This article aims to define the profile of Ecuadorian indigenous students who study at different levels of basic education in Ecuador in the context of the application and use of emerging technologies in the last five years. This approach focuses on a comparative analysis between indigenous and non-indigenous students, based on the national data from the National Survey of Employment, Unemployment and Underemployment of Ecuador (ENEMDU) 2006, 2011 and 2015, along with the contribution of other statistical sources, such as the 2001 and 2010 Census of the National Statistics Institute of Ecuador (INEC). The results show a significant difference in the use of ICTs between indigenous students and non-indigenous students, the majority of whom are mixed mestizo with minorities of montubios, blacks, whites, mulattos, afro-Ecuadorians and others. The interest in acquiring knowledge about one of the most precarious social sectors of Ecuadorian society, the indigenous population, is justified by the absence of studies about this subject, by the need to know the possible limitations or barriers, geographic, cultural and economic, and in the characterization of its profile, which will allow in future studies to deepen the process of appropriation of information and communication technologies in the applications, management and impact of ICTs and in the educational process of Ecuadorian indigenous students.

Popularity, as a manifestation of social status, has been widely researched and determined by group members. Prosocial behaviors are actions with intention of benefiting others or society as whole with little or no personal gain and may include helping, cooperating, and other voluntary works. Altruism is a type of prosocial behavior that could affect individuals' popularity. Altruism has been studied in different disciplines with the general definition of cooperative behavior that has a cost to the actor with a benefit to the receiver. The common theme in all perspectives is that there is an inevitable cost for the actor with a benefit to the receiver. During the current research, surveys and vignettes were used to collect data. Participants were recruited through an online site, and were compensated for their time and participation via payment of money. As a result of the research, it was observed that helpful behaviors were highly related to the items of empathy, likeability, and popularity. Findings suggest that when gratefulness and helpful behaviors are present, individuals are rated higher in several positive qualities. The unique finding of the study is that both gratefulness and altruism are highly effective resources in interpersonal relations. Purpose of the current study is to examine the relationship between altruistic behaviors that are towards friends and popularity by the endorsement of aforementioned hypotheses and theories.

Improving a required course in our curriculum that has proven to be a challenge for our students was the focus of this study. Surveys of both students and instructors attempted to identify specific problem areas. Using the information from these surveys, the researchers developed a series of videos to explain vital course concepts and deployed these into the course sections. The purpose of the videos is to provide consistency across the multiple modalities in which we offer our courses (including online, classroom and via videoconferencing) and to improve overall student understanding. This project seeks to determine how supplemental content focusing on material identified as “difficult,” by students and instructors, can impact student performance. Challenges include the deployment of the videos across various modalities and obtaining sufficient student feedback.

This study aims to understand the opinions of middle school and high school students about language learning and studying other content in an additional language in the school settings where English is used as the medium of instruction to teach more than 50% of the curriculum. For this end, 261 students from three different schools were administered a questionnaire.  Results indicate students generally have very positive opinions about learning languages and studying content in their non-native language. There is no statistically significant difference between the students’ opinion and their school level, and the years that they have been learning a language and studying content in an additional language. However, the students who have a negative opinion about the school have negative opinions about learning languages and studying content in an additional language. The possible reasons for these were evaluated from the perspective of language learning context but further study would be needed to establish causality.  

The intention of this study was to make a positive contribution to the scant literature on cyberbullying at the post-secondary level. Participants were 187 undergraduate students matriculated at a large U.S. Northeastern metropolitan Roman Catholic university. The focus of the study was on the prevalence of cyberbullying victimization and perpetration at the university. Eight students (4.3%) indicated that they were victims of cyberbullying at the university level; a total of 14 (7.5%) students acknowledged having participated in bullying at that level. A significant finding had to do with the comfort level of students in reporting cyberbullying. A comparison of the results of our study to those of the only other study of cyberbullying conducted at an institution of higher learning with the same religious affiliation revealed similar results.

