ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparative Study of Self-Transcendence, Spiritual Well-Being, Optimism and Meaning in Life among Retirees and Post-Retirement Employees
Author: Elkady, Ayman Abdelgalil M.
Date: 2019-08-00
Type: Journal Articles
Subjects: Correlation,Spiritual Development,Well Being,Retirement,Employee Attitudes,College Graduates,Measures (Individuals),Positive Attitudes,Life Satisfaction,Self Concept,Comparative Analysis,Scores,Foreign Countries,Religious Factors,Government Employees

The purpose of this study was to investigate the inter-correlations of self-transcendence, spiritual well-being, optimism and meaning in life. Additionally, the aim was to find out the differences in mean scores of self-transcendence, spiritual well-being, optimism and meaning in life between retirees and post-retirement employees. The sample consisted of people with Bachelor Degree. Retirees sample consisted of 60 participants (52 men, and 8 women), while post-retirement employees consisted of 60 participants (all of them were men). The Self-Transcendence Scale (STS) (Reed 2018), The Spirituality Index of Well-Being (SIWB) (Daaleman and Frey 2004), The Life Orientation Test-Revised (LOT-R) (Scheier, Carver and Bridges, 1994) and Meaning in Life Questionnaire (Steger, Frazier, Oishi and Kaler 2006) were used. The data were analyzed with Pearson correlation. The t-test was used. Findings indicated that there were significant positive correlations between self-transcendence, spiritual well-being, optimism and meaning in life. Self-transcendence correlated positively with spiritual well-being, optimism and meaning in life. Spiritual well-being correlated positively with optimism and meaning in life. There were differences in mean scores of self-transcendence, optimism and meaning in life between retirees and post-retirement employees. However there was not difference in spiritual well-being between the two groups. Findings were discussed and conclusion was included.
Procrastination and Its Relationship with Business Students&apos; Cheating Perceptions
Author: Elias, Rafik Z.
Date: 2020-00-00
Type: Journal Articles
Subjects: Time Management,Business Education,Cheating,Student Attitudes,Undergraduate Students,Graduate Students,Ethics,Academic Achievement

The epidemic of college cheating is evolving to include more sophisticated schemes that are more difficult to detect. Business students' cheating is even more concerning because such behavior in college predicts workplace cheating (Nonis &amp; Swift, 2001). The current study examines procrastination as a personality variable that affects business students' perceptions of cheating ethics. A survey of 370 undergraduate and graduate business students was conducted. The results showed that low procrastinators were more likely to view cheating actions as more unethical compared to high procrastinators. Low procrastinators also had higher academic performance.
Comparison of Pedagogical Beliefs of English and Urdu Teachers
Author: Munir, Namra
Date: 2019-08-00
Type: Journal Articles
Subjects: Comparative Analysis,Teacher Attitudes,Urdu,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Secondary School Teachers,Foreign Countries,Teaching Methods,Learning Processes,Student Motivation,Learning Motivation,Teacher Responsibility

It is very essential to understand all the phenomena and circumstances running within the process of education or teaching-learning setting, some of the factors that should be considered on the top of the understanding list are pedagogical beliefs and practices of teachers. Pedagogical beliefs and practices are very much related to the tactics, ways, methods and strategies that teachers use for facing or challenging coming in their routine professional line. These are also essential for refining teaching and students' learning atmosphere for keeping their motivation and interest up for enhanced performances. The objective of the study was to compare the pedagogical beliefs of English and Urdu teachers. In order to achieve the objectives of this study related literature was reviewed. A questionnaire on the basis of reviewed literature on five point Likert scale i.e. 5 = Strongly Disagree, 4 = Disagree, 3 = Undecided, 2 = Strongly Agree, 1 = Agree was used for data collection. Random sampling technique was used to draw sample from the population of school teachers from all public -sector secondary schools of the Lahore. Two English and two Urdu teachers were selected randomly from each school total 660 secondary school teachers of Lahore 330 Urdu teachers and 330 English teachers were the sample of the study. Frequency and percentage and t. test used for data analysis. The study revealed that Urdu teacher had High level of pedagogical beliefs in comparison with the English teachers. Which indicates that Urdu teachers recognize themselves more proficient and comfortable in caring out of their responsibilities of teaching as compared to the English teachers. Urdu teachers felt High level of contentment and comfort in involving their students in class activities, planning better approaches to increase students' interest, and handle complex situations in the class during teaching as compared to English teachers.
Components and Process of Identity Formation in Model of the Authorship of Own Lives in People with Disabilities
Author: Glodkowska, Joanna
Date: 2019-08-00
Type: Journal Articles
Subjects: Individual Power,Disabilities,Models,Identification (Psychology)

