ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Mentoring Projects between Disadvantaged Children and Students: A Method for the Preparation of Students for Inclusive School Settings
Author: Heise, Christina
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Disadvantaged Youth,At Risk Students,Inclusion,Preservice Teachers,Consciousness Raising,Student Attitudes,Teacher Attitudes,Student Diversity,Social Bias,Foreign Countries,College School Cooperation,Immigrants,Program Effectiveness,Reflection

Future teachers agree to meet a pupil once a week to engage in cultural, social and educational activities within the framework of two mentoring projects conducted at the University of Kassel. The students are supported at the University by an educational science seminar and by professional supervision (Garlichs et al., 2000; Heinzel et al., 2007). At the end of the project the students write a case study. Since 2015 these projects are part of PRONET, a government-funded bundle of various projects in the field of educational research, located at the University of Kassel, which are part of the nation-wide research initiative &quot;Qualitätsoffensive Lehrerbildung&quot;. This initiative aims at the improvement of teachers' education regarding inclusion by continuous evaluation of the projects. The mentoring projects promote students' inclusive attitude by stimulating their reflexive and cooperative skills and by raising their awareness for habitus-sensibility. Previous research has shown that mentoring projects can, for example, facilitate teachers' acceptance of heterogeneity of childhood experiences by providing insights into different social environments and by improving reflection on prejudices and stereotypes (Kottmann, 2014; Maas, 2007; Wenzler-Cremer, 2016). Following these findings, the actual research focuses on which kind of reflection students use and if they develop or strengthen inclusive orientations. With regards to data analysis, the qualitative content analysis of the case study is accompanied by sequential interpretation of audio statements, which the students produce at three points in time during their mentoring year. First results show that different kinds of reflection take place, that the students get confronted with inclusive and exclusive inconsistencies, and that they begin to reconceptualize ideas about normality.
The Use of a Mobile Application to Teach Concussion-Related Health Knowledge
Author: Kantorski, Brinley
Date: 2020-05-00
Type: Journal Articles
Subjects: Athletics,Athletes,Head Injuries,Neurological Impairments,Health Promotion,Computer Oriented Programs,Information Dissemination,Elementary School Students,Secondary School Students,Parent Education,Athletic Coaches,Technology Uses in Education,Symptoms (Individual Disorders),Therapy,Misconceptions

Sports-related concussions affect over 280,000 adolescents each year while the general public remains ill-informed about concussions, signs/symptoms, and treatments. Adolescents may be at an increased risk for experiencing adverse physiological and psychological effects from concussions, underscoring the critical need for effective concussion education strategies. While mobile apps are increasingly being used in education and healthcare settings, none were found to offer comprehensive concussion education capable of reaching diverse audiences. The interactive mobile app &quot;Rebound: Beating Concussions&quot; has the potential to be an effective teaching tool for school athletic programs and medical professionals to communicate important concussion-related information to student athletes, parents, and sports coaches. A mixed methods study was used to determine the app's ability to convey information about concussions to student athletes in grades 5 through 12, parents of student athletes, and sports coaches. Concussion knowledge and participant opinions were assessed via a pre/post model and administered before and after app use. Participants demonstrated knowledge gains in the identification of concussion symptoms, treatments, and misconceptions. Additionally, participants demonstrated positive opinions on the content of the app, its relevance to everyday life, and its potential as a teaching tool.
Mentoring Programmes for Disadvantaged Children in Selected European Countries
Author: Óhidy, Andrea
Date: 2020-00-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Mentors,Equal Education,Social Differences,Low Income Students,Disproportionate Representation,Cultural Differences,Social Discrimination,Gender Bias,Sex Role,Educational Attainment,Academic Achievement,Ethnic Groups,Minority Groups,Preservice Teacher Education,Preservice Teachers,Foreign Countries

