ethanporcaro/eric-fulltext-meta huggingface dataset:
Mindfulness, Problem-Solving Skills and Academic Achievement: Do Perceived Stress Levels Matter?
Author: Dikmen, Melih
Date: 2022-01-00
Type: Journal Articles
Subjects: Stress Variables,Problem Solving,Perception,Academic Achievement,Metacognition,Higher Education,College Students,Foreign Countries,Grade Point Average

This study examines the relationship between higher education students' perceived stress levels, and their problem solving skills, awareness levels and academic achievement. Also, the mediating role of mindfulness levels and problem-solving skills on the association between perceived stress level and academic achievement was investigated. The research was designed according to the correlational research design, one of the quantitative research methods. The participants of the study consisted of 938 higher education students. For data collection, three different questionnaires were administered to the participants. In addition, the personal information form prepared by the researcher was used to obtain the students' demographic characteristics and grade point averages (GPA). The results showed that there was a significant negative relationship between perceived stress levels of higher education students and their mindfulness, problem solving skills, and academic achievement. Also, it was found that mindfulness and problem-solving skills had a mediating role in the association between perceived stress level and academic achievement. Based on the findings of the study, it was concluded that mindfulness-based approaches and problem-solving skills are important for higher education students to reduce their stress levels and increase academic success. The limitations and recommendations for future research are discussed.
Need Analysis of a Web 2.0 Tool to Be Developed for Measurement and Evaluation in Education
Author: Tatli, Zeynap
Date: 2022-01-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Elementary School Teachers,Measures (Individuals),Student Evaluation,Elementary School Students,Computer Uses in Education,Computer Interfaces,Parents

The aim of this research is to reveal the features of a Web 2.0 tool for measurement and evaluation that will be developed for primary education teachers, in line with the opinions of experts from the Department of Computer Education and Instructional Technology (CEIT) and Primary Education (PE). Case study is one of the qualitative research methods used in this research. Participants consisted of 20 (CEIT: 10, PE: 10) field experts, with professional experiences ranging from 1 to 27 years. The opinions of the field experts were received through semistructured interviews. The findings obtained in the research were evaluated in general. It has been determined that the measurement and evaluation Web 2.0 tool to be developed for the use of primary education teachers, should not only have a question/answer design with multimedia support, but also include awards/competition and teamwork' interaction in order to be preferred by students. Additionally, it should provide ease of use and be supported by stakeholders in order to be preferred by teachers. It is recommended that the specified Web 2.0 tool should include outcome-based and graphical-based reporting features. Especially in the Covid-19 pandemic, in order for parents to support their child and follow the student's progress, it is recommended that a detailed statistical development report be included in the parent interface limited to their children only.
The Mediating Role of Psychological Resilience in the Relationship between Coping Humor and Psychological Well-Being
Author: Kaya, Zöhre
Date: 2022-01-00
Type: Journal Articles
Subjects: Resilience (Psychology),Coping,Humor,Well Being,Counselors,School Psychologists,Foreign Countries,Counseling Techniques

This study examines the mediating role of psychological resilience in the relationship between psychological counselors' use of coping humor and psychological well-being through structural equation modeling. Research participants comprise 228 psychological counselors between the ages of 23 and 52, among which 130 are female and 98 are male. A correlational research model is used in the research as one of the quantitative research methods. Data is collected through the scales of Coping Humor, Psychological Well-Being, and Psychological Resilience. Data is analyzed through t-test, Pearson product-moment correlation and structural equation modeling. Findings demonstrate that there is positively significant correlation between coping humor, psychological well-being, and psychological resilience. Moreover, coping humor significantly predicts psychological well-being positively whilst psychological resilience remains a partial mediating variable in this relationship. Findings show that the conceptual model developed for relationships between coping humor, psychological well-being, and psychological resilience is statistically supported.
The Relationship between Empowering Leadership and Teachers&apos; Job Performance: Organizational Commitment as a Mediator
Author: Limon, Ibrahim
Date: 2022-01-00
Type: Journal Articles
Subjects: Teacher Administrator Relationship,Principals,Leadership Styles,Teacher Empowerment,Job Performance,Foreign Countries,Teacher Characteristics,Preschool Teachers,Elementary School Teachers,Secondary School Teachers

