ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Thinking: Conceptual Framework
Author: Padmanabha, C. H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Reflection,Cognitive Development,Piagetian Theory,Critical Theory,Thinking Skills,Interpersonal Relationship,Developmental Stages

&quot;Critical&quot;, &quot;Criticism&quot;, and &quot;Critic&quot; all come from the age-old Greek word &quot;Kritikos&quot;, meaning able to authorise, discern, or decide. In contemporary English, a &quot;Critic&quot; is someone whose job is to make appraise judgements, for example, about films, books, music, or food. It means giving a fair and unprejudiced opinion of something. The same as for Education is concerned, critical thinking is a cognitive activity associated with using mind. Critical thinking is the ability to transfer knowledge learned from certain disciplines to other cognitive areas. Critical thinking was connected with supporting suspicious thoughts along with developing individual thoughtful skills, such as logical reasoning and personal judgement. According to John Dewey, &quot;thinking is the natural propensity of mind, day dreaming, building of acropolis in the air are the examples for thinking&quot;, in a random sense. John Dewey further says to become analytical thinker or to think critically that &quot;reflections&quot; is more important. Piaget say &quot;Thinking is based on experience&quot;. &quot;Intelligence, is the product of the innate potential interacting with the environment&quot; and young children knows more that he can verbalise. Development has to do with general mechanisms of action and thinking. Vygotsky suggests that social interaction plays a fundamental role in the process of cognitive development. &quot;Critical thinking&quot; is needed for critical analysis, while &quot;critical pedagogy&quot; goes beyond it claiming that societal instructions producing and implementing knowledge, and related ideologies have to be questioned and transformed. Paul goes on to argue that an ample conception of critical thinking must go away from skills, and include the dispositions and personality traits relevant to the use and appreciation of those skills.
Impact of Divorce on Students&apos; Life
Author: Cassum, Laila Akber
Date: 2018-00-00
Type: Journal Articles
Subjects: Divorce,Stress Variables,Family Environment,Teacher Role,Trauma,Student Needs,Case Studies

Tension and anxiety is the common phenomena among the students of modern generation. These students go through stress due to personal, psychosocial, familial, and academic matters. Some of the common ones which substantially impact their lives like family disputes, academic challenges, parental conflicts, financial concerns, social isolation and interpersonal matters, parental separation and divorce, separation from family, and reduced support system. Untiring conflicts between the parents weaken the lifelong marriage contract to the verge of breakdown, where both the life partners determine to go for the option of divorce. This creates traumatic and nerve wracking atmosphere at home and the children are mostly affected by this decision and are torn between the parents. They undergo persistent mental pressure, which can have substantial physical, psychological, psychosocial impact on the student's wellbeing as well as on their academic performance graph.
The Effect of Guidance and Counseling Programs on the Learning Processes of Visually Impaired High School Students
Author: Yuwono, Imam
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,School Guidance,School Counseling,Program Effectiveness,Guidance Programs,Counseling Services,Learning Processes,Visual Impairments,Inclusion,Foreign Countries,Mixed Methods Research

Guidance and counseling programs aim to lead and guide students by assisting them to achieve developmental tasks. This study investigated the role and effect of a guidance and counseling program on the learning processes of visually impaired students in an inclusive educational setting. The study also investigated the implementation of the principles and services of the program for such students. The respondents were visually impaired students and their teachers and counselors. The study was conducted at several senior high schools providing inclusive education in Bandung and the surrounding areas. In line with the characteristics of the investigated challenges, this study used both quantitative and qualitative approaches. The results of this study showed various problems in the learning processes of visually impaired students. To solve these problems, both teachers and counselors provided guidance and counseling to help students in their learning process. The programs also encouraged students to enter university by helping them develop self-confidence.
The Levels of Empathy and Social Problem Solving Skills of Physical Education and Sports Teacher Candidates
Author: Aktas, I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Empathy,Problem Solving,Physical Education Teachers,Preservice Teachers,Athletics,College Students,Foreign Countries,Surveys,Statistical Analysis,Correlation,Student Characteristics,Gender Differences,Age Differences

