ethanporcaro/eric-fulltext-meta huggingface dataset:
Guided Imagery: A Technique to Benefit Youth at Risk
Author: Skeens, Lisa M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Counseling Techniques,At Risk Persons,Children,Visualization,Imagination,Stress Management,Relaxation Training,Mental Health Programs,Community Health Services,Prevention,Self Efficacy,School Counseling,Program Effectiveness,Disadvantaged Youth

Guided imagery is a valuable intervention strategy that can benefit children who are at risk for social, academic, and mental health problems. Guided imagery is a technique that employs imagination, emotions, and a spectrum of bodily senses (Naparstek, 1994). This particular technique can be applied in community and academic settings to help enhance self-efficacy and mental health functioning for youth at risk. The need to implement creative interventions for youth can be overlooked by the chaos of poverty and social problems in vulnerable communities. Many schools and community agencies carry the burden of managing daily crises with few resources. This article is a call to action for effective mental health prevention treatment for youth at risk with a focus on guided imagery techniques that enhance creativity and positive visualization. This article presents an overview of mental health needs of vulnerable children, including those living in poverty; an explanation of guided imagery strategies and efficacy studies; and recommendations for the use of guided imagery interventions in academic and community youth settings.
Professional Development Workshops: Determination and Fulfillment of Educational Requirements in Measurement-Evaluation
Author: Gürsoy, Gülden
Date: 2020-10-00
Type: Journal Articles
Subjects: Middle School Teachers,Faculty Development,Teacher Workshops,Teacher Attitudes,Self Efficacy,Science Teachers,Evaluation Methods,Foreign Countries,Performance Based Assessment,Knowledge Base for Teaching

The present study aimed to determine the educational requirements for teachers in measurement-evaluation and whether the professional development (PD) workshops organized based on these requirements have an impact on evaluation literacy, attitudes, and self-efficacy perceptions of the teachers. The mixed-method design, where both quantitative and qualitative data were collected, was employed. A total of 204 middle school teachers participated in the study that aimed to determine the educational requirements of teachers in measurement-evaluation. For maximum diversity, 17 science teachers with different genders (10 male 7 female) and seniority between 3 and 15 years attended PD workshops. Five data collection instruments, including a survey form, three scales, and an interview form, were used to collect the study data. In quantitative analysis, descriptive statistics, dependent groups t-test, multilinear regression analysis were employed and the content analysis method was used in qualitative analysis. The analysis of the study data demonstrated that there were positive changes in assessment literacy, attitudes, and self-efficacy perceptions of the teachers towards measurement-evaluation, and it was determined that the workshop model was applicable in PD programs. As teachers' knowledge of assessment increased, they increasingly relied on self-knowledge and decided to adopt the new assessment techniques they learned. After the training requirements of the teachers were determined, it was recommended that the professional development training should be supported to meet their needs in workshops based on the study findings.
Speech Rate and Pausing in English: Comparing Learners at Different Levels of Proficiency with Native Speakers
Author: Huang, Lan-Fen
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Oral Language,Language Fluency,Second Language Learning,English (Second Language),Non English Speaking,Native Speakers,Intervals,Articulation (Speech)

In its descriptors for oral fluency the Common European Framework of Reference includes frequent references to the tempo of speech and the use of pausing. The present study aims to provide empirical evidence that these fluency phenomena exist; it also seeks to establish how they distinguish two different levels of proficiency (B2 and C1) among L2 English speakers as well as between these speakers and native speakers. The analysis is based on a large dataset of 50 native English speakers and 89 learners of English (derived from the LOCNEC corpus, and from the Czech and Taiwanese sub-corpora of LINDSEI); it compares their speech rates and the frequency and location of unfilled pauses in picture description tasks. Significant differences are found between all the groups showing that even between B2 and C1 levels the growth of proficiency is accompanied by an increase in speech rate and a decrease in the frequency of pausing, particularly within clauses and within constituents. By establishing the ranges of these values, the study sets possible targets which can be exploited for the purposes of language teaching and assessment.
Examining eLearning System Self-Efficacy amongst Instructors at the University of Dodoma, Tanzania
Author: Mtebe, Joel S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Integrated Learning Systems,Self Efficacy,College Faculty,Foreign Countries,Organizational Climate,Teaching Experience,Teacher Attitudes

