ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Mental Health Impacts of COVID-19 on K-12 Mental Health Providers, School Teachers, and Students
Author: Correa, Nikki
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mental Health,School Counselors,Teachers,School Social Workers,Student Behavior,Psychological Patterns,Role,Self Efficacy,Depression (Psychology),Anxiety,Elementary Secondary Education,Emotional Response,Student Needs,Intervention,Coping

The COVID-19 crisis has caused a major disruption to students and staff within schools. As a result, COVID-19 has likely had a negative impact on mental health. This study investigated via an online survey, the mental health impact of the COVID-19 crisis on school counselors, teachers, and school social workers. In addition, the study examined these staff members' perspectives on the mental health of the students they worked with. Results indicated students are displaying a variety of distress behavior ranging from fearfulness, loss of temper, and peer problems. Staff indicated they felt confident reassuring students of safety, answering questions about COVID-19, and asking about students' families or friends who were affected. However, staff indicated decreased confidence to mention counseling services to students. Also, during the pandemic almost half of school staff indicated experiencing moderate to severe depression, and most staff indicated experiencing moderate to severe anxiety. These findings highlight the importance of providing mental health outside of the school setting, and the need for mental health services for school staff and students in the wake of the COVID-19 crisis.
Rural Male Social Scripts on Career Development
Author: Bright, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,Career Development,Males,School Counseling,Counselor Training,School Counselors,Curriculum Development,Social Cognition,Career Choice,Higher Education,Place Based Education

While rural students have increased barriers to college and career development than non-rural students and lower educational outcomes, limited research exists on influences on rural career development. Rural males indicate lower college and career aspirations than rural females and are at risk of reduced career outcomes. This study utilizes phenomenology to explore the career influences on rural males and conceptualizes results under a social cognitive career framework to inform future school counseling practice and research.
School Counseling through a Developmental Lens: Implications for Working with Adolescent Girls
Author: Brookover, Dana L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,Social Development,Emotional Development,School Counselors,High School Students,Interaction,Adolescent Development,Counselor Role,Social Influences,Resilience (Psychology),Social Media,STEM Education,Social Support Groups,Interpersonal Relationship,Cultural Differences,Generational Differences,Wellness,Mental Health

In order to support adolescent girls' social and emotional development, school counselors need to understand girls' current experiences and developmental needs. Researchers used phenomenological methodology to explore the experiences of 11 girls in Generation Z. They further examined girls' interactions with their high school counselors including whether these interactions supported their development. Five themes emerged: developmental challenges; societal impact on development; strengths and protective qualities; experiences with school counselors; and suggestions for school counselors. Implications of these findings are provided.
The Role of the Instructor, Motivation, and Interaction in Building Online Learning Satisfaction during the COVID-19 Pandemic
Author: Thanasi-Boçe, Marsela
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Role,Interaction,Student Attitudes,Student Satisfaction,Online Courses,School Closing,College Students,Electronic Learning,Student Motivation,Gender Differences,Interpersonal Relationship,Foreign Countries

This study aims to examine the role of instructor, motivation, and interaction in building students' perceptions of and satisfaction with online learning (OL). It proposes a structural model based on data collected from 446 graduate and undergraduate students who attended online courses during the first COVID-19 lockdown. The data analysis was conducted using partial least square structural equation modeling (PLS-SEM). The results reinforced the role of interaction and instructors in strengthening students' motivation, especially highlighting interaction as a facilitator of how instructors motivate their students. Motivation, interaction, and the instructor's role contributed to positive OL perceptions, which in turn generated greater student satisfaction. This study also revealed that interaction is the factor with the highest impact on OL perception. The instructor's role in motivating students was found to be higher if a greater interaction was present in the online platform. However, the students did not derive OL satisfaction directly from their instructors; rather, satisfaction was generated only when motivation, interaction, and positive OL perceptions emerged. Finally, gender differences were identified in the students' OL satisfaction. Females derived a greater level of motivation, OL perception, and satisfaction from interactions with their instructors and peers, while the male students' OL perception and satisfaction were not affected by their instructors.
Perception of e-Learning among Hungarian Engineering Students
Author: Berényi, László
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Electronic Learning,Foreign Countries,Engineering Education,College Students,Computer Use,Technology Education,Computer Assisted Testing