The purpose of the current study is to investigate the empathy and levels of social problem solving skills of physical education and sports teacher candidates. The research group of the study, which was carried out through relational screening model was made up of 148 candidate teachers of physical education (53 female, 95 male) in total studying in the departments of Physical Education and Sport Teaching in 5 universities in Turkey. As a data collection tool, the information form including personal characteristics of the participants, Interpersonal Reactivity Index (IRI), and Social Problem Solving Inventory-Short Form (SPSI-SF) were used. For the analysis of the data, descriptive statistics, independent t-test, and Pearson Correlation Analysis were employed. The data obtained in the study indicated that there was a significant relationship between the emphatic skills of the physical education candidate teachers and of social problem solving skills. Depending on the variable of gender, the mean scores of the females were higher in the sub dimension of emphatic concern compared to those of males. In addition, males had higher scores in the avoidance style, which was considered the sub-dimension of social problem solving skills compared to females. As for the age factor, while there was no difference in the empathy variable, a significant and positive relationship was found in the social problem solving skills. In addition, it was determined that those doing non-contact sports approached the problem positively, while the ones doing contact sports approached the problem in an avoidance style. As a conclusion, it is likely to say that the empathy skills of the physical education candidate teachers are directly and positively related to their social problem solving skills. In this sense, the empathy education that physical education candidate teachers who are in an active relationship with students must have in order that they could have a solution based approach to the problem they are likely to encounter in this communication is of great importance.
Support to Children&apos;s Education in the Urban Slums of Nairobi: Community and Parents&apos; Perceptions with an Expanded Phase of an Education Intervention Program
Author: Abuya, Benta A.
Date: 2018-06-00
Type: Journal Articles
Subjects: Slums,Urban Areas,Gender Differences,Parent Participation,Foreign Countries,Parent Attitudes,Parent Role,Interviews,Focus Groups,Educational Policy,Parent Child Relationship,Parenting Styles,Program Descriptions,Attendance,Educational Attainment,Sustainability,Outcomes of Education,Qualitative Research,Intervention,Leadership Training,After School Programs,Homework,Elementary School Students,Secondary Education,Financial Support,Guidance,Counseling Services

The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children's education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children's education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children's education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.
Pre-School Teacher Candidates&apos; Beliefs and Conditioned Judgments Regarding Children&apos;s Body Image
Author: Sönmez, Sibel
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preservice Teachers,Foreign Countries,Qualitative Research,Questionnaires,Student Attitudes,Human Body,Body Composition,Social Bias,Semi Structured Interviews,Mixed Methods Research,Interviews

The goal of this study was to identify pre-school teacher candidates' beliefs and conditioned judgments regarding children's body image. The exploratory research pattern was used in this study. The sample group included final year B.A. students from the Pre-School Education departments in two state universities in Izmir. The qualitative part of the study was conducted using seven volunteer students, while the quantitative part was conducted using 87 students from both universities. An interview form and a questionnaire were developed by the researchers. Judging by the results of the study it was seen that teacher candidates perceived figures of skinny and fat children in a negative light when compared to figures of normal children. Support should be given to teacher candidates to accept different body forms and that this would not only be important in preventing conditioned judgments, but it would also have a positive effect on the class atmosphere.
Empowering Students with Visual Impairment to Prepare for Disasters via Differentiated Instruction Technique: A Case Study in India
Author: Kharade, Kalpana
Date: 2017-00-00
Type: Journal Articles
Subjects: Natural Disasters,Risk Management,Visual Impairments,Foreign Countries,Individualized Instruction,Case Studies,Teaching Methods,Student Attitudes,Qualitative Research,Phenomenology,Females,Grade 8,Mainstreaming,Focus Groups,Barriers,Classroom Techniques,Equal Education

Disaster risk management (DRM) education to visually impaired (VI) students has posed a great challenge to worldwide educators. International aid agencies report that people with disabilities have often been excluded from several educational interventions to manage disaster risks. It is, therefore, imperative to ensure that people with disabilities should not be forgotten in any disaster risk initiatives. Education can be a catalytic agent in bringing the disable population to the main stream. Many researchers propose that the process of inclusive emergency planning for DRM should begin at school. However, in most situations, a DRM course is prepared in a traditional way, i.e. for sighted students, and VI students are evaluated the same as sighted students. Thus, VI students remain largely neglected during the stages of instructional planning and learning. To address this issue we successfully designed and implemented an intervention strategy based on the differentiated instruction technique (DIT) to teach VI students about DRM. This article (i) explains how DIT can help instructors deliver DRM content to VI students, using a case study in a school in India, (ii) presents the challenges and solutions to such challenges when teaching DRM to VI students, and (iii) examines the VI participants' perceptions about learning DRM through DIT.
An Interim Principal&apos;s Procedure during a Hypothetical Level III Crisis
Author: McBath, Gabrielle L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Crisis Management,Middle Schools,Cultural Context,Social Problems,Ethics,Administrator Behavior,Leadership,School Administration

