ethanporcaro/eric-fulltext-meta huggingface dataset:
Positive and Negative Affect during a Pandemic: Mediating Role of Emotional Regulation Strategies
Author: Kara, Ahmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Affective Behavior,Emotional Response,Self Control,Foreign Countries,Predictor Variables,Correlation,Mental Health

The purpose of the current study is to determine the mediator role of emotional regulation strategies in the relationship between positive affect and negative affect experienced by individuals during the COVID-19 pandemic. A total of 436 individuals witnessing and experiencing the process of the COVID-19 pandemic in Turkey participated in the current study and 310 (71.1%) of the participants are females and 126 (28.9%) are males. The data of the current study were collected by using the Positive - Negative Affect Scale and Emotional Regulation Questionnaire. The path analysis technique was used in the analysis of the data. In order to test the significance of indirect effects, bootstrapping analysis was used by generating 1000 samples. According to the findings of the study, one unit increase in negative affect decreases individuals' use of emotional regulation strategies by 0.13 (t= -0.2.829; p&lt;0.01 ). On the other hand, one unit increase in emotional regulation strategies increases individuals' positive affect by 0.43 (t = 9.848; p&lt;0.01 ). In addition, the full mediator role of emotional regulation strategies in the relationship between negative affect and positive affect has been proven. It is thought that the findings obtained as a result of the research can be a guide for mental health professionals and future research.
Students&apos; Perceptions of Using Mobile Technologies in Informal English Learning during the COVID-19 Epidemic: A Study in Chinese Rural Secondary Schools
Author: Guo, Jiayi
Date: 2020-00-00
Type: Journal Articles
Subjects: Positive Attitudes,Value Judgment,Intention,Middle School Students,High School Students,Adolescents,Rural Schools,Informal Education,English (Second Language),Second Language Learning,Electronic Learning,Handheld Devices,Telecommunications,Laptop Computers,Access to Computers,Technical Support,Dictionaries,Innovation,COVID-19,Pandemics,Usability,Foreign Countries

During the COVID-19 quarantine period, mobile technologies have been greatly promoted to be used by students to assist their learning. Although mobile learning has been well researched, studies investigating rural school students' intentions were not enough. This study investigated rural secondary school students' mobile technology uptake and their perceptions of using mobile technologies in informal English learning during the COVID-19 epidemic. Results suggested Chinese rural school students held positive attitudes towards mobile assisted English learning, and they most tended to use smartphones, followed by portable electronic dictionaries, tablets and laptops in informal English learning. Rural secondary school students' behavioral intentions (BI) were significantly influenced by perceived usefulness (PU), facilitating conditions (FC) and attitude towards use (ATU) of mobile devices. Innovativeness (INNO) and perceived ease of use (PEU) did not significantly influence students' behavioral intentions. These factors explained 83.1% of variance of students' behavioral intentions. Based on the findings, the study offers suggestions that teachers, governments and educational policy makers take measures to pay attention to students' mobile learning in informal English learning.
Reexamining Faculty Roles in the Supervision of Pre-Service Teachers: Responding to the Call for Clinically-Rich Teacher Education
Author: Capello, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teacher Supervisors,Supervision,College Faculty,Teacher Role,Teacher Educators,Teacher Education Programs,Administrator Role,Preservice Teacher Education,Adjunct Faculty

In an effort to integrate university coursework with field-site experiences and bolster pre-service teacher learning, national teacher education organizations have charged teacher education programs with embedding teacher preparation within clinically-rich experiences. These reforms have resulted in expanded and increasingly complex conceptions of pre-service teacher supervision and the university supervisor, which have affected not only traditional supervisors but all university-based teacher educators. This paper presents a framework that maps the shifting roles of four university-based teacher educators: program administrators, research faculty, teaching faculty, and adjunct faculty due to changing notions of clinically-rich preservice teacher supervision. This framework demonstrates how faculty roles have become more inclusive of supervisory tasks, more integrated with school-site learning, and faculty are in closer communication with each other regarding pre-service teacher growth. Supporting new faculty roles within clinically-rich supervision requires adequate training for all faculty, appropriate institutional recognition for supervision, and rethinking departmental organization and culture.
Teachers&apos; Experiences of Stress and Their Coping Strategies during COVID-19 Induced Distance Teaching
Author: Klapproth, Florian
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Experience,Anxiety,Stress Management,Coping,COVID-19,Pandemics,Distance Education,Foreign Countries,Elementary Secondary Education,Gender Differences,Differences,Institutional Characteristics

