ethanporcaro/eric-fulltext-meta huggingface dataset:
Mental Health Experiences of Teachers: A Scoping Review
Author: Corrente, Melissa
Date: 2022-00-00
Type: Journal Articles
Subjects: Mental Health,Teaching Experience,Elementary Secondary Education,Gender Differences,Anxiety,Teacher Burnout,Family Influence,Leaves of Absence,Faculty Mobility,Teacher Welfare,Teacher Attendance

Teacher mental health continues to be of concern in elementary and secondary schools; however, supporting teacher wellbeing is understudied (Parker et al., 2012; Roffey, 2012), particularly from a gender perspective (Bourgeault et al., 2021). Among professionals, teachers exhibit one of the highest levels of job stress and burnout on the job. (Hakanen et al., 2006; Stoeber &amp; Rennert, 2008). This scoping review investigates and consolidates the existing research on teacher mental health, leaves of absences, and return-to-work. Work context and personal factors/family context contribute to teacher stress and attrition and by extension may impact temporary leaves of absence (Pressley, 2021). Several articles report on interventions with moderate success to reduce teacher stress, but no studies evaluated return-to-work interventions (Ebert, 2014; Kwak et al., 2019). The amount of stress teachers are experiencing and the pressure that is causing them to burn out is the most common narrative present in the literature. The review highlights gaps in the literature surrounding teacher mental health, leaves of absence, and return-to-work and a notable gap regarding the role of gender.
Preservice Teachers Engage Parents in At-Home Learning: &quot;We Are in This Together!&quot;
Author: McKee, Lori
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Preservice Teachers,Preservice Teacher Education,Elementary School Students,Parents as Teachers,Parent Role,Practicums,Parent Participation,Diversity,Cultural Capital,Foreign Countries,Rural Areas,Kindergarten,Grade 1,Grade 2

During pandemic school closures, preservice teachers designed activity plans to support the at-home learning of children in early elementary grades and recognized parents as vital to supporting their children's learning. This article uses data from a multiple case study of preservice teachers' planning during an alternate practicum. Drawing on models of family vibrancy and parent engagement that arise from funds of knowledge and parent knowledge theories, we highlight how preservice teachers included parents in reciprocal and democratic ways that honoured diverse family's contexts and their knowledge of their children. Results illustrate the importance of asset-oriented, flexible pedagogies that include meaningful parent partnerships both during and beyond the pandemic.
School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers
Author: Nakhaie, Reza
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Environment,Diversity,Academic Persistence,Immigrants,Refugees,Cultural Differences,Interpersonal Relationship,Foreign Countries,Teacher Role,Peer Relationship,Students,Late Adolescents

This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students' openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents' academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth's educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants' country of origin, respect them, and interact with them. [This paper was presented at the Canadian Sociological Association Conference, May 2021.]
The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools
Author: Guenot, Brittany
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Diversity,French Canadians,French,Special Education,Language of Instruction,Secondary Schools,Inclusion,Educational Needs,Educational History,Disability Identification,Individualized Education Programs,Preservice Teacher Education,Teacher Competencies,Student Evaluation,Barriers

Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction. Changes to formal and informal identification processes have also increased the number of students accessing special education services. This conceptual paper examines the challenges arising from students' changing learning needs, with a specific focus on the French classroom. Issues related to the Individual Education Plan, the formal identification processes, and the inconsistency inherent to special education terminology and teachers' preparation concerning differentiated learning and resources in special education are explored. Further, employing Katz and colleagues' (Hymel &amp; Katz, 2019; Katz, 2013; Katz &amp; Sokal, 2016) three-block model of universal design for an inclusive classroom as a framework, a case study from a French-language secondary school in Ontario, Canada, is examined to determine systemic gaps that need to be addressed to achieve the goal of fully inclusive classrooms that promote successful learning experiences for all students.
A Study of Critical Thinking Skills Practice in Collaborative Writing in EFL Context
Author: Moonma, Jitlada
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Student Attitudes,Writing Instruction,Majors (Students),Undergraduate Students,Student Evaluation,Collaborative Writing,Foreign Countries,Writing Processes

