ethanporcaro/eric-fulltext-meta huggingface dataset:
Social and Emotional Learning and Teachers
Author: Schonert-Reichl, Kimberly A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Well Being,Teacher Competencies,Stress Management,Classroom Techniques,Teacher Attitudes,Self Efficacy,Teacher Effectiveness,Teacher Influence,Fidelity,Program Implementation,Teacher Education Programs,Measures (Individuals),Teacher Burnout,Faculty Mobility,Intervention

Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence their students. But when teachers poorly manage the social and emotional demands of teaching, students' academic achievement and behavior both suffer. How can we boost teachers' social-emotional competence, and how can we help them create the kind of classroom environment that promotes students' SEL? In this article, Kimberly Schonert-Reichl reviews the results of several interventions that have specifically sought to improve teachers' social-emotional competence and stress management in school, many of which are promising. She also shows how teachers' beliefs--about their own teaching efficacy, or about whether they receive adequate support, for example--influence the fidelity with which they implement SEL programs in the classroom. When fidelity is low, SEL programs are less successful. Finally, she examines the extent to which US teacher education programs prepare teacher candidates to promote their own and their students' social-emotional competence.
Social and Emotional Learning Programs for Adolescents
Author: Yeager, David S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Adolescents,Adolescent Development,Coping,Skill Development,Educational Environment,Puberty,Youth Programs,Psychological Needs,Pregnancy,Pregnant Students,Violence,Prevention,Smoking,Compliance (Psychology),Cancer,Program Effectiveness,Intervention

Adolescents may especially need social and emotional help. They are learning how to handle new demands in school and social life while dealing with new, intense emotions (both positive and negative), and they are increasingly feeling that they should do so without adult guidance. Social and emotional learning (SEL) programs are one way to help them navigate these difficulties. SEL programs try to help adolescents cope with their difficulties more successfully by improving &quot;skills&quot; and &quot;mindsets,&quot; and they try to create respectful school environments that young people want to be a part of by changing the school's &quot;climate.&quot; In this article, David Yeager defines those terms and explains the changes that adolescents experience with the onset of puberty. Then he reviews a variety of SEL programs to see what works best with this age group.
Preservice History Teachers' Attitudes towards Identity Differences
Author: Yazici, Fatih
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,History Instruction,Attitude Measures,Identification,Racial Identification,Sexual Orientation,Religion,Political Attitudes,Statistical Analysis,Scores,Identification (Psychology),Individual Differences

The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as &quot;teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values,&quot; which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and perceptions of teachers are as important as their presence in curriculum in terms of reaching the aims of history education. The aim of this study was to reveal preservice history teachers' attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazici (2016) to measure the attitudes towards identity differences, was conducted on 314 preservice history teachers. Preservice teachers' attitudes towards identity differences in terms of gender, and their ethnic, religious and political identities were examined using t-test and one-way variance analysis. As a result, it was found that the variables had effect on preservice teachers' attitudes at varying rates.
SEL-Focused After-School Programs
Author: Hurd, Noelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,After School Programs,Educational Policy,Teacher Student Relationship,Professional Development,Occupational Mobility,Outcomes of Education,Educational Assessment,Educational Improvement,Teacher Competencies,Educational Research,Program Evaluation,Youth Programs

After-school programs offer young people opportunities for self-expression, exploring their talents, and forming relationships with supportive adults. That is, after-school programs promote young people's social and emotional learning (SEL) skills--whether the programs use that term or not. Despite these programs' potential, Noelle Hurd and Nancy Deutsch write, they have yet to make a big impact on the field of SEL. One reason is that studying them poses many problems for researchers--for example, attendance is not mandatory, meaning that it can be hard to separate a program's effects from young people's personal characteristics that led them to choose the program in the first place. Still, research shows that after-school programs can promote many desirable SEL outcomes, and Hurd and Deutsch outline the factors that make high-quality programs stand out. How could policy help after-school programs promote SEL more effectively? First, positive youth-staff relationships are crucial to effective programs, and competent adult staff are the linchpin of effective after-school programs targeting SEL outcomes. Yet the after-school work force is poorly paid, and turnover is high. Hurd and Deutsch suggest several ways to professionalize after-school work--for example, by boosting professional development and creating more opportunities for career advancement. Second, as schools have become more focused on standardized test scores, funders and policymakers have pushed after-school programs, too, to demonstrate their academic impact. Hurd and Deutsch write that this approach is misguided: overemphasizing academic outcomes leads to neglect of SEL outcomes that can help young people become productive and engaged citizens. They argue for expanding the criteria used to determine whether after-school programs are effective to include SEL. More broadly, they write, high-stakes evaluations create a disincentive for programs to undertake the difficult work of assessing and improving their own practices. A better approach to evaluation would focus less on whether programs &quot;work&quot; and instead seek ways to make them work better.
SEL Interventions in Early Childhood
Author: McClelland, Megan M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,Early Childhood Education,Best Practices,Social Development,Emotional Development,Skill Development,Models,Fidelity,Student Participation,Educational Strategies,Cost Effectiveness,Educational Practices

