ethanporcaro/eric-fulltext-meta huggingface dataset:
The Potential Effect of Depression on Academic Outcomes of Students in Higher Educational Institutions of Northwest Ethiopia: A Cross-Sectional Study
Author: Bitew, Tesera
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Depression (Psychology),Grade Point Average,Anxiety,Substance Abuse,Stress Variables,Correlation,Self Efficacy,College Students,Academic Achievement,Predictor Variables,Symptoms (Individual Disorders),Experience,Learning Problems,Student Characteristics,Gender Differences,Place of Residence

The purpose of this study was to document potential effect of depression on academic outcomes. We collected a cross sectional data from 710 pre-engineering university students in northwestern part of Ethiopia using cluster sampling. Depressive symptoms were assessed using a locally validated version of Patient Health Questionnaire (PHQ-9) at a cut off 5-9 and 10 or more indicating mild and major depressive symptoms, respectively. The types of substances that students experienced in the last three months were assessed. Multivariable linear regression was carried out to examine whether depressive symptoms predicted academic outcomes (cumulative GPA and perceived difficulties in learning process). Higher PHQ-9 scores were reported by 71.4% (30% mild and 41.4% major levels): of the students. Increment in depression ([beta]=0.296, 95% CI: 0.223, 0.370), anxiety score ([beta]=0.119, 95% CI: 0.011, 0.227), substance use ([beta]=0.169, 95% CI: 0.045, 0.293) and stressful life events ([beta]=0.306, 95% CI: 0.080, 0.532) scores were positively correlated with perceived difficulties in learning. Each increment in self-efficacy score ([beta]=0.006, 95% CI: 0.001, 0.012) was positively associated with semester GPA. However, PHQ-9 score did not independently associate with semester GPA ([beta] = -0.001, 95% CI: -0.007, 0.00). Depressive symptoms were associated with perceived difficulties in learning. Future follow-up studies and intervention strategies are needed to demonstrate causality.
The Construction of a Post-Academic University: Opportunity or Status Quo?
Author: Sabelis, Ida H. J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Foreign Policy,Foreign Countries,Educational Trends,Futures (of Society),Neoliberalism

Background: Over the last two decades it has become increasingly urgent to rethink current hurdles and opportunities for higher education, not just in the Global North, but in the effects of Northern policies globally. Aim: For the last 6 years a team of European scholars worked on a book entitled, &quot;Academia in Crisis&quot; (Donskis et al. 2019), &quot;AiC&quot; as it will be referred to in the article, inspired by the works of our late colleagues Zygmunt Bauman and Leonidas Donskis. Setting: Tamara Shefer from the University of the West Cape (UWC) was invited to provide a foreword to &quot;AiC,&quot; providing a perspective from the Global South. Method: This served to question underlying dimensions of mutual influence--neo-coloniality in times where the demand for decolonization from South African colleagues is strong and justified. Results: It seems urgent, in the light of recent cooperation and mutual support between these two parts of the world, to reflect on recent developments in and around higher education. What currently 'neo-colonises' higher education? More or less parallel to &quot;AiC,&quot; Rob Pattman and Ronelle Carolissen produced &quot;Transforming Transformation&quot; in 2018 with the promising subtitle 'South African offerings'. Conclusion: Combining insights from those two works leads to renewed inspiration, at least in terms of new debates and questions about the present and future of higher education, especially following the current pandemic with all the effects it has had on collegial cooperation, locking down of universities, and perhaps some thinking time over managerialisms and other power processes in academic work.
The Non-Intellectual Norm of Middle School Students&apos; Mathematics Learning and Its Grade Evaluation Standard: Taking Tianjin as an Example
Author: Wang, Guangming
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Mathematics Instruction,Student Attitudes,Case Studies,Learning Processes,Foreign Countries,Learning Motivation,Academic Persistence,Personality Traits,Rating Scales,Achievement Need,Standards,Evaluation Methods

Using the &quot;Middle School Student Mathematics Learning Non-intellectual Questionnaire,&quot; a total of 1,400 middle school students in 11 districts and counties of Tianjin were surveyed. According to the data, using the raw score normalization method and the formula &quot;T = 50+10×Z&quot;, the non-intellectual overall and sub-dimension norm table of middle school student math learning were established, and the corresponding grade evaluation standard was determined. Using the results of this study, two types of application case analysis of class and individual were carried out, and corresponding suggestions were put forward based on the analysis results.
Family Background, Parent Involvement, and Shadow Education Participation of Middle School Students: Empirical Analysis from CEPS2015 Data
Author: Gao, Xiang
Date: 2021-00-00
Type: Journal Articles
Subjects: Family Characteristics,Parent Participation,Private Education,Tutoring,Middle School Students,Socioeconomic Background,Foreign Countries,Middle Class