The subject of this article consistently develops the authorship of own lives in people with disabilities concept. With reference to the strategic framework (contextualism and systemness in particular), it constructs an AOL-PwD model. The model presents identity as a constitutive area in understanding the authorship of their own lives in people with disabilities. The AOL-PwD model is composed of three interrelated elements: (1) authorship aspects, (2) identity components, and (3) process links. The article proposes important theses that chart direction for research. It suggests that identity is a fundamental category in exploring the AOL-PwD. The authorship of their own lives in people with disabilities is a dynamic category. As a result of AOL-PwD formation, the individual achieves a given authorship status: achieved, foreclosed, diffused, or moratorium status. The identity status achieved determines the way people with disabilities perceive their authorship life aspects. Developmental dynamics and specific identity and life authorship statuses being acquired suggest that it is necessary to redefine these areas of people's functioning on a regular basis. We believe that a consistent implementation of the concept will provide an inspiring theoretical and empirical space for multidimensional explorations of the phenomenon of disability in light of normalization, humanities, and affirmation. The article also charts direction for further research, which will include, among others, qualitative research to verify the AOL-PwD model, then measurement tools will be developed, and a comprehensive assessment of people with different disabilities identifying AOL-PwD determinants will be conducted.
Influence of Teachers&apos; Metacognitive Skills on Development of Early-Childhood Students
Author: Thienngam, Sunthorn
Date: 2020-01-00
Type: Journal Articles
Subjects: Metacognition,Early Childhood Teachers,Child Development,Foreign Countries,Problem Solving,Thinking Skills,Self Efficacy,Psychological Characteristics,Context Effect,Teacher Attitudes,Teacher Characteristics,Inservice Teacher Education,Skill Development

The objectives were to study and develop metacognitive skills of 1,616 early childhood in-service teachers in Child Development Center, Thailand. The quasi-experimental design were implied. Research Tools were Metacognitive Self-Assessment Questionnaire and scoring rubrics for early childhood students' assessment. Data were analyzed through fundamental statistics and inferential statistics. The research results were as follows: The teachers who joined with the program had got higher metacognitive skills score for both knowledge of cognition and knowledge of regulation than the other one. The teachers who had different supportive factors, different attitude towards pedagogy and different self-efficacy, would have got statistically significant difference in metacognitive skills in each dimension at the 0.01 level. Metacognitive skill score after participation in were higher than before in each dimension at the 0.01 level. Posttest score of early childhood students' metacognitive skills were statistically significant higher than pretest score in each dimension at the 0.01 level.
&quot;Maths outside of Maths&quot;: Pre-Service Teachers&apos; Awareness of Mathematical and Statistical Thinking across Teachers&apos; Professional Work
Author: Bailey, Judy
Date: 2020-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Mathematics Skills,Thinking Skills,Elementary School Teachers,Mentors,Data,Literacy,Data Analysis,Teaching Skills,Foreign Countries,Student Attitudes

Mathematical and statistical thinking is involved across the breadth of people's home and work life and leisure activities. This paper reports on an aspect of a project that aimed to develop preservice teacher awareness of the mathematical and statistical thinking required across the breadth of primary teachers' professional role. This thinking is conceptualised as the mathematics and statistics embedded in each of the curriculum learning areas, in data literacy, and administration and management tasks. Mentor meetings indicated pre-service teachers who were completing a one-year graduate diploma initially had a limited awareness of the extent of this thinking. Through focus group discussions across the year participating preservice teachers' commentary showed an increased awareness and appreciation of the breadth of contexts where teachers might encounter mathematics and statistics thinking beyond mathematics lessons. Given awareness is fundamental to learning and subsequent action we posit that developing this awareness during teacher education is important.
Teacher Candidates&apos; Views on Self and Peer Assessment as a Tool for Student Development
Author: Bozkurt, Fisun
Date: 2020-01-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Peer Evaluation,Preservice Teachers,Student Attitudes,Student Development,Social Studies,Skill Development,Assessment Literacy,Feedback (Response),Self Management,Critical Thinking,Decision Making,Foreign Countries,Portfolio Assessment

