ethanporcaro/eric-fulltext-meta huggingface dataset:
Transformational Teaching in Higher Education: The Relationship between the Transformational Teaching of Academic Staff and Students&apos; Self-Efficacy for Learning
Author: Yüner, Berna
Date: 2020-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Teaching Styles,Teacher Influence,College Faculty,Undergraduate Students,Self Efficacy,Correlation,Learning Processes,Self Management,Information Literacy,Intellectual Development,Stimulation,Empathy,Communication Skills,Individualized Instruction,Foreign Countries

This study examined the the relationship between the transformational leadership behaviors of the faculty members and the students' self-efficacy beliefs in learning based on the opinions of higher education students. The research was carried out with 915 students studying at Yozgat Bozok University and analyzed by quantitative methods. The &quot;Transformational Teaching Scale&quot; (TTS) developed by Tahir (2018) has been adapted to Turkish in order to determine the transformational teaching levels of the instructors. Self-efficacy for Learning Scale (SELS) developed by Klobas, Renzi and Nigrelli (2007) has been adapted to Turkish in order to determine the higher education students' self-efficacy in learning. In the analysis of the data, descriptive statistics and the structural equation model were used. As a result of the research, sub-dimensions of transformational teaching, &quot;considerate intellectual stimulation&quot; and &quot;charisma,&quot; were found to have positive relationships with dimensions of self-efficacy for learning, &quot;finding and info processing.&quot; It has been determined that the transformational teaching is a significant predictor of learning self-efficacy of students.
The New Historical Divide of Online Education: Dialogues with Key Leaders during the Epidemic
Author: Zhang, Xiaolei
Date: 2020-12-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,COVID-19,Pandemics,Educational Change,Administrator Attitudes,Teacher Attitudes,College Faculty,Researchers,Technology Uses in Education,International Cooperation,Prediction,Teaching Methods,Educational History,Foreign Countries,Futures (of Society),Educational Trends,Barriers,Educational Quality

During the outbreak of COVID-19, many universities and schools have responded as quickly as possible and shifted the courses from off-line to online. However, with the explosion of online teaching and learning, there came growing questions and challenges for educational leaders, scholars, and educators. The current crisis has stimulated discussions about online education before, during, and after the Coronavirus. One of these critical questions is &quot;where online education shall move in the post-epidemic era.&quot; Recently, the Research Center for Online Education of China's Ministry of Education has launched an International Interview Project to invite scholars, educational leaders, and academic researchers to have dialogues concerning the significant issues about technology and education in this historically unparalleled divide. Furthermore, this dialogic space expects to include different voices about online education under this crisis, discuss the opportunities and challenges for technology and education, and prompt further collaborations for education innovation globally. Despite the busy schedules of scholars and educational leaders, at the end of many thorough, open, and substantive conversations, the organizers and participants agreed that the current crisis presents an opportunity that would add significant value to our understanding of online education in the post-epidemic era. Participants also raised a range of issues that confront educational leaders, administrators, researchers, faculty, instructors, and students across the globe during the discussions. This article highlights participants' predictions, participants' concerns, problems identified, rising issues identified, and the recurring issue of changing understanding of learning, teaching, and schooling in the digital world.
The Relationship between Women&apos;s Eating and Their Mental Situation
Author: Latifoglu, Gözde
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,Eating Habits,Correlation,Body Composition,Adolescents,Young Adults,Adults,Self Concept,Attitude Measures,Scores,Psychological Patterns,Marital Status,Employment,Unemployment,Human Body,Parents

This study aims to investigate the relationship of the automatic thoughts, eating attitudes, body mass index and socio-demographic attributes of women between the ages of 18-55 years. The universe of the study consisted of 356 women. The data were collected using a demographic information form, automatic thoughts scale and eating attitude test. The results show indicated that automatic thoughts increased as body mass index increased; and eating attitude increased as negative thoughts increased. The sense of inadequacy and negative self-respect scores of unemployed women were higher than those of employed women. Also, it was concluded that childless women felt more helpless and inadequate than women with a child. The results indicated that single women felt more helpless than married women; the total score of the automatic thought decreased as education level increased; the scores of helpless feeling and negative self-respect of the women having a master's degree were lower than any other education levels. Eating attitudes of unemployed women were higher than employed women, though, body mass index of employed women was higher than unemployed women. Education level of women does not affect their eating attitudes. Body mass index decreases as education level increases. Body mass index and eating attitudes of women are not affected by the fact whether women have a child or not.
Features of the Family Context in the Emergence of Anxiety in Adolesence
Author: Hasanova, Gulnara
Date: 2020-09-00
Type: Journal Articles
Subjects: Adolescents,Anxiety,Family Environment,Environmental Influences,Emotional Response,Adolescent Development,Stress Management,Intervention,Prevention,Family Programs,Parenting Styles,Parent Child Relationship,Emotional Development,Parent Education,Foreign Countries,Program Effectiveness

