ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploratory Factor Analysis and Reliability Analysis of the Perceived Severity and Response to Bullies and Victims of Bullying Questionnaire
Author: Gradinariu, Tudorita
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Victims,Middle School Teachers,Vignettes,Psychometrics,Test Reliability,Verbal Communication,Aggression,Responses,Probability,Peer Relationship,Foreign Countries,Middle School Students

This study aimed to test the reliability of the Perceived Severity and Response to Bullies and Victims of Bullying Questionnaire (PSRBVBQ) for middle school teachers (N=322 teachers), using exploratory factor analysis and reliability analysis. PSRBVBQ assesses teachers' responses to bullying using situational scenarios. It includes two vignettes for each type of bullying (physical, verbal and relational) to analyze the perceived severity, likelihood of responding to the bully, likelihood of responding to the victim. Exploratory factor analysis indicated a three-factor solution: perceived severity ([alpha] = 0.73), the likelihood of responding to the bully ([alpha] = 0.84), the likelihood of responding to the victim ([alpha] = 0.89). These results indicate a good internal consistency of the items in each scale, especially for the likelihood of responding to the victim and for the likelihood of responding to the bully scales. The results show that the PSRBVBQ has good psychometric properties and can be successfully used in research regarding Romanian teachers' perceptions and their response to bullying. Also, more than one-third of teachers perceive verbal aggression as serious, while much less perceive relational aggression as very serious. At the same time, we found that the perceived severity predicts the probability of the teacher's reaction to the incidents of aggression.
Education in the Area of Human Protection in Emergency and Crisis Situations in the Context of Health Education in the Czech Republic
Author: Reissmannová, Jitka Slaná
Date: 2021-00-00
Type: Journal Articles
Subjects: Crisis Management,Emergency Programs,COVID-19,Pandemics,Health Education,Life Style,Health Behavior,Elementary School Students,Undergraduate Students,Teacher Education Programs,Textbooks,Teaching Methods,Safety,Teacher Education Curriculum,Foreign Countries

The present time brings a number of emergency and crisis situations, including floods, fires or COVID-19, the management of which requires the active involvement of citizens. Lower secondary education in the Czech Republic includes the subject of Health Education, in which this topic is addressed. Education of students in the area of lifestyle and health is included in Health Education and Home Economics, the latter being delivered in Slovenia. In terms of content, both courses are similar and can enrich each other by sharing valuable experience both in teaching students and in preparing future elementary school teachers. The objective of this paper is to present the concept of elementary education in human protection in emergency and crisis situations in the Czech Republic and the related concept of undergraduate teacher training. The research methods used were document review (of curricular documents and study plans) and questionnaire survey. The paper presents the results of an analysis of the curricular document governing elementary education in the Czech Republic (Framework Education Programme for Elementary Education), as well as the results of an analysis of a health education textbook focusing on the area of safety issues. The paper also presents the results of an analysis of the study plans of selected faculties of education in terms of human protection in emergency and crisis situations, as well as the results of a questionnaire survey focusing on the awareness of future teachers in the area of human protection in emergency situations. The results and main findings of the analysis of the curricular document suggest that the topics of the human protection in emergency situations should be strengthened in the context of Health Education (and throughout elementary education). The studies on teachers' and future teachers' awareness of human protection in emergency situations (including first aid) point to some shortcomings in undergraduate teacher training (for example, the optional course in first aid and human protection in emergency situations at the Faculty of Education, Masaryk University). Conclusions and recommendations for practice: the current revision of the Framework Education Programme for Elementary Education should allow the strengthening of emergency issues in Health Education. Based on the inquiry, the following is recommended: due attention should be paid to all emergency issues in the course of education; further teacher training in all emergency issues should be promoted; emergency issues in undergraduate teacher training should be integrated in the form of compulsory common base courses.
Evaluation of the Implemented and Adopted Curriculum in Health Education in the Czech Republic with an Emphasis on the Drinking Regimen
Author: Hrivnová, Michaela
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Life Style,Health Behavior,Nutrition,Eating Habits,Eating Disorders,Grade 9,Elementary School Students,Knowledge Level,Health Education,Adolescents,Guidelines,Curriculum,Physical Health,Mental Health,Water,Food

