ethanporcaro/eric-fulltext-meta huggingface dataset:
Universal Mental Health Screening in Schools: A Primer for Principals
Author: Wood, Brandon J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mental Disorders,Screening Tests,School Health Services,Principals,Administrator Role,Program Development,Program Implementation,Barriers,Depression (Psychology),Measures (Individuals),Symptoms (Individual Disorders),Anxiety,Behavior Disorders

The majority of school-age children with or displaying characteristics of a mental health disorder do not independently seek help, often go undiagnosed or undetected, and fail to receive treatment or intervention leaving them susceptible to and at risk for poor school and life outcomes. In response to these concerns and in an effort to improve the proactive identification of students in need of or requiring support, schools have been encouraged to implement preventative practices, such as the conducting of universal mental health screening (UMHS). Despite the documented benefits of UMHS and implications of conducting UMHS in readily pairing at-risk students with appropriate treatment, intervention, or services, the majority of schools, historically, have not engaged in UMHS instead opting for more reactive approaches to dealing with student mental health needs. Principals are key stakeholders in determining whether preventative practices, like the conducting of UMHS, are implemented, and they may serve as a barrier to school mental health service expansion and provision. In response to recently published survey data where the majority principals, on average, reported no or slight knowledge about UMHS but moderate or extreme levels of interest in their school beginning to conduct UMHS, the current paper primarily sought to (a) improve principal knowledge about UMHS, (b) equip principals with resources about UMHS, and (c) review important considerations in UMHS implementation. Increasing principal awareness of, exposure to, and knowledge about UMHS may assist in narrowing the research to practice gap that presently exists.
Effects of Performance Ranking on Students&apos; Voice and Agency in the Mathematics Classroom
Author: Njiru, Samson Murithi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Personal Autonomy,Mathematics Education,Learner Engagement,Foreign Countries,Competition,Mathematics Achievement,Secondary School Students,Public Schools,Private Schools

The modalities of performance ranking in high stakes testing to a greater extent affect Mathematics teaching and learning. While performance ranking has the potential of being a critical catalyst in the process of making Mathematics classrooms a place of positive competition, it fails to balance the most crucial aspects in Mathematics discourses-the voice and agency of teachers and students. The proactive engagement of all students and teachers equitably with the process of Mathematics teaching and learning is a necessary condition for ensuring excellent students Mathematics learning outcomes. The purpose of the study was to investigate the effects of performance ranking on voice and agency in Mathematics teaching and learning in secondary schools in Embu, Kenya. The study employed a qualitative research approach. Six teachers and eight students were randomly sampled for interviews, while three teachers and eighteen students were engaged in focus group discussions. The data analyzed demonstrated that top ranked students become powerful independent learners who are capable of critiquing work presented to them by their teachers while low ranked students are guided as to whom to seek help from by the performance ranking data. This paper recommends that performance ranking should be used as a tool to give students voice and agency by ranking students on the basis of marks scored on continuous assessment tests, students' entry mark and value addition.
The Communication Center as a Transcendent Physical and Virtual Space
Author: Martin, Joe C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication Skills,Technology Uses in Education,Computer Simulation,Physical Environment,Simulated Environment,Assistive Technology,Public Speaking,Multimedia Instruction,Multimedia Materials,Technological Literacy,Higher Education

Practical solutions are needed to ensure that communication centers remain viable resources for the 21st century student (Nair, 2011). In order to preserve the communication center's status as a necessary campus space, and to increase its influence beyond a single physical location, technology must be employed as a means to enhance student communication skills. This paper proposes utilizing virtual reality, augmented reality, and wearable technology as solutions to common concerns facing communication centers as they seek to increase the public speaking and general multimodal communication skills of students. To guide the potential usage of the aforementioned technologies, and as a lens through which their effects can be better understood, cognitive theory of multimedia learning and digital literacy are applied here.
Effects of Primary School Teacher Personality and Network Intentions on Change: Mediating Role of Professional Learning
Author: Er, Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Characteristics,Personality Traits,Intention,Teacher Education,Group Dynamics,Collegiality,Social Networks,Educational Change,Educational Practices