Young children who enter school without sufficient social and emotional learning (SEL) skills may have a hard time learning. Yet early childhood educators say they do not get enough training to effectively help children develop such skills. In this article, Megan McClelland, Shauna Tominey, Sara Schmitt, and Robert Duncan examine the theory and science behind early childhood SEL interventions. Reviewing evaluation results, they find that several interventions are promising, though we need to know more about how and why their results vary for different groups of children. Three strategies appear to make interventions more successful, the authors write. First, many effective SEL interventions include training or professional development for early childhood teachers; some also emphasize building teachers' own SEL skills. Second, effective interventions embed direct instruction and practice of targeted skills into daily activities, giving children repeated opportunities to practice SEL skills in different contexts; it is best if these activities grow more complex over time. Third, effective interventions engage children's families, so that kids have a chance to work on their SEL skills both at school and at home. Family components may include teaching adults how to help children build SEL skills or teaching adults themselves how to practice and model such skills. Are early childhood SEL interventions cost-effective? The short answer is that it is too soon to be sure. We will not know how the costs and benefits stack up without further research that follows participants into later childhood and adulthood. In this context, we particularly need to understand how the long-term benefits of shorter, less intensive, and less costly programs compare to the benefits of more intensive and costlier ones.
Security Engineering Lessons Learned for Migrating Independent LANs to an Enterprise Environment
Author: Marchant, Robert L.
Date: 2013-12-00
Type: Journal Articles
Subjects: Computer Networks,Computer Security,Client Server Architecture,Computer Interfaces,Computer Software,Online Vendors,Information Technology,Business,Information Systems,Maintenance

Transition from small, independent LANs into larger enterprise managed infrastructures is becoming more prominent in academia, business and government. Consolidation of IT resources into larger, more disciplined, and more professionally managed environments has significant advantages however they do bring their own unique issues to solve in order to make the transition for the organizations involved easier. The topics covered under this paper are critical areas of concern organizations and their administrator staff needs to consider and resolve in order that transition and migration can be as painless as possible. Loosely using NIST SP 800.53 controls as a reference, the areas presented within this paper include access control mechanisms, patch management considerations, the need to address difference in hardware and software monitoring, baselines and licensing.
Implementing an Integrated Curriculum with an Iterative Process to Support a Capstone Course in Information Systems
Author: Reinicke, Bryan
Date: 2013-12-00
Type: Journal Articles
Subjects: Curriculum Implementation,Integrated Curriculum,Information Systems,Computer Science Education,Business Administration Education,Business Schools,Undergraduate Students,Curriculum Development,Service Learning,Prerequisites,Systems Analysis,Design,Systems Development,Theory Practice Relationship,Database Management Systems,Computer Software

Learning is enhanced with repetition, either through more exercises in individual courses, or through the integration of concepts in a capstone experience. A well planned and integrated curriculum can utilize a capstone course, not only to provide a service learning component, but also as an opportunity to refresh students on key discipline topics immediately preceding graduation. This article describes the process used at one university to integrate concepts taught in pre-requisite courses into the capstone experience. In addition, it discusses the need to constantly refine all of the courses to integrate the concepts and learning experiences in both directions. The capstone course must provide repetition and hands-on learning of earlier concepts, and the pre-requisite courses must provide the knowledge to enable a successful capstone experience for students. This is a two way integration up and down the chain of courses and instructors must work together to integrate all of the courses in the discipline to enrich the capstone experience and achieve desired learning objectives.
A Study of Interactional Metadiscourse in English Abstracts of Chinese Economics Research Articles
Author: Liu, Ping
Date: 2017-00-00
Type: Journal Articles
Subjects: Economics,Research Reports,Discourse Analysis,Chinese,Documentation,Interpersonal Communication,Authors,Periodicals,Reputation,Computational Linguistics,Language Usage,Contrastive Linguistics,North American English,Cultural Influences,Preferences,Language Attitudes,Language Styles,Journal Articles,Foreign Countries,Verbs,Phrase Structure,Form Classes (Languages),Qualitative Research,Statistical Analysis