This study investigates the mediating role of organizational commitment on the relationship between principals' empowering leadership and teachers' job performance. To this end, it employed a cross-sectional design, one of the quantitative methods. Data were collected through the &quot;Empowering Leadership Behaviors Scale&quot;, &quot;Organizational Commitment Scale&quot; and &quot;Job Performance Scale&quot;. The sample consisted of 324 teachers working in different cities in Turkey. They were employed through convenience sampling and responded to the scales online. Predictive relationships between variables were revealed using a structural equation model. Before testing the structural model, the validity of the scales and measurement model was investigated. The findings indicated that validity and reliability of scales were ensured. On the other hand, the fit indices regarding the measurement model satisfied the cutoff values in the literature. Since the data did not satisfy the multivariate normal distribution assumption, bootstrapping was used. The findings indicated that empowering leadership is positively associated with teachers' job performance and organizational commitment. On the other hand, organizational commitment boosts job performance. Lastly, empowering school leadership enhances organizational commitment, which in turn teachers' job performance. The findings were discussed based on the literature and some suggestions were made based on the findings. [Paper presented at the XI. Educational Administration Forum (Online, Nov 17-21, 2020).]
Understanding of Geometric Reflection: John&apos;s Learning Path for Geometric Reflection
Author: Akarsu, Murat
Date: 2022-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Mathematics Teachers,Mathematics Instruction,Secondary School Teachers,Geometric Concepts,Reflection,Teaching Methods,Schemata (Cognition),Motion,Cognitive Mapping,Case Studies,Student Attitudes

This study explores the development of a pre-service teacher's mental structure from a motion view to a mapping view of geometric reflection. Many pre-service secondary mathematics teachers' (PTs) understand geometric reflection as a motion rather than a mapping of a domain containing points in a plane relative to a reflection line, which is an essential understanding needed for teaching mathematics. Dubinsky's action, process, object and schema (APOS) framework to document the transition of the PT's (John's) mental structures from a motion to a mapping view. Data from interview transcripts, videos, and written artifacts were analyzed using. Results indicated that John's initial motion view of geometric reflection informed his evolving mapping view by developing sub-concepts of the reflection line, domain and plane. It is argued that the mapping view evolves from the motion view as the sub-concepts develop through successive challenges using figures and questioning. The study is a part of a larger study and was conducted with six PTs. However, it focuses on one of the PTs, John, who reached the mapping view of geometric reflection. The other PTs also demonstrated a similar mental structure.
Multimodal Approach in Online EFL Class Using Islamic Learning Materials: Students&apos; Perspective
Author: Djamdjuri, Dewi Suriyani
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,21st Century Skills,Islam,Private Colleges,Religion,Instructional Materials,Teaching Methods,Online Courses,Educational Technology,Technology Uses in Education,Student Attitudes,College Students

This study aims to find out how students' perspectives on learning English use 21st century learning strategies through a multimodal approach to teaching English for EFL students. A lecture was conducted online for one semester (four months) by using Islamic topics as learning materials. The learning materials were presented and discussed, then students were asked to write or talk about the topics. This study uses a descriptive qualitative approach to data collection through the provision of questionnaires and interviews with 47 students of the Islamic Broadcasting Program at the Faculty of Islamic Religion at a private Islamic university in Bogor, Indonesia, in the English language course. From the data collected through a set of questionnaires and interviews it can be concluded that, 1) the majority of respondents are interested in using Islamic materials to learn English; 2) the majority of respondents state that Islamic materials assisted them in improving their English language skills; 3) The majority of respondents are interested in using online Islamic resources using multimodal approach. Furthermore, the respondents stated that the multimodal approach to learning is very interesting, effective, and can help them to learn English. In addition, students wished that direct interaction between lecturers and students could continue to function well. Hence, the use of multimodal-based Islamic materials could provide interactive opportunities between lecturers and students.
The Effects of Task-Based Language Teaching and Audio-Lingual Teaching Approach in Mandarin Learning Motivation
Author: Wen, Chua Hui
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Motivation,Mandarin Chinese,Second Language Learning,Second Language Instruction,Learning Strategies,Questionnaires,Teaching Methods,Task Analysis,Multilingualism,Memorization,Comparative Analysis,Anxiety,Intervention,Student Attitudes,Audiolingual Methods,College Students,Foreign Countries

