ethanporcaro/eric-fulltext-meta huggingface dataset:
Defining Inclusionary Practices in Catholic Schools
Author: Smith, Sean J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Catholic Schools,Religious Education,Inclusion,Students with Disabilities,Definitions,Equal Education,Educational Quality,Case Studies,School Effectiveness,Educational Legislation,Federal Legislation,Elementary Secondary Education,Accountability,Positive Behavior Supports

The purpose of this article is to provide Catholic educators, administrators, families, and broader parish communities an understanding of critical elements required to effectively include all students, particularly those with disabilities, in Catholic schools. With an understanding that Catholic schools enroll and will continue to add not only students with disabilities, but also other students who may struggle with learning in some manner, the Catholic school community needs to keep abreast of effective practices that facilitate meaningful inclusion. This is especially relevant for those Catholic families who desire a Catholic education for their children with disabilities, as well as their typically developing children. This article seeks to: (1) offer a rationale for the need to include all learners in our Catholic schools through the reinforcement of Catechetical teachings; (2) define inclusion in Catholic education; (3) outline characteristics of high quality, inclusive schools; (4) review relevant research on inclusion that is applicable to the needs of our Catholic school environments; and (5) provide a case study of an effective, inclusive Catholic school to further contextualize to the field what is not only possible, even given limited resources, but what is happening in today's Catholic school settings.
Evidence-Based Best Practices: The Hidden Treasure to a More Inclusive Catholic Classroom
Author: Foraker, Beth
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Inclusion,Religious Education,Catholic Schools,Best Practices,Educational Practices,Students with Disabilities,Peer Teaching,Mentors,Executive Function,Social Emotional Learning

Walk into most Catholic schools (pre- and post COVID-19) these days and they look very similar to the Catholic schools from 50 years ago. The tradition, the familiarity, and the similarity are comforting and classic. However, in the past 50 years a revolution has happened in education. Educational research across many domains has revealed ways to use specific teaching techniques that can help the most marginalized students succeed, while supporting the learning of all students. Despite the advancements, society often structures supports and services for individuals with disabilities separate from the typical environment. There are a number of proven practices (often referred to as evidence-based practices [EBPs]) that are effective in meeting the needs of ALL students, which should not be limited to certain professionals. Moreover, these practices are equally effective in the Catholic school environment. This article spotlights EBPs that lead to successful inclusion when implemented by every Catholic educator. As this special issue emphasizes, inclusion of ALL students in P-12 Catholic schools is not only possible, it should be a reality; and implementing EBPs is an important component.
Investigation of the Relationship between COVID-19 Fear and Intolerance of Uncertainty and Generalized Anxiety Disorder
Author: Korkman, Hamdi
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Fear,Anxiety Disorders,Correlation,Adults,Predictor Variables,Psychological Patterns,Foreign Countries

In this study, it was aimed to investigate the relationship between COVID-19 fear and intolerance of uncertainty and generalized anxiety disorder in individuals aged 18-65 years and older. Also, it was examined whether COVID-19 and intolerance of uncertainty predicted generalized anxiety disorder significantly. In this study, data were collected, using convenience sampling model, from a total of 843 people, including 547 females (64.9%) and 296 males (35.1%) in July and August 2020. The data collecting tools of the study were the COVID-19 Fear Scale, the Intolerance of Uncertainty Scale (IUS), and the General Anxiety Disorder Test (GAD-7). The correlations between COVID-19 fear total score and IUS total score, and sub-scales' scores, and GAD-7 total score were examined using the Pearson Product-Moment Correlation Coefficient technique. As a result of the analysis, it was seen that there were significant and positive relationships between COVID-19 fear total score and IUS total, as well as between subscales' scores and GAD-7. Additionally, the prediction level of COVID-19 fear and intolerance of uncertainty on generalized anxiety disorder was tested via Multiple Regression Analysis, and it was observed that the fear of COVID-19 and IUS total score, IUS1, IUS4 were significant predictors of generalized anxiety disorder.
An Analysis of the Relationship between Perceived Parental Attitudes and Close Relationship Experiences of Teacher Candidate
Author: Parlak, Simel
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Mother Attitudes,Father Attitudes,Anxiety,Attitude Measures,Scores,Parent Child Relationship,Parenting Styles,Sex Role,Preservice Teachers