This study aims to examine the mediating role of professional learning on change in teacher practice through the proactive personality and network intentionality. This research also seeks to better comprehend and capture the antecedences and consequences of the network intentions. 438 primary school teacher from 24 schools participated in the study from Istanbul. Network intentionality scale, proactive personality scale, teacher professional learning scale, and change in teacher practices scale were used to collect data. All the measures were conceptualized as individual-level constructs. The results of the study show that there are positive correlations between proactive personality network intention, professional learning and change in teacher practice. Also, the study revealed that proactive personality has positive effects on the network intentions; network intentions has a both direct and indirect effect on the change in teacher practice. These results explicitly indicated that change in teacher practice is closely associated with teacher professional learning, teacher personality, and network intentions. Because of the change in teacher practice is closely related to group dynamics and learning, planning a change strategy about understanding the role of learning and having a relationship with a colleague is so crucial for schools.
Colour-Blind Attitudes of Students at the North-West University, Potchefstroom Campus
Author: Ayford, Jaime-Lee
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Attitudes,Student Attitudes,Undergraduate Students,Racial Differences,Gender Differences,Racial Bias,World Views,Social Attitudes,Foreign Countries

Background: Colour-blind attitudes deny racial dynamics and can lead to resistance to transformation because there seems to be no need for it. This study investigated these attitudes amongst students at a university campus engaged with implementing its transformation agenda. Aim: Using a survey, the research determined the prevalence of colour-blind attitudes amongst students and evaluated the social factors that may have contributed to these attitudes. Setting: The research was conducted amongst undergraduates at the North-West University, Potchefstroom Campus, South Africa, in 2017. Methods: A literature review was conducted around the occurrence of colour-blind attitudes amongst students and the associated social factors. Race, gender, racial prejudice, just-world beliefs and social dominance orientation in particular were found to contribute to colour-blind attitudes. A quantitative survey was then conducted amongst a quota sample of 300 students. The data collected on the social factors and colour-blind attitudes were statistically analysed. Results: The students' colour-blind attitudes were found to be moderate. The social factor of race correlated significantly with colour-blind attitudes, but gender did not. Racial prejudice presented a medium correlation with colour-blind attitudes but just-world beliefs and social dominance orientation only a small correlation. Conclusion: Colour-blind attitudes at the campus were related to race and racial prejudice. This demonstrates the need for students to be offered room to openly discuss and engage with race and issues concerning race. The difference between the findings in this study and extant literature indicates a necessity for further qualitative research to gain a more comprehensive understanding about racial issues amongst students at the North-West University, Potchefstroom Campus.
Decolonising an Introductory Course in Practical Theology and Missiology: Some Tentative Reflections on Shifting Identities
Author: Nell, Ian A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Introductory Courses,Teaching Methods,Theological Education,Learning Processes,Educational Change,Foreign Policy,Curriculum Development,Self Concept,Higher Education,Commercialization,Neoliberalism,Educational Finance,Social Media,Tuition,Case Studies,Fees,Educational History,Social Change,Racial Segregation,College Faculty,Teacher Attitudes

Background: The shifting identity of a first-year class over a decade in terms of demography and representation, inevitably led me to reflect deeply on what I teach them and how I facilitate the learning process. I had to pay close attention to decolonisation and contextualisation. The basic research question is: How does one reflect on the shifting identity of a first-year class and how does one decolonise a first-year module in Practical Theology and Missiology? Aim: To answer the research question by taking the following route. Firstly, aspects of the changed context and shifting identity will be discussed and secondly, attention will be given to what is meant by decolonisation, with specific reference to the curriculum. Thirdly, the focus will be on a proposed curriculum that uses a theo-dramatic approach. Fourthly, I reflect on the learning process (pedagogy) and how it also contributes to a shift in my own identity. Setting: The research is set against the backdrop of changes that took place over the last two decades in Higher Education in South Africa including the commodification of higher education, the lack of adequate financial resources and the #FeesMustFall movement. Methods: As the research design, a case study is selected for the study project. Results: The development of a new pedagogy. Conclusion: With this contribution I attempted to reflect, in the light of the changing profile of the class composition of a first-year module in Practical Theology and Missiology in terms of demography (BCI students), to what extent it also leads to a shift of identities.
Preparing for the Change: The Development of a Multiliteracy Communication Studio
Author: Cordaro, Danielle
Date: 2017-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Communication Skills,Academic Support Services,Universities,Cooperative Learning,Consultants,Guidance,Feedback (Response),Needs Assessment,Educational Environment,Writing Evaluation,Multimedia Materials,Student Attitudes,Laboratories

