ethanporcaro/eric-fulltext-meta huggingface dataset:
Adolescence and Academic Well-Being: Parents, Teachers, and Students&apos; Perceptions
Author: Hashmi, Kiran
Date: 2022-06-00
Type: Journal Articles
Subjects: Adolescents,Foreign Countries,Academic Achievement,Well Being,Parent Attitudes,Teacher Attitudes,Student Attitudes,Emotional Response,Student Experience,Teacher Influence,Parent Child Relationship,Emotional Development,Student Needs,Parent Influence

This paper addresses an investigation into the relationship between adolescent emotions and academic well-being. It explores teachers', parents', and students' perceptions of adolescents' understanding of their emotions and academic development. Studies have shown that adolescents of all stages are engaged in incidental and formal learning, they learn from different environments, perceive different perspectives, and learn from experiencing the new methodologies of life. Adolescents prefer to talk more about themselves, their lives, their decisions, their thinking, and their ways of approaching solutions to problems. At this stage, adolescents may get emotionally hurt easily, which may lead to dissatisfaction or the development of adverse behaviors. Thus, at this age, emotional disorders or behaviors need immediate attention by parents, teachers, and peers to avoid negative effects on their academic performance. The researcher carefully chose the phenomenological research approach to study the experience of individuals and perceptions of teachers, parents, and adolescents. Data were collected through three focus group discussions a) Teachers b) Students c) Parents. The data were analyzed using thematic analysis techniques. Research findings show that there is a strong connection and relationship between adolescents' emotions and academics, and they are emotionally involved in different activities. They are also under peer pressure and academic pressure from teachers and parents to study and this impacts their academic performance.
&quot;Negative and Positive Experiences Form the Backbone of My Understanding of Myself and Other People&quot;: School Life Recollections of Young Adults
Author: Soo, Kadri
Date: 2022-06-00
Type: Journal Articles
Subjects: Young Adults,Educational Experience,Personal Narratives,Student Attitudes,Educational Environment,Self Esteem,Well Being,Sense of Community,Group Membership,Group Unity,Interpersonal Relationship,Bullying,Teacher Behavior,Recall (Psychology),Foreign Countries

The present paper analyses 70 retrospective narratives from young adults about their school life. It looks for answers to the questions of what people and situations young adults recall as sources of positive or negative feelings and how they (re)construct the impacts of school experiences on their lives as young adults. The analysis found that on one hand a cohesive and safe school climate was a source of high self-esteem, well-being and a sense of belonging to the school, while on the other, peer bullying and the difficulties of teachers in coping with complex situations in the classroom were the most persistent problems in the school atmosphere that the young adults recalled as negative. However, the narrators re-construct some negative past experiences into positives, both individually and collectively.
Pre-Kindergarten Teachers&apos; Perceptions of Social and Emotional Learning
Author: Liesch, Hillary Polchow
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Social Emotional Learning,African American Students,Preschool Children,Educational Attainment,Teaching Experience

Recognition of social and emotional learning (SEL), as an essential educational component, has increased in recent years, and early childhood educators' perceptions of SEL are likely to impact the delivery, evaluation, and outcomes of SEL opportunities for young children. The purpose of this pilot study was to investigate SEL perceptions of prekindergarten teachers in an American urban, public preschool serving predominantly Black students. Participant (n=22) responses to the Teacher Social and Emotional Learning Beliefs Scale (Brackett et al., 2012) were used to calculate mean scores for the domains of comfort, commitment, and culture, which were analyzed in relationship to the independent variables of teacher position (lead or auxiliary), level of education (associate degree, bachelor's degree, or graduate degree), and years of prekindergarten teaching experience (0-20 years and more than 20 years). While results were statistically non-significant, findings of the current pilot study have important and practical implications for implementing SEL in prekindergarten. Auxiliary teachers scored slightly lower in commitment and comfort domain than lead teachers, and teachers with a bachelor's degree scored highest on the comfort domain. Interestingly, experienced teachers (more than 20 years) did not show a notable difference from those who have been teaching prekindergarten for much less time. Findings suggest that regardless of position and educational level, both veteran and novice early childhood teachers could benefit from explicit SEL training and adequate time and opportunity to become confident in providing effective social and emotional learning in their early childhood classrooms. Further research is needed to examine the effects of SEL training and coaching for prekindergarten teachers on the SEL of young children.
Predicting Sense of Classroom Community from Foreign Language Enjoyment and Anxiety in an English as a Foreign Language Classroom
Author: Alberth
Date: 2022-06-00
Type: Journal Articles
Subjects: Prediction,Sense of Community,Second Language Learning,Psychological Patterns,Anxiety,English (Second Language),Classroom Environment,High School Students,Predictor Variables,Gender Differences