This study adopts the revised interpersonal model of metadiscourse to discover whether and to what extent Chinese authors employ a varying amount of Interactional Metadiscourse (IM) in the past decade in English abstracts of economics Research Articles (RAs). The data was drawn from a prestigious economics journal in China to compose a corpus of 289 abstracts. The analysis indicates that Chinese authors harmonize with English counterparts by capitalizing on more hedges, while the amount of boosters unexpectedly maintains at a high level over time, both of which can be attributed to the interaction of Chinese deep-seated cultural leanings and Anglo-American cultural preferences. Consistent with our prediction, attitude markers exhibit no significant difference along the years given the initial parallel with English counterparts. However, there are significant differences of self-mentions in the past decade regardless of English rhetorical conventions, which may be attributed to economical influences in China. With regards to engagement features, they remain relatively underused with no marked difference within the period resulting from the genre-specific factor which confines their use.
A Pedagogical Approach toward Teaching an Information Systems Student How to Conduct a Web Usability Study for an Honors Project: A Case Study
Author: Jesse, Gayle
Date: 2013-12-00
Type: Journal Articles
Subjects: Teaching Methods,Information Systems,Computer Science Education,Internet,Web Sites,Usability,Case Studies,Active Learning,Student Projects,Honors Curriculum

The purpose of this paper is to provide educators with a course model and pedagogy to teach a computer information systems usability course. This paper offers a case study based on an honors student project titled &quot;Web Usability: Phases of Developing an Interactive Event Database.&quot; Each individual phase--creating a prototype along with usability testing, defining a technical structure, and designing a usable interface--is equally valuable to the entire process of interactive web development. A distinct significance is present within each phase, which emphasizes the importance of completing every step in the development process. Unlike businesses that suffered when the Dot-com bubble burst, businesses that acknowledge the diverse levels of understanding and recognize that implementation of each phase directly affects the success of the business will prosper in this age of technology. This paper focuses primarily on the prototype and usability testing phase. With that in mind, an extensive background and explanation of phase one in developing an interactive event database is presented for the reader; the honors student paper did, however, present an all-encompassing understanding of web technologies. Additionally, this paper provides a method for developing the requirements to conduct and evaluate an honors project. Finally, this paper concludes by considering the study's limitations and suggestions for further research.
The Moderating Effect of the Economic Situation on Relationship between Problem-Solving Skills and Mental Health in Working Women and Housewives
Author: Garmsari, Goldis
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Females,Mental Health,Family Environment,Economic Factors,Correlation,Employed Women,Questionnaires,Statistical Analysis,Predictor Variables,Foreign Countries,Well Being

Women as an important stratum of society play a fundamental role in the creation, establishment and strengthening of families. So, paying attention to their mental health as the family guides has direct effects on the mental health of children, families and consequently the whole of society. Thus, the present study was performed to investigate the moderating effect of the economic situation on the relationship between problem solving skills and mental health in two groups of working women and housewives referring to Welfare Centers in the city of Karaj. Based on Morgan's sampling table, 199 working women and 192 housewives (totally 391) were selected by simple random sampling method. Then, Cassidy and Long (1996) Problem-Solving Style Questionnaire and Goldberg (1989) General Health Questionnaire were administered on the sample group, and data were analyzed using SPSS software (ver. 17). The results showed that the economy had an independent contribution in predicting the mental health of working women, but it was not capable to act as a moderating variable in relationship between problem-solving skill and mental health of working women. In addition, according to the results obtained from the housewife population, not only the economy does not have an independent contribution in the prediction of their mental health, but also it cannot act as a moderating variable in this relationship. But the problem-solving skill alone explains 23.8% of the variance of mental health in the sample population. In other words, problem-solving ability was effective in increasing the level of mental health. But the impact of economy as a moderating variable in the relationship between problem-solving skill and mental health of housewives and working women was not significant.
An Exploratory Study of the Use of Video as an Instructional Tool in an Introductory C# Programming Course
Author: Sharp, Jason H.
Date: 2013-12-00
Type: Journal Articles
Subjects: Programming,Introductory Courses,Video Technology,Teaching Methods,Educational Technology,Technology Uses in Education,Online Courses,Conventional Instruction,Comparative Analysis,Lecture Method,Student Surveys,College Students,Time,Textbooks

