The European Journal of Educational Sciences最新文献_第2页

Fostering Resilience: The Child's Home Boarding School as Seen by its Graduates from a Distant Perspective 培养韧性:从遥远的角度看学生的家庭寄宿学校

The European Journal of Educational Sciences Pub Date : 2019-09-30 DOI: 10.19044/ejes.s.v6a2

Ronit Peled-Laskov, Uri Timor, Meir Carmon

引用次数: 0

Natural Disaster 自然灾害

The European Journal of Educational Sciences Pub Date : 2019-09-30 DOI: 10.19044/ejes.s.v6a5

Tiara McIntosh

引用次数: 0

A WHOLE NEW WORLD: Measuring Teacher Candidate Dispositions through Cultural Immersion and Service Learning 一个全新的世界:通过文化沉浸和服务学习来衡量教师候选人的性格

The European Journal of Educational Sciences Pub Date : 2019-09-30 DOI: 10.19044/ejes.s.v6a3

Rachel B. Dunbar, Jodi M. Winship, S. Harper

引用次数: 1

Trauma Informed Practice: Increasing Awareness for Pre-Service School Counselors 创伤知情实践:提高职前学校辅导员的意识

The European Journal of Educational Sciences Pub Date : 2019-09-30 DOI: 10.19044/ejes.s.v6a8

M. Hollingsworth

{"title":"Trauma Informed Practice: Increasing Awareness for Pre-Service School Counselors","authors":"M. Hollingsworth","doi":"10.19044/ejes.s.v6a8","DOIUrl":"https://doi.org/10.19044/ejes.s.v6a8","url":null,"abstract":"Life challenges and traumas come in many forms and the capacity to bounce back, adapt, and move on to a new normal also comes in many forms. This study examined some common life challenges and trauma experiences and how persons in these have reacted and grown past the experiences. The study also used action research to provide graduate student counselors insight on facets of trauma that they could help with in service as counselors.The study was conducted by 102 school counseling and clinical mental health counseling students in a graduate level Lifespan Development course with volunteers selected by them to share through interview impact of challenges and resilience formation in the challenge areas of Substance Addiction; Habit Addiction; Disabilities; Natural Disaster Trauma; Combat Trauma; Other Individual Trauma such as a House Fire, Domestic Violence, Child Sexual Abuse, or Severe Accident; Community Event; Couple Event; Family Event; or School Event. The volunteers shared description of the life challenge or trauma; whole person reactions to the event from immediate to current reaction (at least a year post-event); life factors pre-event that may have contributed to the occurrence of the event or compounded recovery from the event; and life factors both preand post-event that helped with recovery from the event. The graduate students then synthesized answers to frame potential pathways to explore further for enhancement of resilience building with future clients and students and to support students in recovery and healing from trauma experiences while in their schools.","PeriodicalId":245027,"journal":{"name":"The European Journal of Educational Sciences","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124798229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chronic Poverty: The Implications of Bullying, Trauma, and the Education of the Poverty-Stricken Population 长期贫困:欺凌、创伤和贫困人口教育的含义

The European Journal of Educational Sciences Pub Date : 2019-09-30 DOI: 10.19044/ejes.s.v6a6

