ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating Online Information: Attitudes and Practices of Secondary English Language Arts Teachers
Author: Korona, Matthew
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Literacy,Language Arts,Secondary School Teachers,Teacher Attitudes,Educational Practices,Media Literacy,English Teachers,Critical Theory,Teaching Methods

As an increasing number of teens are engaging in digital environments, they are becoming open to online misinformation often designed to further a variety of agendas. Online misinformation, or &quot;fake news&quot; as it is often referred to in popular culture, permeates all Web 2.0 technologies. Since English Language Arts curriculums often focus on topics related to critical media literacy, English Language Arts teachers have a unique opportunity to integrate strategies to evaluate online information. This survey design study explored the attitudes and practices of secondary English Language Arts teachers regarding teaching students strategies to detect online misinformation. Teachers working within one mid-Atlantic suburban county completed a web-based survey consisting of questions about their demographics as well as the importance for students to learn, teachers to teach, and frequency of integrating strategies to evaluate online information. Results indicated overwhelming support for integrating critical media literacy into English Language Arts classrooms.
A Health/Media Literacy Intervention Improves Adults&apos; Interpretations of Sugar-Sweetened Beverage Advertising
Author: Chen, Yvonnes
Date: 2020-00-00
Type: Journal Articles
Subjects: Health Promotion,Media Literacy,Food,Marketing,Health Behavior,Intervention,Literacy Education,Adult Education,Outcomes of Education,Educational Benefits,Literacy,Advertising,Participant Characteristics,Extension Agents,Telecommunications

Although excessive sugar-sweetened beverages (SSB) intake is linked to numerous adverse health consequences, media literacy interventions rarely address the influences of food and beverage marketing with a specific focus on adults. This randomized controlled trial study investigated (1) whether media literacy education modifies adults' perceptions of SSB advertising and (2) whether changes are moderated by health literacy. Results from the multilevel mixed-effects regression analyses with the intention-to-treat last-observation-carried-forward method showed that compared to MoveMore (a matched-contact comparison condition), SIP&quot;smart&quot;ER (an intervention condition) participants significantly enhanced their skillsets across media literacy domains (i.e., authors/audiences, messages/meanings, representation/reality) between baseline and 6-month follow-up. Baseline health literacy status did not moderate media literacy outcomes. Both low and high health literate participants improved their outcomes, suggesting that this media literacy intervention benefited adults regardless of their health literacy level. Results demonstrate the importance of cultivating critical analyses and strengthening adults' resistance toward SSB advertising.
Critical Media Literacy Approaches to Violence Prevention: A Research Note
Author: Moorhouse, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Media Literacy,Violence,Prevention,Best Practices,Sustainability,Critical Literacy,Teaching Methods,Transformative Learning,Social Justice,Sexuality,Rape,Intervention,Foreign Countries,Popular Culture,Secondary School Students

Sexual violence is a global phenomenon needing sustainable interventions. The article extends findings from media literacy scholars by exploring ways that critical media literacy (CML) pedagogies can be used to teach affirmative consent education for the purposes of violence prevention. The article is not a curriculum blue-print, as the pedagogies are still being piloted for adolescents in Ontario. However, the rationales for bridging consent education and critical media literacy apply transnationally. Engaging educators and students with critical analysis of media and creative media production is key to transformative learning about consent, within and beyond the classroom. The article ends by outlining methods that will be used to test the hypothesis that a CML approach rooted in social justice frameworks and best practices in violence prevention will improve the way affirmative consent is taught to adolescents.
Dark Ride: Disneyland. Using Educational Games for Critical Media Literacy Education
Author: Thevenin, Benjamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Corporations,Educational Games,Media Literacy,Handheld Devices,Computer Software,Programming,Critical Literacy,Video Games,Critical Thinking,Creativity,Affective Objectives,Recreational Facilities

This article describes &quot;Dark Ride: Disneyland&quot; - a mobile game that encourages Disneyland guests to critically consider Disney's representations of history, culture, and technology. The game was the creation of a group of faculty, students and professionals associated with Brigham Young University. The article contextualizes the game and its development in relation to concepts including media as public pedagogy, critical inquiries of place, critical and creative media literacy, creative production as research, and educational videogames. It reviews the project's objective to foster critical reflection and creativity among those involved in developing the game and hopefully to extend media literacy education to the broader public. It summarizes the development of the game itself and describes the its narrative and mechanics. The article concludes with some initial findings from the experience based on responses from those involved in the project and a discussion about the potential for using educational games for critical media literacy education.
Determining the Feasibility of an Online, Media Mediation Program for Parents to Improve Parent-Child Sexual Health Communication
Author: Scull, Tracy M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Interpersonal Relationship,Sexuality,Health Promotion,Health Behavior,Web Based Instruction,Parent Education,Adolescents,Communication Skills,Technological Literacy,Health Education,Grade 7,Grade 8,Program Effectiveness,Barriers,Mass Media Effects

