ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher-Learner Collaboration: Artistic-Identity and Confidence Development in Adolescent Female Students with Learning Disabilities
Author: Lee, Katherine
Date: 2018-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Teacher Student Relationship,Cooperation,Artists,Learning Disabilities,Art Education,Identification (Psychology),Females,High School Students,Case Studies,Observation,Teaching Methods,Semi Structured Interviews,Audio Equipment,Video Technology,Student Surveys,Journal Writing,Qualitative Research

Artist-teacher and artist-learner collaboration was used to observe the development of confidence and artistic identity in cis-gender female adolescents with learning disabilities. The combined focus on both teacher and student identity development as artists within the art classroom was applied as the curriculum to arts education through engagement within this research. Therefore, the objective of this thesis is to suggest a widening of perspectives within arts education by addressing the importance of developing and fostering the identities of all individuals in a shared classroom community through the influential findings of imagination and play. A case study of three cis-gender female high school students with mild learning disabilities in a choice-based classroom concluded with observations of student difficulties in self-concept as an artist, teaching techniques to ease those hesitations of collaboration, and the outcomes of the implementation of collaboration on confidence and artistic identity in students and teacher. A variety of data collection methods were used to support the findings of this twelve-week long study within a school for students with learning disabilities. A combination of axial, selective, and theoretical coding was used to evaluate the collected data and form qualitative analysis. This research identifies cycles of behaviors that contribute to the experience of developing an artistic identity and confidence through the layers that are the classroom structure of entering the classroom and working on artwork. When the experience and structures were shared with the artist-teacher identity, as a fellow peer, students felt the allowance to collaborate and play and thus develop an artistic identity. Additionally, this research shrinks the gaps of research on the topic of adolescent female identity development in classrooms.
An Investigation of the Digital Game Addiction between High School Students
Author: Ekinci, Nurullah Emir
Date: 2017-00-00
Type: Reports - Research
Subjects: Addictive Behavior,High School Students,Video Games,Foreign Countries,Likert Scales,Statistical Analysis,Athletics,Correlation,Gender Differences,Socioeconomic Status,Place of Residence,Family Income,At Risk Persons

This study aimed to investigate digital game addiction level of the high school students according to sports participation, gender, place of accommodation and level of income. Randomly chosen 931 high school students (508, %54,6 female and 423, %45,4 male) from several villages, districts and Kutahya city center (a town in the west part of Turkey with the population of 325.000) were asked in person to participate in the study voluntarily. In addition to personal information from the Turkish version of Lemmens and colleagues (2009), game addiction scale used as a data gathering tool. Irmak and Erdogan made the Turkish adaptation of the scale in 2015. The Turkish version of the scale consists of one factor and seven items anchored with a five Likert type scale. For the evaluation of the results, descriptive statistical methods such as percentage (%) and frequency (f) independent samples t-test and one-way ANOVA used. As a result, there was a significant effect of sports participation, and digital game addiction [t (931) = -3,76; p = 0,00] student who did not participate in sports activities found more addicted. According to participant gender male students were found more addicted [t (931) = 9,45; p = 0,00]. According to the place of accommodation, there were not any significant result (p = 0,56, p&gt;0,05). According to the level of income, a significant effect has been found [f (931) = 3,07; p = 0,01] to see the differences between group post hoc test showed that the differences were between good income level and bad income level, students who have good income level found more addicted
The Relationships between Cyber Bullying Perpetration Motives and Personality Traits: Testing Uses and Gratifications Theory
Author: Tanrikulu, Ibrahim
Date: 2015-06-00
Type: Dissertations/Theses
Subjects: Personality Traits,Bullying,Computer Mediated Communication,Structural Equation Models,College Students,Student Surveys,Personality Measures,Questionnaires,Aggression,Moral Values,Gender Differences,Incidence,Age Differences,Student Characteristics,Foreign Countries,Statistical Analysis

