ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultural Administration in Compulsory Lessons Teaching Programs in the Context of School Administration
Author: Girgin, Ahmet
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary Schools,Administrator Attitudes,Foreign Countries,Principals,Knowledge Level,Curriculum,Culturally Relevant Education,Administrator Responsibility,Required Courses,Barriers,Cultural Awareness,Administrator Role,Secondary School Teachers,Citizenship Education,Values Education,Intellectual Disciplines

The aim of this study is to evaluate the special purposes of the compulsory lessons in the curriculum in the context of cultural administration in education, according to the views of secondary school administrators. The study was designed in a phenomenological design, one of the qualitative research methods. 20 secondary school administrators working in Manisa Salihli in 2021-2022 participated in the study. While choosing the sample group, criterion sampling and easily accessible sampling method were chosen from purposive sampling methods. A semi- structured interview form developed by the researchers was used to collect the data. The data were analyzed by descriptive analysis and content analysis method. According to the findings, it was seen that although school administrators have knowledge about curricula, they expressed similar views on what should be included in the curricula in the context of cultural administration. According to the results of the research, it can be said that school administrators do not have an active role in terms of whether the cultural administration of the compulsory lesson programs of their institutions is carried out effectively or not, due to the busyness of daily tasks, official works and transactions occupy most of their time at school. There is a need for studies to improve the curriculum literacy of school principals. It is thought that this study will set an example for researchers in terms of combining educational administration with educational programs and teaching disciplines. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 319-334.]
Reflections of Metaverse-Based Education on E-Learning
Author: Cukurbasi Calisir, Esma
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Electronic Learning,Technology Uses in Education,Simulated Environment,Affordances,Barriers

After the COVID-19 pandemic, both teachers and learners have reached a new understanding in the use of technology. With the change in the understanding of education, their access to technology has become a necessity. The adoption of Internet technologies as a learning tool facilitated the adoption of the metaverse environment. One of the most frequently mentioned problems in distance education is the inadequacy of communication and interaction between users. Metaverse has become more popular in this process with the interaction opportunity it offers to users. Metaverse is based on the interaction of technologies, which include virtual environments and objects that provide close to real life experiences. Learners who are physically in different places can come together in the perception of reality in the metaverse universe and be in the teaching process and interact with each other and socialize. Especially in the multi-user interaction world of metaverse, it is possible for learners to develop their sense of presence and to provide high interaction among learners. Moreover, the learners being active participants and being able to convey their feelings easily support their existence in the environment with high attention and interest. This study aimed to explain the reflections on e-learning by presenting a perspective on the use of metaverse in educational environments. In this direction, the word metaverse is explained, the current situation is examined and the reflection of metaverse based education on e-learning is discussed. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 103-115.]
New Skill Requirements and Young Workers in the Professional World with the COVID-19 Global Pandemic
Author: Sirma, Cigdem Sema
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Job Skills,Technological Literacy,Barriers,Social Change,Employees,Adolescents,Young Adults,Higher Education,Technology Uses in Education,Job Training,Information Technology

The Coronavirus (SARS-CoV-2), which emerged on December 31, 2019 in the People's Republic of China, has been declared as a global epidemic by the World Health Organization. Countries primarily aimed to reduce the spread of the epidemic so that health services would not be disrupted and loss of life would be prevented. In addition to the health measures taken, countries have also taken actions to maintain the balance of income distribution and ensure the continuation of judicial, educational and working life. It can be said that the physical distance and closure, which are at the beginning of the measures taken, affect the professional world differently on a sectoral basis and change the expectations of employees and employers. In this process, concepts such as remote work, online work, working from home, flexible working, which are often used interchangeably, have quickly entered our lives. The use of various applications that already exist has also become widespread with COVID-19. Individuals in professional life faced the risks of losing their jobs, changing their personal rights and income insecurity. Employees needed to follow the transformation of professions and jobs and new skill requirements have emerged according to this transformation. The epidemic affects individuals in different ways according to age and chronic disease status. This effect varies according to working conditions along with the risk of catching an epidemic. On the other hand, although young people differ from the rest of the population in terms of their ability to adapt to the changing dynamics of business life and technology, they have encountered various disadvantages such as the limitation of job opportunities, lack of technological tools and equipment, working conditions, and not being able to benefit from national and international internship opportunities, especially in the COVID-19 process. From a sociological point of view, this paper discusses how the changes in the social structure accelerated by COVID-19 affect professional life especially for young employees. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 64-73.]
The Significance of Digital and Media Literacy in the COVID-19 Period
Author: Kirisci Sarikaya, Aylin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Technological Literacy,Media Literacy,Access to Computers,Teacher Education,Teacher Competencies,Foreign Countries,Secondary School Teachers,Definitions,Knowledge Level,Communication Skills