This study assesses the cultural, social, and ethical issues that an interim principal would need to face following a Level III Crisis in a U.S. middle school building. This level crisis is the most serious, as a previous administrator has passed-away suddenly causing disruption to the school district's daily and long-term objectives. The replacement principal must not only keep the mandated testing on schedule for the students, but also ensure the following in order to continue the path for testing: (a) establishing District and School Crisis Teams, (b) releasing an informational letter to the parents, (c) issuing a statement to the media, and (d) designing a new scholarship in the deceased principal's name for this achievement test. This study found that accurate school leadership depends on holistic behaviorism and not individual behaviors. This includes administrators being well-versed in the mission and objectives of the district. Objectives included sharing the district's vision and plan while encouraging others to move forward (Kouzes and Posner, 2007).
Effect of Academic Stress on Achievement Motivation among College Students
Author: Ramaprabou, V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Achievement Need,Student Motivation,Anxiety,Statistical Analysis,Foreign Countries,Undergraduate Students

The present study was conducted to find out the effect of academic stress on achievement motivation of college students. 50 college students of various professional, arts, and science colleges functioning in and around Puducherry were approached at random to collect data using purposive sampling method. Academic stress scale developed and standardized by Rajendran and Kaliappan (1990) and Achievement Motivation Scale by Pratibha Deo and Asha Mohan (1985) were used for data collection. The collected data were statistically analysed using 't' test and one way ANOVA. The findings revealed that moderate stress leads to high achievement motivation.
The Role of Special Assistant Teacher to Help Special Needs Student through Instructional Interactions in an Inclusive Classroom
Author: Rasmitadila
Date: 2017-00-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Learning Problems,Semi Structured Interviews,Interaction,Role,Teaching Methods,Foreign Countries,Learning Disabilities,Inclusion,Qualitative Research,Case Studies,Language Teachers,English (Second Language),Second Language Instruction,Observation,Photography,Check Lists,Junior High Schools,Discourse Analysis

This study aimed to determine the role of the special assistant teacher (SAT) compared to the general teacher as English teacher (ET) through instructional interactions in helping slow learner students (SLS) in the English lesson. Twenty-three grade 9 students were observed; interviews were also conducted with the two teachers and several students using semi-structured interview guides to determine types of instructional interactions and the role of SAT in helping SLS. Findings from this study indicated that both types of teachers engaged in academic and non-academic interaction with SLS during learning activities. In almost every learning activity, the role of the SAT to the SLS that, the SAT is more dominant than the ET in assisting the SLS. This dominance can lead to both dependence and independence of SLS toward SAT in learning activities.
Effect of Gender, Degree of Impairment and Type of School on the Mental Health of Visually Impaired Students
Author: Berwal, Sandeep
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Severity (of Disability),Mental Health,Visual Impairments,Institutional Characteristics,Inclusion,Special Schools,Statistical Analysis,Multiple Regression Analysis,Foreign Countries,Hypothesis Testing,Surveys,Correlation

The present paper is an outcome of research conducted by authors to examine the effect of gender, degree of impairment and type of school on the mental health of students with visual impairment. The study employed multi-stage random sampling technique to draw a sample of 200 visually impaired students from 52 inclusive and 5 special schools situated in different parts of Haryana State, India. Mental Health Battery for students with visual impairment, consisting of 61 items to assess their mental health status. Multiple regression and two-way ANOVA was used to analyse the data. The results revealed that three independent variables (gender, degree of impairment and type of school) made a joint contribution of 22.1% to the prediction of mental health of visually impaired students. Significant main effect of degree of visual impairment on mental health was observed whereas no significant main effect for gender was established.
The Paradox of Acceptance and Rejection: The Perception of Healthcare Professional Students about Mobile Learning Acceptance in Iran University of Medical Sciences
Author: Koohestani, Hamid Reza
Date: 2018-06-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Behavior Patterns,Qualitative Research,Multimedia Instruction,Medical Education,Content Analysis,Medical Students,Sampling,Semi Structured Interviews,Student Attitudes,Access to Information,Information Sources,Technological Literacy,Electronic Learning,Positive Attitudes,Usability,Teacher Behavior,Medical School Faculty,Age Differences,Foreign Countries,Teaching Methods,Educational Change,Teacher Attitudes