'Education for all' and widening access to education with the aim of creating more social equality are longterm goals of the European education policy. Although there was an education expansion in the last decades in most of European countries, educational attainment and achievement still reflect social inequalities: students with less advantaged socio-economic backgrounds are still significantly underrepresented in higher educational institutions and need supporting measures for educational success. Roma students in particular suffer from multiple deprivation: Firstly, because a large part of the Roma population lives in poverty. Secondly, because their different cultural traditions often lead to discrimination in school education. Roma women additionally suffer from social injustice and deprivation because of the gender aspect: the traditional Roma culture defines the place of women to be with the family at home and an educational career is not necessary for that. Mentoring programmes are considered as successful in helping disadvantaged pupils and students to achieve better results in education. A special form of mentoring programmes is often included as a part of teacher education with the goal of not only helping disadvantaged children but also preparing future teachers to cope with diversity in schools. This article introduces practical and conceptual issues regarding mentoring programmes for disadvantaged children focussing on two perspectives: on the impact on the mentees -- disadvantaged children with special regard to Roma students, and on the effect on the mentors -- students in teacher training.
Engaging High School Students in a University-Led Summer Anatomy Camp to Promote STEM Majors and Careers
Author: Heise, Natascha
Date: 2020-12-00
Type: Journal Articles
Subjects: Learner Engagement,High School Students,College Programs,Summer Programs,Camps,STEM Education,Outreach Programs,Career Development,Anatomy

University-led K-12 outreach programs are designed to expose students to a variety of fields and career choices, but the benefits and outcomes of these have not been well documented. Existing programs often range from short presentations to more extensive residential summer programs. Nationally, there are only a few university-led high school human anatomy camps, with no current publications focusing on a formal evaluation of their goals. Described herein is a week-long human anatomy summer camp at Colorado State University (CSU) designed to inspire high school students to attend college and attract them to STEM majors and careers. The camp schedule includes lectures presented by CSU's faculty, hands-on activities including learn from human cadavers and animal organs, as well as mentorship opportunities. Success of the program is measured by qualitative feedback and a follow-up survey to measure if the goals of the camp were well received. The data shows that all 28 of the senior high school students who attended camp have applied to college and are considering a STEM career after college. Camp counselors have reported continued mentor/mentee relationships with the students after camp.
Mentoring Valorization in Combating Violent and Aggressive Behaviour in Preadolescence and Adolescence
Author: Antoci, Diana
Date: 2020-00-00
Type: Journal Articles
Subjects: Violence,Aggression,Behavior Problems,Mentors,Adolescents,Personality Traits,Verbal Communication,Foreign Countries,Age Differences,Anxiety,Individual Characteristics,Correlation,Values

The present work combats the problem of violence and aggressive behaviour through mentoring. The theoretical point of view certified studies that highlight various aspects of the problem of violent and aggressive behaviour remediation of preadolescents and adolescents. At present there are no publications that completely synthesize the institutional and normative field of mentoring. The existing publications reference to the regulation regarding the establishment of the mentoring system for teaching staff in education. Thus, the problem of mentoring valorization in combating violent behaviour among preadolescents and adolescents remains unresolved. The viable solution to solving these actual problems of the postmodern world is to focus on the personality value system.
Exploring the Universe from Antarctica -- An Informal STEM Polar Research Exhibit
Author: Tredinnick, Ross
Date: 2020-04-00
Type: Journal Articles
Subjects: STEM Education,Informal Education,Astronomy,Nuclear Physics,Exhibits,Computer Simulation,Instructional Effectiveness,Data Collection,Scientific Concepts,Concept Mapping,Museums

Many concepts in astrophysics research can be difficult for a lay individual to understand or to comprehend their importance. One such example concept is the IceCube Neutrino Observatory, which detects high-energy neutrinos at the South Pole in Antarctica. The observatory uses information from detected neutrinos originating deep in outer space to better understand astrophysical phenomena like black holes or exploding stars. Unfortunately, it is often difficult for the public to understand how these pieces fit together towards creating a more complete understanding of our universe. To promote public understanding of IceCube, an interactive exhibit was created which used large multi-touch screen and Virtual Reality (VR) equipment. The exhibit, placed in a public environment, was evaluated both formally and informally around its effectiveness of providing STEM learning opportunities. The results show that the system not only provided an effective means of conveying content, but also provided a means of sparking the curiosity of users to learn more about the presented subject matter. Further results show that outcomes demonstrated significant differences between subject responses depending upon which of the two deployed devices they used. Findings also provide evidence that retrospective survey designs have the same rigor in data collection as traditional pre-and posttest designs when investigating exhibits. Based on these findings, guidelines are offered for others who aim to deploy similar systems in publicly accessible spaces.
Teaching with Educational Games in Social Studies: A Teacher&apos;s Perspective
Author: Karaman, Burcu
Date: 2022-01-00
Type: Journal Articles
Subjects: Educational Games,Social Studies,Teacher Attitudes,Teaching Methods,Learner Engagement,Secondary School Students,Foreign Countries