The success of developing e-learning is determined by curriculum quality, the availability of technological requirements and, to an even greater extent, by user response to the technology introduced in the process. Digital enhancement of education through e-learning solutions should also take the unique attributes of the targeted local region, institution, target group and field of expertise into consideration prior to implementation. The paper reports on research conducted to understand the approach of engineering students (n=94) to e-learning supported by Moodle in Hungary, including computer use, evaluation of e-learning materials, systems and online exams. The research used an online questionnaire for exploring the motivation and restrictive factors of using e-learning. Survey findings confirm that e-learning functions primarily in a complementary way to traditional learning. 87.2% of the students in the sample just download the learning materials and use those offline often or regularly. 58% of them find the usefulness of e-learning materials good, but structure or aesthetics is evaluated weak or moderate by more than half of the respondents. Considering the exams, 38% of the students with previous experience in online exams prefer the traditional exams, while 25% prefer the online format. Since access to technological tools and services required for effective e-learning is available, continuous training of the teachers and tutors is necessary both for developing their everyday skills and recognizing the LCMS opportunities.
Recommendation Systems on E-Learning and Social Learning: A Systematic Review
Author: Souabi, Sonia
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Information Systems,Electronic Learning,Social Development,Learning Processes,Cooperative Learning,Mathematics,Social Networks,Classification

E-learning is renowned as one of the highly effective modalities of learning. Social learning, in turn, is considered to be of major importance as it promotes collaboration between learners. For properly managing learning resources, recommender systems have been implemented in e-learning to enhance learners' experience. Whilst recommender systems are of widespread concern in online learning, it is still unclear to educators how recommender systems can improve the learning process and have a positive impact on learning. This paper seeks to provide an overview of the recommender systems proposed in e-learning between 2007 and the first part of 2021. Out of 100 initially identified publications for the period between 2007 and the first part of 2021, 51 articles were included for final synthesis, according to specific criteria. The descriptive results show that most of the disciplines involved in educational recommender systems papers have approached e-learning in a general way without putting as much emphasis on social learning, and that recommender systems based on explicit feedbacks and ratings were the most frequently used in empirical studies. The synthesis of results presents several recommender systems types in e-learning: (1) content-based recommender systems; (2) collaborative-filtering recommender systems; (3) hybrid recommender systems; and (4) recommender systems based on supervised and unsupervised algorithms. The conclusions reflect on the almost lack of critical reflection on the importance of addressing recommender systems in social learning and social educational networks in particular, especially as social learning has particular requirements, the weak databases size used in some research work, the importance of acknowledging the strengths and weaknesses of each type of recommender system in an educational context and the need for further exploration of implicit feedbacks more than explicit learners' feedbacks for more accurate recommendations.
Pre-Service Science Teachers&apos; Images and Misconceptions about Chemical Equilibrium
Author: Eyceyurt-Türk, Gülseda
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Misconceptions,Chemistry,Foreign Countries,Science Education,Visual Aids,Freehand Drawing

Determining pre-service teachers' images and removing their misconceptions with scientifically true ones are very important so that these teachers could bring up students without misconceptions. In the current study, it was aimed to highlight pre-service science teachers' images and misconceptions about chemical equilibrium together and in detail. For this purpose, qualitative research was employed. The research was conducted on 20 pre-service science teachers educating at a university in middle Anatolia region. Worksheets were utilized as data collecting tools. In worksheets there was a question about making pre-service teachers draw four different scenarios for a given chemical equilibrium reaction at different times; at the beginning of the reaction, before the chemical equilibrium, at the chemical equilibrium, after the chemical equilibrium, but at a common temperature and then making them explain their drawings. Data was analysed through content analysis. The results lightened that pre-service science teachers' chemical equilibrium concept images were inadequate since their mental images about the concept were scientifically wrong. On the other hand, the preservice science teachers had different misconceptions. The most common misconceptions of preservice science teachers were as &quot;Diatomic molecules form atoms and then these atoms form new chemicals (f:10).&quot;, &quot;There are only products or activated complexes in the tank during and/or afterwards of the chemical equilibrium (f:15).&quot;, &quot;Atoms could disappear and/or reappear (f:14).&quot;, and &quot;Products are formed at the chemical equilibrium (f:17).&quot; [This study was presented at the International Conference on New Horizons in Education 2019, Prague, Czech Republic.]
Social Skills Scale Development Study
Author: Uslu, Emine Merve
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Test Construction,Preschool Teachers,Elementary School Teachers,Foreign Countries,Self Control,Verbal Communication,Cooperation,Participation,Nonverbal Communication,Conflict Resolution,Test Validity,Test Reliability

