ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Young Children&apos;s Emotional Competence and Self-Regulation from Birth: The &quot;Begin to…ECSEL&quot; Approach
Author: Housman, Donna K.
Date: 2018-11-00
Type: Journal Articles
Subjects: Young Children,Emotional Development,Interpersonal Competence,Self Control,Child Development,Social Development,Emotional Intelligence,Empathy,Prosocial Behavior,Resilience (Psychology),Attachment Behavior,Aggression,Intervention,Prevention,Child Behavior

Neuroscientific advances and child development studies show 0-6 years represents a sensitive period for the development of emotional competence--the ability to identify, understand, express and regulate emotion, all foundational to self-regulation. Research suggests optimum teaching of emotional competence and self-regulation skills from birth is through interventions emphasizing co-regulation. This study aimed to examine &quot;begin to…ECSEL,&quot; an emotional cognitive and social early learning approach that promotes emotional competence and self-regulation by teaching emotion knowledge and emotion regulation through causal talk and causal talk in the emotional experience. The study collected data over three years from 100 students, aged 2-6, receiving &quot;begin to…ECSEL.&quot; Study goals were to: (1) examine growth over one academic year among students receiving &quot;begin to…ECSEL&quot; on measures of attachment/relationship, initiative, self-regulation, emotion knowledge, emotion regulation, and related constructs involving empathy, prosocial skills, positive reactions to frustration, negative emotions and aggressive behaviors; (2) examine differences between these students and national normative samples on measures of attachment/relationship, initiative, and self-regulation; and (3) explore differences between these students and normative samples on all the aforementioned constructs. Results demonstrated students significantly improved over time in these constructs and outperformed normative samples on emotionally regulated/prosocial skills, empathy, self-regulation, attachment and initiative.
Development and Psychometric Properties of the Avoidance Questionnaire for Adolescents (AQA)
Author: Kasik, László
Date: 2018-11-00
Type: Journal Articles
Subjects: Psychometrics,Questionnaires,Adolescents,Foreign Countries,Problem Solving,Prevention,Age Differences,Correlation,Test Validity,Test Reliability

Most questionnaires construe avoidance as resulting from a problem-solving process and analyse only a few, single-factor and mostly non-adequate, forms of avoidance. The aim of the present study was to develop a multi-dimensional questionnaire to measure avoidance among adolescents. We tested the Avoidance Questionnaire for Adolescents (AQA) with 12-, 15- and 18-year-olds to measure most forms of avoidance in social problem-solving as well as to shed light on the relationships between the sub-processes of social problem-solving. Exploratory factor analysis (EFA) was employed to examine the measure's factor structure, while confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to support the theoretical process model of avoidance. The convergent and discriminative validity of the AQA was tested in relation to the Social Problem-Solving Inventory-Revised (SPSI-R). Two versions (a long version of 42 items and a short version of 23 items) of the 11-factor AQA were developed in accordance with the results. The long and short versions were found to be valid measures of problem-solving with regards to negative thoughts, feelings and physical symptoms; negative self-efficacy/insolvability; prevention; annulation; ignoring the problem; expectation/diversion; mulling; procrastination/rethink; stopping/subordination; external pressure; and asking for help. The factors show positive or negative correlations with the SPSI-R factors. The results of the SEM support the original process model. Based on earlier Hungarian research carried out with the SPSI-R, avoidance shows a tendency to increase in adolescence. In contrast, the results of the AQA show that the earliest age differences occur in the ignoring the problem, procrastination, stopping, diversion and expectation factors.
Promoting Deep Learning through Online Feedback in SPOCs
Author: Filius, Renée M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Transformative Learning,Learner Engagement,Critical Thinking,Feedback (Response),Teaching Methods,College Faculty,College Students,Persistence,Inquiry,Learning Processes,Student Attitudes,Intervention,Peer Influence,Student Centered Learning,Foreign Countries

Higher education aims for deep learning and increasingly uses a specific form of online education: Small Private Online Courses (SPOCs). To overcome challenges that instructors face in order to promote deep learning through that format, the use of feedback may have significant potential. We interviewed eleven instructors and four students and organized a focus group to formulate scalable design propositions for instructors in SPOCs to promote deep learning. Propositions have been formulated according to the CIMO-logic. This study resulted in identification of four mechanisms by which the desired outcome (deep learning) can be achieved, which we describe here along with proposed interventions. Results show that the &quot;online learning interaction model&quot; can be deepened with these mechanisms: 1) Feeling personally committed, 2) Asking and providing relevant feedback, 3) Probing back and forth, and 4) Understanding one's own learning process. To activate these mechanisms, scalable feedback interventions are described in three categories. Results at this relatively young field of SPOCs also show that feedback as a dialogical process may contribute to solving the current challenges of instructors in SPOCs to achieve deep learning with their students.
Assistant Principals&apos; Perceptions of the Principalship
Author: Morgan, Thomas Lee
Date: 2018-00-00
Type: Journal Articles
Subjects: Assistant Principals,Administrator Attitudes,Self Efficacy,Administrator Role,Cooperative Learning,Educational Environment,Instructional Leadership,Educational Improvement,School Administration,Family School Relationship,Community Relations,Public Schools