Higher learning institutions in Africa have been investing in various eLearning systems (also referred to as learning management systems) aiming at improving the quality of teaching and learning. However, non-use or low usage of these systems amongst users is a significant setback for their success. Studies indicate that first-order barriers such as unreliable electricity power, shortage of computers, and Internet connectivity inhibit users from using these systems. This study examined system self-efficacy amongst instructors using mixed sequential explanatory design with data collected from 357 instructors at the University of Dodoma through questionnaires followed by focus group discussions. The adapted independent factors: performance accomplishments and vicarious experience from Bandura (1977), and organizational support from Higgins and Compeau (1995) were subjected to linear regression analysis to determine the causal relationship with system self-efficacy. The study found that vicarious experience and organizational support had a significant effect on system self-efficacy amongst instructors. These findings show that examining system self-efficacy amongst instructors is critical to help those who are implementing eLearning systems in finding strategies that will increase system usage.
Our Moonshot: Dighton Public Schools
Author: Arnberger, Kelly
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Schools,Rural Schools,Educational Change,Change Strategies,School Districts,Planning,Educational Improvement

&quot;Through redesign you have the opportunity do whatever you choose to do to make your school reflect the needs and desires of your community. I believe our public-school teachers can do the great things we keep hearing private and charter schools do if we would just let them.&quot; Randy Watson, Kansas Deputy Commissioner of Education, said something to that effect at Dighton in January, 2017. Dighton would now have permission to make its schools reflect the true mission, vision, and values of the community without constraint. This article describes Dighton Public Schools' actions towards redesign over the course of two years.
The Effect of Psycho-Education Program Developed for Sexual Abuse on Counseling Teachers&apos; Reporting Sexual Abuse and Information and Risk Recognition Attitudes
Author: Peker, Adem
Date: 2020-10-00
Type: Journal Articles
Subjects: Psychoeducational Methods,Sexual Abuse,Program Effectiveness,Teacher Attitudes,Counselor Attitudes,Knowledge Level,School Counselors,Disclosure,At Risk Students,Family Environment,Interpersonal Competence,Behavior Problems,Emotional Problems,Intervention,Counseling Techniques,Foreign Countries

This study aimed to analyze the effect of the psycho-education program for sexual abuse on counseling teachers' attitudes towards reporting sexual abuse and their knowledge and risk recognition levels. The research was by using the embedded design, one of the mixed method approaches. In the quantitative dimension of the study quasiexperimental design with pretest-posttest groups was performed, while in the qualitative dimension, the opinions of counselors were included. The study group of the research consisted of eight counselors in the experimental group and eight counselors in the control group, working in schools affiliated to the Ministry of National Education. A two-Factor ANOVA model for mixed measurements was utilized to analyze the experimental study. Paired t-test for dependent samples was used to analyze the pretest and posttest scores of the participants. Content analysis was used in the analysis of qualitative data. The quantitative findings of the study showed that the psycho-education program applied to the experimental group displayed a significant difference between the counseling teachers' attitudes towards reporting sexual abuse and their knowledge and risk recognition levels compared to the control group. In the qualitative results of the study, it was observed that the counselors classified the characteristics of children at risk in terms of exposure to sexual abuse under the two themes of family factors and lack of social skills. In another result, it was discovered that children exposed to sexual abuse displayed behavioral and emotional symptoms. It is thought that the training that counselors will receive in schools on sexual abuse will be beneficial for the protection of the mental health of children and young people.
Redesign Resiliency during the COVID-19 Pandemic
Author: Scott, Jay
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary Schools,Pandemics,COVID-19,Educational Change,School Closing,Online Courses,Distance Education,Program Effectiveness,Change Strategies,School Culture,Adjustment (to Environment),Teacher Role,Student Role

The purpose of this article is to share the experiences of secondary schools that are part of the Kansans Can School Redesign initiative as they navigated through a remote learning environment during the last quarter of the 2019-2020 school year. Those experiences are in the context of three questions posed to secondary educators engaged in the School Redesign initiative: (1) In what ways did the partaking of the Kansans Can School Redesign affect your school's/district's transition to Continuous Learning during the COVID-19 pandemic? (2) (a) Before the pandemic, what specific redesign strategies was your school/district able to continue employing during Continuous Learning that enhanced student learning? (b) During the time school buildings were closed, in what ways did the strategies noted in your response for (a) help students to continue to learn and grow? and (3) As you reflect back on the last quarter of the 2019-2020 school year, what makes you most proud about your staff, your students, and your families?
Motivation and Perceptions of Research and Publication in Higher Education Faculty: A Phenomenological Study
Author: Myers, Billie
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Teacher Attitudes,College Faculty,Writing for Publication,Research,Barriers,Self Efficacy,Motivation Techniques,Psychological Patterns,Faculty Workload,School Culture