According to the Framework Education Programme for Elementary Education in the Czech Republic, part of Health Education is nutrition and food intake, including the drinking regimen. This paper's objective is to analyse that using the results of two extensive curricular studies performed at the Faculty of Education, Palacký University Olomouc. Both studies used data from representative samples of pupils in grade nine from elementary schools in the Czech Republic. The research instruments were designed according to applicable documents of the state-level implemented curriculum and showed good reliability. The results of the subjective evaluation of the implemented curriculum in health education suggest that in the area 'healthy lifestyle and health care', the subtopic 'nutrition and health -- healthy diet principles, drinking regimen, eating disorders' was most dominant. The testing of the level of the adopted curriculum regarding fluid intake revealed a problematic level of pupils' knowledge (the average percentage of task achievement was around 46%). Conclusions and recommendations for practice: nutrition and food intake (including the drinking regimen) is a very important topic in health education in elementary education in the Czech Republic, which is consistent with other research studies. However, the cognitive dimension of the pupils' curriculum is inadequate. Qualitatively and quantitatively, the recommended drinking regimen may support natural health determinants, while an inappropriate or insufficient regimen may result in medical complications. The issue of adequate nutrition and diet and drinking regime must be taught by professionally and didactically competent teachers. Students should not only be taught cognitively, but their affective and behavioural abilities should also be formed.
Personality Traits and Changes in Depression Symptoms in Female University Students
Author: Bobic, Jasminka
Date: 2021-00-00
Type: Journal Articles
Subjects: Symptoms (Individual Disorders),Depression (Psychology),Females,Personality Traits,Predictor Variables,College Freshmen,Emotional Response,Stress Variables,Well Being,Extraversion Introversion,Neurosis,Foreign Countries

The present study aimed to investigate the course of symptoms of depression in female university students over a four-year period, while also exploring the predictive value of four personality traits with regard to symptoms of depression. The sample comprised 74 female first-year university students. Symptoms of depression were assessed using the Zung Self-Rating Depression Scale and were collected twice over a four-year interval, while the personality traits of extraversion, neuroticism, psychoticism and lie tendencies were assessed by the Eysenck Personality Questionnaire only at the baseline. The results revealed that after a four-year period the depression symptoms increased in intensity/frequency on 10 out of 20 items as well as in the summary score, and decreased only in diurnal variations, which was a favourable outcome. Multiple regression analysis indicated that out of the four personality traits only neuroticism was a significant predictor of the summary depression score four years later. This means that young female students with higher scores in neuroticism, although still in the normal or average range, would very probably have a more pronounced and less well-regulated emotional response to a stressful period of their university education.
I Do, We Do, You Do Home Economics: Explicit Instruction Connecting Content with Ideology
Author: Deagon, Jay R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Family and Consumer Sciences,Direct Instruction,Ideology,Teacher Attitudes,Family and Consumer Sciences Teachers,Foreign Countries

Explicit instruction is a teaching model that demonstrates to students what to do and how to do it. One purpose of ideology is to focus the who, what, when, where, and why of a disciplinary field. Trained home economists make a sustained commitment to the core ideology of home economics. Mechanisms for identifying locally relevant challenges faced by individuals, families, and communities are embedded in the home economics knowledge base. To identify challenges and locate solutions (who, what, when, where, and how), home economics education programmes must actively teach or provide explicit instruction about the ideology that underpins the home economics disciplinary field. Neglecting ideology results in teaching unrelated subjects or compartmentalised content that may dilute connection to the core aims of the home economics' 'big picture'. This paper outlines how explicit instruction and embedded home economics ideology have positively impacted perceptions of the discipline amongst professionals who are new to the field. In teaching and learning environments, making home economics ideology visible and reinforced continuously across all content specialisation areas, the author observed that students acquired the words and concepts to explain the importance of home economics to others. Professionals who are new to the field became more confident and passionate advocates for home economics, because they had learnt and appreciated, through explicit instruction techniques, the what, the how to, and the why of home economics. Equipped with the discipline's core ideology, professionals who make visible the home economics 'big picture' (i.e., the why) to others are better equipped to enact real-world applications of home economics that can adapt continuously to meet ever-changing and complex societal needs.
Project LifeLab Food and Health -- Innovative Teaching for the Future: Development of Student Active Learning Tasks for Home Economics Education in the 21st Century
Author: Beinert, Cecilie
Date: 2021-00-00
Type: Journal Articles
Subjects: Family and Consumer Sciences,Instructional Innovation,Active Learning,Learning Activities,Curriculum Development,Foreign Countries,Grade 6,Grade 9,Secondary School Students