Education systems and teachers should transform and equip technology to be more resilient and adaptive to the new order after the COVID-19 pandemic. Teachers need support in this aspect. Teachers should be media and digitally literate as they should know to use mass media sources, from print to video and the internet. This study aims to reveal teachers' views on digital and media literacy. The research is a qualitative descriptive study. Semi-structured interviews were conducted with six teachers, and data were analyzed with the content analysis method. Six themes emerged: the definition of media and digital literacy, media availability and usage, critical understanding, communicative abilities, participation and content creation, media literacy education, and media literacy as a school subject. The findings reveal that the interviewed teachers were all aware of the media and digital literacy concept. They were media and digital literate to a certain level. They mostly thought of traditional media tools when talking about media literacy. They did not participate or create content in new media. And they agreed on the importance of media literacy education and the necessity of media literacy content in certain school subjects. Conclusions might recommend that the media and digital literacy course could be obligatory during undergraduate education. Teachers who have not taken any training in their undergraduate years about the subject could have in-service opportunities. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 15-28.]
Preservice Teachers&apos; Attitudes towards Distance Education
Author: Takir, Aygil
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Student Attitudes,Distance Education,Positive Attitudes,COVID-19,Pandemics,Foreign Countries,Private Colleges,Teacher Education

The effective implementation of distance education (DE) depends upon users having a positive attitude towards it. Preservice teachers have been unprepared for unexpected change because of the pandemic, bringing increased involvement of various types of DE. This study examines the level and predictors of attitudes towards DE among 103 preservice teachers enrolled in various departments of a private university in Northern Cyprus. Determining the attitudes of preservice teachers towards DE is important regarding they can transfer their skills and competencies on DE to their students in the future. Using an online survey, consisting of the demography and Distance Education Attitude Scale (DEAS), as a data collection instrument, the study shows that preservice teachers possessed a low-level positive attitude towards DE. They believed that the importance of DE has been increasing day by day, but it is a luxury for their countries. Results show that preservice teachers had neutral attitudes through DE about increasing one's learning capacity and productivity and improving the quality of the education. T-test and ANOVA analyses indicated that the independent variables had no significant effect on preservice teachers' attitudes towards DE. It can be supposed that preservice teachers share a common ground in their attitudes towards DE. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 1-14.]
Designing of Volunteer Reader Mobile Application for Visually Impaired Individuals
Author: Yildirim, Hasan Hüseyin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Books,Visual Impairments,Telecommunications,Handheld Devices,Volunteers,Audio Books,Costs,Access to Information,Foreign Countries

Purpose: Books are one of the essential tools that have the potential to affect the imagination of every individual, regardless of age group. Books, which have an importance that can directly or indirectly affect the characters and whole lives of individuals, are materials that can be used to develop thinking and social skills. In the context of the content, quality, type, and level of the book read in the research; it is seen that it has positive contributions to the development of the creative thinking skills of the individual. Due to their permanent physical disabilities, visually impaired individuals cannot directly access the literary works they want to access. Visually impaired individuals can access these problems with the help of various tools by paying specific fees. It restricts visually impaired individuals with low care costs and low socio-economic levels from subscribing to various audiobook applications for particular prices. Method: In this study, we designed a mobile application to enable visually impaired individuals to access literary works for free and offline. The model of the application is based entirely on volunteerism. Through the mobile application developed by the volunteers, the books are read and converted into audiobooks according to the wishes of visually impaired individuals. Furthermore, the application developed for iOS operating systems is free and can work offline. Implications for Research and Practice: We believe the proposed model will improve the problems faced by visually impaired individuals accessing audiobooks freely and shed light on new researchers conducting innovation-based studies in special education. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 166-173.]
Attention Deficit and Hyperactivity Disorder Traits of Siblings of Children with Autism Spectrum Disorder
Author: Sengül Erdem, Hatice
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Siblings,Autism Spectrum Disorders,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Children,Gender Differences,At Risk Persons,Foreign Countries