Faculty members at a Carnegie-ranked Master's University of higher education want to be productive and engage in scholarly endeavors. In the process of their scholarly pursuits, the authors found a number of institutional barriers and supports for conducting research along with motivators for doing research. The purpose of this qualitative, phenomenological study was to explore experiences of faculty conducting research at a Master's University of higher education. More specifically, the investigative pursuits aimed to identify benefits, barriers, and supports for conducting research as well as motivational factors and expectations for engaging in research. This study includes data from eight interviewed participants at a rural university who were tenured or tenure-track faculty members. The results revealed numerous sub-categories within the themes of supports, barriers, motivation factors, and expectations. These findings provide implications for supporting the research activities of faculty members at Carnegie-ranked Master's Colleges and Universities.
The Cognitive Trio: Backward Design, Formative Assessment, and Differentiated Instruction
Author: Davis, Tarrah C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Instructional Effectiveness,Formative Evaluation,Feedback (Response),Scaffolding (Teaching Technique),Individualized Instruction,Expectation,Academic Achievement,Curriculum Implementation

In a traditional classroom of mixed ability levels, it is recommended that differentiation is the answer to helping all students achieve success (Heacox, 2012). This necessitates a shift from a &quot;one size fits all&quot; approach to one of greater emphasis on the individual in the learning process. While teachers seek ways to look at teaching, assessing, and learning through this different lens, the issue of successfully implementing differentiated instruction (DI) in the classroom continues to be challenging. This issue will be discussed with a focus on blending two major elements, backward design and formative assessment, as essential components in supporting and incorporating differentiated instruction in classrooms with mixed ability levels.
Popular Instructional Design Models: Their Theoretical Roots and Cultural Considerations
Author: Heaster-Ekholm, Kristen Lina
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Models,Electronic Learning,Culturally Relevant Education,Inclusion,Taxonomy,Access to Education

The digitalization of learning environments is changing the face of education. Learners from around the world have unprecedented access to online learning spaces in ways that were unthinkable even a few decades ago. Due to the growing diversity among digital learners, online learning spaces are becoming increasingly international and intercultural. To make e-learning offerings effective at meeting the needs of diverse groups of learners requires a better understanding of available instructional design models. This paper analyzes seven popular models and offers a series of recommendations that designers should follow to ensure that e-learning developed using these models is culturally inclusive.
Can the &quot;Magic City&quot; Really Be Magical with Convict Leasing? A Qualitative Study
Author: Clabough, Jeremiah
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Middle School Students,Grade 6,History Instruction,United States History,Local History,Institutionalized Persons,Racial Discrimination,Instructional Materials,Writing (Composition),Slavery,Laborers,African American History

Social studies teachers have to design classroom instruction to prepare students to be future democratic citizens. This means that middle school students need learning opportunities to grapple with issues of racism in our country's past and present. In this article, I discuss a six-day research project implemented in a sixth-grade U.S. history classroom in the Birmingham metropolitan area. These sixth-grade students explored the convict-leasing system that was constructed to fill the need for workers at Birmingham's founding that played upon existing racial prejudices. Findings from this qualitative study are discussed that show how these sixth graders articulated the racism present within Birmingham's convict-leasing system at the end of the 19th century and beginning of the 20th century. Data were collected from coding students' completed graphic organizers with analyzing primary sources about the convict-leasing system. Additionally, students' writing prompts designed to take civic action against the convict-leasing system were coded for themes of how they discussed racism present at Birmingham's founding. Through examining emergent themes from this study and exploring racism present at Birmingham's founding, this study presents an approach that can be duplicated for students to explore racism in U.S. history that is still faced in contemporary American society.
Challenges to Distance Learning Program at a Major Russian University
Author: Samsonov, Pavel
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Distance Education,Barriers,Educational Technology,College Faculty,Technology Integration,Online Courses,Blended Learning,Cultural Influences,Teacher Attitudes,Computer Mediated Communication,Integrated Learning Systems,Faculty Development,Teacher Competencies,Government Role

This study is built upon the personal experience of the author and relevant literature. The main aim of the study was to describe the status of the distance learning program at a major Russian university. The author worked as a Fulbright specialist at one of the Federal universities in Russia in 2018. The outcomes are based on multiple unobtrusive observations of the faculty and conversations with the faculty and administration. The major challenges and barriers to the development of distance learning curriculum at the university are indicated and described. The author assumes that these problems may be typical for the higher education in Russia.
Kansans Can: Redesigning Schools
Author: Neuenswander, Brad
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Role of Education,Elementary Secondary Education,Higher Education,Student Development,Student Educational Objectives,Public Education,Public Opinion,Educational Attitudes,Educational Practices,School Culture,Student Projects,Active Learning,Authentic Learning