The present study aims to explore critical thinking from EFL Thai students' perspectives in collaborative writing activity. The subjects were 32 second-year English major students composing paragraph writing in the Writing II course. They were divided into three groups based on their English proficiency: advanced, intermediate, and novice, and data was collected using quantitative and qualitative approaches. The critical thinking skills questionnaire was utilized to collect quantitative data, and the results were analyzed using Mean and Standard deviation. For qualitative data, an interview was used to collect critical thinking skills practice of six students randomly selected. The quantitative results revealed that the highest critical thinking skills practice was found in analyzing (Mean=3.47, SD=1.15), followed by evaluating (Mean=3.44, SD=1.27), and creating (Mean=3.34, SD=.03), respectively. For qualitative results, it was found that the students in the high level of English proficiency group reported they practiced critical thinking by analyzing, evaluating, and creating. They produced a new sentence and a paragraph, selected the best ideas, and categorized the supporting details based on information and ideas from peers. Regarding intermediate and novice level groups, they reported identically that they frequently practiced analyzing and evaluating. Analyzing and assessing were two critical thinking abilities that were commonly utilized. They have to do with comparing and choosing content, as well as elements of arguments and supporting statements. As a result, collaborative writing appeared to promote pupils to use critical thinking skills when writing.
Examining of Conservatory Students&apos; Mental Well-Being Levels Aspects of Various Variables
Author: Celik, Sibel
Date: 2022-00-00
Type: Journal Articles
Subjects: Mental Health,Well Being,College Students,Foreign Countries,Age Differences,Intellectual Disciplines,Academic Achievement,Family Income,Family Structure,Gender Differences,Music Education,Place of Residence,Student Characteristics,Dance Education

The basic aim of this study is to specify mental well-being levels and investigate some various conservatory students. Conservatory students studying at Dicle University and Gaziantep University State Conservatory in the 2020-2021 academic year participated in the research. Purposeful sampling was used in this study, which was carried out with a quantitative research model. Data collection has been made via Warwick-Edinburgh Mental Well-Being Scale and socio-demographic information form designed by the researchers. In the data analysis, the Mann-Whitney U test was used for pairwise group comparisons and the Kruskal-Wallis H test was used for comparisons of more than two groups. While a significant difference came up among the mental well-being levels of conservatory students and the variables of age, the department they study, academic achievement levels, family income status, and number of siblings, no meaningful difference came up among the variables of gender, music style they listened to, and where they live. It is thought that this research is considerable in terms of contributing to the development of the methods applied in the education of conservatory students and to the studies applied in this field.
Old but Gold: Secondary School Students&apos; Communication Attitude Scale
Author: Boyraz, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Factor Analysis,Self Esteem,Barriers,Communication Skills,Secondary School Students,Attitude Measures,Foreign Countries,Student Attitudes,Nonverbal Communication,Construct Validity,Preferences

Communication as a skill is not something new; however, it has become much more important than ever before as the way and with whom we communicate have changed. That is why educators need to have valid and reliable tools to understand how this skill is perceived by students. This study aims to provide a valid and reliable secondary school students' communication attitude scale (SSSCAS). A draft form for the scale was prepared with 32 items depending on the relevant literature and reviewed by experts in the field. The revised form was applied to 397 students at a state secondary school in Aksaray city of Turkey in the 2020-2021 academic year. First, explanatory factor analysis that tests construct validity was carried out and three items were extracted from further analysis due to insufficient factor loadings. The remaining 29 items are placed under four sub-dimensions called openness to communication, body language and preferences, self-confidence, and obstacles. The structure was tested through confirmatory factor analysis and the validity of the scale with the four sub-dimensions was found to be appropriate. The Cronbach's alpha values of all sub-dimensions and the scale were above the required level. As a result, the developed scale is a valid and reliable scale to assess communication attitudes of secondary school students.
The Relationship between EFL Teachers&apos; Professional Identity and Professional Autonomy
Author: Dilek, Ekru
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Professional Autonomy,Professional Identity,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Decision Making,Gender Differences,Teacher Attitudes,Institutional Characteristics,Foreign Countries,Questionnaires,Pedagogical Content Knowledge,Work Experience,Educational Attainment