A qualitative study was conducted to explore the perception of healthcare professional students about mobile learning acceptance. Method: The study was performed using a conventional content analysis method. The subjects were the students of medical sciences in Iran University of Medical Science. Sampling was based on a purposeful sampling method. Twenty-three students took part in semi-structured interviews until data saturation was reached. Results: The main theme was &quot;the paradox of acceptance and rejection&quot; with three categories; (1) perceived attraction (sub-categories: learning with the excitement of entertainment, the attraction of multimedia learning environment and enthusiasm for electronic learning); (2) perceived ease (sub-categories: easy access to information anytime and anywhere and easy and effortless use); and (3) perceived conflict (sub-categories: teachers' contradictory behavioral patterns, contradiction about value of online information, friends' contradictory behavioral patterns, and digital gap between generations in family). Conclusion: The three categories found in the study placed the students in a dilemma of using or not using mobile learning. They had doubts about accepting mobile technology as a legitimate educational tool. Taking these factors into account and managing them can pave the way for mobile learning in the students.
Cultural and Linguistic Diversity in Special Education in the United States and South Korea: Exploring Current Practices and Recommendations
Author: Ostendorf, Raymond J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Differences,Language Usage,Student Diversity,Special Education,Cross Cultural Studies,Literature Reviews,Educational Policy,Trend Analysis,Student Characteristics,Culturally Relevant Education,Preservice Teacher Education,Disabilities,Educational Legislation,Equal Education,Federal Legislation

In the spirit of moving toward a more &quot;global community&quot;, multicultural special education practices designed to reach culturally and linguistically diverse (CLD) students represent an imperative in countries world-wide where education is a core value, including the United States (U.S.) and South Korea. As CLD students in the U.S. and South Korea attend public schools at increasing rates, exploring current education practice and policies is warranted. The authors conducted a comprehensive review of the literature as well as an exploration of educational policies and laws across both countries. As a result, the authors identified: the latest student demographic trends and issues, and current policies and practices addressing the education of CLD students with and without disabilities in both countries. Implications and recommendations for special education teacher educators will be provided.
Can Teachers&apos; Self-Reported Characteristics and Beliefs about Creativity Predict Their Perception of Their Creativity Practices in the Classroom
Author: Al-Dababneh, Kholoud Adeeb
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Creative Teaching,Creativity,Teaching Methods,Questionnaires,Academically Gifted,Private Schools,Teaching Experience,Teacher Characteristics,Beliefs,Public Schools,Mainstreaming,Resource Room Programs,Statistical Analysis

The purpose of this study was to examine 197 Jordanian primary school teachers' creative personality, their beliefs about creativity, and creativity fostering practices. The researcher developed a questionnaire which consisted of three self-reported scales: teachers' creative personality, teachers' beliefs about creativity and teachers' creativity fostering practices. The results indicate that teachers' creative personality characteristics and teachers' beliefs about creativity are aligned with their perception of their practices for fostering children's creativity. In addition, gifted resource-room teachers, teachers from private schools and teachers with less than 10 years' experience were found to hold stronger and more positive beliefs concerning creativity than their colleagues working in regular classrooms or in government schools, and those with more than ten years' teaching experience. Moreover, teachers from private schools were found to have a more creative personality compared to teachers from government schools.
School Supervisors in South Korea&apos;s Special Education Support Centers: Legal Duties and Preparation for Their Supervisory Responsibilities
Author: Choi, Nari
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisors,School Supervision,Special Education,Administrator Responsibility,Disabilities,Educational Policy

In 2001, the government of the Republic of Korea (South Korea) first established Special Education Support Centers (SESCs) to provide appropriate services to students identified as having disabilities based on Korean special education law. School supervisors in the local offices of education across the nation oversee the SESCs. Despite the important role of school supervisors in special education, challenges related to the management of the SESCs have been reported, including the supervisors in the local offices having to play too many roles and lacking professionalism. In this paper, we examine the legal duties of school supervisors overseeing the SESCs and provide recommendations for their preparation for those duties.