The aim of this study is to develop a scale for assessing teachers' social skill levels. A total of 1064 teachers, including 243 kindergarten teachers, 465 primary school, 67 social studies, 113 Turkish teachers, 80 science teachers, 96 mathematics teachers, participated in the research voluntarily. &quot;Social Skills Scale (SSS)&quot; consists of a 5-point Likert type consisting of 36 items. As a result of the factor analysis varimax transformation, the scale items are collected under seven sub-dimensions and explain 54.73% of the total variance. The sub-dimensions determined are named as: (1) social cohesion; (2) self-control; (3) verbal communication; (4) cooperation; (5) participation; (6) nonverbal communication; and (7) conflict resolution.
Career and College Readiness for Underserved Youth: Educator and Youth Perspectives
Author: Lindstrom, Lauren
Date: 2022-03-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Adolescents,Access to Education,At Risk Students,High School Students,High School Teachers,Elementary Secondary Education,Federal Legislation,Educational Legislation,Disadvantaged Youth,Low Income Students,Barriers,Job Skills,Planning,Socioeconomic Influences,Mentors,Learning Activities

This study solicited perspectives of underserved youth and educators who serve them regarding college and career readiness. We defined underserved youth as adolescents who experience inequitable access to educational resources. Purposeful sampling was used to select 84 focus group participants including educators and students (9-12th grade). Utilizing grounded theory analysis, focus group data revealed findings in three key categories. First, student and educator participants defined readiness as specific career knowledge and skills to develop concrete postschool plans. Second, both educators and students perceived limited availability of career preparation experiences as a barrier, while educators also provided examples of challenging life circumstances which deter youth from fully realizing their college and career potential. Third, educators and students reported that providing a broad array of career related learning activities, coupled with the presence of trusted adults who serve as mentors and guides, can create capacity for young people to expand career options.
A General Perspective on the Use of Conjunctions across Arab Students as Turkish Language Learners
Author: Dolunay, Salih Kürsad
Date: 2021-00-00
Type: Journal Articles
Subjects: Arabs,Turkish,Second Language Learning,Second Language Instruction,Foreign Countries,Form Classes (Languages),Language Proficiency,Writing (Composition),Undergraduate Students,Writing Evaluation,Language Usage,Comparative Analysis,Word Frequency,Teaching Methods,Writing Skills,Grammar

The present study aims to submit a general perspective to the conjunctions which Arab students whose language levels were B1 and B2 have structured in their written texts. To this end, this research was designed as a document analysis. In the study, the documents were obtained from free writings by 90 Arab students who were studying at Bolu Branch of TÖMER, Turkey. In order to analyse the conjunctions used by the study group in their written texts, frequency and percentage analyses were employed in quantitative findings obtained through this analysis. Additionally, Mann-Whitney U test was used to compare students' use of conjunctions according to their language levels. The results of the study have indicated that the most commonly used conjunctions by Arab students whose language levels were B1 and B2 were additive, causal, adversative and time; on the contrary, the least commonly used conjunctions were coordinating, expository, exemplificatory and conditional. The general perspectives on the use of conjunctions across Arab students whose language levels were B2 were found to be higher in their written texts compared to those whose language levels were B1. Consequently, it was revealed that Arab students whose language levels were B2 used 'adversative, conditional and exemplificatory conjunctions' to a greater extent; contrary to this, it was found that they were not able to progress in the remaining five conjunctions. According to the findings of the study, teaching of the conjunctions used less commonly by Arab students should be focused more to enable them to comprehend what they read and to convey their ideas in written expression more proficiently.
An Analysis of a School&apos;s PYP Accreditation in Terms of System Elements
Author: Adiyaman, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Advanced Placement Programs,Elementary Schools,Educational Benefits,Educational Quality,Program Implementation,Educational Objectives,Input Output Analysis,Systems Approach,Private Schools,Academic Achievement