The study aimed to analyze whether there is a significant relationship between perceived parental attitudes and experiences in close relationships of the individuals in the emerging adulthood period. The study group of this research, which is in the relational screening model, consisted of 272 teacher candidates attending the first, second, third and fourth grades of different departments in the Faculty of Education at a foundation university in Istanbul in the 2018-2019 academic year. Of the students in the study group, 144 (53%) are female and 128 (47%) are male. The study group who participated in the study was formed by using the appropriate sampling method out of the non-random sampling methods. In the collection of the data of the study, Experiences in Close Relationships Inventory adapted to Turkish by Sümer (2006) and Perceived Parental Attitudes Scale adapted to Turkish by Dirik, Yorulmaz, and Karanci (2015) were used. The correlations between the variables studied were calculated by the Pearson Moments Multiplication Correlation coefficient. As a result of the research, a positive and high-level significant relationship was determined between rejecting maternal attitudes and rejecting paternal attitudes regarding perceived paternal attitudes (r=0.736, p&lt;0.01). Rejecting maternal attitudes showed a positive and low-level significant relationship with the anxiety subscale of the close relationships scale (r=0.181, p&lt;0.01). Rejecting father attitudes of the perceived parental attitudes showed a positive and low-level significant relationship with the anxiety subscale of the close relationships scale (r=0.174, p&lt;0.05). The findings obtained were discussed in line with the literature and recommendations were made.
Academic Librarians&apos; Development as Teachers: A Survey on Changes in Pedagogical Roles, Approaches, and Perspectives
Author: Baer, Andrea
Date: 2021-01-00
Type: Journal Articles
Subjects: Academic Libraries,Librarians,Teacher Role,Role Perception,Role Conflict,Ambiguity (Context),Librarian Attitudes,Library Instruction,Information Literacy,Professional Development,Communities of Practice,Professional Identity,Professional Autonomy,Self Efficacy,Expertise,Teaching Experience,Context Effect,Change,Burnout,Prevention,Foreign Countries

This article reports on findings of an online survey of teacher librarians about their instructional work, approaches, and roles and how these aspects of their teaching have changed over time. Academic librarians who had at least one year of library teaching experience and who had been actively involved in library instruction within the past two years completed the online survey. Participants were asked a series of questions, the majority of which were open-ended, about the types of instruction-related activities in which they presently and previously engaged, if/how their views of their instructional work and their instructional roles had changed over time, what experiences had been particularly influential in their teaching, and if they identified as teachers. The responses were analyzed through manual textual coding, through which emerging themes and variations in participants' responses were identified. These findings provide further insight into academic librarians' ongoing teacher development and their experiences as teaching librarians. Fuller understandings of this development and experiences can inform professional development and communities of practice in which librarians foster a sense of agency, confidence, responsiveness, and purpose in their teaching, cultivate and sustain meaningful teaching practices, and prevent burnout.
A Flipped Classroom Approach to Teaching Search Techniques for Systematic Reviews to Encourage Active Learning
Author: Poole, Karen
Date: 2021-01-00
Type: Journal Articles
Subjects: Flipped Classroom,Search Strategies,Literature Reviews,Active Learning,Foreign Countries,Library Services,Information Literacy,Electronic Learning,Academic Libraries,Librarians,Class Activities,Program Evaluation,Program Effectiveness

This project report describes the rationale for moving a one-shot library teaching session on advanced searching for systematic reviews to a flipped classroom approach (e-learning ahead of face-to-face teaching) and the process this took. It examines the e-learning and active learning elements designed to support learners engage with challenging threshold concepts including subject headings. Learner feedback during, immediately at the end of each session, and in response to a follow-up impact survey is considered. Overall, learner feedback on the flipped classroom was very positive and teachers reported improved learner outcomes (formative in-class informal assessment). Areas identified for development are presented. The report extends the body of research on the use of the flipped classroom in information literacy and provides evidence that active learning techniques can be successful in increasing learner engagement and achievement even in a one-shot setting.
Critical Discourse Analysis as a Reflection Tool for Information Literacy Instruction: A Case Study Approach of Library Orientation Sessions
Author: Dandar, Devina
Date: 2021-01-00
Type: Journal Articles
Subjects: Critical Theory,Discourse Analysis,Reflection,Information Literacy,Instruction,Language Usage,Ideology,Power Structure,Library Instruction,Undergraduate Students,Foreign Countries,Library Skills

This article uses the theoretical perspectives of critical discourse analysis (Mayr, 2008; Fairclough, 1992) and critical pedagogy (Pagowsky &amp; McElroy, 2016; Accardi, et al., 2010) to explore how language is a socially regulating structure used to represent and maintain power within the academic context. These perspectives are applied to two case studies of library terminology used in the authors' library orientation sessions to examine how language reinforces Western academic ideologies and structures of power in the information literacy (IL) classroom. This analysis facilitates an exploration of how language used in these contexts can both alienate and empower students within the IL classroom. In addition, other aspects that are explored include power dynamics and student voice within the classroom, critical discourse analysis as a tool for IL instruction reflection, and how these are connected to critical pedagogy. The authors also provide questions regarding privilege and power in IL to support library professionals in fostering meaningful reflections and dialogue, challenging their status quo and exploring new approaches to using critical IL in teaching.
An Evaluation of Activity Books in Terms of Outcomes and Learning Processes Related to Food and Nutrition
Author: Inalcik, Gülsah
Date: 2021-01-00
Type: Journal Articles
Subjects: Teaching Guides,Learning Activities,Educational Objectives,Learning Processes,Foods Instruction,Nutrition Instruction,Daily Living Skills,Health Behavior,Eating Habits,Preschool Education,Preschool Children,Foreign Countries