Whereas the role of anxiety and enjoyment in predicting learning outcomes is well documented in the literature, the role of these two emotion dimensions in predicting perceived sense of classroom community is rarely discussed in the literature despite the fact that classroom community serves as a good predictor of learning outcomes. Conducted in a sociocultural context which is under-represented in the international literature, the present study was designed to predict participants' perceived sense of classroom community based on their reported enjoyment and anxiety scores. A total of 402 senior high school students (male: 153, female: 249) participated in the study. Participants were invited to complete the questionnaires measuring foreign language enjoyment, foreign language anxiety, and perceived sense of classroom community. Multiple regression analysis indicated that foreign language classroom anxiety and enjoyment concurrently explained 39% of the total variance in sense of classroom community. Foreign language enjoyment turned out to be a stronger positive predictor, whereas anxiety was a negative predictor. Both variables were significant predictors for sense of classroom community regardless of gender. Whereas males and females were comparable in terms of perceived sense of classroom community and foreign language enjoyment, females were more anxious than males.
A Review of Youth Mental Health Curricula in Peer-Reviewed Studies Addressing Access, Equity, and Belonging
Author: Lobenstein, Monica M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mental Health,Curriculum,Evidence Based Practice,Access to Education,Equal Education,Sense of Community,Group Unity,Group Membership,Adolescents,Children

The goal of this literature review was to identify evidence-based curricula that support youth mental health with special attention to inclusion of access, equity, and belonging (AEB). Four databases were searched for peer-reviewed articles published between 2010 and 2019 related to youth mental health curricula. A total of 1446 articles were identified, and 171 articles underwent a full-text review. Of the 61 curricula identified, 44% addressed AEB to some extent and 65% showed program effectiveness. Four programs were recommended (Sources of Strength, Teen Mental Health First Aid, Dynamic Mindfulness, and Youth Mental Health First Aid) and eight conditionally recommended.
Engaging Hard-to-Reach Audiences through Internal Interdisciplinary and External Diverse Collaborations
Author: Garrett, Erin M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Extension Education,Interdisciplinary Approach,Program Effectiveness,Access to Education,Outreach Programs,Energy Conservation,Rural Areas,Older Adults,Low Income Groups,Partnerships in Education

Through a combination of internal and external collaborations, consumer-based energy education designed for hard-to-reach audiences was successfully delivered statewide by an interdisciplinary Extension team. Program participants representing rural residents, senior citizens, and low-income audiences demonstrated improvements in knowledge and increased intention to change their home electricity usage behaviors. This outreach work can serve as a model for other Extension services to combine interdisciplinary teams with community partnerships to reach underserved audiences statewide.
Quality Assurance in Distance Education through Data Mining
Author: Saritas, Mustafa Tuncay
Date: 2022-00-00
Type: Journal Articles
Subjects: Quality Assurance,Distance Education,Integrated Learning Systems,Information Retrieval,Data Analysis,Educational Quality,Foreign Countries,Higher Education

Learning Management Systems (LMS) are software applications that facilitate the management and monitoring of online teaching courses and/or training programs, workshops, webinars, forums, and other similar learning activities. The LMS provides learning and teaching benefits and possibilities for synchronous, asynchronous, and hybrid training. For instance, learning management systems (LMS) can store a wide variety of large-scale educational data. The stored data can be analyzed by employing educational data mining methods. Educational data mining (EDM) is a new discipline that deals with methods for exploring the unique and large-scale data generated by digital platforms to better understand students' learning progress and the learning environment itself. In this study, the data stored in the LMS used by Balikesir University during the fall semester of the 2021-2022 academic year were analyzed by using educational data mining methods in order to reveal the current status of distance education activities and make suggestions to improve the quality.
What Happened during COVID-19? Instructional Setting as a Predictor of Students&apos; Academic Achievement
Author: Perkins, William
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Predictor Variables,Academic Achievement,Undergraduate Students,Private Colleges,School Closing,Distance Education,Educational Environment,Gender Differences,Grade Point Average,Part Time Students,Full Time Students

Our goal in the current study was to identify the degree to which instructional setting (remote versus traditional) predicted students' academic achievement during the COVID-19 pandemic. A matched sample of data from 194 undergraduate students who were continuously enrolled at a private university in the southeastern United States from the spring semester of 2020 through the spring semester of 2021 was selected for this study. Data from students enrolled remotely across 37 majors were matched by sex, enrollment status, and Spring 2020 GPA. Our findings showed that neither instructional setting, students' sex, nor the number of hours they attempted were important predictors of students' academic performance during the COVID-19 pandemic. Furthermore, the academic performance of students enrolled remotely on average remained unchanged from Spring 2020 through Spring 2021. Incidentally, our results revealed that the preceding academic performance was the only important predictor of students' academic achievement during this period. This finding confirms former research on the role that previous performance plays in the academic performance of undergraduate students.
Student Teachers&apos; Perceptions of the Connection between Literacy, Equality and Digitalization
Author: Maunula, Minna
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Attitudes,Opinions,Literacy,Equal Education,Educational Technology,Foreign Countries,Adults,Literacy Education,Social Media