This research is a qualitative case study aiming at analyzing the effects of accreditation on school system elements. Accordingly, interviews were conducted with administrators and teachers at an IB-PYP accredited school. There are questions directed towards understanding the impacts of the accreditation on the elements of open system in the semi-structured interview form used for the data collection tool in the interviews. Thematic analysis was utilized as the data analysis method. Inputs, process, outputs, feedback and environment elements of open system were used as the data analysis framework. According to the study results, the administrators and teachers think that accreditation has positive effects on the school system. However, the school community's attitude, the staff's professional competency, communication and teamwork skills have a decisive role in the formation of these positive effects and successful implementation of the program. Moreover, it could be stated that schools devise strategies to manage the dilemma they encounter among the national system, exam pressure and the program's objectives, and learning outcomes.
An Investigation into the Relationship between Secondary School Students&apos; Self-Learning Using Technology and Test Anxiety
Author: Güngörmez, Hatice Gülmez
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Educational Technology,Test Anxiety,Grade 7,Grade 8,Foreign Countries,Anxiety,Likert Scales,Student Motivation,Self Management,Distance Education,Study Skills,Science Education,Independent Study,COVID-19,Pandemics

This study aims to investigate the relationship between secondary school students' self-learning with technology and test anxiety. The study was conducted using a correlational survey model. The participants of this study are made up of 128 students of 7th and 8th grade, studying in three secondary schools in Adiyaman province of Turkey in the spring semester of the 2019-2020 academic year. &quot;The Self-Directed Learning with Technology Scale for Young Students&quot; adapted to Turkish by Demir and Yurdugül (2013) and &quot;Test Anxiety Inventory&quot; adapted to Turkish by Öner (1990) were used for collecting the data. Independent groups t-test and Pearson Correlation test were used to analyze the data. The analyses showed no significant difference between self-learning of secondary school students using technology regarding their gender and grade. However, there was a significant relationship between the students' grades and their test anxiety. The &quot;test anxiety inventory&quot; consisted of two subscales, &quot;delusion&quot; and &quot;affectivity&quot;. There was a significant difference between students' delusion and affectivity subscales. In this consideration, the 8th graders had a higher test anxiety than the 7th graders. The Pearson correlation indicated that there was a positive and significant correlation between self-learning using technology and test anxiety of the secondary school students (p&lt;0.01).
Characteristics of Generation Z Piano Students from the Perspective of Piano Teachers
Author: Ömür, Özlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Characteristics,Age Groups,Music Teachers,Teacher Attitudes,Foreign Countries,Self Esteem,Personality Traits,Technological Literacy

The aim of this research is to determine the characteristics of Generation Z piano students from the perspective of piano teachers. The sample of the study consists of 40 piano teachers working in state conservatories with piano departments in Turkey. The data were collected with the &quot;Teacher Opinion Form&quot; consisting of 24 questions, which took its final form with expert opinions, and the findings were tabulated. As a result of the research, it has been determined that the majority of Generation Z piano students are generally impatient, have high self-confidence but low self-awareness in terms of personality traits. In terms of studying and learning characteristics, they experience great difficulties in their individual studies without support, they do not know their own learning methods, they have difficulty in managing their study time properly, and their professional curiosity is not high. When students are evaluated according to their emotional state, they are temperamental, have difficulty accepting criticism and lose their belief in success quickly. Piano students, according to their digital literacy, are hasty and play fast due to the habit of quick action/quick response habit acquired from the digital environment, and they quickly get bored with the works they are practicing as they are unable to balance between the regular flow of new information in the digital environment and the flow in real life. It is also among the results obtained that the students of Generation Z, who were born into technology, do not use this technology efficiently in terms of contribution to the piano lesson. In the light of these results obtained, suggestions regarding the piano education of Generation Z and future field studies were presented.