Kansas, like many states that are coming off of an era of accountability under the federal No Child Left Behind requirements, is looking at more meaningful ways to value and measure student success. We have asked ourselves questions such as: are we focusing on the right measures; is our accountability system aligned to our educational priorities and values; or is it the educational system itself that needs to change in order to produce a more meaningful set of outcomes? These are questions that need answers before any educational reform initiatives can be addressed. The Kansas State Department of Education leadership, along with state board members, conducted a tour of Kansas communities, seeking input regarding what Kansans want and value in their public education system.
Leadership during Change
Author: Miller, Mischel
Date: 2020-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Career Readiness,College Readiness,Success,Elementary Secondary Education,Role of Education,21st Century Skills,Skill Development,Job Skills,Leadership Responsibility,School Districts,Administrator Characteristics,Principals,Superintendents,Self Evaluation (Groups),Student Centered Learning,Social Development,Emotional Development,School Culture

The national education system, similar to the Kansas education system, has seen little change since the 1800s(Throckmorton, 1967). In fact, over 50 years later, there have been few changes. Children come to school around the age of five to enter kindergarten and then move through the current system by age and grade level. These children sit in rows, are addressed by the expert teacher, are given information, and are expected to memorize and regurgitate the material in a standardized testing process. Schools in Kansas predominately open their doors in August and close in May (KSDE, 2018), perpetuating the long history of an educational system that spans almost 200 years. Moving a school system away from that dynamic is hard, and it is wrought with human challenges. What change needs to occur to meet the economic needs of the future? One major challenge to creating new learning environments is the lack of leadership at the individual school and district levels to help teachers feel safe and confident in making crucial classroom instructional changes (Bush, 2008).
Secondary School Students&apos; Awareness of Environmental Education Concepts
Author: Ablak, Selman
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Environmental Education,Concept Formation,Conservation (Environment),Gender Differences,Parent Background,Educational Attainment,Family Income,Grade 5,Grade 6,Grade 7,Grade 8,Ecology,Climate,Pollution,Natural Disasters,Knowledge Level,Foreign Countries

Humans have been living in an environment since its existence. Human approaches and attitudes towards the environment in which they live have changed over time. It is hoped the negative attitudes of humans towards nature, the environment and environmental problems will change in a positive way, due to increasing levels of awareness occurring through environmental education. The aim of this study is to measure secondary school students' level of awareness about environmental education concepts. A quantitative survey model is used in this study. The sample of the study was taken at several central secondary schools in the Sivas province for students in Grades 5-8. There is a total of 524 students in the study. The &quot;Environmental education concepts awareness scale (EECAS)&quot;, consists of 22 items and is a data collection tool for this study. The IBM SPSS statistical 23 package program was used to analyze the data. The results were analyzed by means of arithmetic-mean, standard-deviation, Mann-Whitney U test and Kruskal-Wallis test. The data was evaluated with a significance level of 0.05. As a result of the research, it was concluded that secondary school students who participated in this research had a high level of awareness about the concepts of environmental education overall. On the other hand, it was concluded that there was no significant difference in secondary school students' awareness of environmental education concepts compared to gender and family speech status variables on environmental issues. It was observed that there was a significant difference between variables such as class, mothers' education, fathers' education and family monthly income levels.
Supporting Students Living below the Poverty Line
Author: Milner, H. Richard, IV
Date: 2017-00-00
Type: Journal Articles
Subjects: Poverty,Low Income Students,Student Needs,Educational Practices,Reflection,Teacher Attitudes,Partnerships in Education,School Community Relationship,Skill Development,Student Experience,At Risk Students,Geographic Location,Social Influences,Context Effect,Family Involvement,Parent Participation

In this article, we focus on interrelated mechanisms and practices that support students living below the poverty line. Addressing the needs of students living below the poverty line requires that educators consider both the inside- and outside-of-school realities of students and their families. Before discussing the recommendations, we define poverty and describe the complex ways it may shape student realities. We then discuss why we believe recommendations to support students must account for student realities outside of school. Finally, we outline recommendations for educators interested in becoming &quot;poverty-responsive,&quot; meaning that they discontinue practices that do not support students in poverty and replace them with practices responsive to student needs. We offer three recommendations: (a) promote reflection among educators as a means to identify and discard any deeply held beliefs that are not in support of students living in poverty, (b) develop partnerships between educators and communities that address key outside-of-school factors shaping the learning experience of students living in poverty, and (c) ensure that educators teach students skills in targeted areas that are likely to improve their academic success.