This study aims to identify 250 Turkish EFL teachers' level of professional identity and professional autonomy. This study also aims to investigate whether the results differ by gender, the school in which they work, education level and work experience. Furthermore, the study aims to identify whether there is a significant relationship between EFL teachers' professional identity and their professional autonomy. In this survey-based research, the results demonstrate that EFL teachers have a very high level of professional identity and a high level of professional autonomy, and the results differ by EFL teachers' gender, school type and work experience. Results also reveal that there was a significant, positive and moderate relationship between professional identity and professional autonomy of EFL teachers. This study suggests that the freer EFL teachers feel to make decisions in their teaching and profession, the more they can define their identity in the teaching profession.
A Research on the Environmental Identities and Environmental Risk Perceptions of Classroom and Science Teachers According to Different Variables
Author: Yasaroglu, Cihat
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Ecology,Conservation (Environment),Identification (Psychology),Foreign Countries,Risk,Natural Resources,Natural Disasters

Environmental identity in human environmental behaviour expresses the extent to which the person relates to the environment while defining himself or herself. The relationship between human and the environment is mutual, and human's understanding of environment is essential to the environment. Perception of environmental risk is subjective because it is about personal view of environmental risk. The purpose of this study is to evaluate classroom teachers' and science teachers' perceptions of environmental risks based on several variables. For this purpose, a total of 309 classroom and science teachers participated in the study. The instruments used for data collection were the Environmental Identity Scale and the Environmental Risk Perception Scale. Both descriptive and inferential analyses were conducted on the data obtained. The analyses conducted revealed that environmental identity and environmental risk perception were high among teachers, there were no differences between subjects, and there was a positive relationship between environmental identity and environmental risk perception.
Cyber Bullying and Victimization among University Students
Author: Gönültas, Mesut
Date: 2022-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Victims,College Students,Gender Differences,Instructional Program Divisions,Income,Correlation,Foreign Countries,Socioeconomic Status,Internet,Social Influences,Computer Use,Addictive Behavior,Self Concept

The study aimed to reveal the prevalence of cyber bullying and victimization among university students and to analyze whether levels of cyber bullying and victimization in students can be differentiated according to the level of problematic Internet use. Moreover, the study intended to examine the relationships between gender, year level, and level of income and cyber bullying and victimization. The team recruited 863 university students enrolled at different departments of Ege University, during academic year 2017-2018. The Revised Cyber Bullying Inventory, Problematic Internet Usage Scale (PIUS), and Demographic Information Form were used for data collection. Multiple linear regression analysis and the Kruskal-Wallis H-test were used for data analyses. Results indicated that cyber bullying and victimization are common problems among university students with prevalence rates of 57% and 68%, respectively, among students in the current sample. The findings demonstrated that levels of cyber bullying and victimization differed based on gender and level of income. However, no significant relationship was observed with year level. Additionally, the &quot;negative consequences of the Internet&quot; and &quot;social comfort,&quot; which are two subscales of PIUS, predicted the prevalence of cyber bullying and victimization. Excessive usage, the third subscale, did not predict any variable. Considering the findings obtained from this study, further research on university students and adults is suggested. Moreover, preventive measures to secure the Internet should be considered to prevent cyber bullying. Specifically, developing intervention programs for cyber victims is necessary to mitigate the negative effects.
Determining Generic Teacher Competencies: A Measurable and Observable Teacher Competency Framework
Author: Alan, Bülent
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Preservice Teachers,Teacher Educators,Foreign Countries,Teacher Education,Teacher Evaluation,Teacher Attitudes,Opinions