Using the 2015 data of the China Education Panel Survey (CEPS), the relationship between family socioeconomic background, parent involvement, and shadow education participation was explored through structural equations. The results showed that: parent involvement strengthened shadow education participation; parent involvement played a part in the mediating role in the influence of family socioeconomic background on shadow education participation. Parent involvement activates the advantage of family socioeconomic background. Families with high socioeconomic backgrounds are more active in participating in shadow education, and families of different strata are divided into opportunities for participation in shadow education.
Quaranteaching in the Time of COVID-19: Exemplar from a Middle Grades Virtual Classroom
Author: Woods, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Web Based Instruction,COVID-19,Pandemics,Virtual Classrooms,Middle School Teachers,Distance Education,Teaching Methods,Teacher Attitudes,Motivation Techniques

The COVID-19 pandemic dropped educators across the world straight into remote learning with little time to prepare. As some have inevitably struggled, other middle grades educators have overcome beginning hurdles to not only survive but thrive amidst this new challenge. One teacher in particular, despite being in her first year, has found innovative ways to connect and motivate her middle grades students in a virtual environment. This article extends the steps, tips, and resources article (Pace, Pettit, &amp; Barker, also in this issue) to provide a personal example of the successes (and yet still challenges) that exist when &quot;quaranteaching&quot; is done well. From TikTok videos, to Kahoot games played over Zoom, to contests to encourage attendance and increase motivation, Amanda Woods, winner of the National Association of Professors of Middle Level Education (NAPOMLE) Teacher Candidate of the Year in 2019, shares how she continues to meet the developmental needs of her young middle grades students even when she cannot see them physically each day.
Best Practices in Middle Level Quaranteaching: Strategies, Tips and Resources amidst COVID-19
Author: Pace, Christi
Date: 2020-00-00
Type: Journal Articles
Subjects: Best Practices,Web Based Instruction,Distance Education,Middle School Teachers,Teaching Methods,COVID-19,Pandemics,School Closing,Electronic Learning,Educational Environment,Access to Computers,Educational Technology

School closings resulting from the COVID-19 pandemic have forced teachers across the world to scramble to shift their face-to-face classes online. This rapid transition to what we call &quot;quaranteaching&quot; has left teachers little time to prepare for virtual teaching and learning. Acknowledging this challenge, in this article we share steps, strategies, tips, and resources to support and empower middle grades educators to successfully continue the online instruction (more accurately called &quot;crisis teaching&quot;) they have begun. We offer approaches to implementing collaboration, differentiation, and personalized learning, as well as approaches for authentically assessing student learning in a virtual learning environment. Issues such as access and equity are discussed, and unit ideas are shared. The skills and tools middle level educators are sharpening will likely also be used in subsequent years even when a health crisis is not in effect. An organized chart with multiple curated technology tools for young adolescents is also included.
Curriculum Integration: Twenty Questions--with Answers
Author: Nesin, Gert
Date: 2019-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Teacher Role,Student Role,Administrator Role,Curriculum Development,Educational Change,Middle Schools,Professional Development,Secondary School Curriculum

Noting that the first decade of the new millennium is sure to see continuing efforts to reform curriculum and classroom practices by implementing the middle school concept, this booklet answers middle school teachers' most pressing questions about the cornerstone of the middle school concept, integrated curriculum. The 20 questions addressed include the following: (1) What is curriculum integration? (2) What is the difference between interdisciplinary instruction and curriculum integration? (3) Can the mandated curriculum be adequately addressed in curriculum integration? (4) How does curriculum integration change the teacher's role? (5) How does the student's role change with curriculum integration? (6) What instructional organization plan is needed to support curriculum integration? (7) What kind of personal and professional staff development is needed? and (8) Where can one secure more information? The booklet's appendix presents a planning process for achieving curriculum integration. [This article contains a reprint of &quot;Curriculum Integration: Twenty Questions--with Answers&quot; (ED473514), which was first published in 1999 by the Georgia Middle School Association.]
Getting Students to Think Critically and Visibly
Author: Bowie, Alanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Classroom Environment,Classroom Communication,Creative Thinking,Peer Relationship

Students can sometimes find the classroom to be an uncomfortable environment; hence, it can be difficult to persuade them to voice their thinking in front of their peers. Students' fear of accidentally recalling incorrect answers in a classroom setting may set a domino effect of instant ridicule from their classmates, which can consequentially inhibit many of them from participating in future classroom discourse. To reduce fears, educators should foster an environment of support that encourages students to think visibly and more critically. The purpose of this article is to explore the literature, which suggests an environment that promotes creative learning and visible thinking inherently develops students' critical thinking skills resulting in them becoming better problem solvers.
Encouraging Teacher Candidates to Cultivate Habits of Reflection
Author: Wall, Amanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Reflective Teaching,Reflection,Habit Formation,Skill Development,Learning Activities,Assignments