Calls for multimodal communication, information, and technology literacy have come from the National Council of Teachers of English (Comprehensive Literacy, 2013), the National Communication Association (High School Communication Education, 2012) and the Association of American Colleges and Universities (Ehrmann, 2004). In response, several institutions including Rice University, California State University Chanel Islands, and Eastern Kentucky University have designed multiliteracy centers that are capable of assisting students with the linguistic, textual, visual, oral, aural, audio, spatial, and gestural modes of communication. The multiliteracy studio model shifts the focus from product to process-based pedagogy with intentionally designed spaces that encourage creativity, collaboration, and exploration. In studios, consultants are figured as &quot;co-inventors&quot; (Lee, Alfano, &amp; Carpenter 2013, p. 55) offering guidance and feedback to students throughout their projects rather than as &quot;experts&quot; giving advice. This case study, researched and co-written by a multiliteracy studio director, Danielle Cordaro and a former undergraduate consultant, Gabriella Pishotti, describes the research and development of a multiliteracy communication studio on the campus of a small, private Midwestern university, the University of Mount Union. It includes a description of needs assessment research: specifically, to know what stakeholders and constituents thought about working in a studio environment and how they might use the studio's proposed spaces, including an open collaborative zone; enclosed rooms to practice public speaking and receive feedback on writing; and a multimedia production lab. It was found that while faculty and administrator stakeholders understood and supported the proposed design and mission of the studio, students expressed doubts about the introduction of a multimedia production lab.
An Exploration of Primary School Teachers&apos; Maths Anxiety Using Interpretative Phenomenological Analysis
Author: Dove, Jane
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Anxiety,Phenomenology,Foreign Countries,Mathematics Teachers,Teaching Experience,Self Efficacy,Teacher Attitudes,Parents as Teachers,Peer Relationship

Primary school teachers are important in children's learning of mathematics, and maths anxiety development has been partly attributed to children's classroom experiences (Das &amp; Das, 2013). Maths anxiety was explored in UK primary school teachers, with a view to understanding its development and impact. Data from four semi-structured individual interviews were analysed using Interpretative Phenomenological Analysis (IPA), which facilitates a deeper knowledge of individuals' personal experience. Three key themes emerged: &quot;experiencing the psychological consequences of maths anxiety&quot;, &quot;social influences&quot; and &quot;the consequences of experiencing maths anxiety as a teaching professional&quot;. The findings contribute to our understanding of the influence of maths anxiety on teachers and teaching practices.
Classroom Teachers&apos; Views on the Physical Learning Environments of Primary Schools in Turkey
Author: Gültekin, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Physical Environment,Educational Environment,Elementary School Teachers,Foreign Countries,Rural Urban Differences,Educational Facilities

School buildings with inadequate infrastructure and old-fashioned architectural styles cause problems, especially in developing countries. This study aims to examine the views of primary school teachers on the physical learning environments of primary schools. A case study method was adopted in this study. The participants of the study consisted of 14 classroom teachers working in rural and urban areas. The synchronous online focus group interviews were conducted using Zoom, a commercial web conference service, as a data collection method. A content analysis method was used in the analysis of the data. The analyses of the semi-structured interviews with the classroom teachers produced four categories-i.e., planning-related shortcomings, infrastructure deficiency, child-friendly schools, and the advantages of these schools. Responses of classroom teachers working in urban areas mostly focused on the crowding of schools. On the other hand, the answers from the classroom teachers working in rural areas mostly focused on the physical infrastructure of primary schools. Furthermore, suggestions from all participants pointed out that primary schools must have a more child-friendly characteristic. The physical learning environments of primary schools require compliance with the needs of modern pedagogy. In light of the findings, some suggestions were have been made for primary schools in Turkey.
How Elementary School Teachers Organized Online Learning during the COVID-19 Pandemic?
Author: Herwin, Herwin
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary School Teachers,Online Courses,Educational Technology,Technology Uses in Education,Asynchronous Communication,Synchronous Communication,Lesson Plans,Foreign Countries,School Closing,Distance Education,National Curriculum,Planning