This research was carried out to evaluate the activities in the Ministry of National Education Preschool Education Program Activity Book and Digital Education Platform Educational Information Network Teachers' Preschool Activity Book, in terms of outcomes, indicators and learning processes related to food and nutrition. In this research, document review method, which is one of the qualitative research methods, was utilized. The resources, on which the research will be carried out, were determined by one of the purposeful sampling methods; the criterion sampling method. The data were analyzed using descriptive analysis method. The documents discussed in the research have been scanned for learning outcomes related to food and nutrition and healthy nutrition with its indicators, nutrients, food groups, where food comes from, importance of eating various foods, benefits of foods. As a result of the research, it has been determined that there are no learning outcomes related to food and nutrition concepts in the activities and that no references have been made to food and nutrition concepts in learning processes in the Activity Book of Preschool Education Program. However, in the activities included in the Digital Education Platform Educational Information Network Teachers' Preschool Activity Book, not only learning outcomes related to food and nutrition were discussed, but also food and nutrition concepts were addressed in the learning processes. The results are presented in tables, and suggestions were made at the end of the paper.
Examining the Educational Sections of Development Plans in Turkey in the Context of Educational Administration
Author: Balikçi, Abdullah
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Administration,Educational Development,Educational Planning,Educational Change,Change Strategies,Administrator Role,Educational History

Development-education interaction can be seen clearly in development plans. This study aims at making inferences about educational administration from the educational sections of the development plans in Turkey since 1963. This study was carried out with a qualitative research method. The data were analyzed using descriptive analysis approach. In this study, 11 development plans prepared since 1963 in Turkey were analyzed in terms of educational administration. Special expert commission reports prepared for development plans are included in the analysis. It was seen that the following points come to the fore in the context of educational administration: MoNE-based organization should be reviewed. The administrative processes should be implemented more effectively. Educational administration-environment interaction should increasingly be maintained. Arrangements should be made for the development and duties of educational administrators. For researchers, it can be recommended to conduct studies with different methods and studies on the problems between planning and implementation related to educational administration. For practitioners, it can be recommended to include educational administration experts in the planning process more and effectively, and include them in education plans more.
Making Information and Communication Technology as a Program in Senior High School Curriculum: Teachers&apos; Concerns
Author: Kissi, Philip Siaw
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,High School Students,Information Technology,High School Teachers,Case Studies,Foreign Countries,Teacher Surveys,Teaching Methods,Employment Opportunities,Curriculum Development,Grading,Technological Literacy,Teacher Characteristics

Information and Communication Technology (ICT) education is considered as a subject not a program in Ghanaian Senior High Schools (SHS) curriculum. However, the performance of students offering ICT related programs in Higher Education is abysmal. Therefore, this study investigated the teachers concerns about making ICT as a program in Ghanaian Senior High School (SHS) Curriculum. 320 teachers in SHSs in Ghana were used for the study. The study employed a cross-sectional survey approach to investigate the concerns of the teachers. Descriptive statistics and independent sample t-test and Analysis of Variance (ANOVA) test were conducted on the responded survey data. The ICT teachers reported that ICT knowledge is relevant for students in SHS (mean = 3.909, SD = 1.093), the students would have several job opportunities (mean = 3.888, SD = 1.215), and should be made a program in the SHS curriculum in Ghana (mean = 3.963, SD = 1.105). Also, there was is a statistically significant difference (t (318) = -1.022, p = 0.00 &lt; 0.05) between the concerns of female and male teachers on concerns of making ICT as a course in SHS curriculum. Additionally, perceived relevant knowledge of ICT and job opportunity would significantly, F = 138.634 and p = 0.000(&lt; 0.05) influence the making ICT as a program in SHS curriculum. The findings draw implications for the Ministry of Education and SHS curriculum planners in updating curriculum to prepare SHS students with the essential ICT knowledge and skills higher education and future employment.
Perception of Working Online versus Offline among Academic Professionals
Author: Soonthodu, Sachin
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Technology Integration,Adoption (Ideas),Online Courses,Faculty Development,Teacher Effectiveness,Teacher Characteristics,Age Differences,Gender Differences,Academic Rank (Professional),Distance Education,COVID-19,Pandemics,Foreign Countries