Mastering distance teaching imposed by the COVID-19 pandemic was challenging for many teachers. In the present cross-sectional survey, we assessed the level of stress that teachers experienced during the lockdown of schools in Germany, their strategies to cope with it, and external and internal barriers for distance teaching with an online questionnaire. Teachers were recruited for the study on the basis of nationwide professional networks (e.g. Eduserver -- Education in Germany, The German Education Union (GEW)) as well as by advertising the study on homepages of associations for different special educational needs and in social networks (e.g. Facebook, Instagram). A total of 380 teachers from different school forms participated. They experienced medium to high levels of stress. More than 50 percent of them spent more than four hours daily on remote teaching, with secondary grammar school teachers experiencing significantly more stress and working more hours daily than special education teachers. The vast majority of them experienced technical barriers, but most of them felt able to cope functionally with the stress. Female teachers experienced significantly more stress, but coped with it more often in a functional way; teachers used more functional coping strategies when they expected external factors as barriers for distance teaching. The results imply that teachers' digital skills should be developed, schools should be better equipped with the necessary computer hard- and software, and more research on psychological factors contributing to teachers' willingness to use technologies for remote teaching in the pandemic and beyond should be done.
School Administrators&apos; Perceptions on Effectiveness of School Counselor Evaluation: A National Study
Author: Mayes, Renae D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,School Counselors,Counselor Evaluation,Interpersonal Relationship,Evaluation Methods,Counselor Role,Administrator Role,Institutional Characteristics

School counselor-school administrator relationships have seen greater attention in the literature, especially as it relates to the development and implementation of comprehensive school counseling programs. These programs are well-suited to support the holistic development of children and adolescents in K-12 schools. As a part of this relationship, more attention is needed to understand evaluation measures which may support the school counselor-school administrator relationship in addition to school counseling practices. The purpose of this study is to explore school administrators' perspectives on school counselor evaluation. More specifically, this study focuses on administrators' perspectives around accuracy and helpfulness of school counselor evaluation as well as how administrators prepared for such evaluation processes. Results indicate that while administrators view the evaluation process as an accurate reflection of school counselor performance, they see little utility of its usefulness in facilitating professional development for school counselors. Further, administrators had little training specifically on school counselor evaluation.
Students&apos; Academic Achievement in Secondary-School Quantitative Economics: Effect of Feedback with Remediation
Author: Eleje, Lydia Ijeoma
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Academic Achievement,Feedback (Response),Foreign Countries,Economics Education,Remedial Instruction,Pretests Posttests

Empirically investigated in this study is the effect feedback with remediation has on academic achievement in quantitative economics among students' of secondary school. The design of the study was quasi experimental. 164 Senior Secondary 3 (SS3) students offering economics in the three co-educational schools consisted of the study sample. The three schools were purposely selected from Nnewi Education Zone of Anambra State in Nigeria and allocated to 2 experimental groups and 1 control group. Students' responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data used in the study. ANCOVA was used for data analysis. Results show that feedback with remediation has a significant effect in enhancing students' achievement in quantitative economics. Nevertheless, gender and treatments did not interact to influence achievement in quantitative economics. Teachers need to focus not just on continuous testing but going further to assist students using feedback with remediation on any type of test given to them.
The Mediating Effect of Affective Commitment on the Relationship between Human Resource Management Practices and Turnover Intentions of University Employees
Author: Tumwesigye, Godfrey
Date: 2020-00-00
Type: Journal Articles
Subjects: Human Resources,Personnel Management,Labor Turnover,Intention,Employee Attitudes,Correlation,Public Colleges,Private Colleges,College Faculty,Sense of Community,Rewards,Promotion (Occupational),Job Security,Predictor Variables,Foreign Countries

