ethanporcaro/eric-fulltext-meta huggingface dataset:
Optimizing Stress Responses with Reappraisal and Mindset Interventions: An Integrated Model
Author: Jamieson, Jeremy P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Stress Management,Stress Variables,Coping,Literature Reviews,Responses,Metacognition,Physiology,Biology,Psychology,Emotional Response

Background: The dominant perspective in society is that stress has negative consequences, and not surprisingly, the vast majority of interventions for coping with stress focus on reducing the frequency or severity of stressors. However, the effectiveness of stress attenuation is limited because it is often not possible to avoid stressors, and avoiding or minimizing stress can lead individuals to miss opportunities for performance and growth. Thus, during stressful situations, a more efficacious approach is to optimize stress responses (i.e., promote adaptive, approach-motivated responses). Objectives and Conclusions: In this review, we demonstrate how stress appraisals (e.g., [Jamieson, J. P., Nock, M. K., &amp; Mendes, W. B. (2012). &quot;Mind over matter: reappraising arousal improves cardiovascular and cognitive responses to stress.&quot; &quot;Journal of Experimental Psychology: General,&quot; 141(3), 417-422. doi:10.1037/a0025719]) and stress mindsets (e.g., [Crum, A. J., Salovey, P., &amp; Achor, S. (2013). &quot;Rethinking stress: The role of mindsets in determining the stress response.&quot; &quot;Journal of Personality and Social Psychology,&quot; 104(4), 716-733. doi:10.1037/a0031201]) can be used as regulatory tools to optimize stress responses, facilitate performance, and promote active coping. Respectively, these interventions invite individuals to (a) perceive stress responses as functional and adaptive, and (b) see the opportunity inherent in stress. We then propose a novel integration of reappraisal and mindset models to maximize the utility and effectiveness of stress optimization. Additionally, we discuss future directions with regard to how stress responses unfold over time and between people to impact outcomes in the domains of education, organizations, and clinical science.
Relationship between School Managers&apos; Conflict Management Styles and Interpersonal Cognitive Distortions
Author: Yildirim, Isa
Date: 2015-00-00
Type: Journal Articles
Subjects: School Administration,Administrators,Conflict Resolution,Principals,Interpersonal Relationship,Misconceptions,Correlation,Statistical Analysis,Scores,Leadership Styles,Elementary Schools,Measures (Individuals),Foreign Countries

This paper was carried out with 68 school managers selected from central districts of Erzurum through stratified sampling, with the purpose of determining the relationship between school managers' interpersonal cognitive distortions and the conflict management styles they employ. The data was analyzed using SPSS 16 statistics software. It was found that significant correlations that were at the same direction and close to the medium-level were between general scores of school managers' interpersonal cognitive distortions and the conflict management styles of &quot;compromising,&quot; &quot;dominating&quot; and &quot;avoiding.&quot; There was no significant correlation at the sub-dimensions of &quot;integrating&quot; and &quot;obliging,&quot; and there were significant correlations between the sub-dimensions of school managers' interpersonal cognitive distortions and several conflict management styles.
Use of Metacognitive Online Reading Strategies by Student Teachers of English
Author: Öztürk, Samed Yasin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Second Language Learning,English (Second Language),Metacognition,Computer Assisted Instruction,Reading Strategies,English Teachers,Online Surveys,Problem Solving,Reading Habits,Preservice Teachers

As the internet, technological gadgets, and digital tools became ubiquitous and taking place in all aspects of education, the nature and place of reading has changed as well. Most of the reading is now being done online and many publishing companies produce e-books and audio books along with the printed materials. Advantages and benefits of reading strategies have been discussed for so long and at the end, it was also investigated that employing metacognitive online reading strategies has similar advantages and benefits as well. The Online Survey of Reading Strategies (OSORS) was administered to 147 first year student teachers of English to explore their usage of metacognitive online reading strategies. Results revealed that student teachers mostly used problem solving reading strategies and support and global reading strategies were least used by the participants.
Brain-Compatible Learning: From Students&apos; Perspectives
Author: Kosar, Gülten
Date: 2018-00-00
Type: Journal Articles
Subjects: Brain,Student Attitudes,Postsecondary Education,Young Adults,Teaching Methods,Questionnaires,Semi Structured Interviews,Mixed Methods Research,English (Second Language),Second Language Learning,Likert Scales,Foreign Countries