Media Aware Parent is an interactive, web-based program designed to equip parents to communicate with their adolescent child about sexual health and media by enhancing parental communication and media mediation skills, as well as provide them with medically-accurate sexual health knowledge. In a small feasibility study, 56 parents of 7th and 8th graders in the United States were randomly assigned to complete a prototype of Media Aware Parent or receive online resources about adolescent sexual health. Results indicated that after using the program, participants in the intervention group discussed more new sexual health topics with their child and also had stronger beliefs in the importance of parent-adolescent communication (PAC) about sexual health when compared to the control group.
Personal and Family Correlates to Happiness amongst Italian Children and Pre-Adolescents
Author: Verrastro, Valeria
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Family Relationship,Parent Child Relationship,Children,Early Adolescents,Psychological Patterns,Self Concept,Gender Differences,Attachment Behavior,Age Differences,Attitudes,Self Esteem,Satisfaction,Correlation

This study examines how family functioning, the parent-child relationship and personal factors are related to happiness in 1549 children aged 7 to 14 years old (53% females) in Italy. Children and pre-adolescents completed a set of questionnaires on self-rated happiness, self-concept and loneliness. At least one of their parents filled in questionnaires on family functioning, attachment and their child's happiness level. No gender differences were found in the direct measure of happiness, but younger participants were happier than older participants, according to both the children's and parents' evaluations. Happiness is influenced by positive self-concept, self-esteem and low levels of satisfaction but family functioning does not seem to play a major role. The clinical and social implications of the study are discussed.
The Role of Gender in the Relationship between Reinforcement Sensitivity and Aggression among Adolescents
Author: Drnas, Marija Šaric
Date: 2020-04-00
Type: Journal Articles
Subjects: Gender Differences,Aggression,Adolescents,Reinforcement,Foreign Countries,Secondary School Students,Peer Relationship,Conflict,Rewards,Punishment,Student Characteristics

This study focuses on the relationship between reinforcement sensitivity and aggression according to the combination of forms and functions of aggression (i.e. proactive overt, proactive relational, reactive overt and reactive relational), and on the moderating role of gender in this relationship. The survey included 656 adolescents (55.33% male) from the city of Zagreb, Croatia. The results show that reward sensitivity has the highest relation with proactive overt aggression, while punishment sensitivity has the highest relation with reactive relational aggression. A moderator analysis shows that boys with high reward sensitivity manifest higher level of proactive overt aggression than girls with high reward sensitivity. Also, boys with high punishment sensitivity manifest higher level of reactive relational aggression than girls with high punishment sensitivity. The findings can help to improve the treatment of aggressive behaviour in adolescence by focusing on reward sensitivity in relation to punishment sensitivity.
A Close Look at Teachers&apos; Lives: Caring for the Well-Being of Elementary Teachers in the US
Author: Kaynak, Naime Elcan
Date: 2020-04-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Well Being,Teaching Conditions,Peer Relationship,Accountability,Power Structure,Student Behavior,Faculty Workload,Participative Decision Making,Teacher Empowerment,Self Efficacy,Collegiality,Student Development,Barriers,Teacher Evaluation

The purpose of this qualitative study is to shed light on elementary teachers' perspectives on their sense of well-being, with emphasis on contextual factors that promote or block their sense of well-being. Data were collected through background questionnaires, teachers' journal writings, and interviews with teachers. Findings reveal that teachers' sense of well-being was fostered mainly by student growth and supportive colleagues. The major themes that emerged as negatively affecting teachers' well-being were the influence of accountability testing, lack of power, sense of being scrutinized, student misbehavior, and heavy workload. The results of this study show the need for restructuring teaching contexts. When schools are places in which teachers feel valued, respected, empowered and involved in decision-making processes, they are likely to have a better sense of well-being.
Coping Strategies as Mediators within the Relationship between Emotion-Regulation and Perceived Stress in Teachers
Author: Schäfer, Alina
Date: 2020-04-00
Type: Journal Articles
Subjects: Coping,Stress Management,Emotional Response,Self Control,Resilience (Psychology),Physical Education Teachers,Preservice Teachers,Teacher Behavior,Stress Variables,Foreign Countries

The aim of the present study was to examine whether different coping strategies (focus on positive, support coping, active coping and evasive coping) mediate the relationship between emotion-regulation (i.e., emotion acceptance skills, emotion resilience skills and emotion regulation skills) and perceived stress in physical education (PE) teachers. The sample consisted of 457 PE pre-service teachers. Results show that evasive coping strategies partly negatively mediate the relationship between emotion resilience skills and emotion regulation and perceived stress. Therefore, emotion-regulation might protect against using evasive coping strategies, which have been found to be related to higher stress in previous studies.
Using SFBC Group Techniques to Increase Latino Academic Self-Esteem
Author: Brogan, Justin
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,Middle School Students,Hispanic American Students,Student Motivation,Academic Aspiration,Counseling,Self Esteem,Ethnicity,Identification (Psychology),At Risk Students,Achievement Gap,White Students