This study aimed to examine the interplay between personality traits (online disinhibition, moral disengagement, narcissism and aggression) and cyber bullying perpetration motives (entertainment, revenge, harm and dominance). A structural equation model which was built in accordance with the &quot;Uses and Gratifications Theory&quot; was tested. Cyber bully-victims (n = 598) were the participants who were university students (61.3% were males) attending state universities and ranging in age from 17 to 27. Data collection instruments were Revised Cyber Bullying Inventory for University Students, Cyber bullying Perpetration Motives Scale, Online Disinhibition Scale, Propensity to Morally Disengage Scale, 16-items Narcissistic Personality Inventory, 12-item Aggression Questionnaire besides a demographic information form. The tested model provided empirical support for the applicability of the &quot;Uses and Gratifications Theory&quot; as a theoretical framework in understanding cyber bullying perpetration. According to the results of the structural equation model test, online disinhibition was the single personality trait variable to be related to cyber bullying others for entertainment. Moral disengagement and aggression were the two variables associated with the revenge motive of cyber bullying perpetration. While moral disengagement and aggression were positively linked with cyber bullying others for harm, online disinhibition was negatively related to the harm motive of cyber bullying perpetration. Moral disengagement and narcissism were the two personality trait variables associated with the dominance motive of cyber bullying perpetration. Results were discussed in the light of the existing literature, and implications for theory, research, practice and policy were presented in addition to the recommendations for the future studies.
Fostering the Development of Self-Determination in Early Elementary Students with Diverse Learning Needs through a Choice-Based Art Curriculum
Author: Hoover, Elizabeth
Date: 2018-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Action Research,Art Education,Self Determination,Early Childhood Education,Kindergarten,Grade 1,Student Diversity,Case Studies,Art Teachers,Community Programs,Personal Autonomy,Competence,Child Development,Disabilities,Student Centered Learning,Photography,Observation,Qualitative Research,Semi Structured Interviews,Structured Interviews

This action research study investigates how the implementation of a Choice-Based Art curriculum might foster the development of self-determination in pre-kindergarten through first-grade students with diverse learning needs. Through a case study conducted over a ten-week period, the participant-researcher, an art teacher at a non-profit community arts education organization, gathered data concerning self-determined behaviors such as autonomy, competence, and relatedness through observation and interview methods as participants attended Choice-Based Art classes. This study explores childhood development theories regarding non-disabled children as well as children with disabilities, theories and practices in Student-Centered education and Choice-Based Art Education, and studies conducted on the effect that providing choice has on the development of self-determination in people with diverse learning needs. The results of this study demonstrate the positive impact Choice-Based Art Education can have on the development of self-determination for early elementary students with diverse learning needs.
Academic Overload, Self-Efficacy and Perceived Social Support as Predictors of Academic Adjustment among First Year University Students
Author: Kamel, Omaima Mustafa
Date: 2018-04-00
Type: Journal Articles
Subjects: Self Efficacy,Predictor Variables,College Freshmen,Student Adjustment,Correlation,Social Support Groups,Academic Achievement,Questionnaires,Individual Development,Multiple Regression Analysis,Student Surveys,Student Attitudes,Foreign Countries,Statistical Analysis

The purpose of this study was two-fold: to investigate whether there are correlation between and among academic overload, self-efficacy and perceived social support as predictors of academic adjustment among first year university students and to investigate the relative contribution of among academic overload, self-efficacy and perceived social support to academic adjustment among first year university students. The study employed the descriptive survey method to describe academic overload, self-efficacy and perceived social support as predictors of academic adjustment among first year university students. The sample of the study comprised of 178 (120 females. 58 males, Mean age = 18.2 years , SD = 0.82) students attending Faculty of Specific Education in Cairo University for the academic year 2017/2018. The study utilized questionnaires and instruments to measure psychosocial variables such as Academic overload, self-efficacy perceived social support, and academic adjustment. The correlation coefficient results revealed significant negative relationship between academic adjustment and Academic overload (r = -0.333), while the correlation coefficients were positive for self-efficacy (r = 0.404) and perceived social support (r = 0.391). Multiple regression was performed where relative contribution of the independent variables to the prediction were observed. Findings are discussed and implication of findings are included.
The Relationship between Adaptive/Maladaptive Cognitive Emotion Regulation Strategies and Cognitive Test Anxiety among University Students
Author: Kamel, Omaima Mustafa
Date: 2018-04-00
Type: Journal Articles
Subjects: Self Control,Emotional Response,Prediction,Test Anxiety,Undergraduate Students,Student Attitudes,Correlation,Schools of Education,Psychological Patterns,Foreign Countries,Emotional Adjustment,Metacognition,Self Efficacy,Measures (Individuals)

The purpose of this study was to investigate the role of adaptive / maladaptive cognitive emotion regulation strategies in the prediction of cognitive test anxiety among university students. The study employed the descriptive survey method. The sample of the study comprised of 150 (130 females. 20 males, Mean age = 19.8 years, SD = 0.89) fourth year undergraduate students attending Faculty of Specific Education in Cairo University for the academic year 2017/2018. The study utilized questionnaires and instruments to measure psychosocial adaptive / maladaptive cognitive emotion regulation strategies, and cognitive test anxiety. The correlation coefficient results revealed significant positive relationship between cognitive test anxiety and self-blame (r = 0.532), blaming others (r = 0.281), rumination (r = 0.412) and catastrophizing (r = 0.565) while the correlation coefficients were negative for acceptance (r = -0.387), refocus on planning (r = -0.356), positive refocusing (r = -0.323), positive reappraisal (r = -0.344), and putting into perspective (r = -0.289). Multiple regression was performed where relative contribution of the independent variables to the prediction were observed. Findings are discussed and conclusion are included.
Counselors-in-Training Students&apos; Attitudes towards Online Counseling
Author: Tanrikulu, Ibrahim
Date: 2009-00-00
Type: Journal Articles
Subjects: Counselor Training,Counseling Theories,Student Attitudes,Online Courses,Qualitative Research,Semi Structured Interviews,Trainees,Graduate Students,Counseling Services,Computer Mediated Communication,Counselor Attitudes,Delivery Systems,Foreign Countries

