample of 265 teenagers (average age = 16 years old, SD=1.35), who responded to a self-report scale developed for this research study. The structural model has shown a high predictive power of SE as a mediating variable between FS and SW. Furthermore, both immediate contexts of students, i.e. family and school, were found to be relevant to their emotions and SW, which translates into a lower probability of being a victim of bullying. Therefore, we discuss a concept of SW seen from a perspective related to emotions, where material, economic, and/or monetary factors are not a priority.
EFL Learners&apos; Perspectives on the Use of Smartphones in Higher Education Settings in Slovakia
Author: Metruk, Rastislav
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Telecommunications,Handheld Devices,Student Attitudes,Teaching Methods,Learning Processes,Majors (Students),Teacher Education Programs,Literature,Language Teachers,Positive Attitudes,Foreign Countries

MALL (Mobile assisted language learning) affords new opportunities for EFL (English as a foreign language) learners and teachers. Research on MALL is still in its infancy in Slovakia, and this paper attempts to fill in this gap by examining students' perception and attitudes towards the use of smartphones for the purposes of learning and practicing English. The target population of this study constituted of the Slovak university EFL learners whose major was Teacher Training of English Language and Literature (n = 77) at a Slovak university. The research method employed to achieve the objectives of this study was a 5-point Likert scale questionnaire, comprising of two sets of statements: general and out-of-the-classroom statements with a total of 29 items. The research results for both sets of statements imply that the participants display moderately positive attitudes towards smartphones in the context of EFL learning. However, the findings also reveal some issues surrounding the perception and potential use of smartphones such as the inability to plan students' language learning appropriately and effectively, general underuse of smartphone apps, or problems related to practicing speaking skills. The results further suggest the immediate need to develop and enhance the awareness of smartphones and their potential in the process of teaching and learning English so that the EFL learners can utilize considerable opportunities these smart devices offer. Finally, the limitations of this study are recognized, and it is emphasized that conducting further research in this area is urgently needed.