The article reveals the current problems of the modern family, in which the relationship and behavior of parents are a factor in the formation of emotional instability and anxiety in adolescents. At the present stage of development of society, the study of psychological and pedagogical conditions for reducing the level of anxiety in adolescents is relevant, since a high level of anxiety reduces school performance, has a negative impact on the development and formation of a teenager's personality. In this regard, the study of this problem and the development of programs aimed at reducing anxiety is relevant. Comprehensive measures carried out by psychologists with parents and students make it possible to organize a timely diagnostic examination, followed by the introduction of corrective and preventive programs aimed at creating a favorable psychological climate, both in the school community and in the families of teenagers. The experimental part of the study revealed the relationship between the type of family education and the development of anxiety in this age group. High levels of anxiety were identified on indicators of General school anxiety, the relation between the anxiety scale and the &quot;authoritarian giperstimulyatsia&quot; (for methodology A. Y. Varga and V. V. Stolin), and also high indicators on scales &quot;the instability of parenting style&quot; and &quot;dominant giperprodukcia&quot; (ASV method E.Eidemiller). The results of our empirical research allow us to conclude that the psychological climate in the family is the most important factor in the favorable psycho-emotional development of children of this age category. The use of the wrong style of family education encourages the formation of emotional instability and anxiety in adolescents, which affects the overall emotional background and the learning process.
From Statehood to School Desegregation: Racial Disparities in the Public Education of Mississippi, 1817-1969
Author: Dixon, LaTanya L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Education,Educational History,State History,School Desegregation,School Segregation,Desegregation Litigation,School Resegregation,African American Students,State Legislation,Educational Legislation,African American Education,Educational Finance,Equal Education,White Students

On this 50th-year anniversary of &quot;Alexander v. Holmes Board of Education&quot; (1969) nationally enforcing school desegregation in fall 1970, Mississippi is being sued for racial disparities in public education between Black students and White students in Williams et al. v. Bryant et al. (2017). Using quantitative and qualitative primary sources, I investigate the extent to which Mississippi administered racial disparities in public education between Black students and White students from its statehood in 1817 through school desegregation. The data show many racial disparities such as a $242 million difference in expenditures for 14 years and the school attrition of more than 1 million Black students, over a 17-year period, of which over 730,000 of those students left school after first grade. In the conclusion, I offer three recommendations for how Mississippi can take present-day responsibility for these racial disparities in public education.
The Role of the Didactic Games in Enhancing Cognitive Activity in Preschool Children
Author: Gasim qizi, Aliyeva Shahla
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Games,Preschool Children,Cognitive Processes,Preschool Education,Cognitive Development

The article is dedicated to learn the impact of increasing cognitive activity in preschool children. 44 children aged 5-6 were selected for the research and the impact on the cognitive activity through didactic games with them were investigated. Different aspects manifested itself in development of cognitive processes, especially mentality during the comparison of methodologies used in conducting didactic games with children on the experimental and control groups in the research process. Unlike the control groups, the experimental groups were more likely to observe cognitive processes and tasks, and the tasks were performed more adequate by the experimental group. It is determined that organization of transforming didactic games into a leading activity in preschool preparation of children and trying to improve the activity of game increases the cognitive activity. The research has shown that there is a significant dependence between increasing the cognitive activity and didactic games.
Features of the Regional Identity of the Crimean Population
Author: Olga, Fisenko
Date: 2020-09-00
Type: Journal Articles
Subjects: Self Concept,Geographic Regions,Christianity,Islam,Western Civilization,Foreign Countries,Religious Factors,Russian,Ukrainian,Language Role,Identification (Psychology),History,Ethnic Groups