This is a qualitative study which aims to find out 15 counselors-in-training students' attitudes towards e-counseling. In order to determine their attitudes, an interview schedule which consists questions exploring their attitudes towards online counseling as counselors and clients was developed. The data collected through semi-structured individual interviews were subjected to qualitative data analysis. The results showed that none of the counseling trainees has adequate information and education on the field of online counseling. Although they have some concerns, all participants have positive views about online counseling, and they think it is high time online counseling was incorporated into counselor education in Turkey.
Self-Help Books and Bibliotherapy: Reflections for Turkey
Author: Tanrikulu, Ibrahim
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bibliotherapy,Cultural Context,Mental Health,Nonfiction,Self Help Programs,Counseling Services,Positive Attitudes,Barriers,Books

The purpose of this study is to explore the use of self-help books with therapeutic aims; and to propose suggestions by discussing the present situation of self-help books in Turkish cultural context. Taking these aims into account, the existing literature on self-help books is initially reviewed, and a picture of the self-help books in Turkey is drawn regarding the current status of bibliotherapy. Considering Turkey, there firstly exists a confusion in differentiating between self-help books and self-development books. In addition, Turkish self-help books are mainly translations of popular western self-development books lacking the elements of Turkish culture. Thus, original Turkish self-help books are required for personal uses of the readers and professional therapeutic practices. And there is a need for further investigations regarding Turkish context as to how mental health practitioners and clients conceive and make use of self-help books.
Using Online Tools and Resources to Encourage Independent Learning amongst ab initio Students of Italian: A Case Study
Author: Celant, Paola
Date: 2018-00-00
Type: Reports - Research
Subjects: Independent Study,Italian,Second Language Learning,Second Language Instruction,Instructional Innovation,Undergraduate Students,Learning Experience,Course Descriptions,Teaching Methods,Student Attitudes,Educational Change,Foreign Countries,Blended Learning,Computer Assisted Instruction,Cooperative Learning,Interpersonal Communication,Management Systems,Case Studies

This article describes the innovations introduced into the undergraduate &quot;ab initio&quot; Italian language programme at the School of Languages at the University of Bristol and the use of a range of online tools and resources. It evaluates to what extent the innovations have enhanced the students' experience. The article describes the course structure and how technology has been embedded in it. It looks at the pedagogy underpinning the choice of tools, explains how these tools are being used, and finally examines students' responses to the changes. [For the complete volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian,&quot; see ED585224.]
The Impact of an Integrated Pre-K STEM Curriculum on Teachers&apos; Engineering Content Knowledge, Self-Efficacy, and Teaching Practices
Author: Sibuma, Bernadette
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Preschool Teachers,Pedagogical Content Knowledge,Self Efficacy,Teaching Methods,Randomized Controlled Trials,Curriculum,Control Groups,Experimental Groups,Knowledge Level,Hypothesis Testing,Comparative Analysis,Teacher Surveys,Program Implementation,Regression (Statistics)

This paper reports a pilot study to determine the potential impact of an integrated STEM curriculum on Pre-K teachers' engineering content knowledge, self-efficacy and teaching practice. Using a randomized control trial design, researchers examined the impact of the curriculum in 17 Pre-K classrooms (8 intervention classrooms, 9 control classrooms) in central Massachusetts. Questionnaires measuring STEM and engineering content knowledge, self-efficacy and teaching practice were administered to participating Pre-K teachers (N = 42; 21 intervention, 21 control) in Fall 2017 and again in Spring 2018. Baseline analysis showed no significant differences in engineering and STEM content knowledge, pedagogical content knowledge, or teaching self-efficacy at the start of the pilot study between intervention and comparison classroom teachers. Fidelity of implementation was measured using an observation instrument developed by the project team based on a published implementation science framework. We hypothesized that teachers who implement the integrated STEM curriculum will have significantly higher engineering pedagogical content knowledge and self-efficacy than teachers in the comparison group. As well the teachers who implement the integrated STEM curriculum will show significant gains in their engineering pedagogical content knowledge and self-efficacy in teaching engineering and STEM as a result of their participation. [This paper was published in: &quot;2018 IEEE Integrated STEM Conference (ISEC)&quot; p234-237. ISBN 978-1-5386-3309-0. Institute of Electrical and Electronics Engineers.]
Leveraging Data for College Completion. Pathways to College Network Brief
Author: Vuong, Bi
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Graduation,College Graduates,Data Collection,Longitudinal Studies,Student Records,Educational Policy,Policy Formation,Information Management,Educational Legislation,Parent Rights,Privacy,Data Analysis,State Policy