The aim of this study investigate to the reasons why the usage of Social Network Sites (SNS) makes users happy. To this end, the study was conducted with as a qualitative research method. The phenomenological design, which is a qualitative research method, was utilized for determining why SNS usage cause happiness and having a better to understand of how SNS users describe SNSs and what they feel about it. The study group was composed of 137 university students (60 males and 77 females) attending the Faculty of Education, Faculty of Science, Faculty of Literature, and Faculty of Economics and Administrative Sciences at a university in the southwestern of Turkey. A structured, open-ended interview was used as the data collection instrument. The contributors were asked the question “Why does SNS usage cause happiness?” and their answers were retrieved. The answers were encoded and entered to the NVivo software to conduct analyses. Based on the most frequent answers of the participants, three different experts were consulted and seven themes were created accordingly. These seven themes include Need for Stroke, Self-Concealment, Ease of Interaction, Ease of Accessing and Disseminating Information, Ease of Shopping, Leisure Activity, and Fear of Missing Out. Subcategories were also created for these seven themes. It was concluded that the theme of FoMO is nourished by all other themes.

This paper seeks to investigate the implementation of the Productive Pedagogies Framework in Nigerian mathematics classroom setting. The researcher adopted a qualitative case study approach to seeking data for the three research questions postulated for the study. Three mathematics teachers taught mathematics in two secondary schools in two Central states of Nigeria using the Productive Pedagogies framework introduced to them by the researcher. Two major instruments (observation and reflective interviews) were employed to seek information from the teachers and the students. While the researcher uses the grounded theory approached to interpret and or analyzed the data collected. The findings of this study suggest that the teachers made attempts to used Productive Pedagogies framework to achieved quality mathematics classroom instructions. This was demonstrated in their effort to used problem-solving to achieve intellectual quality classrooms instructions, making mathematics classroom instruction relevant to the world around their students, developing an atmosphere of friendship during classroom instruction and identifying and recognizing the differences existed among students during classroom instruction. It was observed that the used of the Productive Pedagogies can increase students’ engagement, collaborations, interactions, substantive conversations and effective inclusion during mathematics classroom instruction in which the research finally recommended the adoption of the Productive Pedagogies framework in the Nigerian mathematics classroom.

This study aims to describe achievement motivation on outstanding students in learning to write at the fifth grade  primary schools students. The research method used is descriptive qualitative. Subjects in this study were 18 achieving students. The data were collected through questionnaire, interview and observation. Analytical techniques used are interactive analysis consisting of data collection, data reduction, data presentation and conclusion. The results of this study indicate that the achievement motivation on outstanding students in learning writing is good, this happens because of several factors that support outstanding students in learning writing have good achievement motivation. There are factors of individuals (intern) and environmental factors (external), an individual factor which consists of 1) the competence of students; 2) belief to succeed, while environmental factors consists of 1) the competitive situation; 2) support from parents, 3) schools, including how to teach teachers.

The current study investigated the opinions of secondary school students taking the science course from different science teachers about the science course and science teachers. The current study was conducted with the participation of 32 students instructed by different science teachers and attending different secondary schools in the fall term of 2018-2019 academic year. The data of the current study were collected by means of semi-structured interviews. In the analysis of the data, the descriptive analysis technique was used. The findings of the current study have revealed that high majority of the students love their science classes and science teachers, that in science classes, lecturing, question-answer and note-taking are methods widely employed, that if there is a smart board in the class, then Okulistik or EBA computer program is on, that the assignments given are from the textbook, that the most frequently adopted behavior by the teachers in the face of any discipline problem is warning and that informal learning environments are not used much. Moreover, it was found that projects are rarely assigned to students and the projects assigned are given as homework. A great majority of the students expect their teachers to be entertaining, they want their lessons to be instructed through games and experiments, and they do not want to write a lot in their classes.