The games that have existed from the day of humanity to the present have been known to have an important effect on the development of children. Educational games used in the academic process open opportunities to learn in a fun way, it is a teaching resource that makes learning more permanent and retainable. It is thought that educational games contribute to students' cognitive psycho-motor and psycho-social development. In this regard, it is important to review the teachers' perspectives on the use of educational games in their lessons. From this point of view, and according to this research, it is aimed to bring up the teachers' usage of educational games in social studies. Within the scope of this purpose, the basic qualitative research approach is adopted as a method. The research study group consists of 15 social studies teachers working in a public school affiliated with the Ministry of National Education in the 2020-2021 academic year. The data of the research were collected through a demographic information form and a semi-structured interview form. The data obtained from the research were analyzed using a content analysis technique in MAXQDA 2020 program. At the end of the research, it had been determined that social studies teachers approach positively to the usage of educational games in the academic process to a large extent. At the same time, these games had made significant contributions to learning when used in their lessons from time to time. Particularly, it's been expressed that using educational games increases children's interest in the lesson by having fun and this situation facilitates reaching instructional goals.
Project &quot;Schule für alle&quot; as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases
Author: Kottman, Brigitte
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mentors,Elementary Education,Special Education,College School Cooperation,Student Attitudes,Program Effectiveness,Experiential Learning,Foreign Countries,Preservice Teachers,Disadvantaged Youth,At Risk Students,Teacher Competencies,Self Efficacy,Knowledge Level,Values,Beliefs

In the mentoring programme project &quot;Schule für alle&quot; (&quot;School for all&quot;) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380). The accompanying research by &quot;Schule für alle&quot; focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann &amp; Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper &amp; Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper &amp; Kottmann 2019a, p. 79). The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described.
Coping with Diversity: Insights into the Qualitative Evaluation of a Mentoring Program
Author: Wenzler-Cremer, Hildegard
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Mentors,Immigrants,Refugees,Preservice Teachers,Teacher Education Programs,Program Effectiveness,Cultural Awareness,Consciousness Raising,Coping,Student Diversity,Teaching Skills,Interpersonal Relationship,Cultural Differences,Attitude Change,Ethnic Stereotypes,Racial Bias,Social Bias,Student Needs

The aim of the study is to give an insight into the evaluation of the program &quot;Mentor Migration SALAM -- Spielen Austauschen-Lernen-Achtsam-Miteinander&quot; (Playing-Sharing-Learning-Attentively-Together). Students striving for a teaching degree or studying Social education at the University of Education Freiburg, mentor a child from a migrant or a refugee family for a period of 9 months. Some of the evaluation results are presented here. Based on different instruments like a questionnaire, open questions, interviews, reports, and minutes of the supervision meetings the mostly qualitative data are analysed and categorized. The article focuses on the impacts on the students: They gain a better awareness for intercultural encounters, and get insights into milieus they usually would not have. So especially the competences 'Coping with Difference' and 'Professional pedagogical Skills' will be investigated. The Intercultural Competence Model of Deardorff gives the theoretical background.
Where We Are: Writing in the West African Context
Author: Lamptey, Linford O.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,High Schools,Higher Education,English,Curriculum Design,Writing Evaluation,Academic Language

In West Africa and in Ghana, there exist many modes of communication beyond the verbal and written. For example, at the chiefs' palaces there exist many systems of communication; notably, symbols (ideographs) that tell the philosophies and stories of the chiefs and the people of the tribes. In Ghana, as in many West African countries, it is difficult to center the study of writing because writing is micro-inscribed in the macro study of English. The study of writing forms a small section of the study of the English language. The educational systems and its students hardly recognize writing's distinctiveness or necessity. The school curricula are remnants of the colonial empire, and they inadvertently continue to maintain and promote gatekeeping structures and practices--especially in defining and teaching writing. In this article, the authors explore the West African context by focusing more specifically on writing at the high school level among the five English-speaking countries: The Gambia, Nigeria, Sierra Leone, Liberia, and Ghana. The authors made this choice because these five West African countries write common regional examinations organized by the West African Examination Council (WAEC). With respect to how writing is taught at the higher education level, the authors decided to focus on Ghana only.
Development of Positive Psychological Capital at a Roma Student College
Author: Varga, Aranka
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,College Students,Foreign Countries,Minority Group Students,Resilience (Psychology),Social Support Groups,Family Relationship,Teacher Student Relationship,Student Empowerment,Student Experience,Disadvantaged