Education research has established a significant relationship between school leadership and students' achievement. This study considers the leadership self-efficacy and practice of assistant principals (AP) in public schools in the domains of facilitating a supportive and collaborative learning environment, instructional leadership, school improvement, management, and family and community relations, as perceived by APs' self-reports. The findings of this study suggest that, in addition to APs' strengths in the domain of facilitating a collaborative learning environment and efficacy around family and community engagement, there were explicit gaps in the instructional leadership and school improvement practices of APs that need to be addressed. The study also confirmed that there continue to be a proliferation of duties and a lack of a consistent set of practices for APs.
Dane, A., Kennedy, R., Spring, M., Volk, A. &amp; Marini, Z. (2012) Adolescent Beliefs about Antisocial Behavior: Mediators and Moderators of Links with Parental Monitoring and Attachment. &quot;International Journal of Emotional Education,&quot; 4 (2), 4-26. Postscript
Author: Dane, Andrew V.
Date: 2018-11-00
Type: Journal Articles
Subjects: Antisocial Behavior,Self Control,Parent Child Relationship,Parenting Styles,Correlation,Personality Traits,Self Disclosure (Individuals),Ethics,Adolescent Attitudes,Attachment Behavior,Moral Values,Schemata (Cognition),Attitude Measures,Personality Measures,Foreign Countries,Clubs

This study extended previous research published in this journal in which parental monitoring knowledge was negatively associated with tolerance of antisocial behavior in adolescents with temperamental deficits in self-regulation. In the current study, parental control (i.e., adolescent permission seeking) and adolescent self-disclosure were negatively associated with attitudinal tolerance of antisocial behavior. Additionally, Honesty-Humility and Emotionality were negatively related to antisocial attitudes, and parental control was related to tolerance of antisocial behavior only when Honesty-Humility was low. In both studies, parental behavioral control was related more strongly to antisocial attitudes when adolescents had traits that predisposed them to antisocial behavior.
Taking Action: (Re)Imagining Professional Development through the Teacher Research Project
Author: Gujarati, Joan
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Action Research,Preservice Teachers,Masters Programs,Academic Achievement,Urban Schools,Teacher Attitudes,Teaching Methods,Preservice Teacher Education,Reflection,Communities of Practice,Graduate Students,Student Empowerment

Grounded in the frameworks of action research, Critical Friends Groups (CFGs), and reflective practice, this article presents an overarching action research study connected by individual action research studies to explore what a cohort of preservice elementary Master of Arts in Teaching (MAT) candidates learned from the process of teacher action research as a (re)imagined form of authentic professional development to aid with student achievement in urban settings. Data came from a cohort of 12 urban preservice teachers' written reflections on their processes of conducting a four-month Teacher Research Project (TRP) during their student teaching semester in Spring 2016. Teachers' voices are prominent in this study. All candidates noted how important the TRP was to their own professional development as it was an authentic experience unlike any form of professional development they had previously experienced. Data analysis reveals that their conceptions within professional development were further disaggregated into five sub-themes: individual, student, community network, pedagogy, and empowerment. Implications for preservice teacher education and inservice professional development are discussed.
&quot;Experimenting with Our Education&quot; or Enhancing It? Co-Teaching from the Perspective of Students
Author: Harter, Alyssa
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Teaching,Student Attitudes,Learning Processes,Educational Benefits,Undergraduate Students,Cognitive Development,Affective Behavior,Teaching Styles,Comparative Analysis,Higher Education,College Faculty,Graduate Students,Teaching Assistants,Communication Skills