This phenomenological research explores the opinions of social studies teacher candidates about self and peer assessment. It is a descriptive study using qualitative data from a sample of 21 teacher candidates. Research data were collected using a semi-structured interview and the researcher's observation notes. The data were analysed using the descriptive content analysis method. The findings showed that self and peer assessment could serve as a powerful learning activity rather than simply an assessment tool. The results also indicated that self and peer assessment support the development of skills, such as self-regulation, critical thinking and decision-making. Teacher candidates reported that self and peer assessment had positive effects, such as recognizing their own shortcomings, learning by sampling from peers' work, constructive contribution to each other's work, comprehension of the skills and criteria that form the basis of assessment, being part of the assessment process, gaining assessment skills, recognizing individual differences and developing critical thinking skills. Self and peer assessment facilitate the development of a learning environment that is more cooperative, participative and appropriate to the educational needs of initial teacher education students in the 21st century.
Perceptions and Experiences of Belonging during the Transition from Primary to Secondary School
Author: Longaretti, Lynette
Date: 2020-01-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Student Experience,Group Membership,Interpersonal Relationship,Student Motivation,Academic Achievement,Well Being,Elementary School Students,Student Adjustment,Resilience (Psychology),Foreign Countries,Outcomes of Education,Grade 6,Grade 7,Psychological Patterns

A young person's sense of belonging at school can affect their level of motivation, academic achievement and wellbeing. During the transition from primary to secondary school, one's sense of belonging may be affected by the changes and challenges encountered. This paper reports some of the findings from a larger qualitative longitudinal study that investigated the factors that contribute to educational resilience during the transition from primary to secondary school. Data gathered from interviews with sixteen Year 6 students from three Victorian primary schools over a period of eighteen months is presented and analysed. A key theme identified from the larger study was belonging. This paper specifically reports on how belonging is perceived and experienced by students during the transition to secondary school. Understanding sense of belonging from young people's views, may help inform and effectively shape practices relevant to policy, pedagogy and teacher training. Implications for practice are discussed.
Posttraumatic Growth among the 1999 Düzce Earthquake Survivors
Author: Sakiroglu, Mehmet
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Seismology,Natural Disasters,Adults,Predictor Variables,Individual Development,Coping

The current study aimed to examine posttraumatic growth (PTG) after earthquake victimization. Variables that may be related to PTG were examined by using Model of Life Crises and Personal Growth (Schaefer &amp; Moos, 1992). In order to examine PTG, the roles of demographic variables, event-related variables, environmental factors, system factors, earthquake specific coping, cognitive appraisal factors, and general ways of coping responses factors were examined. One hundred ninety-nine adults (105 females and 94 males with an age range of 18 to 73) were participants of the study. The participants were from Kaynasli, Düzce. The participants were selected on the basis of their age, gender, and the type of their houses. They were contacted through home visits. In the result section, the variables related to PTG were presented. As a result of the regression analysis, it was found that being married, perceived social support, well-being, problem-focused coping, and seeking social support coping were significant predictors of the level of PTG. The results of regression analysis also showed that, general problem focused coping was more efficient than earthquake specific active coping after earthquake victimization for the development of PTG. The article was written from the Ph.D. thesis, titled: &quot;Positive outcomes among the 1999 Düzce earthquake survivors: Earthquake preparedness behaviour and posttraumatic growth.&quot;
Predictors of Self-Regulated Learning Skills of Computer Education and Instructional Technology (CEIT) Students
Author: Uysal, Selami
Date: 2019-12-00
Type: Journal Articles
Subjects: Independent Study,Foreign Countries,Pedagogical Content Knowledge,Predictor Variables,Curriculum,Student Attitudes,Preservice Teachers,Technological Literacy,Web Based Instruction,Educational Technology

In this correlational survey study, it was aimed to determine significant predictors of self-regulated learning skills of Computer Education and Instructional Technology (CEIT) students. The sample consisted of 458 CEIT students registered at some universities among the ADIM Universities Consortium in Turkey. As data collection tools, the &quot;Web Pedagogical Content Knowledge Scale&quot; which was developed by Lee, Tsai &amp; Chang (2008) and adapted to Turkish by Horzum (2011), the &quot;Curriculum Orientations Inventory&quot; which was developed by Cheung and Wong (2002) and adapted to Turkish by Eren (2010), and the &quot;Self-Regulated Learning Scale&quot; which was developed by Turan (2009) were used in the study. Descriptive statistics, correlation and path analysis were used in analyzing data. Findings showed that there were low, medium and high significant correlations found among sub-factors. Path analysis results showed that academic and technological orientations of CEIT students were significant predictors of attitude toward web-based instruction. Results also showed that curriculum orientations and attitudes toward web-based instruction were significant predictors of self-regulated learning skills.
All-Day Schools and Social Work: A Swiss Case Study
Author: Chiapparini, Emanuela
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Schedules,Leisure Time,Extracurricular Activities,Caseworkers,Social Work,Program Effectiveness,Elementary Schools,Parent Attitudes,Student Attitudes,Teacher Attitudes,Role,Attitudes