Digitalization has many implications for the development of equality in societies and is also reflected in education. In a digitalized world, literacy is an essential skill for both individual and societal development. This study explores Finnish student teachers' perceptions of the connection between literacy, equality, and digitalization. The research material consists of professional opinion pieces written by student teachers (N=37). The qualitative study examined student teachers' perceptions of literacy, equality, and digitalization. Student teachers' perceptions concerned pupils' polarizing backgrounds for learning, literacy instruction and the challenge of differentiating classes, deterioration of literacy and other learning, and positive aspects of literacy learning. The results show that student teachers recognize the connection between literacy and digitalization and their broad impact on societal development and equity. As future teachers, they perceived the impact of the development of inequalities on everyday school life and on opportunities to learn key skills as a challenge. The results show that the polarizing starting points for pupils is a worrying trend and challenges the future teacher in a digitalizing world. The results of the study underline that teacher training and teachers are important societal actors and reformers.
Pre-Service Teacher Training Program of STEM-Based Activities in Computing Science to Develop Computational Thinking
Author: Pewkam, Wichaya
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,STEM Education,Learning Activities,Computer Science Education,Computation,Thinking Skills,Foreign Countries,Electronic Learning

Computing science which focuses on computational thinking, has been a compulsory subject in the Thai science curriculum since 2018. This study is an initial program to explore how and to what extend computing science that focused on STEM education learning approach can develop pre-service teachers' computational thinking. The online STEM-based activity-Computing Science Teacher Training (CSTT) Program was developed into a two-day course. The computational thinking test (CTT) data indicated pre-service teachers' fundamental skills of computational thinking: decomposition, algorithms, pattern recognition, pattern generalization and abstractions. The post-test mean score was higher than the pre-test mean score from 9.27 to 10.9 or 13.58 percentage change. The content analysis indicated that there were five key characteristics founded in the online training program comprised: (1) technical support such as online meeting program, equipment, trainer ICT skills; (2) learning management system such as Google Classroom, creating classroom section in code.org; (3) the link among policy, curriculum and implementation; (4) pre-service teachers' participation; and (5) rigor and relevance of how to integrate the applications of computing science into the classroom.
Teachers&apos; Self-Efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age
Author: Šabic, Josip
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Self Efficacy,Technology Uses in Education,Information Technology,Age Differences,Gender Differences,Foreign Countries,Computer Attitudes

The purpose of the study is to examine the moderating effect of age on gender differences in teachers' self-efficacy for using information and communication technology (ICT) in teaching as well as possible variables underlying this effect. Following Bandura's conceptualisation of self-efficacy, we defined teachers' self-efficacy as their confidence in performing specific tasks that require the integration of ICT into the teaching practice. The study was conducted via an online questionnaire on a sample of 6613 elementary and upper secondary school teachers in Croatia. The hierarchical multiple regression analysis was applied. The findings indicate minor gender differences in self-efficacy for using ICT that are more prominent among older teachers and practically non-existent among younger teachers. These effects remain statistically significant after controlling for the type of school where the teacher works, perceived technical and professional support for using ICT in school, and frequency of use of computer programmes in teaching. The interaction effect ceases to be statistically significant after the introduction of length of computer use in teaching and/or attitudes towards computers in the model, indicating that these two variables have a role in low self-efficacy for using ICT among older female teachers. A similar level of self-efficacy for using ICT among young male and female teachers is an encouraging finding which could hopefully be followed by gender equality in other aspects of ICT use. The findings suggest that strategies for enhancing ICT self-efficacy should be particularly targeted at older female teachers. This study contributes to a better understanding of the under-researched topic of gender differences in teacher's ICT self-efficacy.
The Application of Higher-Order Cognitive Thinking Skills to Promote Students&apos; Understanding of the Use of &quot;Static&quot; in Object-Oriented Programming
Author: Ragonis, Noa
Date: 2022-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Concept Formation,Thinking Skills,Cognitive Processes,Taxonomy,College Students,Programming Languages,Misconceptions,Problem Solving,Classification,Teaching Methods