COVID-2019 is a challenge for the survival of humans and the society. Business organizations are facing the worst hit due to continuous lockdown. Education institutions and the universities are facing a tough time to balance teaching-learning effectiveness. Many education institutions have adopted online technology with optimum utilization of available resources; others face a tough time for survival. This study aims at understanding teachers' perception towards offline and online teaching. 480 academic professionals were selected based on simple random sampling techniques. Paired sample T test and One-way ANOVA is used to study and find out the difference in the perception of working online and offline among academic professionals. The study finds significant differences in teachers' perception of offline and online teaching among the academic professionals.
Procrastination: Can It Be Passed Down through a Self-Monitoring Strategy and Own Gifts?
Author: Efendi, Aprani Zahnah
Date: 2021-00-00
Type: Journal Articles
Subjects: Time Management,Self Management,Self Reward,Student Behavior,Behavior Modification,Group Counseling,Counseling Effectiveness,Foreign Countries,High School Students,Grade 10

Self monitoring and self reward are self-management service techniques that are part of the behavior techniques that each individual has. Procrastination means procrastinating on work; one of the inhibiting factors for student success. This study aimed to reduced the level of procrastination of high school students through self-monitoring and self-reward services. This type of research was experimental research with the equivalent time series design. The samples were taken as many as 6 of 25 people. Data collection used treatment materials and a procrastination scale in the form of the Student-Student Procrastinational Assessment Scale (PASS) developed by Salomon and Rothblum. The results showed that the Fcount value was 1.304 with a result of 0.028, meaning the results obtained were &lt;0.05; Because sig 0.0280 &lt;0.05, self-management techniques, self-monitoring and self-reward strategies could reduce academic procrastination behavior in students, so that self-management techniques, self-monitoring and self-reward strategies were effective in reducing academic procrastination behavior in high school students.
Environmental Literacy-Based on Adiwiyata Predicate at Junior High School in Ponorogo
Author: Nurwaqidah, Siti
Date: 2020-11-00
Type: Journal Articles
Subjects: Multiple Literacies,Knowledge Level,Conservation (Environment),Ecological Factors,Responsibility,Student Attitudes,Junior High School Students,Institutional Characteristics,School Activities,Program Effectiveness,Gender Differences,Foreign Countries

The student's environmental literacy (EL) is vital to improving students' awareness of environmental issues. This study was intended to display the role of eco-school program (Adiwiyata) and non-adiwiyata schools towards EL of junior high school students by analyzing EL of students in Ponorogo. The research was conducted in March-October. The survey involved 379 students. The type of research is ex post facto. The assessment used the Middle School Environmental Literacy Survey (MSELS). The results show that the adiwiyata program is related to the increase of EL with the sig value 0.000. The higher the adiwiyata level, the higher the EL value of the environment. However, the general EL assessment in Ponorogo is still low, that more than 51% of respondents did not reach the score at level 3, which is the standard level of EL. The EL ability of junior high school students between male and female sex is different, with the sig value 0.004. All data analysis concluded that the level of students' EL was significantly influenced by school type and gender. EL of students may low due to students' lack of understanding of the environment concepts, the limited theories, and concepts transferred to students.
The Relationship between Self-Regulated Learning and Learning Motivation with Metacognitive Skills in Biology Subject
Author: Mustopa, Nanda Mulyadi
Date: 2020-11-00
Type: Journal Articles
Subjects: Correlation,Self Management,Learning Motivation,Metacognition,Biology,Science Education,Grade 11,21st Century Skills,Learning Strategies,Questionnaires,High School Students,Foreign Countries

The latest learning in the 21st century requires learners to master various competencies to support their learning process and achieve the expected learning goals. This study aims to determine the relationship between self-regulated learning and learning motivation with metacognitive skills. The research was conducted in May 2020 at SMAN 1 Tasikmalaya. The research used a quantitative approach to explore the correlation among variables observed involving a population of 177 students of class XI MIPA 1- XI MIPA 5 in academic year 2019/2020. The samples were 43 students selected using simple random sampling technique. Metacognitive Awareness Inventory (MAI) questionnaire adapted from Schraw &amp; Dennison and Motivated Strategies for Learning Questionnaire (MSLQ) adapted from Pintrich &amp; De Groot were used to collect the data. MAI is used to measure metacognitive skills, while MSLQ is used to measure self-regulated learning and learning motivation. MLSQ is a validated instrument, while MAI is tested for validity first and the results are valid. The analysis technique used was multiple linear regression tests. The results show that the correlation coefficient (R) was 0.747 and the coefficient of determination (R[superscript 2]) was 0.558. The contribution of self-regulated learning and learning motivation to metacognitive skills amounted to 55.8%.