ethanporcaro/eric-fulltext-meta huggingface dataset:
Determinants of Mobile Learning Systems&apos; Adoption in Zimbabwe Rural Secondary Schools
Author: Muzurura, Joe
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Rural Schools,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Technology Integration,Access to Computers,Value Judgment,Difficulty Level,Social Influences,Personal Autonomy,Knowledge Level,Attitudes,Intention,Risk

In today's technologically-driven educational landscape, mobile learning systems (MBL) have progressively risen to become critical tools for effective education delivery in many rural schools. Like in most developing countries, the education sector in Zimbabwe plays a critical role in facilitating human capital development and economic growth and development. However, the country's rural secondary schools are still lagging behind urban secondary schools in embracing MBLs. The adoption of MBLs could represent a significant breakthrough not only in terms of reducing educational costs but also for providing effective and efficient learning and teaching processes. The adoption and acceptance of MBLs is likely to transform rural secondary school students' lives by enabling them to access cheap education and also to meaningfully contribute to the eradication of poverty and hunger in their communities. The study employed structural equation modelling where data was collected with the aid of a structured questionnaire from 100 randomly selected respondents attending rural schools in Guruve and Chiota Rural Districts. The findings show that the likelihood of adopting or deferring the adoption of MBLs in rural secondary schools is influenced by factors such as perceived usefulness, compatibility, perceived ease of use, social influence, learner and teacher's autonomy, relative advantages and learner awareness. Policies that increase usage of mobile banking learning systems in rural secondary schools especially the reduction in transaction cost, perceived risk, complexity of user interfaces are recommended.
Role of Telephone Counseling in Facing the Problems of the Adolescents Suffering from Cyberbullying from the Perspective of Student Counselors
Author: Alzamil, Aljawharah A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Counseling Techniques,Bullying,Public Schools,Foreign Countries,Counselor Role,Counselor Client Relationship,Adolescents,Family Role,Barriers,Secondary School Students

The present research aims to identify the role of telephone counseling in facing the social, familial, psychological, and educational problems among the adolescents suffering from cyberbullying. Moreover, it defines the major obstacles and the suggestions that reinforce this role. The author adopted the descriptive analytical approach. The sample comprised (85) student counselors from Riyadh public schools. A questionnaire was used to collect the required data. The results showed that the fundamental skills of the telephone counselors who deal with those adolescents involved the skills of observing verbal behavior, forming and keeping counseling relationships, as well as cohesion and bonding. Furthermore, the social role of telephone counseling involved encouraging the adolescents to integrate with the community members. The family role included developing the family's awareness of accepting the adolescent as well as his/her problems. The psychological role involved helping the adolescent feel the others' appreciation. The educational role included developing the adolescent's awareness of how to plan for his/her academic future. The major obstacle was the necessity to arrange an occasional face-to-face meeting. To activate the role of telephone counseling in reducing the aforementioned problems, the author suggests developing the adolescents' awareness of how to benefit from telephone counseling. The research recommends involving the adolescents in defining the goals of telephone counseling as well as developing the professional level of telephone counselors.
Neutrality and Narratives: Situating Middle Grades Preservice Teachers in Broader Educational Discourses
Author: Ranschaert, Rachel
Date: 2021-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Discourse Analysis,Social Justice,Preservice Teacher Education,Transformative Learning,Journal Writing,Student Journals,Writing Assignments,Reflection

This paper forwards discourse analysis as a productive way to consider the ways in which the possibilities available for middle grades preservice teachers in justice-oriented teacher education programs are complicated by larger discourses relating to teacher neutrality and teacher education as a transformational narrative. To illustrate this, written journals from 12 preservice teachers in a justice-oriented teacher education program are analyzed and discussed.
Mental Health Epigenetics: A Primer with Implications for Counselors
Author: Jones, David E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mental Health,Genetics,Counselors,Counselor Training,Mental Disorders,Prevention,Wellness,Stress Variables,Anxiety,Child Abuse,Depression (Psychology),Mothers,Schizophrenia,Addictive Behavior,Influences