Kevin P. Johnson

{"title":"Chronic Poverty: The Implications of Bullying, Trauma, and the Education of the Poverty-Stricken Population","authors":"Kevin P. Johnson","doi":"10.19044/ejes.s.v6a6","DOIUrl":"https://doi.org/10.19044/ejes.s.v6a6","url":null,"abstract":"Chronic poverty is a worldwide epidemic, and communities must take a proactive approach to assist the poor by extending a hand to lift them up and not hold them down. Tribulations are part of life, but are some afflictions selfimposed, escalated, or reinforced by living in deprived contextual environments. Poverty-stricken people experience more trauma throughout their lifetime; they are less educated than their counterpart, causing them to become targets in school, increasing their chances of being bullied and demoralized. Bullying is not a rite of passage, and it has lifelong effects that reveal itself in adulthood by strengthening generational curses, oppressing families and communities, expanding the educational gap, and reinforcing the cycle of chronic poverty. The research depicted in this article explores the correlation between poverty, human development, trauma, pedagogical implications, and bullying, characterizing the detrimental ramifications in adulthood. The paper analyzes bully symptomology, the etiology of traumatic experiences, and how the consequences of chronic poverty affect human development that expands the educational gap between minorities and white students. Trauma-focused cognitive behavioral therapy is an effective empirically-based treatment modality to combat the symptoms of posttraumatic stress. School systems must do a better job of educating traumatized children living in poverty. The research ventures to explain chronic poverty's role in human development, traumatology, and education, taking an inclusive approach to providing solutions to create a cultural shift that will change the contextual environment and propel people to become selfsufficient, more educated, and equipped to break the generational curse of chronic poverty.","PeriodicalId":245027,"journal":{"name":"The European Journal of Educational Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129482596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

School Counselors Help Build Resilience After Natural Disaster 学校辅导员帮助建立自然灾害后的恢复力

The European Journal of Educational Sciences Pub Date : 2019-09-30 DOI: 10.19044/ejes.s.v6a4

Nisha Warbington, Kelly Owenby, Hannah Brady, Duana Bassham Shears, Jasmine Burton, Kourtni Strong

{"title":"School Counselors Help Build Resilience After Natural Disaster","authors":"Nisha Warbington, Kelly Owenby, Hannah Brady, Duana Bassham Shears, Jasmine Burton, Kourtni Strong","doi":"10.19044/ejes.s.v6a4","DOIUrl":"https://doi.org/10.19044/ejes.s.v6a4","url":null,"abstract":"Natural disasters affect large numbers of children and youth in communities around the world. Unlike other crises, natural disasters impact entire communities, including the students and educators alike. These critical situations cause physical, emotional, academic, and psychological issues for those impacted. Educators, especially school counselors, often become a source of support for students and families. Providing support to students after a natural disaster is one protective factor that school counselors can provide that can help the students build resilience. Interviews were conducted to explore the lived experienes of school counselors who had experienced a natural disaster in their community and/or school. A dozen school counselors were contacted via email asking for their participation. Seven counselors participated in the interview. The school counselors interviewed all believed that experiencing the disaster with their students helped them provide more meaningful aftercare and all experienced some level of vicarious trauma or stress. All seven interviewees believed their personal experience of the natural disaster helped them to provide support to their students in a more empathic way.","PeriodicalId":245027,"journal":{"name":"The European Journal of Educational Sciences","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131399579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

On Site Therapy Services: Access to Care in Chronic Trauma 现场治疗服务:获得慢性创伤护理

The European Journal of Educational Sciences Pub Date : 2019-09-30 DOI: 10.19044/ejes.s.v6a10

S. Lankford

{"title":"On Site Therapy Services: Access to Care in Chronic Trauma","authors":"S. Lankford","doi":"10.19044/ejes.s.v6a10","DOIUrl":"https://doi.org/10.19044/ejes.s.v6a10","url":null,"abstract":"Chronic poverty presents components of chronic trauma with one major deficit being lack of access to needed quality health care services. Often needed therapeutic services are not available and when available, challenges exist with time or travel constraints of therapists. Students who need therapeutic services such as occupational, physical or speech therapy can fail to thrive in academic expectations if supportive therapy is not provided. Integration of mental health therapy on-site with schools via regional community health organizations has proved effective. A comparative integration of physical health care services was instituted by Helping Hands Therapy to promote access of care for students living in underserved rural poverty areas with key focus on students in special needs programs. The approach rendered benefit to both school districts and students served in modalities of occupational, physical, and speech therapy. Contextual challenges continue to present in commonality with other on-site interventions such as recruitment of therapists, management of time and travel constraints, and increase of parental and caregiver involvement. Further research is indicated for ways to meet these challenges.","PeriodicalId":245027,"journal":{"name":"The European Journal of Educational Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123939376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Childhood Grief and Loss 童年的悲伤和失落

The European Journal of Educational Sciences Pub Date : 2019-09-30 DOI: 10.19044/ejes.s.v6a1