The aim of our study is to present different kinds of obstacles that hindered the successful educational progress of our Roma university student interviewees from disadvantaged backgrounds. The theme is equality and equity, which is examined in the context of inclusion, empowerment, resilience and intersectionality (Varga, 2017), and to investigate their effect on positive power of performance, the positive psychological capital. Our research sample consists of the community members of the diverse Roma Student College of Pecs. The studied university students are considered resilient (Masten, Herbers, Cutuli, &amp; Lafavor, 2008), as they have overcome the hardships of their family background and learn in higher education. Our study gives an analysis of 27 life-path interviews conducted in 2017. In these life-path interviews, we have found the external sources of resilience: supportive families, models of friends and siblings, and teachers' support as well. The intrinsic changes of personality have been prominent in the narratives, which could often balance out the negative effects with the positive psychological capital. The &quot;building blocks&quot; of this capital (Luthans et al., 2007) can be detected at common points in walk of life interviews, such as positive self-image, motivation, goal-orientation, and conscious planning. The positive role of the Roma Student College community appeared in their narratives as a strikingly relevant factor, from which we can assume that the shared development of different &quot;capital types&quot; results in investments in the interiorization process of individual members
Does &quot;Microteaching&quot; Meet Pre-Service Teacher&apos;s Expectations?
Author: Masali, Zinovia
Date: 2021-00-00
Type: Journal Articles
Subjects: Microteaching,Preservice Teachers,Expectation,Student Attitudes,Preservice Teacher Education,Elementary Education

Practically every academic institution and official body that is involved in the preparation of teachers of every educational grade and orientation regarding didactic practice in class, has included &quot;Microteaching&quot; in its academic curriculum as a basic subject. However, what is the attitude of students themselves towards this subject? What are their expectations? Does it eventually meet these expectations? What kind of knowledge and skills does it provide them with? This current research attempts to give insight to such queries, as it aims at researching the views of 115 student teachers on the subject &quot;Microteaching&quot;. These views have been documented in short texts that students were asked to produce both in the beginning of the academic semester-after receiving initial information -- and in its end -- after their training was completed. This study makes use of a double perspective: it focuses on the one hand on their expectations from this subject, while on the other on their critical overall assessment, in order to formulate a thorough and rounded picture regarding the subject &quot;Microteaching&quot; through the viewpoint of the students who are trained in it.
The Interdependence between Perceived Self-Efficacy and Self-Assessment Skills of Academic Progress in Students
Author: Blândul, Valentin Cosmin
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Self Evaluation (Individuals),Academic Achievement,College Students,Predictor Variables,Foreign Countries,Individual Differences

Self-assessment in the school environment can be defined as the students' ability to make valuable judgements about their own academic performance, either by reference to the teacher's educational goals, previous academic results, or the academic performance of other colleagues. The formation of such self-assessment skills is strongly influenced by a number of internal and external psycho-pedagogical factors, including chronological age, motivation for learning, level of cognitive development, perceived self-efficacy, the teacher's teaching style, the social status of the student's family, their group affiliation, etc. Starting from this point, the purpose of the present research was the analysis of the students' degree of awareness of the role of perceived self-efficacy in the formation of objective didactic self-evaluation skills. The research sample consisted of 108 students, currently attending the Psycho-Pedagogy and Methodology Study Program courses at the University of Oradea and Emanuel University of Oradea, Romania. The research methodology was targeted at requesting these students to self-assess their performance in a subject of the afore-stated study program, respectively administering a scale for measuring personal self-efficacy. The results showed that most of the students tended to either evaluate themselves objectively or under-evaluate themselves, against the backdrop of a high level of perceived self-efficacy, respectively of superior academic performance.