Despite the presence of many studies on the conduct and adjustment traits of typically developing siblings of children with autism spectrum disorder (sibs-ASD) in the literature, studies examining the risk of siblings developing a psychiatric and psychological disorder or neurodevelopmental disability are limited. This study aims to comparatively investigate the attention deficit and hyperactivity disorder (ADHD) traits of sibs-ASD. In the study, which was designed in the form of causal-comparative research among the survey models, the study group consisted of a total of 92 children with siblings with ASD (research group: N=47) and with siblings without any developmental disability (comparison group: N=46). The data were collected through mothers and analyzed. According to the study findings, the siblings in the research group exhibited significantly higher ADHD traits in all subscales of the Conners Parent Rating Scale-48 items (CPRS-48), through which the data were obtained, except for impulsivity-hyperactivity, and in the total score of the scale compared to the comparison group. Moreover, it was revealed that the ADHD traits of the siblings in the research group did not differ according to gender. According to the study results, having a sibling with ASD increases the risk of ADHD in sibs-ASD, whereas this risk does not differ significantly according to gender. Specialists and educators providing services to children with ASD and their parents should consider the family as a whole and keep in mind that ASD can be a neurodevelopmental disorder that may affect all family systems, including siblings. It is recommended to examine ADHD traits of siblings with studies using different measurement tools and different data sources such as teachers and siblings themselves for future research and conduct studies with more comprehensive and large participant groups examining the effects of demographic variables such as birth order and the gender of a sibling with ASD, different environmental variables such as the severity of ASD, and genetic factors such as the broad autism phenotype on the risk of developing neurodevelopmental disorders such as ADHD in siblings. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 174-184.]
The Behavioral Neuroscience of Posttraumatic Stress Disorder (PTSD) and Barriers to Learning
Author: Downing, Callie F.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Posttraumatic Stress Disorder,Immigrants,Refugees,At Risk Persons,Children,Anxiety,Mental Health,Symptoms (Individual Disorders),Barriers,Learning Processes,Cognitive Processes,Psychological Patterns,Trauma,Intervention

The number of migrants around the world has increased over the last decade, which can be attributed, in part, to increased violence from wars in the Middle East (Böhm et al., 2018; Hahnefeld, 2021; Reavell &amp; Fazil, 2017; USA for UNHCR, 2022). About half of refugees are children (Amnesty International, 2022). These children are at risk of experiencing profound mental health issues (Williams et al., 2016), including posttraumatic stress disorder (PTSD). PTSD has been described as a condition wherein an individual enters &quot;survival mode&quot; (Dyer et al., 2009) and is characterized by anxiety, intrusion symptoms, avoidance of stimuli, negative alterations in cognitions and mood, and marked alterations in arousal and reactivity (American Psychiatric Association, 2013; Fasfous et al., 2021). PTSD can interfere with learning processes due to consequential deficits in verbal memory, top-down processing, and other neuropsychological functions (Herringa, 2018; Samuelson, 2010, 2017; van Rooij et al., 2018; Wrocklage et al., 2016). Researchers have documented poorer learning outcomes in refugee children compared to control (Fasofous et al., 2021). Moreover, deleterious consequences extend beyond childhood. Even after resettlement outside of a refugee camp, psychological concerns can persist, and deficits may be prevalent (Hess et al., 2022). For governments and practitioners seeking to assist refugees, it is important to understand the connection between trauma and learning so as to develop effective interventions and treatments. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 218-224.]
Child Welfare and Early Intervention: Policies and Practices to Promote Collaboration and Help Infants and Toddlers Thrive
Author: Ferguson, Daniel
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Infants,Toddlers,Child Welfare,Mental Health,Child Development,Childhood Needs,Early Intervention,At Risk Persons,Early Experience,Stress Variables,Family Programs,Public Policy,Case Studies,Cooperation

