ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploratory Study Examining Perceptions of Mindfulness and Mindful Practices among Freshmen Christian University Students
Author: Valenti, Elizabeth
Date: 2023-00-00
Type: Journal Articles
Subjects: College Freshmen,Christianity,Religious Colleges,Metacognition,Activities,Student Attitudes,Student Behavior,Knowledge Level

Mindfulness is an important metric of human functioning that has been a topic of cultural and academic attention over the past 30 years (Spijkerman et al., 2016) and can help to elevate one's awareness and internal psychological experience (Wielgosz et al., 2019). To date, there remains an absence of literature examining perceptions of mindfulness and mindful practices among college students, particularly among Christian students. The purpose of this mixed-methods, exploratory study was to better understand students' perception of mindfulness and assess current mindful practices. The participants (N = 107) were freshmen undergraduate college students enrolled in introductory psychology courses at a private, non-profit Christian university. Students completed a 9-question researcher-developed Mindfulness Awareness, Perception, and Practices questionnaire to assess perceptions and practices. Results of the thematic analysis revealed that approximately half of the students had a limited understanding of mindfulness, with several reporting disadvantages. Most students listed prayer as a consistent practice, with a much lesser percentage of students consistently engaging in other mindful activities. Implications for mindfulness education and the promotion of evidence-based methods, particularly among Christian communities, are discussed.
Moroccan Teachers&apos; Perceptions and Concerns about ICT Integration
Author: Baytar, El Mustapha
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,Teacher Attitudes,Training,COVID-19,Pandemics,Teaching Experience,Age Differences,Elementary Secondary Education

Integrating technology into teaching practices often changes teachers' work patterns. Thus, several studies have insisted on supporting such change by understanding teachers' concerns. The present study adopts the Concerns-Based Adoption Model (CBAM) as a conceptual framework to examine Moroccan teachers' concerns about integrating information and communications technology (ICT). To this end, we relied on a self-reporting instrument for a sample of teachers (n = 382) from two Regional Academies of Education. Our findings suggest that the overall profile of teachers' stages of concern (SoC) is that of &quot;reluctant&quot; non-users. This profile showed high percentiles for the first three SoC, a low consequence stage percentile, medium percentiles for the management and collaboration stages, and a tailing up at the refocusing stage. Furthermore, the results highlighted a positive relationship between teachers' concerns about integrating ICT and previous continuous training on the one hand and the pandemic's impact on their attitudes toward self-training on the other. In addition, significant differences in teachers' concerns regarding teaching experience and age were found. Our study provides change leaders insight into teachers' concerns about integrating technology which will help the field design appropriate interventions to reduce their limiting concerns.
School Admissions and Educational Justice: Parents&apos; Moral Dilemmas Facing the New Chilean School Admission System
Author: Hernández, Macarena
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Admission (School),Social Justice,Educational Policy,Moral Values,Parent Role,Equal Education,Social Class,School Choice,Admission Criteria,Preferences,Social Influences,Inclusion

In the context of the increased interest in social justice within education policy debates, this article addresses the new justice-oriented school admission system implemented in Chile. Considering the critical role of parents in education policy, we explore families' negotiations about the new school admission system, focusing on the moral dilemmas they experience when confronted with changes in the rules that organize the distribution of school seats and the notions of educational justice they adhere to. We draw on interviews with 80 families from different social classes and belonging to five regions of Chile who were choosing a school under the new school admission system. Our findings underline that--while families tend to agree with the principle of equal formal opportunities in the school admission field--the reform brings in a set of moral dilemmas and competing notions of justice that encompass its different components. Based on these findings, we shed light on the distance between policy intention and interpretation, and between abstract conceptualizations of justice in educational policies and what counts as just policies in families' views. In addition, we outline a set of implications for justice-oriented reforms worldwide.
Framing Parents&apos; Attitudes toward Career and Technical Education
Author: Ecton, Walter G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Vocational Education,Public Policy,Public Opinion

In recent years, policymakers and researchers have paid renewed attention to career and technical education (CTE), but public attitudes--especially those of parents--toward CTE remain relatively understudied. Drawing on the history of CTE and more contemporary policy discourse, this study proposes a new organizing framework for conceptualizing how CTE might be discussed in the public sphere, and then uses a survey-based experiment to examine how the ways policymakers talk about CTE might impact parents' support for CTE-related policies. Using respondents from an online marketplace, results indicate widespread support for CTE and suggestive evidence that CTE may see more support as a public policy when framed through a workforce development lens. These results offer implications for both supporters and opponents of CTE, as well as researchers and policymakers seeking to better understand nuances behind parents' opinion on an education issue with growing policy salience.
Speculations on Experiences in Public Education and the Health of the Nation&apos;s Democracy
Author: Berliner, David C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Public Education,Democracy,Role of Education,Relationship,Democratic Values,Public Schools,Access to Information,Community Schools

In this paper an unusual informant is asked about the relationship between public education and democracy. Discussed also are the differences between schooling as preparation for employment vs. schooling for democratic living. The latter requires a curriculum different from that often found in America's public schools. An example of what one such curriculum might look like is provided. Also discussed is the problem of providing youth an apprenticeship in democracy, when some argue that few public schools are democratically run. Noted as well is the troubled relationship of contemporary assessment practices with, simultaneously, the desire to foster democratic values in our public schools. Also examined are the contemporary problems associated with assuring youth unfettered access to the literature and ideas of our civilization. It is a common belief that democracy cannot thrive when access to information is controlled. Finally, the many roles that community schools play in fostering democratic living are considered.