In this study, we explored the mediating effect of affective commitment on the relationship between human resource management practices (HRMPs) and the turnover intentions of university employees in Uganda using the theoretical lens of social exchange theory. The study was instigated by reportedly persistent increase in the cases of employee attrition in higher education institutions in Uganda in spite of Government's attempts to improve the working conditions of the university employees. Using the cross-sectional survey research design, data were collected with the use of an adapted self-administered questionnaire from a sample of 722 academic and nonacademic employees of three public and three private universities in Uganda. The results of structural equation modelling (SEM) indicated that HRMPs were significant positive predictors of affective commitment (rewards: [beta] =0.225; p&lt;0.001), promotions: [beta] =0.228; p&lt;0.001; and job security: [beta] = 0.141; p&lt;0.001). However, HRM practices were negative predictors of turnover intentions (rewards: [beta] = -0.228; p&lt;0.001; promotion, [beta] = -0.215; p&lt;0.001; job security, [beta] = -0.138; p&lt;0.001). Furthermore, affective commitment was indeed a significant mediator of the relationship between HRMPs and turnover intentions of university employees. These findings made us draw the conclusion that when university employees perceive the institution's HRMPs to be favourable, they will not only become committed to the organisation but also desire to remain working longer for it. Therefore, we recommend that the university managers in Uganda and similar countries should formulate and practise human resource management styles that do not only spur employee commitment but also enhance staff retention.
Training Needs of Primary School Theater Teachers: A Greek Case Study
Author: Pavlou, Vasileios
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Needs,Teacher Education,Teacher Improvement,Professional Development,Elementary School Teachers,Theater Arts,Art Education,Aesthetic Education,Preferences,Expectation,Barriers,Classroom Techniques,Special Education,Internship Programs,Educational Background,Teaching Experience,Program Effectiveness,Foreign Countries

Aim of this paper is to investigate the training needs of theater educators who work in primary education. The fact that triggered the inception of this research was that studies concerning aesthetic education in Greece refer to all specialties (musicians, visual artists, theater educators). Consequently, the educational needs of the above specialties may converge in some areas, but, depending on the specialty, they differ in others. Additionally, the in-job-training of theater educators has been at least a minor issue. For this reason, it was considered important to study more specifically the specialty of theater educators. In this context, therefore, a qualitative research was designed and conducted using a sample of thirteen theater educators, who work in primary schools in the prefecture of Heraklion, Crete. Semi-structured interviews were used to collect data and the results were analyzed by topic. The thematic analysis showed that there is an urgent need for training programs in certain areas.
Acculturation Orientation of Migrant Students
Author: Bozdag, Faruk
Date: 2020-00-00
Type: Journal Articles
Subjects: Acculturation,Orientation,Refugees,Migration Patterns,Adolescents,Middle School Students,High School Students,Low Income,Social Integration,Social Support Groups,Friendship,Family Relationship,Language Proficiency,Turkish,Cultural Background,Predictor Variables,Place of Residence,Foreign Countries

Due to the intensification of global migration movements, the importance of studies in the field of acculturation has been increasing. In order to develop a healthy adaptation process between the migrant community and the host society, it is especially necessary to conduct studies on the acculturation processes of young migrants. Exploring the acculturation orientation of migrant students in Turkey, one of the leading countries experiencing the migration movements intensively, this study collected data from a total of 110 migrant students, 69 females and 41 males. &quot;Vancouver Index of Acculturation&quot;, &quot;Revised Social Contact Scale&quot;, &quot;Multidimensional Scale of Perceived Social Support&quot;, &quot;Turkish Proficiency Level Questionnaire&quot; and &quot;Personal Information Form&quot; were employed as data collection tools. Multiple linear regression analysis was used to analyze the data. The analyses results revealed that the level of perceived social support of migrant students from their families and the quality of social contact significantly predicted their heritage culture orientation and explained 18% of them. In addition, the quantity of migrant students' social contact and the quality of social contact significantly predicted their mainstream culture orientation and explained 25% of them. As a result, the present study put forth that in order to support the heritage culture orientation of migrant students, the perceived social support from the family should be improved, and the quantity and quality of social contact should be increased to reinforce their mainstream culture orientation and to facilitate the acculturation processes. [This study was presented at the International Eurasian Educational Research Congress (EJER) (7th, Eskisehir, Turkey, September 10-13, 2020).]
Shaping the Supervision Narrative: Innovating Teaching and Leading to Improve STEM Instruction
Author: Sterrett, William L.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Instructional Improvement,Instructional Leadership,Educational Innovation,Supervisory Methods,Formative Evaluation,Clinical Supervision (of Teachers),Classroom Observation Techniques,Cooperation,Reflection,Teacher Evaluation,Teacher Administrator Relationship,Feedback (Response),Preservice Teacher Education,Administrator Education,Secondary Education,Principals

This paper offers a model of supervisory collaboration that brings teacher and administrator programs together through a lens of formative evaluation. The roles of teacher and principal must be collaborative to sustain student success, yet the preparation models for those respective positions are often isolated from each other, as varying university departments and focus areas exist in silos. Preparation programs must maximize the clinical experiences of teacher education and administrator preparation programs, with a focus on practical teaching strategies and authentic feedback to pre-service educators and their instructors for reflection and change. This paper overviews a collaborative supervision model and incorporates case study vignettes focused on reflective supervisory practices in a STEM instructional environment.
The Online and Campus (OaC) Model as a Sustainable Blended Approach to Teaching and Learning in Higher Education: A Response to COVID-19
Author: Petronzi, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Higher Education,Online Courses,Educational Technology,Electronic Learning,Blended Learning,Active Learning,Social Development,Student Role,Teacher Role,Synchronous Communication,Asynchronous Communication