&quot;Epigenetics&quot; is the study of modifications to gene expression without an alteration to the DNA sequence. Currently there is limited translation of epigenetics to the counseling profession. The purpose of this article is to inform counseling practitioners and counselor educators about the potential role epigenetics plays in mental health. Current mental health epigenetic research supports that adverse psychosocial experiences are associated with mental health disorders such as schizophrenia, anxiety, depression, and addiction. There are also positive epigenetic associations with counseling interventions, including cognitive behavioral therapy, mindfulness, diet, and exercise. These mental health epigenetic findings have implications for the counseling profession such as engaging in early life span health prevention and wellness, attending to micro and macro environmental influences during assessment and treatment, collaborating with other health professionals in epigenetic research, and incorporating epigenetic findings into counselor education curricula that meet the standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
Self-Reported Symptoms of Burnout in Novice Professional Counselors: A Content Analysis
Author: Cook, Ryan M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Counselor Attitudes,Counselors,Burnout,Work Environment,Emotional Response,Fatigue (Biology),Coping,Psychological Patterns,Counseling Effectiveness,Graduate Students,Job Satisfaction,Symptoms (Individual Disorders),Self Concept,Cognitive Ability,Interpersonal Relationship,Career Choice

This study explored the self-reported symptoms of burnout in a sample of 246 novice professional counselors. The authors inductively analyzed 1,205 discrete units using content analysis, yielding 12 categories and related subcategories. Many emergent categories aligned with existing conceptualizations of burnout, while other categories offered new insights into how burnout manifested for novice professional counselors. Informed by these findings, the authors implore counseling scholars to consider, in their conceptualization of counselor burnout, a wide range of burnout symptoms, including those that were frequently endorsed symptoms (e.g., negative emotional experience, fatigue and tiredness, unfulfilled in counseling work) as well as less commonly endorsed symptoms (e.g., negative coping strategies, questions of one's career choice, psychological distress). Implications for novice professional counselors and supervisors are offered, including a discussion about counselors' experiences of burnout to ensure they are providing ethical services to their clients.
Suicide Protective Factors: Utilizing SHORES in School Counseling
Author: Stutey, Diane M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Suicide,Psychological Patterns,Mnemonics,Coping,Skill Development,School Counselors,Counseling Techniques,Resilience (Psychology),Prevention,Intervention,At Risk Persons,Metacognition,Moral Values,Cultural Influences,Weapons,Safety,Caring,Counselor Role,Social Support Groups,Group Counseling

Recently, a mnemonic device, SHORES, was created for counselors to utilize with clients with suicidal ideation. The acronym of SHORES stands for Skills and strategies for coping (S); Hope (H); Objections (O); Reasons to live and Restricted means (R); Engaged care (E); and Support (S). In this manuscript, SHORES is introduced as a way for school counselors to address protective factors against suicide. In addition, the authors review the literature on comprehensive school suicide prevention and suicide protective factors; describe the relevance of a suicide protective factors mnemonic that school counselors can use; and illustrate the mnemonic's application in classroom guidance, small-group, and individual settings.
E-Learning and Academic Performance during COVID-19: The Case of Teaching Integral Calculus
Author: Ramdani, Yani
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Academic Achievement,COVID-19,Pandemics,Mathematics Instruction,Calculus,Self Efficacy,Creativity,College Students,Foreign Countries,Student Attitudes,Predictor Variables

This study investigates the impact of implementing integral calculus lectures which were originally very suitable in face-to-face delivery, but during the Covid-19 pandemic situation, these were delivered online through e-learning. This research analyzes the correlation between self-efficacy, creativity perception, and productive disposition towards academic performance using path analysis and was modeled in the form of regression equation. This study involved 108 students (35 males and 72 females) at a university in Bandung, West Java, Indonesia. The research instrument used was questionnaire of self-efficacy (11 items), creativity perception (15 items) and mathematical disposition (14 items). All research variable items had a Pearson correlation (r) greater than 0.25, so all items were said to be valid. The reliability coefficient of Cronbach's Alpha for self-efficacy, perceived creativity, and productive disposition were included in the high category. The results showed a correlation between self-efficacy and creativity perception with regard to productive disposition. There was also a direct correlation between self-efficacy and academic performance. Creativity perception did not show a direct influence on academic performance nor. Productive disposition had a direct influence on academic performance. There was a correlation between self-efficacy, creativity perception, and productive disposition of academic performance. Self-efficacy (happy to help other friends, dare to face criticism and challenges, and dare to compete to win a competition) had the largest contribution to academic performance while creativity perception (creative ideas must be sophisticated and complex, creative people have high curiosity, creative people find it difficult to accept different opinions from others, creativity can only be developed in certain people, and creativity comes over by chance) has the smallest one. These findings can be used as first step in understanding creative perception as a weak contribution to cognitive abilities about academic performance, even though creativity has an important role in developing mathematics performance.
Critical Review on Flipped Classroom Model versus Traditional Lecture Method
Author: Ajmal, Saira Fouzia
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Conventional Instruction,Lecture Method,Teaching Methods,Blended Learning,Homework,Active Learning,Academic Achievement,Elementary Secondary Education,Postsecondary Education,Intellectual Disciplines