A rural middle school in the geographic area between the Midwest to Southern U.S. sought help to motivate their Latino student population to aspire for higher academic goals. The researchers collaborated with the middle school to use solution-focused counseling techniques (Murphy, 2015) in a group format to bolster the self-esteem and ethnic identity of Latino middle school students. The group process and results demonstrated that participants significantly benefited in the areas of ethnic identity and self-esteem. Recommendations for working with multicultural students in school settings are included.
Reducing Gun Violence in Schools: A School Counselor&apos;s Role
Author: Paolini, Allison C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Weapons,Violence,School Safety,School Counselors,Counselor Role,At Risk Students,Prevention,Intervention,Identification,Group Counseling,Social Development,Emotional Development

This article focuses on gun violence in the school setting and the role of the counselor in helping to reduce gun violence. Gun violence in schools has become pervasive for many reasons, including lack of adequate support staff, undiagnosed mental health issues, students who experience isolation, anger, depression, bullying, as well as access to guns and rifles combined with a failure to conduct extensive background checks on purchasers of weapons of mass destruction. This article explores the instrumental role school counselors have in identifying, assisting, supporting, and empowering students who are struggling mentally, behaviorally, socially, and academically. A definition of gun violence, statistics, warning signs of perpetrators, and the impact of gun violence on students, are presented.
An Exploratory Study of Hungarian University Students&apos; Sexual Attitudes and Behaviours
Author: Keresztes, Noemi
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Sexuality,Student Behavior,Health Behavior,Risk,Sexual Orientation,At Risk Persons,Social Influences,LGBTQ People,Health Promotion

Sexual health includes not only the prevention of sexually transmitted infections (STIs), unwanted and unplanned pregnancy, coercion, violence and discrimination, but also a positive approach to sexuality (Edwards &amp; Coleman, 2004). Although Hungary is still among the countries with low HIV/STISs infection rate, sexually active young people are at higher risk of infection (Goodwin et al., 2003; Gyarmathy, McNutt, et al., 2002; UnAIDS, 2018). Given this paucity of research on sexual behavior and risk-taking in Hungary, the objective of the present study was to seek information on youth's sexual attitudes and behaviours and categorize students according to their risk-taking behavior. Participants of an online survey included under- or postgraduate university student across Hungary (aged 18-30 years, N = 357, 73.9% female). The survey consisted of items on participants' demographic characteristics, sexual activity, behavior and sex-related attitudes, namely The Sexual Self-Concept Scale et al., 2006); The Sociosexual Orientation Inventory - Revised (SOI-R) (Penke &amp; Asendorpf, 2008); The Sexual Sensation Seeking (SSS) scale (Kalichman et al., 1994). Study findings indicate that university students in this sample were rather sexually active, having problems with condom use as a means of protection, particularly with casual partners. In addition, those who are not heterosexual are exceptionally at risk in terms of unprotected sex and particular sex-related attitudes, such as sociosexual and sexual sensation seeking motivations.
Developing a Responsive and Adaptable Emergent Media Curriculum
Author: Frohlich, Dennis Owen
Date: 2020-00-00
Type: Journal Articles
Subjects: Media Literacy,Curriculum Development,Departments,Universities,Journalism Education,Communications,Information Technology,Skill Development,Experiential Learning,Program Development,Futures (of Society),Culturally Relevant Education,Social Change,Program Descriptions

The field of mass communication is constantly undergoing change and development, and the pace has accelerated with the advent of digital technologies. One challenge educators face is: how do we educate college students not just for today's careers, but also for lifelong competencies with media? Against this backdrop, the Department of Media and Journalism at Bloomsburg University of Pennsylvania sought a new curriculum to capitalize on &quot;emergent media,&quot; that is, media that does not fit neatly into established mass communication disciplines such as journalism, telecommunications, public relations, and advertising. Our curriculum is centered around media literacy, skills development, and experiential learning. In this article, we discuss the theoretical backdrop for the curriculum, the structure of the curriculum, and the growth and future directions of our program. Now seven years into this curriculum, our experience can assist other educators in finding ways to make their curricula responsive and adaptable to a rapidly changing media environment.
Using Creativity in School Counseling: Supporting Adolescent Students with Acquired Disabilities
Author: Ricks, Lacey
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counseling,Counseling Techniques,Creativity,Adolescents,Adventitious Impairments,Students with Disabilities,Music Therapy,Art Therapy,Secondary School Students