All-day schools are becoming more widespread in Switzerland. They enable pupils to participate in lunchtime and extracurricular activities organized and supervised mostly by social workers. Qualitative data were collected for a project on newly implemented area-wide all-day schools in Zurich, Switzerland's largest city. The research was funded by the Swiss National Science Foundation (SNSF). Findings indicate that the resulting structural, pedagogical, spatial, and staff changes significantly impact the social work setting. The importance and potential of social work needs to be better communicated to the all-day school community.
Developing Fluency through Oral Reading
Author: Lynn, Ethan M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Oral Reading,Reading Fluency,Reading Instruction,Prereading Experience,Educational Games,Reading Comprehension,Reading Rate,Learner Engagement,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,English Language Learners

Ethan Lynn, the author of the article, describes three sets of oral reading activities he developed for his English as a Second Language students. Each set focuses on one of the three types of fluency: word-, sentence-, and passage-level. The word-level fluency activities are best employed as part of the pre-reading phase of a reading activity. The sentence- and passage-level fluency activities are best done in the post-reading phase--that is, after students have read the text multiple times and after comprehension questions have been answered and reviewed. The entire text or sections of the text can be used for the activities, depending on text length and students' reading speed. The activities are meant to be repeated three to five times, with the students' engagement and motivation as a barometer. The main goals of the activities are to promote oral reading fluency and to engage and motivate students with productive, game-like activities.
Disability in the Arab World: A Comparative Analysis within Culture
Author: Saad, Mourad Ali Eissa
Date: 2019-08-00
Type: Journal Articles
Subjects: Disabilities,Arabs,Comparative Analysis,Caring,Democratic Values,Congenital Impairments,Cultural Influences,Genetics,Marriage,Family Relationship,Genetic Disorders,Females,Early Parenthood,Students with Disabilities,Incidence,Literacy,Educational Attainment,Correlation,Cross Cultural Studies,Foreign Countries

The phenomena of disabilities in the Arab world can be viewed from various perspectives, considering historical times, epistemological programmes and theoretical models. This article is a theoretical review and comparative data analysis of the problems regarding the evolution of attitudes and current concept of disability and theoretical assumptions of caring for disabled people in the Arab world. Content of the theoretical part of the paper includes reasons for caring for disabled Arabs, including: analysis of human orientation aspects, social orientation, equality of opportunity and principles of democracy orientation and human development orientation. In the second part of the article the authors discuss empirical comparative data related to disability in the Arab world as: various causes of congenital or acquired disabilities, including culturally bounded causes of disabilities in Arab world, related to marriages in close families and marriages of underage girls. The paper illustrates key aspects of conceptualization of disabilities in the Arab countries and gives comparative analysis of the latest data on the situation of children with disabilities in education sectors and adults in the labor market. This part of comparative analysis broadly refers to the primary data from the Arab countries published as research report in 2018 by the Economic and Social Commission for Western Asia. The report is entitled &quot;Disability in the Arab Region&quot;.
Effectiveness of a Pivotal Response Training Programme in Joint Attention and Social Interaction of Kindergarten Children with Autism Spectrum Disorder
Author: Ebrahim, Mona Tawakkul El Sayed
Date: 2020-08-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Students with Disabilities,Autism,Pervasive Developmental Disorders,Females,Foreign Countries,Attention,Intervention,Applied Behavior Analysis,Interpersonal Competence,Program Effectiveness,Responses,Training

The purpose of this study was to provide a training program based on pivotal response for children with autism spectrum disorder, which may affect positively on improving their joint attention and social interaction. Participants were six female children enrolled in public and private kindergartens and autism programs in Zulfi, Saudi Arabia for the second semester of the year 1435/1436 AH, who were diagnosed as having autism disorder. For data collection, Joint Attention Skills Inventory For Kindergarten Children with Autism Disorder, and Social Interaction Scale of Kindergarten Children with Autism Disorder were employed. A single group, pre-post and follow up design across participants was implemented. Six participants, data were obtained during pre, post-treatment, and at one-month follow-up. The study results showed that the pivotal response training intervention was effective in increasing joint attention skills (initiating and responding to signs, eye contact and follow the gaze of others, attract others' attention while playing, follow the instructions, Sharing feelings and emotional state and imitation) and social interaction (belonging to the group, communication, and cooperation) of all children participated in this study. Recommendations for further research were discussed.