Flipped classroom model is now a well-established learning approach which has brought a paradigm shift by blending technology with the traditional method of teaching. The real meaning of Flipped classroom model is that the traditional lecture method is flipped so that learners get the initial learning material at home and class time is used for cooperative learning. The tools used for the flipped classroom model include Learning management system, social media and like. A lot of research studies exist on Flipped classroom model but these studies lack a unified approach over its significance. If one set of studies ranks Flipped classroom model better than the traditional lecture method; the other instruction models consider its success due to its integration with technology. There are also studies that associate Flipped classroom model with student-centered approach especially in university education. This article reviews a few of these studies with the objective to understand this debate about the right method of learning; and to identify which studies acknowledge the significance of Flipped classroom model. A set of 33 articles published from 2012 to 2020 were selected for this study. The statistical results show a mixed reaction about the acceptability and adaptability of the Flipped classroom model in the modern learning environment.
The Effect of Problem-Based Learning on Students&apos; Problem-Solving Self-Efficacy through Blackboard System in Higher Education
Author: Alfares, Nurah
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Self Efficacy,Integrated Learning Systems,Educational Technology,College Students,Student Attitudes,Foreign Countries,Pretests Posttests

In this study, the effect of problem-based learning on students' problem-solving self-efficacy through the Blackboard system was investigated. The students' perception of the implementation of problem-based learning into higher education and discussion through blackboard was also investigated. The participants of the study were 31 students in higher education, studying in the Curriculum and Instruction Department at Umm Al-Qura University. It is a quasi-experimental study, designed with a single group, pre-test, and post-test design. An open-ended questionnaire was used to investigate in-depth the students' perception. Both quantitative and qualitative data were obtained. The finding of the study reveals that there is a significant relationship between the pre-and-post-tests of the problem-based self-efficacy measurement scale. Further, the participants perceived advantages of using problem-based learning into their knowledge as well as into their learning and social skills. They reported that the Blackboard system had many benefits to complete the problem-solving activities. However, many students reported challenges in the implementation of problem-based learning as well as there were difficulties in using the blackboard system to achieve the raised problems.
Using Padlet as a Technological Tool for Assessment of Students&apos; Writing Skills in Online Classroom Settings
Author: Jong, Bonaventure
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Writing Instruction,Writing Skills,Writing Evaluation,Web 2.0 Technologies,Elementary School Teachers,Teacher Attitudes,Foreign Countries

The lifestyle of humans is constantly changing due to globalisation. The demand for suitable and appropriate technological tools applicable in the teaching and learning processes is therefore increasing. The traditional method of chalk and talk in a classroom setting is slowly being replaced with Web 2.0 due to various implications. However, studies on the implications and effectiveness of these tools towards students' assessment of their learning process are lacking, especially in the writing skill. This study aims to provide a report on the use of an online learning platform for assessing students' writing skills. Padlet is used in this study as an online learning platform. The respondents comprise 70 level two teachers from national primary schools in Sarawak. Level two refers to years 4, 5 and 6 in the Malaysian education context. Survey questionnaires, observation checklists and semi-structured interviews were employed and their results were analyzed through frequency and thematic content analysis. The main findings in this research show that the respondents exhibit positive responses towards Padlet. This study also provides some concerns that arise during the implementation of Padlet in the classroom. Limited Internet connection and lack of Information Communication Technology (ICT) skills amongst the students are the two major issues found during the intervention. The implication of this study is relevant to the new pedagogical tool in writing assessment for the current generation of students.
Relationship between General Educators&apos; Beliefs and Teaching Performance in Teaching Students with Learning Difficulties in Intermediate Schools in Saudi Arabia
Author: Alshuwaysh, Reem
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Beliefs,Teacher Effectiveness,Performance Factors,Learning Disabilities,Students with Disabilities,Intermediate Grades,Inclusion,Gender Differences,Public Schools,Foreign Countries