This study examines the background of introductory programming concepts and the use of video as an instructional tool. Thirty-five students in an introductory C# class were administered a survey to report data on demographics, usage on video, and opinions about the video. Students were in online and face to face sections of the class. Data were analyzed to determine how students used the videos and to determine if there were differences between the two groups. Multiple aspects analyzed show no difference in use of the online video between face to face and online students.
Building an Effective Interdisciplinary Professional Master's Degree
Author: Kline, Douglas M.
Date: 2013-12-00
Type: Journal Articles
Subjects: Masters Programs,Program Development,Interdisciplinary Approach,Information Systems,Program Evaluation,Computer Science Education,Departments,Program Descriptions,Program Administration,Educational History,Accreditation (Institutions),Feedback (Response),Student Recruitment,Student Evaluation,Employment Potential,Job Placement,Scheduling,Evaluation Methods,Skill Development

This article describes the creation of the Master of Science of Computer Science and Information Systems at University of North Carolina Wilmington. The creation of this graduate degree was funded by the Sloan Foundation as a new type of program, the Professional Master's. The program was designed with significant industry input, and is truly interdisciplinary, spanning not only departments, but schools and colleges. The planning, start-up, operation, and formal review of the program are reviewed. IS Educators planning or administering graduate programs should benefit from the review of challenges and solutions provided.
Ten Year Assessment of Learning Outcomes of a Computer Information Systems (CIS) Program
Author: Abraham, Samuel
Date: 2013-12-00
Type: Journal Articles
Subjects: Outcomes of Education,Computer Science Education,Information Systems,Undergraduate Students,Outcome Based Education

In recent years greater attention has been paid to develop learning outcomes for academic programs and then to develop methods to assess these learning outcomes. Generally speaking, there are two kinds of outcomes: course outcomes and program outcomes. Assessments of these learning outcomes in institutions of higher education are mandated by the accrediting organizations. This paper describes a methodology used by a Computer Information Systems program in a small undergraduate institution to develop its learning outcomes, to collect assessment data, and to evaluate or assess its course and program outcomes during a ten year period. The data collection and the subsequent data analysis showed the strengths and weaknesses of the program and we were able to address a number of these weaknesses.
Wiki Mass Authoring for Experiential Learning: A Case Study
Author: Pardue, Harold
Date: 2013-12-00
Type: Journal Articles
Subjects: Experiential Learning,Case Studies,Student Surveys,Student Attitudes,Annotated Bibliographies,Web Sites,Collaborative Writing,Web 2.0 Technologies,Information Security,Teaching Methods,Programming,Observation,Reflection,Social Behavior,Behavior Standards,Risk Assessment,Federal Programs,Graduate Students,Undergraduate Students,College Faculty,Program Descriptions,Feedback (Response),Mentors,Teacher Student Relationship,Information Technology,Information Science Education

Web 2.0 services include sharing and collaborative technologies such as blogs, social networking sites, online office productivity tools, and wikis. Wikis are increasingly used for the design and implementation of pedagogy, for example to facilitate experiential learning. A U.S. government-funded project for system security risk assessment was conducted using a wiki powered by MediaWiki. Participants were geographically disbursed students, faculty, and industry partners with highly diverse backgrounds and expertise. The focus of this research was the experiential learning practiced by students carrying out the work of the project. Through the use of a wiki as a mass authoring tool, students constructed knowledge in the form of an annotated bibliography of extant systems security literature. Results from a student survey offered convincing support for the use of the wiki's influence on students' experiential learning, particularly through the benefit of observation and reflection, as well as the motivational influence of social norms. Lessons learned and possible extensions of the approach described in this study to other educational settings are discussed.
Developing Civic-Minded Teacher Leaders through Service-Learning School Partnerships
Author: Pitre, Charisse Cowan
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Service Learning,Teacher Leadership,Citizenship Education,College School Cooperation,Statistical Analysis,Student Attitudes,Elementary Secondary Education,Self Efficacy,Citizen Participation,Masters Programs,Preservice Teachers,Questionnaires,Self Concept Measures,Attitude Measures,Social Attitudes

This quantitative study examined the change in Master in Teaching students' attitudes toward civic action and service self-efficacy after participating in academic service-learning with K-2 youth at school-university partnership sites. Study participants completed the Civic Attitudes and Skills Questionnaire (CASQ) and the Community Service Self-Efficacy Scale before and after participation in academic service-learning with the school-age youth. The researchers employed split plot ANOVA to analyze possible relationships among participants' ratings of their civic attitudes, service self-efficacy, and various demographic characteristics of the respondents. Results showed that multiple civic attitude factors and service self-efficacy tend to increase and/or move in a positive direction. Findings support existing literature suggesting that participation in academic service-learning has positive cognitive and affective effects on teacher candidates.