The objective of this is to investigate young adult learners' perceptions of brain-compatible learning. 27 university preparatory school students aged 18-21 were taught in compliance with brain-compatible learning approach for four months and a half. Subsequent to the intervention, the participants were asked to fill in a questionnaire developed to explore students' perceptions about brain-compatible learning. A semi-structured interview was conducted in order to gain deeper insights into the participants' perceptions of the brain-compatible learning intervention. The findings obtained from the analysis of the quantitative and qualitative data indicate that the participants have positive perceptions of brain-compatible learning and are planning to continue applying brain-compatible learning principles in the ensuring years. The results of this study could prompt researchers and practitioners to implement brain-compatible learning principles in classroom environment and discover students' perceptions of brain-compatible learning among different age groups.
The Effect of Nonformal Learning on the Disabled People and Educators: A Case Study
Author: Vezne, Rabia
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,Case Studies,Nonformal Education,Teachers,Workshops,Learning Activities,Qualitative Research,Knowledge Level,Program Effectiveness,Faculty Development,Foreign Countries,Semi Structured Interviews,Observation,Attitude Measures,Students,Definitions,Drama,Adults

The aim of this research was to classify the opinions of the disabled participants and educators on Erasmus+ Key Action 2 Project on non-formal learning regarding whether they knew the meaning of non-formal learning, through which non-formal learning activities happening during the Project workshop, and whether this learning had a contribution to their personal and professional development. The research is a qualitative study with a multiple holistic case study design. Data were collected from interviews using semi-structured interview forms. At the end of the research, conclusions were classified under five themes. The first theme was that they did not know the exact meaning of non-formal learning. The second theme was that there were some non-formal learning activities which the participants were engaged in during the Project workshop. The third and fourth themes were that the non-formal learning had a positive effect on their personal and professional development. The fifth theme was metaphors they produced for non-formal learning. [This article was presented at the 9th International Congress on New Trends in Education, 10-12 May, 2018 in Antalya in Turkey.]
Emerging Identities in Virtual Exchange
Author: Helm, Francesca
Date: 2018-00-00
Type: Books
Subjects: Self Concept,Computer Mediated Communication,Guidelines,Interaction,Educational Change,Global Approach,Ethnography,English (Second Language),Second Language Learning,Second Language Instruction,International Educational Exchange,Intercultural Communication,Program Descriptions,Dialogs (Language),Cultural Awareness,Teaching Methods,Identification (Psychology)

There has been considerable talk about the future of research and practice in education. Occasionally the discourse tends to the euphoric, sometimes it strays more to the dystopic. Public debates often explore how educators can and should meet society's demands in the globalised, interconnected geopolitical situations of today. Voiced concern about learners (as future 'global,' 'digitalised' citizens) regarding what skills and competencies they must have and what knowledge they are constructing (or not), both formally and informally, are prevalent in frequent public debates. However, no matter where one stands on the issues of debate, there is a general consensus that education will be transformed in the next decades in order to accommodate the rapid technological, socio political, geographical, and environmental changes the world is experiencing, not to mention the many changes on the human level that people live on a daily basis. This book explores how identities emerge and are negotiated by young people in online facilitated dialogue, a form of virtual exchange. It offers a framework for this type of exploration based on the assumption that both the situated context and the technologies mediating online interactions influence, but do not necessarily determine, the interactions taking place and the participants' identity orientations. Identity is viewed not as fixed and static, but rather multiple and fluid as interactants position themselves in relation to one another. This framework is then applied to the analysis of one specific virtual exchange context, and the interactions over several weeks of a group of participants from a wide range of backgrounds.
Development of Teacher Candidates&apos; Text-Making Skills in Multimodal Literacy Framework
Author: Bal, Mazhar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Native Language Instruction,Language Teachers,Teaching Skills,Skill Development,Multiple Literacies,Web 2.0 Technologies,Turkish,Mixed Methods Research,Semi Structured Interviews,Content Analysis,Teacher Developed Materials

The aim of this research is to improve multimodal literacy skills of Turkish language teacher candidates. For this purpose, first of all; the existing conditions of teacher candidates about multimodal literacy have been determined. An implementation process is designed based upon the identified shortcomings. In this study, which is designed with mixed method, semi-structured interview form, semi- structured observation form, diary and teacher candidates' products are collecting data collection tools. Participants have been constituted among Turkish language teacher candidates. Descriptive analysis and content analysis techniques were utilized in the analysis of the data. At the beginning of the research period, multimodal literacy skills of teacher candidates were found low degree. Teacher candidates are determined to have significant deficiencies in integrating technological, pedagogical and field knowledge. On the other hand, as a result of the research, it has been seen that the Turkish language teacher candidates show the development which can produce multimodal texts.
Helping Arlington Build Campus Leaders: A Case Study
Author: New Leaders
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Case Studies,Partnerships in Education,School Districts,Leadership Training,Achievement Gains,Mathematics Achievement,Instructional Leadership,Faculty Development,Faculty Promotion,Principals,Outcomes of Education,Coaching (Performance),Program Effectiveness