Based on case studies in three states (CO, RI, and TX), this brief examines promising strategies to address the developmental and mental health needs of infants and toddlers involved in Child Welfare (CW). Due to family adversities, trauma, maltreatment, and separation from primary caregivers, these infants and toddlers are at substantial risk of poor social-emotional, behavioral, and learning outcomes. While many systems should be engaged in efforts to promote the well-being of these infants and toddlers, this brief focuses primarily on the roles of state and local CW and Part C Early Intervention (EI) agencies. Additional support from other sectors and settings (e.g., mental health, home visiting) are highlighted in the context of efforts by CW and EI agencies to help connect children and families to programs that meet their needs. The recommendations at the end of this report point to ways that strengthened policies and investments could help ensure wide use of strategies that promote the well-being and healthy development of infants and toddlers experiencing early adversities. [This work was prepared with the assistance of True North Group.]
Investigation of Secondary School Students&apos; Attitudes towards Refugee Students
Author: Cayak, Semih
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Student Attitudes,Refugees,Foreign Countries,Age Differences

The purpose of the present research is to examine secondary school students' attitudes towards refugee students in terms of some variables. The population of the research, which was designed in a single survey model, consisted of 40791 secondary school students studying in public schools in Pendik district of Istanbul in the second semester of the 2021-2022 academic year. The sample of the study consisted of 355 students selected by simple random sampling method. A personal information form and the Attitude Scale Towards Refugee Students were used to identify the attitudes of students towards refugee students studying at their schools in collecting the research data. The scale consisted of 24 items with 3-point Likert type nand one dimension. As a result of the analysis, it was found that secondary school students' attitudes towards refugee students were at a &quot;high&quot; level. In addition, their attitudes towards refugee students did not differentiate significantly according to the gender of the students, the number of classes they study and whether there are refugee students in their classes, but according to the variable of the class studied, the attitudes of the 5th and 7th grade students towards refugee students were higher than that of the 6th and 8th grade students, and this difference was found to be statistically significant. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 185-197.]
2019 Evaluation of the Freedom School Partners in Charlotte, North Carolina. CEME Technical Report. CEMETR-2019-01
Author: Bottoms, Bryndle L.
Date: 2019-09-00
Type: Reports - Research
Subjects: Partnerships in Education,Program Evaluation,Leadership,Internship Programs,Educational Experience,Student Attitudes,Reading Skills,Personal Autonomy,Interpersonal Competence,Goal Orientation,Elementary Secondary Education,College Students

This report outlines the results of an evaluation of the Freedom School Partners' Children Defense Fund Freedom Schools© program in Charlotte, North Carolina, that took place during the summer of 2019. The evaluation was a collaboration between the Center for Adolescent Literacies (CAL) and the Center for Educational Measurement and Evaluation (CEME). Both centers are located on the University of North Carolina at Charlotte's campus within the College of Education. Each Center has extensive records of collaboration with community groups as well as state and local educational agencies. The CEME staff conducted the data collection process and conducted the data analysis. The focus of this evaluation is on the experiences of the Scholars and Servant Leader Interns (SLIs) by collection data via surveys developed by both CEME and CAL. Findings reveal that Freedom School Partners is a positive program that is making a difference for children in Charlotte, North Carolina, and with several small improvements to the program, it could be even more impactful. [For the 2017 report, see ED624228.]
Early Childhood Developmental Screenings Guidebook
Author: Louisiana Department of Education
Date: 2022-02-00
Type: Guides - General
Subjects: Child Development,Early Childhood Education,Young Children,Screening Tests,Intervention,Referral,Family Role,Early Intervention,Developmental Stages,Activities,Physical Development,Social Development,Emotional Development,Child Care,Teaching Methods,Standards,Evaluation,Information Dissemination,Resources,Access to Health Care,Equal Education,Federal Legislation,Students with Disabilities,Developmental Delays,Access to Information,Educational Legislation,Questionnaires

The &quot;Developmental Screening Guidebook&quot; is designed as a reference guide on how to best support healthy growth and development of children throughout key developmental intervals and identify children who may benefit from specialized support. Early childhood program staff, service providers, health care systems, families, and communities all play important roles in providing support and services to young children during this critical developmental period. The resources within this guide are intended to help program staff deepen their understanding of how children develop, regardless of their individual needs, and establish a comprehensive early identification system. A four-step framework for developing an early identification system so that children are receiving the necessary support is included. [For the 2020 edition of this Guidebook, see ED611895.]