This study aims to analyze the organization of online learning from teachers during the Covid-19 pandemic. This research is a qualitative research with a phenomenological approach. The research subjects were elementary school teachers. Data were collected through interviews and documentation. Data analysis is done through data condensation, data presentation and verification. The results show that online learning is based on a simplified curriculum with the selection of essential competencies that are considered very important to be conveyed to students. The lesson plans are arranged in a simpler way with sections that always appear, namely learning objectives, learning activities and assessments. Synchronous learning relies more on Zoom. Asynchronous learning variations are carried out with Google Classroom to form independent and student-centered learning. Strengthening student understanding is done by providing feedback through the WhatsApp application because it is considered more flexible, responds quickly, is simple and easy to run on students' smartphones.
Preparation of Future Specialists for the Formation of Educational Communication Skills for Elementary School Children
Author: Karasheva, Zhanar
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Specialists,Communication Skills,Speech Communication,Skill Development,Methods Courses,Elementary School Students,Children,Teacher Competencies,Knowledge Level,Foreign Countries

Modern primary school teachers must implement training, development, and education based on knowledge of the individual characteristics of the younger pupil, be able to manage the process of the schoolchild's constant change and ensure his ascent to a higher level of development, carry out the scientific-pedagogical search, solving the problems of the child's personality formation on a scientific basis. The relevance of this research is determined by the fact that it considers the problem of mastering communication skills as an integral part of speech communication skills, which is a necessary condition for successful social adaptation of the trainee. This article discusses the issue of determining the theoretical knowledge level of future primary school teachers for the formation of communication skills of younger learners. For this research, a research experiment (2017-2018), a search experiment (2018-2019), education experiment (2019-2020) was designed. The survey of students was conducted to determine their own opinion about the formation of their knowledge, skills, and abilities. For this purpose, a survey was conducted with 152 students. The developed method is more likely to create information about the formation of communication skills of primary school students than the traditional method of future teachers.
Kukset Technique on Chronology Teaching
Author: Sener, Nurcan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Social Studies,History Instruction,Asian History,Elementary School Students,Grade 4,Instructional Effectiveness,Misconceptions,Student Attitudes,Association Measures

In this study, it was aimed to teach the chronology of National Struggle Period through KUKSET technique. The study was conducted through sequential -exploratory mixed method design which is characterized by qualitative and quantitative phases. The sample of the study consisted of 59 fourth grade students from two different classes attending at a school in Bakirköy, Istanbul. Of the participants, 32 were experimental group and 27 were control group. In the experimental group, chronology of National Struggle Period was taught by KUKSET technique whereas, in control group, the teacher used the methods of expression and question- answer without any intervention. The data was gathered by utilizing pre- test, end- test and permanency test. The students' misconceptions concerning chronology were determined by Word Association Test as pre- test and end- test. 10 voluntary students in the experimental group were interviewed. The results showed that KUKSET technique on chronology teaching of National Struggle Period in the experimental group was more effective on students' comprehension compared to the control group. KUKSET technique was revealed to be effective on eliminating students' misconceptions about the chronology of National Struggle Period. KUKSET technique was determined to enrich teaching- learning process and provide permanent learning. The students suggested KUKSET technique to be used in other lessons as well.
Metaphors of Academics in Turkey for Distance Education
Author: Alan, Yakup
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,College Faculty,Negative Attitudes,Positive Attitudes,Figurative Language,COVID-19,Pandemics,Foreign Countries

Metaphors are important ways to show how people perceive the world and life around them. By creating metaphors, people show how they position themselves life, and that of other people, their environment, and situations in their minds and what the phenomenon, for which they create a metaphor, means to them in today's world. This has been affected by COVID-19, as conducting education on a distance basis has revealed the need to examine the perceptions of people about distance education. The perceptions of academicians about distance education are also highly important, as they directly affect the learning success and performance of students. In this study, metaphors were addressed in order to determine the perceptions of academicians in Turkey about distance education. In this study, metaphors were collected from 520 academicians working at different universities. The metaphors created by the academicians about distance education were subjected to content analysis and the data were analyzed. As a result of the study, it was determined that the academicians created positive, negative, and neutral metaphors about distance education; however, they mostly used negative metaphors.