This case study describes a partnership between New Leaders and the Arlington Independent School District to develop a pipeline of well-prepared school leaders. Powered by a perfect alignment between district priorities and New Leaders' expertise, Emerging Leaders delivered immediate benefits for Arlington students: At the end of the first year, 72 percent of Emerging Leaders led achievement gains across the classrooms they supervised. In math, every participant met that bar, with 75 percent leading double-digit gains across their teams. With solid skills and a record of strong instructional leadership, Arlington officials were confident that participants were ready to lead: more than half were promoted directly into principal or assistant principal positions.
A Train-the-Trainer Program to Train Extension Educators to Teach Business Management Skills to Women Farmers
Author: Brumfield, Robin G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extension Education,Agricultural Occupations,Business Administration,Small Businesses,Females,Training,Extension Agents,Computer Literacy,Agricultural Skills,Agricultural Production,Empowerment,Workshops,Program Effectiveness,Rural Areas,Labor Force Development,Surveys

&quot;Suzanne's Project&quot; is a 28-hour program, which began in the Antalya province of Turkey in 2011 to empower small-scale women farmers to manage their farms as a business by training them in computer literacy, technical production topics, and farm business management. A survey 1.5 years after the workshop ended found that all of the women felt more personally empowered after taking the course and were eager to share what they had learned with other women and with their husbands, and they were interested in taking more courses. Farming is the principal economic activity in most rural areas of the EU where about half of the population lives in rural areas. Women represent a substantial share of the total agricultural labor force. Helping women farmers get started and thrive in their farming enterprises are policy 'musts' if Europe's rural areas are successfully to meet the many challenges that face them. The &quot;Empowering Women Farmers with Agricultural Business Management Training&quot; (EMWOFA) project aims to extend the type of training provided by &quot;Suzanne's Project&quot; to more women in Turkey and Europe. It provides a comprehensive educational program to develop technical, entrepreneurial and managerial knowledge of extension educators in agriculture. These trained extension educators will train women farmers who are not likely to have been trained in the vocational education system about the technical and managerial aspects of farms, but must work on farms. A survey of 13 extension educators who attended the first EMWOFA Seminar in Freising, Germany was conducted at the end of the seminar. Participants had positive impressions about the Educational Program and felt confident about their knowledge in business management and technical production topics. Educating the women farmers can make them realize that farming is a profession to be proud of since people cannot eat unless someone grows the food. [This study was funded by the Erasmus+ Program of the European Union.]
Increasing the Supply of Qualified High School Teachers for Dual Enrollment Programs: An Overview of State and Regional Accreditor Policies. Policy Report
Author: Horn, Aaron S.
Date: 2018-06-00
Type: Reports - Research
Subjects: Teacher Supply and Demand,Secondary School Teachers,High Schools,Teacher Qualifications,Dual Enrollment,State Policy,Educational Policy,Accreditation (Institutions),Educational Strategies,High School Students,Teacher Certification,Masters Degrees,Graduate Students,Student Financial Aid

This report seeks to inform state policy for increasing the supply of high school instructors who are qualified to teach in dual enrollment programs. First, a brief definition of dual enrollment is provided. Second, results are presented from a content analysis of state policies for dual enrollment instructor qualifications. Third, the faculty qualification policies of regional accreditation organizations are compared with a particular emphasis on the Higher Learning Commission and the Southern Association of Colleges and Schools. Fourth, several strategies are identified that aim to bolster graduate education programs and encourage teachers to complete relevant graduate coursework.
A Comparison of Alternative Models for Estimating School Performance in Mathematics and Reading/Language Arts in Four State Accountability Systems: Oregon Results. NCAASE Technical Report
Author: Stevens, Joseph J.
Date: 2017-12-00
Type: Reports - Research
Subjects: School Effectiveness,Models,Computation,Comparative Analysis,Mathematics Achievement,Reading Achievement,Language Arts,Accountability,Elementary School Students,Middle School Students,Longitudinal Studies,Growth Models,Value Added Models,School Demography,Disabilities,Cohort Analysis,Correlation