The conceptual framework for the College of Education at Georgia Southern University is: &quot;Reflective Practitioners for a Diverse World.&quot; Three of the five Middle Level Teacher Preparation Standards from the Association of Middle Level Education (AMLE, 2012) also specify reflection as a habit. Standard 5 on Middle Level Professional Roles, for example, states: &quot;Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals.&quot; In order for teacher candidates to become reflective, they need multiple opportunities to engage in reflection. Throughout an introductory middle grades course I teach, teacher candidates engage in a range of structured reflections. A variety of tasks in the course include components that prompt teacher candidates to reflect. These reflections afford teacher candidates structured ways to connect and synthesize concepts, theories, and principles in light of their increasing classroom experiences. This paper provides an overview of some of these tasks.
Online Teaching Module: Council for the Accreditation of Educator Preparation (CAEP) Key Assessment Example
Author: Pettit, Stacie K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Uses in Education,Student Evaluation,Electronic Learning,Accreditation (Institutions),Standards

The Augusta University Online Teaching Module is a key assessment administered once during one specified course in each educator preparation program. Augusta University teacher candidates are required to show proficiency in ISTE standards and CAEP [Council for the Accreditation of Educator Preparation] standard 1.5. The online teaching model measures candidates' ability to apply technology standards in order to design, implement, and assess learning experiences to engage students and improve learning. In order to pass the Online Teaching Module, candidates must score 3 out of 4 possible points on at least five of the six indicators. If a candidate does not pass this assessment, goals will be created along with strategies to require the candidate to improve on area(s) of weakness in technology use. After the strategies have been implemented, the candidate will be able to redo this key assessment. Candidates will not be able to progress to student teaching without passing this assessment. This paper outlines this key assessment's administration, purpose, instructions, and rubric. We hope it will be useful to others as they prepare for CAEP visits.
Preparing Teacher Educators for Statewide Scale-Up of Multi-Tiered System of Support (MTSS)
Author: Sailor, Wayne
Date: 2021-02-00
Type: Journal Articles
Subjects: Educational Change,Inclusion,Heuristics,Social Emotional Learning,State Programs,Preservice Teacher Education,Administrator Education,Professional Development,Educational Innovation,Educational Practices

Multi-Tiered System of Support (MTSS), as a fully integrated set of practices and interventions directed to academics and behavior, with emerging applications to social and emotional learning in the teaching/learning process, is very much in its ascendency in schools across the United States and elsewhere. As a result, there is an emerging need to prepare teacher and administrator educators to enter the rapidly expanding number of implementing schools and districts. Requisite dispositions, skills, and knowledge germane to ensuring successful applications, sustainability, and resultant student outcomes from MTSS introduction into systems praxis are increasingly required. In this position paper, we discuss the origins of MTSS, its expansion into various areas of education in the United States, and its emerging contribution to the thorny issue of inclusion. We conclude with examination of Innovation Configuration, a heuristic to assist teacher and administrator educators in the development of course syllabi and other professional learning vehicles addressed to MTSS.
Parental Involvement in the Arab and Jewish Educational Systems
Author: Sharabi, Moshe
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Arabs,Jews,Cultural Differences,Elementary Schools,Parent School Relationship,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Principals

To date, no comparison has been made between the Arab and Jewish educational systems regarding parental involvement. This preliminary study examines the perceptions about parental involvement as described by the pedagogic staff and compares the two sectors (Jewish vs. Arab as two ethno-religious groups). Staff members from four elementary schools (two Jewish schools and two Arab schools) were interviewed. The findings indicate that parental involvement in the Arab sector is lower than in the Jewish sector. The Arab parents have more respect and trust towards the school, the principal, and the teachers compared to the Jewish parents. This is reflected by lower involvement of the Arab parents in comparison to the Jewish parents. While Jewish parents who volunteer for parents' associations use their status to promote their personal interest (their child's benefit) and less desire to contribute to the school, Arab parents volunteer more to help the principals and teachers to get resources from the Mayor/ Head of the municipal council and less for their own child's benefit. The depth and the type of parental involvement in the Jewish and the Arab educational systems can be explained by cultural differences, namely an individualistic Jewish society vs. a collectivistic Arab society.
Synthesis of Plans to Increase the Results of Ordinary National Education Test by All-Round Tutoring Process for Primary School Grade 6
Author: Pakprod, Nuttakan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Competency Tests,Scores,Test Results,Educational Testing,Tutoring,Elementary School Students,Grade 6