Well-defined teacher competencies can serve as a reference resource for teacher candidates and a road map for teachers who need to equip themselves with new competencies to meet the rapidly changing demands of children and society. This study, which grounded on mixed methods research, aimed to develop a measurable and observable generic teacher competency framework. The study was conducted in three phases. The initial phase was comprised of the literature review on teacher competencies, interviews with teacher candidates, teacher trainers, and education experts on the current teacher competency framework developed by the Turkish Ministry of Education in 2017. The analyses revealed the need for a new framework since the current competency framework does not allow self-evaluation and cannot be used as a road map for teachers and teacher candidates due to the way it is structured. Based on the initial findings, the researchers prepared a draft competency framework, which was evaluated by 397 teachers through information forms and 52 teacher trainers representing all disciplines of educational sciences at a workshop organized by the researchers. The analyses resulted in a framework consisting of six competency domains, 31 sub-competencies and their performance indicators at four competency levels. The core competencies developed seem to be congruent with international frameworks; however, it is also a unique framework with its content, structure and approach. The generic teacher competency framework developed as a result of this study can be utilized for professional development of teachers and teacher candidates as a reference guide and be utilized for evaluation purposes with its measurable and observable performance indicators specified under sub-competencies. It can also be used for the assessment and accreditation of teacher education programmes.
The Responses and Attitudes of the University of Nottingham Students toward Learning Styles
Author: Talib, Pawan Asghar
Date: 2022-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Correlation,Cognitive Style,Foreign Countries,Learning Strategies,Student Centered Learning,Student Surveys,Gender Differences,Cultural Background,Ethnic Groups,Foreign Students,Comparative Analysis,Second Language Learning,Second Language Instruction,Majors (Students),Auditory Perception,Visual Learning,Asians,Student Characteristics

This research was carried out to add to the current literature on learning styles by explaining various understandings of the topic and the previous research on it. Studies and information on learning styles and strategies are abundant, and the need for more research stems from the recent move towards student-centered classes. This paper is an attempt to do more specific research on the subject and answer the question of what the correlations are between learning styles and different factors such as gender and learner's cultural background. This study was conducted at the University of Nottingham. Seventy students have participated in the survey, 34 males and 36 females. The participants' nationalities were mixed, which was essential for the study; Kurdish (20%), British (40%), European States (10%) and Asian (17.1%). The questionnaire results were analysed by using IBM SPSS Statistics 21 software. Frequency tests, Correlation analysis, T-Tests, and One-way ANOVA test of the available data were studied. The findings show that Kurdish learners are auditory learners compared to other nationalities. Also, the study showed that language learners are more visually inclined learners than learners from the other majors. Finally, future researchers may expand on the findings of this paper by getting a larger sample.
The Role of Literature in Boosting EFL University Students&apos; Critical Thinking: Case of First-Year Students in Algeria
Author: Ouhiba, Nawel Meriem
Date: 2022-03-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,College Faculty,Undergraduate Students,Creative Thinking,Foreign Countries,Correlation,Feedback (Response),Language Proficiency,Gender Differences

The integration of critical thinking within the learning process is considered a crucial indicator of education's quality. Nevertheless, with the reforms introduced in higher education, less importance was given to this skill; consequently, most Algerian EFL learners cannot think critically and creatively. To fill the gap, this study suggests using literature as a bridge between the teaching of the foreign language and the enhancement of learners' critical thinking abilities. The research also proposes strategies and approaches to motivate students to use their critical thinking skills in literature class. To this end, the researcher raised the following research question: How do we enhance learners' critical thinking abilities while teaching literature? And what strategies and approaches to adopt to motivate students using their critical thinking abilities within a literature class? The researcher adopted semi-structured interviews with teachers and classroom observations as instruments to collect necessary data. The participants are EFL university teachers and first-year students of different genders from the department of English language at the University of Dr. Moulay Tahar, Saida (Algeria). Obtained results show positive feedback from the students towards the critical thinking approaches used by the teacher-researcher in literature class. It also revealed that teachers are aware of the effectiveness of critical thinking when teaching literature to improve the learners' proficiency in English as a foreign language and enhance their critical thinking abilities. This study recommended using high order of thinking as a strategy when teaching literature.