The article discusses the issues of local identity. The author proves the influence on the formation of regional identity of the territorial location of the region that organically combines Eastern Christian, Islamic, and Western Christian civilizations. The author proves the influence on the formation of regional identity of the territorial location of the region that organically combines Eastern Christian, Islamic, and Western Christian civilizations.
Tipping Point for Online Learning? On Questioning the Right Assumptions
Author: Mishra, Punya
Date: 2020-12-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Distance Education,COVID-19,Pandemics,Technology Uses in Education

Is the COVID-19 crisis the tipping point for online learning? The crisis has forced schools and universities to close, pushing often unprepared institutions to move teaching and learning online or at a distance. This was not a decision educators took with great deliberation--it was forced on them by the situation. To be fair, educators have done, and will continue to do, the best they can, under the circumstances. Herein, Punya Mishra suggests the need for educators to approach the decisions they make today with caution and humility. And, as the technologists, they need to step out of their boxes and be willing to learn. Mishra states that educators need to talk to historians, philosophers, artists, and humanists; people who have thought deeply about these issues, not necessarily from a techno-centric perspective. Mishra goes on to summarize Neil Postman's 1998 Denver talk entitled, &quot;Five Things We Need to Know about Technological Change.&quot;
Formation of the Yukaghir National School
Author: Tretyakova, Tatyana V.
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Language Minorities,Indigenous Populations,Cultural Maintenance,Language Maintenance,Secondary Schools,Educational Development,Program Implementation,Slavic Languages

The problems of preserving the language and culture of small ethnic groups are relevant in world society. The Yukaghirs are one of the disappearing ethnic groups due to their small number and long-term adaptation in a multi-ethnic environment that does not contribute to the development and preservation of linguistic and cultural traditions. The lack of a language environment, scientifically grounded educational programs and teaching materials, violation of psychological foundations that contribute to the preservation of an ethnic group are the main bases of the relevance of the study. The article presents the results of a long-term educational experiment on the preservation of the Yukaghir language and culture in the Nelemnoye secondary school of the Verkhnekolymsky district of the Republic of Sakha (Yakutia), the successful management of the educational process in the new conditions, its progressive expansion, development, and creation of a socio-educational space to preserve the native language and culture in the Yukaghir village. The practical results of the experiment can be used to solve similar problems in the world's educational society.
Supporting Community Connections: Experiential Student Philanthropy and Engaged Learning in Social Work
Author: Nikzad-Terhune, Katherina
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Private Financial Support,Investment,Nonprofit Organizations,Grants,Program Proposals,Learner Engagement,Social Work,Graduate Students,Community Needs,Community Problems,Student Projects,Student Attitudes,Program Effectiveness,Citizenship Responsibility,Public Colleges,Consciousness Raising

Community engagement and philanthropic learning have gained traction in university settings as a method to help prepare students for both workplace competency and citizenship. Experiential student philanthropy is a learning method that offers students an opportunity to examine community and social issues and nonprofit organizations while providing them with the unique opportunity to invest funding in nonprofit organizations. This study examined the impact of an experiential student philanthropy project in a graduate-level social work course at Northern Kentucky University (NKU) through the use of a pretest and posttest administered to involved students. The results indicate that incorporation of the Mayerson Student Philanthropy Project (MSPP) with this class ultimately strengthened learning outcomes as related to both course engagement and community engagement.
Festival and Competition Movement as a Form of Development of Teacher&apos;s and Student&apos;s Dialogical Thinking
Author: Koptseva, Tatyana
Date: 2020-09-00
Type: Journal Articles
Subjects: Competition,Cultural Activities,Teaching Methods,Identification,Gifted,Thinking Skills,Creativity,Prosocial Behavior,Communication Skills,Freehand Drawing,Teacher Attitudes,Foreign Countries,Goal Orientation,Teacher Student Relationship,Dialogs (Language),History,Elementary School Students,Secondary School Students,Art Products