As policymakers consider strategies to increase college completion and further economic growth, it is critical that statewide longitudinal data systems be viewed as a necessary tool. This report highlights the role of data systems in improving the completion of postsecondary education, and provides recommendations and tangible examples for policymakers and other education stakeholders seeking to utilize data as a catalyst for policy change. A list of resources is provided.
Arming Educators
Author: Mair, Garrett
Date: 2018-07-14
Type: Reports - Research
Subjects: Educational Policy,School Safety,Public School Teachers,Weapons,Legal Responsibility,Legal Problems,Standards,Costs,Educational Environment,Educational Legislation,Prevention,Training,Conflict Resolution,Court Litigation,Teacher Surveys,Elementary Secondary Education

States like Georgia have brought policy change allowing schools to arm teachers. However, ramifications of unforeseen costs and possible legal issues this could bring are still unclear. Since no school that out has openly armed their faculty and/or staff has been in an active shooter situation it is unclear whether this policy is effective. However, there have been injuries and damage to property caused by the accidental discharge of weapons in these situations (Arlinda Smith Broady, 2018). This brief looks at the legality and ramifications of arming public school teachers. What legal matters must be addressed? What is a reasonable standard of safety? What costs, financial and otherwise, will be incurred? How will this effect education directly or indirectly?
Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL
Author: Orsini-Jones, Marina, Ed.
Date: 2018-00-00
Type: Books
Subjects: Online Courses,Large Group Instruction,Second Language Learning,Telecommunications,Educational Technology,Technology Uses in Education,Blended Learning,English (Second Language),Foreign Countries,Handheld Devices,Personal Autonomy,Visual Aids,Mandarin Chinese,Masters Programs,Student Teacher Attitudes

This book presents a snapshot of innovative blended learning practices that either stem from the affordances of web 2.0 technologies--Mobile Assisted Language Learning (MALL) and Massive Open Online Courses (MOOCs)--or illustrate the re-purposing of 'older' ones, like the creation of tailor-made virtual learning environments, to set up telecollaborative projects or Online International Learning (OIL) projects. It is based on the papers presented at the Blending MOOCs into English Language Teacher Training (B-MELTT): Flipping the Blend through MALL, MOOCs, and (Blended) OIL?--?New Directions in CALL symposium held at Coventry University in June 2017. The symposium was supported by funding by a British Council English Language Teaching Research Award (ELTRA). The work presented in this volume can provide some ideas on pedagogically sound ways of blending technology into higher education curriculums to enhance both the digital literacy and the intercultural awareness of all stakeholders involved. Following notes on contributors, acknowledgments, the dedication and preface, this volume contains the following papers: (1) Mobile assistance for personal learning on a massive scale (Agnes Kukulska-Hulme); (2) MOOCs as a new technology: Approaches to normalising the MOOC experience for our learners (Stephen Bax); (3) What our MOOC did next: Embedding, exploiting, and extending an existing MOOC to fit strategic purposes and priorities (Kate Borthwick); (4) Integrating a MOOC into the MA curriculum: An 'expert' student's reflections on blended learning (Minh Tuan Phi); (5) Understanding learner autonomy through MOOC-supported blended learning environments: An investigation into Chinese MA ELT students' beliefs (Yan Jiao); (6) OIL for English for business: The intercultural product pitch (Andrew Preshous, An Ostyn, and Nicole Keng); (7) A role-reversal model of telecollaborative practice: The student-driven and student-managed FloCo (Elwyn Lloyd, Abraham Cerveró-Carrascosa, and Courtney Green); (8) Chinese segmentation and collocation: A platform for blended learning (Simon Smith); and (9) Student-teachers' beliefs concerning the usability of digital flashcards in ELT (Marwa Alnajjar and Billy Brick). An author index is included. Individual papers contain references.
Introduction to Using Digital Resources to Enhance Language Learning--Case Studies in Italian
Author: Biasini, Rosalba
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Educational Technology,Italian,Second Language Learning,Second Language Instruction,Case Studies,Conferences (Gatherings),Foreign Countries

This is the introductory chapter of the volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian.&quot; The volume includes papers presented at the Society for Italian Studies (SIS) Biennial Conference, held in Oxford, UK in 2015. SIS's stated aim is &quot;to further the study of Italy, Italian language, literature, film, thought, history, society and arts in the United Kingdom and Ireland.&quot; At the conference, a group of Italian language tutors presented papers and/or contributed to the discussion on Italian language teaching and learning, and on related scholarship. [For the complete volume, &quot;Using Digital Resources to Enhance Language Learning: Case Studies in Italian,&quot; see ED585224.]