Although Saudi Arabia has committed to inclusive education for students with learning difficulties (LD), limited research has focused on general educators' beliefs and their teaching performance. Moreover, the best implementation of inclusion is not only placement of students with LD in general education classroom, but first and foremost is focusing on educators' beliefs towards having LD students in their classroom in order to improve those practices. Thus, all educators should seek the belief that all students even with disabilities belong to regular classrooms. This investigation examines the relationship between teachers' beliefs and their teaching performance along with the moderating effect of gender on this relationship. A sample of 401 general educators from intermediate schools in Riyadh, Saudi Arabia was included in this study. This quantitative research project used a questionnaire to gather information on the educators' demographic information, beliefs and teaching performance. By using structural equation modelling (SEM) via AMOS, all valid 401 questionnaires were analyzed. The findings revealed that educators' beliefs were correlated positively with their teaching performance. However, the results showed that gender did not moderate the relationship between educators' beliefs and their teaching performance. The findings of this study may offer perception for stakeholders in the Ministry of Education in Saudi Arabia to rethink ways to develop teaching performance of teachers in inclusive practices. The recommendations from the study and the suggestions for further studies are discussed. This limited research about educators' practices has created the need for a thorough investigation of the factors that predict their teaching performance.
Identifying Mentor Teachers&apos; Roles and Perceptions in Pre-Service Teachers&apos; Teaching Practicum: The Use of a Mentoring Model
Author: Li, Phang Biao
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperating Teachers,Mentors,Teacher Role,Teacher Attitudes,Preservice Teacher Education,Practicum Supervision,Foreign Countries,Teacher Student Relationship,Pedagogical Content Knowledge,Observation,Feedback (Response)

Mentor teachers need to play and perform their roles constantly when mentoring preservice teachers in teaching practicum. Despite the plentiful literature on teaching practicum in the Malaysian context, research on mentor teachers' roles played is still sparse. This research thus sets to investigate the roles played by the mentor teachers and explore their perceptions of the roles played. To investigate the roles played and explore the perceptions of roles by the mentor teachers, a sequential explanatory mixed-method design was used. A Five Factor Mentoring Model was employed and we recruited 124 mentor teachers using snowballing technique to fill in a questionnaire with seven mentor teachers to partake an interview. Findings show that the mentor teachers perceive themselves as playing their roles to a great extent and believe they have contributed greatly when mentoring pre-service teachers. While results are positive, further research is required to compare the responses between pre-service teachers and mentor teachers to determine the extent of truth on the roles played.
Mathematical Proficiency and Preservice Classroom Teachers&apos; Instructional Performance
Author: Altarawneh, Awad Faek
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Preservice Teachers,Teacher Effectiveness,Foreign Countries,Females,Mathematics Instruction,Teaching Methods

This study aimed to investigate the mathematical proficiency level of the Hashemite University female students in teaching mathematics during practicum program. The study sample consisted of (41) female classroom teacher students at the second semester of the academic year 2019/2020. The study adopted the descriptive approach. The data were collected using observation protocol; the validity and reliability of the protocol were checked and proved acceptable. Lessons were videotaped, in addition to written notes. Study findings revealed that the teaching performance level in math proficiency was generally weak. Moreover, the teaching performance level in both conceptual understanding and productive disposition was medium; while the level of performance in procedural fluency, strategic competence, and adaptive reasoning was weak. The findings also show that there was a positive moderate correlation between academic achievement and performance level. They also revealed that there were statistically significant differences in math proficiency at the significant level ([alpha] = 0.05) attributed to academic achievement.
Student Teachers&apos; Socio-Demographic Variables, Internet Addiction and Their Loneliness in the Digital Age
Author: Nwosu, Kingsley Chinaza
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Internet,Addictive Behavior,Social Isolation,Psychological Patterns,Predictor Variables,Scores,Gender Differences,Place of Residence,Rural Urban Differences,Social Media,Interpersonal Relationship,Mental Health

This study investigated student teachers' demographic variables and their internet addiction as possible predictors of their loneliness, given that the youth are increasingly becoming lonely resulting in mental health problems. The sample size comprised 600 (mean age = 19.69, SD = 3.17) student teachers. Findings showed that male undergraduate students had a non-significant higher mean score in loneliness than their female counterparts; while significant differences occurred as a result of gender in students' internet addiction. Students whose primary residence was in the urban area had a non-significant higher mean score in loneliness than students from rural areas; while primary residence accounted for significant differences in mean scores in internet addiction. Regression analysis revealed that age, gender, primary place of residence, number of social media sites used and internet addiction jointly contributed 10.3% to explain the variances in response and the corresponding F (5, 567) = 13.051, was statistically significant (p&lt;.05). However, only internet addiction showed a significant individual contribution in accounting for the variances in student teachers' loneliness. Discussion was based on the findings, leading to the conclusion that factors associated with loneliness may be linked to those that impede the respondents' interpersonal relationships. This study has implications for the university education given that ensuring student teachers' good mental health will lead to the training of students who can self-regulate their emotions and interact effectively with others.