Previous research has explored the influence of co-teaching models on student learning in the K-12 grade curriculum. However, little research explores the effects of co-teaching models on college students. This study examines the benefits and drawbacks of co-teaching models in higher education from the perspective of students. Surveys with open questions pertaining to co-teaching and traditional approaches were used to collect data from 36 undergraduate students (17 students in a co-taught basic communication course and 19 students in a traditionally taught basic communication course) at a mid-sized Midwestern university. In addition, cognitive and affective learning scales were used to gather perceptions of cognitive and affective learning of students in co-teaching versus traditional classrooms. Results reveal diverse instructor perspectives, variety of teaching styles, increased communication skills, and fresh perspectives to be benefits of co-teaching in higher education. Students found drawbacks of co-teaching to include: a confusing class structure and rejection of traditional instructional styles. Additionally, students in co-teaching classrooms reported higher levels of affective learning when compared to students in traditional classrooms; however, there were not significant differences in perceptions of cognitive learning. Implications for utilizing co-teaching in higher education are explored.
What&apos;s a Poem Good for? Pedagogical Connections between Poetry and Social Studies
Author: Hurren, Wanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Poetry,Correlation,Social Studies,Teaching Methods,Aesthetics,Creativity,Annotated Bibliographies,Educational Resources,Interdisciplinary Approach

In this article, Dr. Wanda Hurren highlights eight pedagogical opportunities that arise when sharing poetry in social studies classrooms. These opportunities are discussed as: aesthetic ways of knowing, contemplation, creativity, embodied knowing, pleasure, pondering, protest, and spirit. Connections between poetry as a way of coming to know things, and the overall goals and rationales for teaching social studies are highlighted. An annotated list of poetry resources that hold possibilities for social studies teaching and learning is included.
&quot;When It Became Equal&quot;: How Historical Consciousness and Theories of Agency Can Explain Female Students&apos; Conceptions of Feminism
Author: Pollock, Scott
Date: 2018-00-00
Type: Journal Articles
Subjects: History Instruction,Consciousness Raising,Theories,Females,Student Attitudes,Feminism,Foreign Countries,Social Studies,Sex Fairness,Grade 10,Grade 12,Research Projects

This paper describes the results of two research projects, which were focused upon female students' historical understanding of feminism. In both cases the researchers found that the student participants harbored ambivalent or negative attitudes towards feminism and saw little connection between the present and feminist struggles in the past. While this attitude could be attributed to a wide range of variables, the authors illustrate that a focus upon the students' form of historical consciousness and theories of agency can explain the tendency to see a &quot;gap&quot; between past and present. This paper concludes with a call for further research into the interaction between historical thinking, historical consciousness, and theories of agency.
Modeling Relationships of Affective and Metacognitive Factors on Grade Eleven Students&apos; Mathematics Achievement
Author: Tee, Kiew Nee
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Grade 11,Secondary School Mathematics,Mathematics Achievement,Mathematics Instruction,High School Students,Foreign Countries,Correlation,Self Esteem,Psychological Patterns,Reflection,Least Squares Statistics,Structural Equation Models,Formative Evaluation,Summative Evaluation,Predictor Variables,Intuition

This study aimed at exploring causal relationships between two affective factors, self-confidence and positive emotion, and two metacognitive factors, selfreflection and insight components on high school students' mathematics achievement that assessed by formative and summative assessments. The study applied partial least squares based structural equation modeling (PLS-SEM) approach to test the path relationships for 86 eleventh-grade students. Results revealed that formative performance was the strongest predictor of summative performance followed by self-confidence. Positive emotion revealed as having a positive indirect effect on summative performance through insight component. Considering for formative performance, self-confidence revealed as the strongest predictor followed by insight component. Self-confidence accounted as the only affective factor that directed to self-reflection components, need for and engagement in self-reflection. On the contrary, positive emotion accounted as the only affective factor that related to insight. Need for self-reflection was related to engagement in self-reflection, which in turn, related to insight. Need for selfreflection also mediated the relationship between self-confidence and engagement in self-reflection. Understand different mental processes within mathematics studies are important for future intervention exercises, especially for high school students.
Teachers&apos; TPACK Levels and Students&apos; Self-Efficacy as Predictors of Students&apos; Academic Achievement
Author: Akturk, Ahmet Oguz
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Academic Achievement,Self Efficacy,Predictor Variables,Gender Differences,Teaching Experience,Science Instruction,Technology Education,Mathematics Instruction,Turkish,Social Studies,English (Second Language),Second Language Instruction,Student Attitudes,Secondary School Teachers,Secondary School Students,Foreign Countries

