ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudes towards Sports Tourism and Perception of Negative Effects of Tourism: An Investigation of Teachers&apos; Views
Author: Atilgan, Davut
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Athletics,Tourism,Gender Differences,Age Differences,Marital Status,Foreign Countries,Predictor Variables,Physical Education Teachers,Intellectual Disciplines,Social Influences

This study seeks to examine teachers' attitudes towards sports tourism as well as their perceptions of the negative effects of tourism. In order to determine the attitudes and perceptions of the teachers, the differentiation status of the participants in terms of some demographic variables was examined. As a result of the research, it was determined that the scores of participants' attitudes towards sports tourism were high and that the average score of the economic sub-scale was high in terms of the perceptions of the negative effects of tourism, while the average scores of the environmental and socio-cultural sub-scales were at a moderate level. Significant relationships were found in terms of branch and age variables included in the attitude scale towards sports tourism while there was no significant difference in terms of gender and marital status variables. Besides, while there was no statistically significant difference in the economic and environmental sub-scales in terms of gender and marital status variables in the perception scale for the negative effects of tourism, a statistically significant difference was found in the socio-cultural sub-scale. While there was no significant difference in the branch variable in the economic, environmental, and socio-cultural sub-scales of the perception scale for the negative effects of tourism, a statistically significant difference was found in terms of the age variable. As a result of the correlation analysis, a negative, low-level, and statistically significant relationship was found between the economic, environmental, and socio-cultural sub-scales in terms of independent variables under the perception scale of the negative effects of tourism and the scores of the attitude scale towards sports tourism. Thus, teachers' attitudes towards sports tourism and their perceptions of the negative effects of tourism were determined in terms of different variables.
The Self-Study Process of a Scientist as She Delineated the Meaning of Scientific Inquiry and Developed a New Professional Identity as a Science Teacher Educator
Author: Yang, Jing
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientists,Science Teachers,Career Change,Professional Identity,Scientific Methodology,Inquiry,Reflection,Journal Writing,Transformative Learning,College Students,Preservice Teachers,Teacher Educators

With this article, we describe and analyze the experience of a scientist as she delineated the meaning of scientific inquiry and developed a new professional identity as a science teacher educator. Our inquiry adopted a self-study methodology with a variety of data sources, including sixteen-weeks of journal entries, critical friends' meetings and reflections, video and audio-taped lessons and students' artifacts. The self-study process captured her conflict between scientific inquiry in the classroom and her chemistry research. We captured three stages of her understanding of scientific inquiry. The idea of &quot;authentic scientific novice research&quot; finally resolved her conflicts. This study also revealed three factors that influenced the formation of her professional identity (i.e., competing identities, contextual influences, and personal struggles). This finding and resulting conclusions not only report the evolution of personal understanding, but also bring out the discussion of teacher educator development, especially for those transitioning to science education from natural sciences.
An Investigation of the Cyberloafing and Nomophobia Levels of University Students
Author: Talan, Tarik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Internet,Student Behavior,Fear,Anxiety,Handheld Devices,Gender Differences

The main objective of this study was to investigate the level of cyberloafing and nomophobia among university students. The study also aimed to assess the level of cyberloafing and nomophobia among university students in relation to various variables. Data were collected using demographic information form, a cyberloafing scale and a nomophobia questionnaire. The study was conducted with 302 students studying in a state university in the Southeast Anatolia region of Turkey during the fall semester of the 2021-2022 academic year. Descriptive statistics, one-way test ANOVA, independent samples t-test, Pearson's correlation coefficient and Kruskal-Wallis test were used to analyse the data. The analysis revealed that the students' cyberloafing level was low and nomophobia level was moderate. Based on the statistical analyses, significant differences were found between students' level of nomophobia according to gender and daily phone usage. However, no statistically significant difference was found between students' age and their level of nomophobia. No significant difference was also found between gender, age, daily phone usage and level of cyberloafing. Moreover, there is a significant relationship between cyberloafing and nomophobia behaviour of the students.
Personal Emotions and Family Financial Well-Being: Applying the Broaden and Build Theory
Author: Enete, Shane
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Well Being,Income,Adults,Family Financial Resources,Correlation,Negative Attitudes,Positive Attitudes