The COVID-19 pandemic represents an unprecedented challenge for wider society and has impacted all facets of life, including Higher Education Institution (HEIs) provision for teaching and learning -- demanding an immediate digital response. The core challenge lies with the inherent choice made by students upon embarking on an undergraduate degree; that face-to-face learning was their preference. Now, HEIs must address this by utilising a range of digital solutions -- that crucially, must also be embraced by those that no longer have the luxury to be risk averse or believe that digital solutions align with their existing pedagogical approaches. Higher Education Institutions should be -- to an extent -- well placed to deliver online provision. This paper aims to explore pertinent literature surrounding blended approaches with regards to key pedagogical and learning theories, with an overall aim of suggesting the Online and Campus (OaC) model as a potential 'blueprint' that incorporates campus, synchronous and asynchronous learning experiences. We refer to asynchronous as flexible, self-paced learning, and synchronous as an environment in which learners are in the same place at a given time (either online or campus) and accessing the same materials. For the purposes of this paper -- and the OaC model -- both asynchronous and synchronous learning refers to online provision, and we make the distinction between face-to-face teaching by reference to 'Campus'.
Transforming into Entrepreneurial Universities: EU-OECD as a Framework for Saudi Universities
Author: Alghamdi, Azala M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Entrepreneurship,Universities,Guidelines,Administrator Attitudes,Institutional Characteristics,Governance,Incentives,School Business Relationship,Gender Differences,Work Experience,Organizational Change,Foreign Countries,Educational Innovation

The purpose of this study is to suggest a paradigm that will help Saudi universities, particularly emerging ones, transform into entrepreneurial universities in light of the EU-OECD framework. A quantitative research design was employed to collect data from academic leaders at four public Saudi universities. A total of 331 academic leaders participated in the study. A stratified random sampling method was utilized to stratify the sample based on university type, namely established universities or emerging universities. According to academic leaders' perceptions, entrepreneurship at Saudi universities reached a moderate level in light of the EU-OECD framework. The highest-rated dimension of entrepreneurial universities was Organizational Capacity, People, and Incentives. Other dimensions reached a moderate level, including Pathways for Entrepreneurs, followed by Leadership and Governance, University-Business/External Relationships for Knowledge Exchange, The Entrepreneurial University as an Internationalized Institution, Entrepreneurship Development in Teaching and Learning, and Measuring the Impact of the Entrepreneurial University. No statistically significant differences ([alpha] = 0.05) were found in the average perceptions of academic leaders that can be attributed to gender, occupation, or leadership experiences in higher education in general. Nevertheless, there were statistically significant differences that can be attributed to university type in favor of established universities. A suggested paradigm to help Saudi universities transform into entrepreneurial universities is developed in light of the EU-OECD framework. Finally, based on the study findings, several recommendations are provided for Saudi universities to transform into entrepreneurial universities.
The Dream of Clinical Supervision, Critical Perspectives on the State of Supervision, and Our Long-Lived Accountability Nightmare
Author: Garman, Noreen
Date: 2020-00-00
Type: Journal Articles
Subjects: Clinical Supervision (of Teachers),Accountability,Politics of Education,Educational Change,Public Education,Power Structure

This memoir essay was originally intended to revisit a time when instructional supervision became the ubiquitous practice in a 'golden age of supervision,' and to valorize colleagues who contributed their scholarly canons to the field. An introductory narrative describes the goals and hopes of a field that emerged through Morris Cogan's popular clinical supervision, and other scholars who adopted and altered his principles with dreams of a road to effective school reform. It tells of the benefits as well as the dysfunctions of practices that occurred over the decades, including the all-encompassing metric world of public schooling. The nightmare includes a technocratic system that provides a view of teaching and supervision dominated by politicians, entrepreneurs, and special interest foundations, and serves a view of schooling based on valuing of cultural uniformity, a punitive notion of accountability, and an uncritical perspective of patriotic nationalism, corporate thinking and class, race, and gender privilege. Foucault's Panopticon is used as an analytic device for instructional supervision in order to portray a power relationship between the observer and the teacher. Not only does the nightmare reveal what has been happening over the past decades, but it also serves as a cautionary tale for the challenges we are now facing in the pandemic-era schooling of the 2020's.