This study investigates the effects of Task-based Language Teaching (TBLT) and the Audio-Lingual Teaching Approach (ALTA) on learning motivation among non-native Mandarin learners in the Teaching of Mandarin as a Third Language (TMTL). The TBLT applied is an adaptation of Willis's TBL Framework, while the ALTA applied is an adaptation of Sariçoban's dialogue memorisation. A quasi-experimental design was used in this study, with 21 students selected through convenience sampling for TBLT and 22 students for ALTA. Motivational Strategies for Learning Questionnaire (MSLQ) was employed. A descriptive analysis was conducted to compare if any changes in learning motivation and learning anxiety components for both groups before and after TBLT and ALTA were adopted in the learning interventions. The descriptive analysis showed that there were changes in the aspect of learning motivation and learning anxiety component. The result indicated that there was an increment in the number of students of the group with a very high level of learning motivation for TBLT. The result ranged from 8 students (38%) to 11 students (52%); the ALTA group remained unchanged as 11 students (50%) had a high level of learning motivation, and 11 students (50%) had a very high level of motivation. As for the learning anxiety component, the TBLT group showed a decrease in the number of students having very high anxiety, from 2 students (10%) dropped to 0 student (0%). Meanwhile, for the ALTA group, the results indicated that anxiety level for students had increased; the number of students who experienced a very high level of anxiety had increased from 2 students (9%) to 6 students (27%). The study indicates that TBLT has a positive effect on Mandarin learning motivation, which TBLT might help in reducing students' learning anxiety. Still, ALTA might, on the other hand, increase learning anxiety. The study implies that TBLT might be a better approach to learning Mandarin and might promote better performance among non-native speakers.
Comparison of PISA and PIAAC Participants&apos; Reading Habits and Strategies in Terms of Reading Achievement
Author: Yalçin, Seher
Date: 2021-12-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Adults,Comparative Analysis,Reading Strategies,Reading Habits,Reading Achievement,Gender Differences,Reading Tests,Correlation

This study aimed to compare reading strategies and habits regarding reading achievement of selected age-group participants from the Programme for International Student Assessment (PISA) 2009 and the International Assessment of Adult Competencies (PIAAC) 2015 within Turkey. A cohort design was utilized because it was assumed that reading literacy from PISA and PIAAC were comparable, as well as that participants from PISA 2009 would be in the age range of participants at the time of PIAAC in 2015. The participant population selected from PISA 2009 for the current study consisted of 4719 Turkish students (2334 girls, 2385 boys) aged 15 years old. Those chosen from PIAAC 2015 consisted of 308 Turkish individuals (141 men, 167 women) aged 20-22 years old. Data analysis was conducted through latent class analysis based on participants' gender, the number of books in the home, and reading achievement. Results revealed that female participants were more successful than male participants in PISA, whereas male participants outperformed female participants in PIAAC.
Video Modeling for High School Students with Autism Spectrum Disorder
Author: Galligan, Megan R. Ledoux
Date: 2022-03-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Skill Development,Students with Disabilities,High School Students,High School Teachers,Video Technology,Modeling (Psychology),Social Development

Video modeling (VM) has demonstrated efficacy in teaching a variety of skills (e.g., social skills, communication, vocational tasks) to learners with autism spectrum disorder. Previous research indicates teachers and learners have supported the use of VM. However, the majority of studies have focused on elementary-school students; less research has explored the use of VM in secondary education settings. To extend the literature, this article describes the use of VM with three high school student-teacher dyads. Each teacher adapted the VM intervention to meet the needs of their student as well as to fit with the current technology available and utilized in their classrooms. All of the three students learned a different target skill with VM and achieved mastery criteria. Results for the three student skills, as well as implementation guidelines and future directions, are discussed.
Smartwatch Executive Function Supports for Students with ID and ASD
Author: Wright, Rachel E.
Date: 2022-03-00
Type: Journal Articles
Subjects: College Students,Intellectual Disability,Autism,Pervasive Developmental Disorders,Students with Disabilities,Intervention,Assistive Technology,Executive Function,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education

This study examined the use of a wearable smartwatch-based intervention to support the executive functioning needs of college students with intellectual disability and autism spectrum disorders. The study was designed to address the universal design for learning guidelines and checkpoints for Provide options for Executive Functions. Three students with intellectual disability, two on the autism spectrum, participated in this multiple-probe across participants with an embedded ABAB design to determine whether a causal relationship exists between the smartwatch intervention and the percentage of tasks completed independently. Students were taught to use a wearable smartwatch device to enter novel appointments for the coming week and the associated tasks. All students self-operated the wearable device to enter appointments, attend appointments on time, and complete associated tasks. Results are discussed in the context of applying new technology applications to assist individuals with intellectual disability and autism to self-manage technological supports to learn new skills, set reminders, and enhance independence.
Achievement Growth in K-8 Catholic Schools Using NWEA Data
Author: Dallavis, Julie W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Achievement Tests,Catholic Schools,Academic Achievement,Achievement Gains,Reading Achievement,Mathematics Achievement,Kindergarten,Elementary School Students,Middle School Students,Scores,Public Schools,Achievement Gap,Comparative Analysis

Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors. Our findings suggest that while Catholic school students score higher in math and reading than public school students on average, they also enter each school year at a higher level. Public school students close this gap to some degree during the school year. Additionally, these patterns varied by age and subject. Catholic school students in the earlier grades show less growth in both reading and math during the academic year compared to their public school peers, but in middle school, growth patterns in math were comparable across sectors.
Mission, Faith, and Values -- A Study of 94 Voices from Rhode Island Catholic Secondary School Graduates
Author: Keefe, Thomas E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Institutional Mission,High School Graduates,Catholic Schools,Religious Factors,Educational Quality,Social Values,Outcomes of Education,Religious Education,Positive Attitudes,Catholics,Churches

While the mission statements of Catholic schools place emphasis on faith formation, Catholic schools are more often identified with high-quality academics and less with the development of faith. A qualitative descriptive study was designed to understand how Rhode Island Catholic secondary school graduates described the influence of the Catholic educational mission on the formation of faith and personal life values. The results of the study indicate that the graduates of Catholic secondary schools in Rhode Island recognized the strength of the academic programs at the four identified Catholic secondary schools. Participants also profusely described the influence of the Catholic educational mission on the development of personal life values, but the results were less conclusive regarding graduates' perceptions of the faith formation experience. Graduates who described faith as a process and personal journey had a more positive attitude regarding the influence of the Catholic educational mission on faith formation. In contrast, those who described faith as the practice of religious ritual as well as obedience to the dogma of the Catholic Church, both positively and negatively, were less effusive regarding the Catholic educational mission.
Applying &quot;Rerum Novarum&quot; towards the Academic Service-Learning (ASL) Reflection Process for Promoting Ethical Leadership in Post-Secondary Students
Author: Davis, Henry J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholics,Religious Education,Service Learning,Ethics,Ethical Instruction,Leadership Training,Reflection,Prompting,Postsecondary Education,Leadership Styles,Civics,Social Justice

Pope Leo XIII's encyclical &quot;Rerum Novarum&quot; is considered one of the first major works to introduce Catholic social thought on a global level. A key message undergirding &quot;Rerum&quot; is the concept of supporting the needs of others, leading to empowerment and self-sufficiency. The purpose of this study was to create a list of reflection prompts informed by Rerum for post-secondary students to consider and apply towards their academic service-learning experiences. Through qualitative analysis, three main themes related to &quot;Rerum's&quot; key message were identified: (a) opportunity to obtain resources; (b) intrinsic right to continual resources; and, (c) communal support of families and dependents. These themes were then used to develop eight distinct reflection prompts for each stage of the service-learning experience; here, the goal is to provide post-secondary students with a foundation for processing their thoughts and developing their leadership styles in an ethically-informed manner, grounded in Catholic social thought.
Building Family Partnerships in a Catholic School by Connecting After-School and Home with Mathematics
Author: Cerezci, Bilge
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholic Schools,Mathematics Instruction,After School Programs,Elementary School Students,Parent Child Relationship,Mathematics Skills,Grade 3,Grade 4,Grade 5,Urban Schools,Family School Relationship,Camps

Parents need guidance, support, and motivation to learn how to support their young children's mathematical development in ways that are more foundational and effective. The In Addition Afterschool Mathematics Program serves 24 students in grades 3, 4, and 5 and their parents in an urban neighborhood at a Catholic elementary school. In the In Addition Afterschool Mathematics Program, we see families as partners and build our after-school program around supporting mathematics thinking and discoveries by engaging the whole family.
Catholic Education and the Idea of Curriculum
Author: Franchi, Leonardo
Date: 2021-00-00
Type: Journal Articles
Subjects: Catholic Schools,Churches,World Views,Religious Education,Religious Factors,Educational Philosophy,Self Concept,Catholic Educators,Curriculum,Imagination,Teacher Characteristics,Elementary Secondary Education

Critical reflection on the curriculum offered in the Catholic school is a valuable addition to wider dialogue on the nature of education and schooling. It enables the Church's educational agencies to offer a distinctive vision of education to the diverse range of students who freely participate in its educational ventures. In Catholic thinking, education is the study of humanity and its achievements. The curriculum of the Catholic school speaks to internal and external audiences and is a bridge uniting the Catholic worldview with other intellectual traditions.