The purpose of this article is to show that emotions matter when predicting the financial well-being of U.S. households. The broaden and build theory (BBT) was used to predict that positive emotions would be positively associated with financial well-being and negative emotions would be negatively associated with financial wellbeing. Using a convenience sample of 993 U.S. adults, emotions were found to explain the variation in family financial well-being, measured by income and net worth, of U.S. households beyond demographic variables. More specifically, feelings of contentment, love, anger, anxiety, and loneliness were found to be associated with financial well-being. Results suggest that policymakers, financial professionals, and academics should collect more data on the emotions of individuals to help explain the variation in the financial well-being of U.S. households. Results also provide evidence in support of the financial counseling industry's efforts to incorporate emotions as an important variable when modeling family financial well-being.
The Association between Retiree Migration and Retirement Satisfaction
Author: Pearson, Blain M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Retirement,Migration,Satisfaction,Longitudinal Studies,Place of Residence,Planning,Money Management

The purpose of this study is to examine migration during retirement and its association with retirement satisfaction. Utilizing longitudinal data collected from the Health and Retirement Study, this study estimates a fixed-effects logit model to examine how changing U.S. Census divisions during retirement is related to retirement satisfaction. The findings suggest that a change in residential location during retirement is associated with an increase in retirement satisfaction. In planning for retirement, individuals should examine what will provide them with the highest level of satisfaction during their retirement and whether their current location can facilitate an enjoyable retirement. Financial planners and counselors should also consider, as a part of their systemic retirement planning process, increasing the attention that is given to the residential location in which their clients will reside during retirement.
The Impact of Financial Coaching on Older Adult Victims of Financial Exploitation: A Quasi-Experimental Research Study
Author: Hall, LaToya
Date: 2022-00-00
Type: Journal Articles
Subjects: Money Management,Coaching (Performance),Older Adults,Victims,Victims of Crime,Program Effectiveness,Urban Areas,Deception,Crime,Executive Function,Physical Health,Mental Health,Neuropsychology,Psychological Testing,Visual Measures,Economic Impact,Social Support Groups,Evidence Based Practice,Self Efficacy

The financial exploitation (FE) of older adults affects not only victims' finances, but also their health. This preliminary study investigated the impacts of a financial coaching program on the financial, neurocognitive, physical, and emotional health of older adult victims of FE. Twenty older adults residing in a large urban area who had experienced FE were compared at baseline and follow-up with a group of 20 older adult of the same area who were making important financial decisions, but had not experienced FE and did not receive the intervention. At baseline, both groups were similar on demographic variables, but participants who had experienced FE had more health problems, poorer memory and executive functioning, less social support, and greater stress than the comparison group. Six months after financial coaching ended, program participants had significantly less anxiety. Overall, older adult victims of FE showed no significant declines and, in fact, showed some improvement.
The Value of Financial Education during Multiple Life Stages
Author: Gibson, Philip
Date: 2022-00-00
Type: Journal Articles
Subjects: Money Management,Consumer Education,Lifelong Learning,Knowledge Level,Outcomes of Education,Secondary Education,High Schools,Higher Education,Workplace Learning,Independent Study,Literacy

This study examines the timing of financial education and its impact on short-term and long-term financial behavior. We also explore the power of financial education on financial knowledge and examine the link between financial knowledge and positive financial behavior. Exposure to financial education during multiple life stages leads to a better financial outcome. Financial education taught via multiple channels, including high school, college, the workplace, and at home, is the most optimal in the long run. For those who did not attend college, being exposed to financial education in high school is significantly associated with positive financial behavior. We cite implications for all financial education advocates. Policymakers in the financial capability arena can stay abreast of the channels of financial education that produce the most fruitful economic and societal gains.
What, Me Worry? Financial Knowledge Overconfidence and the Perception of Emergency Fund Needs
Author: Lee, Sunwoo Tessa
Date: 2022-00-00
Type: Journal Articles
Subjects: Money Management,Knowledge Level,Self Esteem,Decision Making,Financial Needs,Expenditures,Income