The aim of the current study is to analyze the relationship among teachers' TPACK levels, students' self-efficacy and the academic achievement. Another purpose of this study is to determine whether there is significant difference in teachers' TPACK levels according to their gender and professional experience. In this study, singular survey model and relational survey model were used. This study was conducted in 3 secondary schools in Konya and Ankara in the first semester of 2014-2015 academic year. A total of 78 teachers working in Science and Technology, Mathematics, Turkish, Social Studies and English branches and 1597 (792 female and 805 male) students attending to the courses of these teachers participated in the current study. This study indicates that the students' academic, social, and emotional self-efficacy with teachers' TPACK levels explain 12% of the academic achievement of students. Academic self-efficacy is the most important variable that influences students' general academic achievement. In addition, the impact of teachers' TPACK levels on academic achievement is higher than students' social and emotional self-efficacy.
Teaching Social Studies in Historic Places and Museums: An Activity Based Action Research
Author: Uztemur, Servet
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Historic Sites,Teaching Methods,Content Analysis,Museums,Grade 7,Learning Activities,Action Research,Secondary School Students,Outcomes of Education,Comparative Analysis,History,Empathy,Emotional Development,Friendship,Cooperative Learning,Foreign Countries

The aim of this study is to determine the usefulness of the teaching activities prepared for effective utilization of museums and historical places in the context of grade seven social studies teaching to increase the efficiency of teaching-learning processes. Designed as an action research, the current study includes 34 learning activities to be used in nine different venues. These activities implemented with the participation of 36 pupils in a public secondary school located in Manisa, Turkey to be used before the visits at school, during the museum or historic site visits and after the visits. Observations (researcher's journal, field notes, and video recordings), interviews (focus group and individual) and document analysis (student diaries, their portfolios and activities) were used as means of data collection. Content analysis has been conducted to analyze the data obtained through observation and interviews, while document analysis has been conducted on student products. The results of the research indicated that the implementation of the developed activities had positive outcomes in many respects. As a result of the implementation processes, the students have gained historical knowledge, developed historical and local awareness about Manisa, and understood the importance of historical and cultural values by means of comparing the past and present. Additionally, they have gained consciousness to protect and preserve the historical and cultural sites/artifacts. In terms of their social and emotional development, the participating students have developed friendship relations, group work competencies and empathy skills.
School Emphasis on Academic Success and TIMSS Science/Math Achievements
Author: Badri, Masood
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Success,Science Achievement,Mathematics Achievement,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Tests,Science Tests,Parent Participation,Teacher Attitudes,Student Attitudes

The study provided a structural equation modeling (SEM) of school leaderships? views of school emphasis on academic success relative to students? performances in Trends in Mathematics and Science Study (TIMSS) 2015 in Science and Math in the United Arab Emirates (UAE). The school emphasis was reflected by teachers, parents, and students? priority and ambition for academic success. The school questionnaire items related to school leaders? perception of teachers, parents, and students were used for the analysis (13 items). Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to construct the SEM. The SEM provided acceptable fit statistics with several significant paths. Results pointed to the significance of attitudes and behavior of teachers, parents, and students. There were significant paths from teachers to students, from parents to both students and TIMSS scores, and from students to TIMSS scores. The direct impact of the parent construct on the TIMSS scores was elaborated carefully. Implications of the study were discussed along with future research directions.
Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: a Cluster-Randomized Controlled Trial
Author: Silverthorn, Naida
Date: 2017-07-00
Type: Journal Articles
Subjects: Values Education,Social Development,Emotional Development,Randomized Controlled Trials,Self Esteem,Program Effectiveness,Program Evaluation,Elementary School Students,Middle School Students,Public Schools,Longitudinal Studies,Educational Environment,Scores,Intervention

This study evaluated effects of Positive Action (PA), a school-based social-emotional and character development program, on self-esteem levels and processes among minority, low-income, urban youth. A matched-pair, cluster-randomized controlled trial was conducted in 14 Chicago Public Schools with outcomes assessed longitudinally for a cohort of youth followed from Grades 3 to 8. A total of 1,170 students participated in the study (53% female, 48% African American, and 27% Hispanic). Students in PA schools had more favorable change and endpoint scores on indices of self-esteem in the domains of peer and school and use of both adaptive and (to a lesser extent) maladaptive processes for developing and maintaining self-esteem. These results align with areas of emphasis within the PA program and illustrate how important areas of impact on self-esteem-related outcomes may be overlooked without differentiated assessments of both self-esteem levels and processes. [The initial phase on this project (R305L030072), a component of the Social and Character Development (SACD) Research Consortium, was a collaboration among IES, the Centers for Disease Control and Prevention's (CDC) Division of Violence Prevention, Mathematica Policy Research Inc. (MPR), and awardees of SACD cooperative agreements (Children's Institute, New York University, Oregon State University, University at Buffalo--SUNY, University of Maryland, University of North Carolina--Chapel Hill, and Vanderbilt University).]