Food and Health, previously referred to as Home Economics, is a mandatory school subject in Norway. It has the unique advantage of giving all students, regardless of their social background, practical skills and knowledge, life skills that are important for their future health. In the LifeLab Food and Health project, we have developed a research-based and innovative teaching programme and evaluated how it is perceived in a school setting in Norway. This teaching programme is for use in Food and Health teacher education, but also in the education of primary and lower secondary school students in the same subject. LifeLab Food and Health consists of learning tasks in which students in the sixth and ninth grades in school gain first-hand knowledge and an understanding of life skills that are important to manage everyday life. In this paper, we present the learning activities developed and how the students experienced them. Examples of such learning tasks are tasks revealing the science behind dietary guidelines and the promotion of a healthy diet through student active tasks. Our aim is to establish LifeLab Food and Health as a &quot;best practice&quot; within master's education in Home Economics at the University of Agder in Norway.
Self-Concept in Immigrant School Children and the Impact of Length of Residence: Evidence from PISA 2015 for Current Educational Practice
Author: Figueiredo, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Immigrants,Place of Residence,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Student Adjustment,Sense of Community,Psychological Patterns,Student Attitudes,Grade 7,Predictor Variables

Comparative analyses of the Programme for International Student Assessment between immigrant and native students place immigrant students in an unfavourable position in schools, with disadvantageous indicators regarding socioeconomic and professional paths. However, the Programme for International Student Assessment assesses a series of dimensions that involve constructs that have been little studied in the school immigrant population and that relate to self-concept and school adjustment. Based on the Programme for International Student Assessment's most recent edition, Portugal's database of 7,325 15-year-old students was analysed. We selected 438 immigrant cases with two objectives: (1) to evaluate the impact of the length of exposure in the host country on three dependent variables of school adjustment: sense of belonging, perceived loneliness and attitudes towards school (expectations of educational and professional opportunities); (2) to evaluate the differences in results for the same dependent variables, but considering the first and second generation of immigrants in Portugal. For the data analysis, sampling weights and plausible values were analysed with the International Database Analyzer. The results show that students who have been in the country for a year or less have greater difficulties and increased significant differences compared to other migrant groups in the referred indices of self-concept and inclusion. However, other groups, especially those with periods of long-term residence between four and five years, also face substantial levels of school maladjustment.
The Sustainability of Pre-Service Teachers&apos; Consumer Behaviour for the December Holidays
Author: Torkar, Gregor
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainability,Preservice Teachers,Consumer Economics,Foreign Countries,Student Experience,Income,Student Attitudes

The consumer behaviour of Slovenian pre-service teachers for the December holidays and their personal views about sustainable consumption were studied. A total of 130 students of the University of Ljubljana's Faculty of Education took part in the study. The sample consisted of 11 male and 116 female students, while 3 students did not report their gender. The survey was conducted in January 2020. The results show that 95.4% of the respondents received gifts during their childhood on Saint Nicholas Day, 60.0% at Christmas and 23.1% when celebrating the New Year. Almost 13% of the respondents received gifts three times in December during their childhood. In December 2019, 54.6% of them gave gifts for Saint Nicholas Day, 65.2% at Christmas and 10.8% for the New Year. Christmas has therefore become the most common gift-giving time in December. Students most often give their loved ones sweets, clothes and shoes, and cosmetics. The majority of the respondents spend less than 50% of their monthly income on gifts for the December holidays. In terms of sustainability, the respondents described their consumer behaviour as follows: (1) giving or receiving things they really need, (2) giving or receiving gifts and wrappings made of recyclable material, (3) giving or receiving nonmaterial gifts, (4) reducing the number of gifts, (5) giving for charity, or (6) not giving gifts at all.
Considering the Role of Social Media: #BlackLivesMatter as a Pedagogical Intervention to Decolonise Curriculum
Author: Pillay, Thashika
Date: 2022-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Justice,Social Media,Ethics,High School Students,Informal Education,Foreign Countries,COVID-19,Pandemics,Violence,Activism,Blacks,Minority Group Students,Social Bias