Object-oriented programming distinguishes between instance attributes and methods and class attributes and methods, annotated by the &quot;static&quot; modifier. Novices encounter difficulty understanding the means and implications of &quot;static&quot; attributes and methods. The paper has two outcomes: (a) a detailed classification of aspects of understanding &quot;static,&quot; and (b) a collection of questions designed to serve as a learning/practice/diagnostic tool to address those aspects. Providing answers requires learners to apply higher-order cognitive skills and, hence, to advance their understanding of the essential meaning of the concept. Each question is analyzed according to three characteristics: (a) the &quot;static&quot; aspects that the question examines according to a detailed classification the paper provides; (b) identification of the question according: to Bloom's revised taxonomy, to the Structure of Observed Learning Outcome (SOLO) taxonomy; and to the problem-solving keywords used in the question's formulation. Several recommendations for teaching are presented.
Bibliometric Analysis of Game-Based Researches in Educational Research
Author: Ekin, Cansu Cigdem
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Game Based Learning,Educational Research,Publications,Authors,Foreign Countries,Educational Games,Literature Reviews,Learning Motivation,Computer Uses in Education,Universities

This research aims to conduct a bibliometric study to describe how game-based educational research is structured and how it has evolved over time. For this purpose, bibliometric analysis has been used to analyze 4980 publications indexed by the Elsevier SCOPUS database between 1967 and May 2021. The related publications were evaluated by analyzing co-authorship, co-occurrence, and citation by considering author, keyword, country, journal, university, and publication variables. As a result of the bibliometric analysis, it was concluded that the United States was leading the field and significantly publishing more studies. Top performing organizations were in Taiwan and the United States. According to the keyword co-occurrence analysis, &quot;game-based learning&quot; was the most used keyword followed by &quot;serious games&quot; and &quot;gamification&quot;. Co-authorship status results show that collaboration between researchers in the field was not high and the number of researchers in co-author groups was small. It was found that the most influential research was related to literature review on games and the effectiveness of games on motivation or learning and Computers &amp; Education was the most published and cited journal in game-based educational research.
Bibliometric Mapping of Metaverse in Education
Author: Tas, Nurullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Computer Simulation,Technology Uses in Education,Electronic Learning,Foreign Countries

This research aims to create a bibliometric map of studies on the use of metaverse in education. We used the bibliometric mapping technique from an international viewpoint to assess trends in the area of metaverse research on education by disclosing the author, publication, keyword, journal, country, and citation factors. Most research on the topic was published in &quot;Computers &amp; Education.&quot; Results indicate that &quot;Hwang G.J.&quot; is the most relevant author. &quot;National Taiwan Normal University&quot; and &quot;National Taiwan University of Science and Technology&quot; are the most relevant universities. &quot;USA&quot; has the most publications, co-authored publications, single-national publications, and cited articles overall. &quot;China&quot; is the nation with the greatest number of publications from other countries. &quot;Denmark&quot; is regarded as being at the top in the field of average citations per article. The terms &quot;augmented reality&quot;, &quot;virtual reality&quot; and &quot;second life&quot; is sub-applications of the Metaverse environment, and are often used keywords. Over time, we can observe that prior research on &quot;second life&quot;, &quot;virtual worlds&quot; and &quot;virtual environments&quot; were gradually superseded by studies on &quot;augmented reality&quot;, &quot;virtual reality&quot;, &quot;immersive virtual reality&quot;, and &quot;VR&quot;. Over time, the phrase &quot;metaverse&quot; may become one of these tendencies. The papers in this research were subjected to cluster analysis. All clusters appear to involve &quot;virtual reality&quot;. Additionally, &quot;augmented reality&quot; was included in three clusters. Examining the measured network analysis of the authors reveals that they are clustered into five separate groups.
Evaluation of Digital Storytelling in Terms of Pre-Service ICT Teachers&apos; Perceived TPACK Levels and Teaching Proficiency Self-Efficacy Levels: A Mixed-Method Study
Author: Kukul, Volkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Story Telling,Preservice Teachers,Information Technology,Pedagogical Content Knowledge,Technological Literacy,Self Efficacy,Teaching Skills,Knowledge Level

Today, the point where technology has come has revealed the need for individuals to be equipped with different skills. Teachers play an essential role in the development of these skills. Teachers should be able to use and master the methods that enable students to participate in the learning environment actively and gain the technological competencies they need today. In this direction, this study aims to examine the effect of digital storytelling on pre-service teachers' TPACK skills and teaching self-efficacy. An explanatory sequential research design is conducted with 29 pre-service ICT teachers. In the quantitative part of the study experimental research design and, in the qualitative part of the study case study is used. According to the results, digital storytelling is significantly affecting both TPACK and teaching proficiency self-efficacy levels of pre-service teachers. The results and future recommendations of the study are reported in detail.