The objective of this research is to study the results of activities to increase the scores of Ordinary National Education Test. Cluster; teachers of Phetchaburi Rajabhat University comparing the results of Ordinary National Education Test in 2017-2018 and studying the satisfaction of the activities. The target group is 49 schools in Phetchaburi and Prachuap Khiri Khan Provinces, data were analyzed using mean and standard deviation. The study found that the difference of the scores of the Ordinary National Education Test was higher in 32 schools and there is a difference in scores of Ordinary National Education Test tests lower by 2 schools, representing 94.12, with the satisfaction of the participation in the activity of increasing the basic educational testing at the basic level is at a high level with an average of 4.22, standard deviations 0.73, which the participants are satisfied with the process. The process of organizing activities was at the highest with an average of 4.28, standard deviations 0.76 and continues organizing activities to increase the scores of Ordinary National Education Test.
Strategies for Improving Quantity Surveyors&apos; Education Training in Uganda
Author: Kibwami, Nathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Internship Programs,Education Work Relationship,Evaluators,Construction Industry,Foreign Countries,Educational Improvement,Student Placement,Employee Attitudes,Job Training,Student Attitudes,Action Research,College Graduates,Relevance (Education),College Students

Education and training of Quantity Surveyors (QSs) has been a topical subject amongst academics, the industry, and professional institutions, often leading to a discussion about education versus training, in which case, the industry sometimes argues that QSs are often ill-prepared for work. The current study investigated strategies for improving QSs' education training in Uganda, with a focus on devising ways of engendering better graduates that are fit for the industry. A semi-structured online questionnaire was used to collect data. The research population included QSs practicing in the Ugandan Construction Industry. The majority of respondents agreed to a great extent that QSs, and thus their training, are still relevant in the current construction industry. Majority of respondents desired the teaching curriculum to include more practical aspects that expose students to real challenges in practice. It was suggested that early exposure of students to real field practice was paramount to students' training. Engagements such as industrial training and internship placements in Quantity Surveying firms were highly encouraged. The curriculum also needs to be responsive to recent advances in industry practices, such as Building Information Modelling (BIM). Meanwhile, the University should intensify action research with the industry, and forge collaborations with all the key players in the construction sector to streamline the training. The findings of this study, if implemented, could potentially improve the quality of Quantity Surveying programmes at institutions of higher learning in similar developing countries. This would hopefully produce graduates who are industrially relevant and with a sound academic background.
Subject Matter Competency Perceptions of Teacher Educators in Education Faculties of Turkey
Author: Çiçek, Fatma Gözalan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Teacher Competencies,Pedagogical Content Knowledge,Expertise,Self Efficacy,Second Languages,Communicative Competence (Languages),Teacher Characteristics,Teaching Experience,Preservice Teacher Education,Foreign Countries

The purpose of the current study is to determine teacher educators' level of general subject matter competency perception and to investigate whether this level varies depending on different variables. In the collection of the data of the study employing the survey model, a single dimension and 106-item &quot;scale of teacher educators' general subject matter competency perceptions&quot; was used. The scale was prepared in the online environment and sent to 8200 faculty members working in education faculties all over Turkey by e-mail. A total of 789 teacher educators responded to the scale. It was found that the teacher educators generally consider themselves highly competent in terms of general subject matter competences. The area with the lowest competence perception level was found to be foreign language. The teacher educators' general subject matter competence perceptions were found to be not varying significantly depending on their gender, type of the university where they are working (state/foundation), academic title, discipline (educational sciences/subject area education) and teaching experience. In light of these findings, it can be argued that these competences should be considered in the recruitment of teacher educators in education faculties.
Examination of Latent Test Anxiety Profiles in a Sample of U.S. Adolescents
Author: Lowe, Patricia A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Anxiety,Adolescents,Instructional Program Divisions,Middle School Students,High School Students,Gender Differences,Predictor Variables,Physiology,Symptoms (Individual Disorders),Attention,Cognitive Processes

The present study examined latent test anxiety profiles in a sample of 592 U.S. adolescents in grades 6-12 using latent profile analysis (LPA). The adolescents were administered a multidimensional measure of test anxiety in their schools. The results of LPA indicated that a three-profile test anxiety model provided the best fitting model. The three latent test anxiety subgroups were named low, medium, and high test anxiety. In addition, grade-level and gender were added as covariates to the model and LPA was performed again. Grade-level and gender were found to differentially predict membership in the latent test anxiety subgroups, with females more likely to be in the high latent test anxiety subgroup than in the medium and low latent test anxiety subgroups and middle school students were more likely to be in the high latent test anxiety subgroup than in the low latent test anxiety subgroup. Middle school students were also more likely to be in the medium latent test anxiety subgroup than in the low latent test anxiety subgroup. Implications for the development of measures, treatment, and prevention of test anxiety in the U.S. adolescent population are discussed.