The COVID-19 pandemic resulted in a drastic transformation to schooling for students throughout the world. During this period, a number of issues arose in our local, national and global communities, including the death of George Floyd and subsequent protests and rallies organised by #BlackLivesMatter. Living through and witnessing many social issues, coupled with the new and enduring pandemic, furthered our understandings of how young people were engaging with these topics without the structures of schools to support them. This article presents the results of a case study where youth aged 15-17 years shared their experiences and understandings about many social justice issues they were observing. The most significant learning around these issues for youth occurred informally through social media as opposed to in the classroom, reinforcing that schools are not ethical spaces from which to challenge institutional, structural and systemic barriers to justice. As such, this article discusses the potential for formal education to be transformed into an ethical and decolonising space to learn about and challenge injustice.
Decolonising Curriculum in Education: Continuing Proclamations and Provocations
Author: Race, Richard
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Curriculum Development,Social Justice,Activism,Racial Bias,Social Class,Values,Private Education,Foreign Countries,Power Structure,Whites,Preservice Teacher Education,African American History,Blacks,Science Curriculum

A prominent feature of the Black Lives Matter protests following the murder of George Floyd has been the renewed call for schools to become antiracist. What can be learnt from past unsuccessful attempts to implement antiracist education? Specific critiques of the antiracist movement made by prominent academics such as Paul Gilroy are worth revisiting. Research also suggests that sections of White working-class students were alienated by antiracist strategies that were often clumsy and exclusive in their implementation. In relation to state initiatives, there has been a shift from antiracist or multicultural agendas to the forefronting of the teaching of British values in schools. It is within this context, with the catalyst of popular outrage at racial injustice, that calls for antiracist education are again being vocalised. This article suggests that a renewed form of antiracism might focus on integrating a pedagogy of educating for social justice, setting out to avoid the polarisation of racialised categories. Rather than espousing a limited and essentialising discourse of race, a reexamination of class relations could usefully be positioned within a reformulated and reimagined antiracism that offers a critique of systemic injustice to include a wider constituency than race alone.
Decolonising the School Experience through Poetry to Foreground Truth-Telling and Cognitive Justice
Author: Manathunga, Catherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Justice,Poetry,Blacks,Activism,Racial Bias,Minority Groups,Ethnic Groups,High Schools,Secondary School Curriculum,Colleges,College Curriculum,Indigenous Populations,Pacific Islanders,Indigenous Knowledge,Social Bias,World History,Foreign Countries

While attempts to decolonise the school curriculum have been ongoing since the 1970s, the recent Black Lives Matter protests around the world have drawn urgent attention to the vast inequities faced by Black and First Nations peoples and people of colour. Decolonising education and other public institutions has become a front-line public concern around the world. In this article, we argue that poetry offers generative possibilities for the decolonisation of Australian high school (and university) curricula. Inspired by Aboriginal and Torres Strait Islander approaches to knowledge creation as &quot;intergenerational,&quot; &quot;iterative&quot; and &quot;intercultural,&quot; and by postcolonial and decolonial theories, we explore ways in which poetry events can begin decolonising and diversifying the school curriculum. We suggest that poetry creates spaces for deep listening with the heart (&quot;dadirri&quot;) that can promote truth-telling about colonial histories and the strengths, achievements and contributions of First Nations Australians. These decolonising efforts underpin the &quot;Wandiny&quot; (Gathering Together) -- Listen With the Heart: Uniting Nations Through Poetry research that we discuss in this article. In these ways, we argue that decolonised curricula create the conditions for cognitive justice in schooling that is an important precursor to other forms of social justice, such as equality, diversity and inclusion.
The Rebirth of the Call for Antiracism in Schools: Learning from the Past
Author: Asare, Yaa
Date: 2022-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Justice,Teaching Methods,Social Class,Whites,Working Class,Racial Attitudes,Inclusion

A prominent feature of the Black Lives Matter protests following the murder of George Floyd has been the renewed call for schools to become antiracist. What can be learnt from past unsuccessful attempts to implement antiracist education? Specific critiques of the antiracist movement made by prominent academics such as Paul Gilroy are worth revisiting. Research also suggests that sections of White working-class students were alienated by antiracist strategies that were often clumsy and exclusive in their implementation. In relation to state initiatives, there has been a shift from antiracist or multicultural agendas to the forefronting of the teaching of British values in schools. It is within this context, with the catalyst of popular outrage at racial injustice, that calls for antiracist education are again being vocalised. This article suggests that a renewed form of antiracism might focus on integrating a pedagogy of educating for social justice, setting out to avoid the polarisation of racialised categories. Rather than espousing a limited and essentialising discourse of race, a reexamination of class relations could usefully be positioned within a reformulated and reimagined antiracism that offers a critique of systemic injustice to include a wider constituency than race alone.