This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models commonly used for estimating school performance that are applied in many states and frequently reported in the school effectiveness research literature. The introduction describes the study background and details the methods and procedures used to estimate the eight school performance models and compare model results in all four states. Details on each state's accountability data, assessment instruments, and results are included in their respective technical reports. The initial Oregon sample consisted of all students that took the Oregon Assessment of Knowledge and Skills (OAKS) mathematics (N = 483,502) or reading/language arts (N = 474,080) general assessment in any one school year from 2007-08 through 2011-12, and whose records in each year were included in the state calculation of Adequate Yearly Progress (AYP). The initial sample was separated into an elementary school sample (Grades 3 through 5) and a middle school sample (Grades 6 through 8), each consisting of three successive cohorts of students enrolled in school years: (a) 2007/08 through 2009/2010; (b) 2008/09 through 2010/11; and (c) 2009/10 through 2011/12. From elementary to middle school cohorts, there were small but consistent decreases in the proportion of English learners (EL), economically disadvantaged students (EDS), racial/ethnic minority students (i.e., American Indian/Alaskan Native, Asian/Pacific Islander, Black/African American, Hispanic, Multi-Ethnic, and Declined to report), and students with disabilities (SWD). At the elementary school level, almost 10% of the students were EL, almost 50% of the students were female, over 50% were EDS, approximately 33% were racial/ethnic minority students, and about 13% were SWD. Discussion of the study's results are organized into three sections: Section A describes school performance model estimates; Section B describes school ranks; and the appendices provide additional detailed results. [For the Arizona results, see ED585156. For the North Carolina results, see ED585157. For the Pennsylvania results, see ED585158.]
University Students&apos; Avoidance Behavior in English Classes
Author: Ulasan, Ahmet Remzi
Date: 2018-06-00
Type: Journal Articles
Subjects: Student Behavior,English (Second Language),Second Language Learning,Grammar,Language Usage,Undergraduate Students,Essays,Language Tests,Writing Skills,Language Skills,Foreign Countries,Sentences

This study focuses on the systematic avoidance of difficult expressions by learners of English to achieve error-free production. It is an attempt to reveal why this strategy is being so widely used and its negative effects on the overall L2 development. The frequency of relative clauses used by thirty-six B2 level undergraduate students in their graded essays was analyzed and compared with the frequency of relative clauses in their ungraded essays and in sample essays provided by essay-writing websites on the internet. Finally, a comprehensive grammar test on relative clauses was given to students to see how well they know relative clauses. The findings of the study were compared with the findings of earlier studies of other researchers on avoidance, and the contribution of error correction and evaluation system in English courses to the emergence of avoidance behavior was displayed.
The Integration of Creative Writing into Academic Writing Skills in EFL Classes
Author: Senel, Esma
Date: 2018-06-00
Type: Journal Articles
Subjects: Creative Writing,Language Skills,English (Second Language),Second Language Instruction,Writing Achievement,Writing Tests,Cognitive Processes,Learning Strategies,Student Attitudes,College Students,Pretests Posttests,Control Groups,Experimental Groups,Extracurricular Activities,Writing Instruction,Teaching Methods,Foreign Countries

Writing is regarded as the most challenging task and the most difficult language skill among EFL students. Students need to employ different cognitive strategies in order to convey the meaning to the reader. Due to the complexity of the process, students display negative attitudes towards writing and the level of success is low. This study investigates B2 level creative writing and its impact on the success level of students in academic writing. The study included 15 students, 10 of them are females (%66,7) and 5 of them are males (%33,3). The t-test results obtained from midterm and final exams indicate that students' success level improves in academic writing skills. Participants' pretest and post test results revealed that creative writing help them develop critical thinking skills and when SCAMPER method is used, students' problem solving skills are promoted.
Views of Pre-Service English Teachers on the Role of Literature in EFL Classes
Author: Saka, Fatma Özlem
Date: 2018-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Questionnaires,Literature,Teaching Methods,Student Attitudes,Competence,Qualitative Research

As the reflection of the target culture, literature has an important role in foreign language teaching process. However language teachers do not use it in their classes and students do not pay attention to it because they both think that it is difficult to study. Literature and Language Teaching courses in the curriculum of ELT departments aim at students' developing awareness in the field of literature and improving skills how to use literature to teach English. During the terms, students are exposed to literary texts from different genres and they are wanted both to study and to teach these texts in EFL classes. In this qualitative study, the data were collected through an open-ended questionnaire conducted to 16 pre-service English teachers who have taken literature and language teaching classes in ELT. The aim of this research is to learn if pre-service teachers at ELT department recognize the importance of literature use in EFL and to learn their views on literature. According to the result of the study, it is clearly seen that pre-service English teachers are aware of the importance of literature use in the process of teaching a foreign language and they plan to use literary texts as teaching materials in their classes in the future.