We examined the association between financial knowledge overconfidence and the perception of emergency fund needs using the 2016 Survey of Consumer Finances (SCF) dataset. Only 28% of respondents reported a perceived amount of emergency funds needed that would cover at least three months of estimated spending. We conducted an OLS regression analysis on the log of the ratio of perceived emergency fund needs to household monthly expenditure. Overconfident respondents perceived a ratio 21.4% lower than those who had objective and subjective financial knowledge above median levels. Overconfident respondents might be underestimating emergency fund needs, suggesting the importance of not only increasing objective financial knowledge but also making consumers aware of the limitations of their financial knowledge.
A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports
Author: Kelly, Elizabeth M.
Date: 2022-08-00
Type: Journal Articles
Subjects: Family (Sociological Unit),Early Childhood Teachers,Child Behavior,Behavior Problems,Behavior Modification,Positive Behavior Supports,Cooperation,Family School Relationship,Family Attitudes,Teacher Attitudes

Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors in early childhood settings. Using qualitative inquiry, we examined family members' and early childhood educators' experiences with the behavior support process. Focus groups were conducted with 12 family members and 11 educators to understand how they collaborate. Our findings highlight themes related to communication and building partnerships. Based on these findings, we present a model of family-professional collaboration and a discussion of technology-supported communication tools that may facilitate successful collaboration between families and educators during the behavior support process.
Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices
Author: Artman-Meeker, Kathleen
Date: 2022-08-00
Type: Journal Articles
Subjects: Preschool Teachers,Coaching (Performance),Program Implementation,Models,Social Emotional Learning,Pilot Projects,Faculty Development

We used an iterative process to design the Tiered Coaching Model (TCM) to support preschool teachers' implementation of the Pyramid Model. In the TCM, teachers are matched to one of three coaching tiers based on their observed classroom practices, individual characteristics, and preferences. Those tiers were self-guided coaching, small group coaching, and individual coaching. We describe TCM model development and two field tests exploring its potential usability and effectiveness. In Field Test 1, the model was tested with 16 lead preschool teachers. Focus groups and teacher feedback informed systematic model revisions. In Field Test 2, we gathered preliminary findings from an additional 24 teachers. All teachers across coaching tiers and field tests increased their use of Pyramid Model practices while engaging in the TCM, providing promising evidence for wider demonstrations and future rigorous evaluations of the model.
The Pitfalls in Assessment Practices in Distance Learning
Author: Douali, Latifa
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Evaluation Methods,Distance Education,Student Evaluation,Integrated Learning Systems,COVID-19,Pandemics,Computer Mediated Communication

The assessment of learning and the assessment for learning are considered as an integral part of learning process. They provide information to improve the educational instructions and to boost the students' performances. It is a critical aspect of teaching and learning process and it requires teachers and learners to be prepared for the whole situation. The assessment is a complex process and its implementation poses many challenges to teachers. Online tools and learning management systems (LMS) help to overcome most of these challenges. During the COVID-19 pandemic, almost all schools and universities switched to distance learning and teachers had to change their way of teaching. However, many problems arose from this situation; The &quot;new&quot; teaching mode raised many discussions and needs to be analyzed thoroughly. In this paper, we discuss the usage of distance learning resources during the lock-down and the issues it generated. We focus on the assessment process in the circumstances of COVID-19. For the purpose of this study, future teachers were surveyed after their experience with distance teaching. It seems that platforms providing interactive assessment and those allowing automatic evaluation of learners are more required than others.
Problematic Technology Use in University Students: Example of a Foundation University
Author: Aktan, Mehmet Can
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Addictive Behavior,Age Groups,Use Studies,Technology,COVID-19,Pandemics,Student Attitudes

This study, which focuses on the use of problematic technology in university students, focuses on the dimensions of the relationship university students establish with technology, and aims to reach a holistic and deep understanding of the negative and destructive effects and consequences of this relationship. The research designed in quantitative design is based on the relational screening model. Within the scope of the research, it was aimed to look at the technology usage habits of the participants. For this purpose; Personal Information Form, Technology Addiction Scale and Technological Addiction Scale were used. The sample of demographic information obtained from university students at a foundation university consists of 392 participants, 340 (86.7%) female and 52 (13.3%) male students. Participants' technology usage characteristics, time spent with technology, thoughts about the COVID-19 process and addiction levels were revealed within the scope of the findings. Considering that deprivation, difficulty in control, impaired functionality and social exclusion are indicators of problematic technology use, it is seen that the time spent on technological components and usage habits are predictors of problematic use. The results have been discussed in the light of the current literature.
Parent-Implemented Oral Vocabulary Intervention for Children with Down Syndrome
Author: LeJeune, Lauren M.
Date: 2022-08-00
Type: Journal Articles
Subjects: Oral Language,Vocabulary Development,Down Syndrome,Parent Education,Parent Role,Videoconferencing,Electronic Mail,Young Children,Program Implementation,Fidelity,Program Effectiveness,Intervention,Picture Books

Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an adapted version of Down Syndrome LanguagePlus (DSL+). Four children with DS (ages 5-6 years) participated in the multiple probe across behaviors (i.e., stories) single-case research design study. Increasing trends during baseline and data variability precluded confirmation of a functional relationship; however, results indicated that all participants increased their scores on mastery measures of targeted vocabulary. Three of the four parents implemented DSL+ with high fidelity and responded favorably to social validity interviews.
Examination of Preferences of Teachers for Educational Program Design Approaches
Author: Bulut, Ayhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Preferences,Curriculum Design,Scores,Problem Based Learning,Teaching Methods

This study aims to examine preferences of teachers for curriculum design approaches in terms of various variables. In this study, the relational survey model, one of the quantitative research methods, was used. The population of the study consists of branch teachers working in all types and levels in public schools in the central districts of a province of Turkey. Since the population of the study is very large, sampling was made using the typical case sampling method. The sample of this study consists of 415 teachers who voluntarily supported it. During the study process, the data necessary to reach the goal were obtained by using two scales: &quot;Personal Information Form&quot; and &quot;Teachers' Curriculum Design Approach Preferences Scale&quot;. Since the data collected from the scale showed normal distribution, t-test from parametric tests, one-way ANOVA test and Tukey test from Post Hoc tests were used to determine which groups differed in multiple comparisons. In the analysis of all data, the value of 0.05 was taken as the confidence level. As a result of the analysis of the findings obtained from the study, it was stated that the teachers' scores on the curriculum design approach scale were high, and they preferred to use problem-centered curriculum design approaches most in the learning-teaching processes, and at least they preferred to use subject-centered curriculum design approaches.
Secondary Students&apos; Learning English through Social Media: A Case Study in Nepal
Author: Ghimire, Surendra Prasad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Social Media,Secondary School Students,Language Skills,Second Language Instruction,Secondary School Teachers,Language Teachers,Internet,Energy,Access to Computers,Barriers

This article reports an analysis of secondary students' experiences of using social media for learning English. It employed qualitative interpretative research design and taken online semi-structured interviews with the participants and their classes were observed to obtain qualitative information. The findings reveal that how social media helps secondary students for learning English formally inside the classroom and informally out of the classroom providing extra resources of English to improve listening, speaking, reading and writing skills. This study also examines the experiences of secondary teachers of English about using social media in the classroom. It reports on social media empowered the teachers of English by accessing various information on technique of teaching English and course contain. It further shows social media enabled secondary students and teachers to create collaborative learning environment to co-construct the knowledge. However, this study also reports on some of the teachers and students were unable to use social media regularly in their homes due to lack of electricity and internet access and proper devices. This study provides better understanding that use of social media can support learning English effectively in the future.
Methods for Modelling the Process of Training Future Teachers in the Context of Implementing a Quality Management System in Higher Education Institutions
Author: Korbozerova, Nina
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Teacher Competencies,Career Readiness

The purpose of the article is to identify and reveal different approaches to the concept of teaching future teachers quality teaching based on the analysis of Ukrainian and foreign studies. The leading methods of research of this issue are methods of analysis, deduction and induction, comparison and generalisation, which will help to distinguish the signs, comprehensively study the professional competencies, skills that make up the personality of future teachers in higher education institutions, demonstrating aspects and methods of actual development of pedagogical competencies and qualities of students based on the development of the higher education system and its quality. The article reveals and demonstrates the problem of preparing future teachers for pedagogical interaction and high-quality teaching through scientific generalisation of theoretical and practical foundations, methodological development of the effectiveness of methods; describes the educational and methodological support for information training of students and teachers; substantiates the processes of modernisation in the education system, which are systematically studied; states ideas for improving the content of the educational process and training of future teachers based on the use of innovative technologies during training; systematises the methodology for modelling the quality management system of education in higher educational institutions. The materials of our article are of practical and theoretical value for students, future teachers, teachers who want to improve the level of their professional qualifications, promote productive development in pedagogical activities, and for scientists and educational figures who study the qualitative implementation of the quality management system of education in the pedagogical sphere.