The relevance of the problem examined in the study is determined by the insufficient knowledge from the point of modern pedagogics of art about the widely spread and publicly recognized festival and competition movement which is aimed at identifying gifted children and promoting the aesthetic development of all children participating in festivals and competitions in various types of art. Following the priorities of modern education aimed at the formation of students' independent thinking, creativity, tolerance, initiative, and communicability, the authors view the festival and competition movement as a form of development of dialogical thinking in teachers and students able to understand each other in the process of communicating on the topics of art, creativity, and social phenomena. The basis of the study is formed by the results of four children's drawing competitions held by the Federal State Research Institution of the Russian Academy of Education &quot;Institute of Art Education&quot; in 2019-2020 which involved 30 educational institutions and over 3,000 drawings, as well as teachers' reports and video and photographic recordings of the educational process and programs combining all types of participants' artistic activity (musical, theatrical, literary, fine art, decorative, constructive, design) at the final stages of festivals and competitions. The dialogue of arts practiced in the process of children's and teachers' participation in the festival and competition movement is disclosed in the present article as a method of dialogical thinking development manifesting in creative activity that has a motive, a goal, a system of actions and operations, a result and control. The goal of the study is to identify the aesthetic and personal priorities of children and adolescents in various types of art that allow determining the optimal system of motives, goals, actions, and operation in the course of the dialogue between a teacher and a student on the topics of art, creativity, and social and cultural events. It is concluded that the festival and competition movement presents an effective form of development of teacher's and student's dialogical thinking under certain conditions, namely the reliance on the age-specific and individual characteristics of a child's development, the formation of &quot;I am the author&quot; position in a child, and a teacher's understanding of a student's aesthetic and personal priorities.
Teachers&apos; Perceptions of Large-Scale Online Teaching as an Epidemic Prevention and Control Strategy in China
Author: Yang, Xiaozhe
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Large Group Instruction,Web Based Instruction,COVID-19,Pandemics,Disease Control,Foreign Countries,School Closing,Elementary Secondary Education,Electronic Learning,Teacher Education,Expectation

The sudden outbreak of the novel coronavirus disease (COVID-19) in China resulted in the sudden closure of schools, interrupting teaching plans. To prevent the virus from spreading across campuses and ensure the safety of teachers and students, China's Ministry of Education (MOE) closed all educational facilities. However, the MOE mandated that schools of all types and at all levels &quot;retain the education program despite the suspension of classes&quot; by adapting solutions to local conditions. Consequently, nearly 170 million Chinese primary and secondary school students have been engaged in a super large-scale online learning program from mid-February. This study explores teachers' responses to and experiences of the online learning initiatives.
Online Teaching for Elementary and Secondary Schools during COVID-19
Author: Song, Huan
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Principals,Administrator Attitudes,Teacher Attitudes,COVID-19,Pandemics,Online Courses,Educational Technology,Electronic Learning,Barriers,Educational Needs,School Closing,Elementary School Teachers,Secondary School Teachers,Teaching Methods,Faculty Development,Knowledge Level,Technological Literacy

This report draws on data from two articles published by the Center for Teacher Education Research of Beijing Normal University, namely, &quot;Survey Report on the Status Quo of Online Teaching and Related Needs Among Elementary and Secondary Schools During COVID-19 Prevention and Control: Based on a Sample Survey on School Principals in China&quot; and &quot;Survey Report on the Status Quo of Online Teaching and Related Needs Among Elementary and Secondary School Teachers During COVID-19 Prevention and Control: Based on a Sample Survey on Teachers in China.&quot; Undertaken by the Center for Teacher Education Research of Beijing Normal University, the aforementioned articles examine the status quo of online teaching and teachers' needs amidst the COVID-19 response efforts. The project involved an online questionnaire survey of 92 principals and 8,632 teachers from 100 basic-education schools across 23 provinces, municipalities, and regions in China. Examining these data, this report elucidates and partially compares the status quo, attitudes, difficulties, and needs among school principals and frontline teachers in elementary and secondary schools during the COVID-19 response effort of &quot;suspending classes without suspending teaching and learning.&quot; Data were collected to provide targeted insights to elementary and secondary schools as well as frontline teachers, thereby facilitating communication and mutual understanding between school principals and teachers with regard to online teaching.
Distance Education for Students with Special Needs in Primary Schools in the Period of COVID-19 Epidemic
Author: Ayda, Nedime Karasel
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Special Needs Students,Elementary School Students,COVID-19,Pandemics,Foreign Countries,Special Education Teachers,Teacher Attitudes,Individualized Education Programs

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the COVID-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP (Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.