Aime Ferow

引用次数: 6

Project Management in Education: A Case Study for Student Learning Pathway Evaluation in a Lifelong Learning Program Using Fuzzy CPM and Fuzzy PERT 教育项目管理:使用模糊CPM和模糊PERT对终身学习计划中学生学习路径评估的案例研究

The European Journal of Educational Sciences Pub Date : 2019-06-30 DOI: 10.19044/EJES.V6NO2A3

Omiros Iatrellis, P. Fitsilis, D. Lampakis, A. Kameas

{"title":"Project Management in Education: A Case Study for Student Learning Pathway Evaluation in a Lifelong Learning Program Using Fuzzy CPM and Fuzzy PERT","authors":"Omiros Iatrellis, P. Fitsilis, D. Lampakis, A. Kameas","doi":"10.19044/EJES.V6NO2A3","DOIUrl":"https://doi.org/10.19044/EJES.V6NO2A3","url":null,"abstract":"Time to degree and graduation are paramount concerns in higher education today and have caught the attention of educators, policy makers, and researchers in recent years. Delays in student flow through learning pathways may result in undesired consequences and this fact has made educators and the public start to regard timely degree completion as a critical measure of accountability for colleges and universities. Project management is defined as application of techniques to project activities to meet the project requirements. It has techniques that can help Higher Educational Institutions (HEIs) standardize education and quality, reduce costs, improve effectiveness and decrease prolonged education periods. The current study is carried out in a University's Division of Lifelong Learning to understand the student flow of the offered program with respect to the Fuzzy Critical Path Method (FCPM) and Fuzzy Program Evaluation Review Technique (FPERT). The reason for incorporating fuzzy sets is stemmed from that fuzzy numbers are more effective for high uncertainty processes as in learning environments. Activities affecting student flow through the learning pathways are identified and project network is drawn. 72 student’ data about the times of each activities are obtained from the observed university. Findings through application of FCPM and FPERT, the expected time for completion of the project, slack times and the critical path are determined.","PeriodicalId":245027,"journal":{"name":"The European Journal of Educational Sciences","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121558835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Validation of an Instrument to Assess Beliefs About Nature of Science and Scientific Inquiry in Namibia 评估纳米比亚科学本质和科学探究信念的工具的验证

The European Journal of Educational Sciences Pub Date : 2019-06-30 DOI: 10.19044/EJES.V6NO2A2

S. N. Shaakumeni

{"title":"Validation of an Instrument to Assess Beliefs About Nature of Science and Scientific Inquiry in Namibia","authors":"S. N. Shaakumeni","doi":"10.19044/EJES.V6NO2A2","DOIUrl":"https://doi.org/10.19044/EJES.V6NO2A2","url":null,"abstract":"The aim of this study was to validate a new 5-point Likert scale questionnaire that is being developed to assess secondary school science students’ beliefs about the nature of scientific knowledge and scientific inquiry. Following a review of literature, it was found that out of the many existing instruments, most of them were open-ended and none were found to have been developed in the cultural context of Namibia. The beliefs about nature of science (BANOS) questionnaire is currently being developed to break the ground for future cross-sectional research on the nature of science and scientific inquiry in Namibia. The BANOS questionnaire taps from aspects of nature of science and scientific inquiry as a theoretical framework. The 35-item BANOS questionnaire was administered to a sample of 124 (39% male and 61% female) secondary school science teachers. The analysis of the instrument showed that the average inter-item correlation was reasonable at r = .40, the mean item-total correlations were acceptable at r = .63 and the reliability was very high at  = .96. Science teachers response pattern showed several variations indicating mixed beliefs about the nature of science and scientific inquiry. At non-parametric level, it was established that gender, science teaching and the type of science subject taught did not influence teachers’ beliefs about nature of science and scientific inquiry. Further piloting of the questionnaire on adequate sample of student population is needed to enable more robust statistical analyses to assess the psychometric properties of the instrument.","PeriodicalId":245027,"journal":{"name":"The European Journal of Educational Sciences","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115398334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0