Students with a newly acquired disability may struggle with adjusting to their life postdisability; therefore, they represent a unique facet of students within schools that require specialized services and support by school counselors. Creativity, used by school counselors within therapy sessions, may help promote personal growth and the successful transition of students back into school and home environments after a disability is acquired. This article focuses on narrative therapy, music, art, and drama techniques, as well as creative examples of how to approach transition issues associated with adolescent students who are struggling with newly acquired disabilities.
Discovering the Emotional Intelligence Exhibited by Primary School Teachers While Delivering Physical Education in the United Kingdom
Author: Strong, Craig
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Elementary School Teachers,Physical Education,Teaching Methods,Teaching Skills,Self Concept,Emotional Response,Self Management,Interpersonal Competence,Empathy,Altruism,Self Control,Discipline,Conflict Resolution,Cooperation,Goal Orientation

It has been claimed that Emotional Intelligence (E.I.) is an integral part of a teacher's skill set (Corcoran &amp; Tormey, 2012) and accordingly those teachers demonstrating a high Emotional Quotient (E.Q.) produce more engaging and motivating lessons (Akhmetova et al., 2014). Primary school teachers require E.I. in order to recognise and control their own emotions, and so that they can positively manage children's emotions. Bar-On (2006) indicated there are many facets of emotions which are experienced by everyone, but some emotions are utilised more frequently due to the age group of learners and the surrounding environment. From a cursory review of existing literature, it is noteworthy that little research has reviewed how specific facets of E.I. are utilised by U.K. teachers while delivering P.E. in primary school. The aims of this study are twofold, first, to measure which facets of E.I. were displayed and utilised by teachers whilst teaching P.E. to different key stages, and second to highlight which emotional skills teachers require in development and training, which may assist them to deliver more motivating P.E. lessons and foster other positive competences such as cognitive skills and self-awareness in children (Kirk, 2006).
School Counselors Working with Undocumented Students in K-12 School Settings
Author: Todd, Anjanette
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Undocumented Immigrants,Elementary Secondary Education,Elementary School Students,Secondary School Students,Trauma,Counseling Techniques,Student Rights,Homeless People,Federal Legislation,Public Policy,Systems Approach

Undocumented students face many challenges while trying to navigate through the K-12 educational system. This article emphasizes the educational and personal challenges and traumas this vulnerable student population faces. Using the ecological systems theory (1977) developed by Urie Bronfenbrenner as a framework, two student vignettes will be presented. Both vignettes will provide information on laws and policies that apply to undocumented students as well as highlight counseling interventions to address the stress and trauma that impact their mental health.
Technology Trends in School Counseling
Author: Steele, Tracy
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counseling,Counseling Techniques,Technology Integration,School Counselors,Computer Mediated Communication,Counselor Attitudes,Confidentiality,Privacy,Individual Characteristics,Work Environment,Experience,Elementary Secondary Education

In this follow-up study, 973 members of the American School Counselor Association (ASCA) were surveyed regarding their use of technology in day-to-day counseling activities. School counselor use of technology for student planning purposes has increased over time, while its use in responsive services has not changed significantly. Counselors now answer email and respond to non-urgent messages outside of work hours less frequently. The authors discuss implications for the future role of technology in school counseling.
The Correlation between Social Media Usage in Academic Context and Self-Efficacy towards TPACK of Prospective Science Teachers in Indonesia
Author: Setiawan, Heru
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Self Efficacy,Pedagogical Content Knowledge,Technological Literacy,Preservice Teachers,Correlation,Science Teachers,Foreign Countries,Incidence,Gender Differences,Technology Integration

The purpose of this study is to investigate the relationship between the frequency of Social Media Usage (SMU) in an academic setting and Self-efficacy beliefs towards TK, TCK, TPK, and TPACK of Indonesian prospective science teachers. This research is quantitative based-research design using a self-administered survey. The research was conducted during the second semester of the academic year 2018/2019 from October to November 2018 in the Faculty of Mathematics and Natural Science of a State University located in Semarang City, Indonesia. The sample consists of 217 Indonesian prospective science teachers from the science and Biology Education Department. The result shows that the average Social Media Usage frequency has a statistically high correlation with TK Self-efficacy, TPK, and TPACK. However, in general, it does not correlate with TCK. Second, Social Media Usage for Download Media (DM), Searching Information (SI), and Entertainment and Motivation (EM) generally have a statistically medium correlation with TK, TPK, and TPACK for both male and female participants. Third, Social Media Usage for professional development (PD) has a medium correlation with TK and high correlation with TPK and TPACK. This study implies that training focuses on the application of social media in teaching, and learning should be integrated to improve Indonesian Prospective Science Teachers' TPACK.