The aim of this study was to investigate the social media addiction of high school students in terms of some variables such as age, class, type of school, gender and daily average internet usage period. Survey method was used in the study. “Social Media Addiction Scale” (SMAS) developed by Tutgun-Unal and “Personal Information Form” prepared by the researcher were used as data collection tools. The data were obtained from a total of 596 students studying in three high schools with different academic achievement level in Kirsehir in Turkey. No significant difference was found in terms of gender variable. When the total scores of high school students on Social Media Addiction Scale are examined, it is determined that the students have “low level of addiction”. In addition, it was found that there was a significant relationship between high school students' daily average internet usage time and social media addiction.

This study aims to explore the effect of savoring of teachers at universities in Shandong, China, on their creative behaviors, using creative self-efficacy and aesthetic experience as mediators. This study adopted the use of questionnaires to investigate teachers at 32 universities in Shandong, China. 822 valid questionnaires were retrieved and were analyzed using structural equation model (SEM). Findings from this study include: 1. teachers’ savoring has a negative effect on creative behaviors; 2. teachers’ creative self-efficacy has a positive effect on creative behaviors; 3. teachers’ aesthetic experience has a positive effect on creative behaviors; 4. teachers’ savoring, mediated by creative self-efficacy, has a positive effect on creative behaviors; 5. teachers’ savoring, mediated by aesthetic experience, has a positive effect on creative behaviors.

This study describes the development and validation of a psychometrically-sound instrument, the Active Learning Strategies Inventory (ALSI), designed to measure learners’ perceptions of their active learning strategies within an active learning context. Active learning encompasses a broad range of pedagogical practices and instructional methods that connect with an individual learner's active learning strategies. In order to fulfill the study's goals, a conceptual framework on learners’ active learning strategies was developed and proposed, drawing upon the research literature on active learning. The development and construct validation of the Active Learning Strategies Inventory (ALSI), based on the conceptual and methodological underpinnings, involved identifying five scales of learners’ active learning strategies: engagement, cognitive processing, orientation to learning, readiness to learn and motivational orientation. An item pool of 20 items was generated following an extensive review of the literature, standardized card sorting procedures including confirmatory factor analysis and scale validation of a pilot (n = 407) survey. The ALSI scale demonstrated strong internal consistency and reliability with a Cronbach's alpha ranging from 0.81 to 0.87. High item loading scores from the factor analysis provided initial support for the instrument's construct validity of the five-factor model. The ALSI scale provides a reliable and valid method for researchers and academicians who wish to measure learners' perceptions of their active learning strategies within an active learning context. Finally, we discuss the implications and address the limitations and directions for future research.

This article focuses on the influence of academic training, job issues, personality and demographic characteristics of school counselors on their professional identity construction, which is developed in a theoretical model based on educational-psychological theories. Most of the training in Master's degree studies in school counseling is incompatible with actual job demands; Consequently, when beginning work, school counselors lack suitable training and relevant professional tools. Moreover, in Israel and elsewhere, the definition of school counseling is unclear and inconclusive, and this affects the counselors' professional identity and the quality of their work. The proposed model of the variables that affect school counselors’ professional identity may enhance the relationship between academia and the field, with the aim of promoting academic excellence and a well-formulated professional identity for the profession of school counseling, as well as improving the employment terms of school counselors, in light of the challenges facing higher education systems in the 21st century.

This research aims to reveal the first-year experiences of social studies teachers who have just started their profession in the public sector. Also, it aims to reveal what awaits teachers in the school environment and the current experiences of teachers at the beginning of the profession. Case study design, one of the qualitative research designs, was used in the study. The study group of the research consists of 34 social studies teachers working in secondary schools affiliated to the Ministry of National Education (Turkey) in the districts of Ankara. Participants were selected on an equal basis from all districts of Ankara province. Purposeful sampling, one of the non-random sampling methods was used in determining participants. In addition, criterion sampling was also used in the purposeful sampling phase. The obtained data were subjected to the content and descriptive analysis. As a result of the research, following the latest changes and developments and developing their basic knowledge and skills seems important for teachers who started their profession in the public sector. The multidisciplinary of the social studies branch, attractivity, and the fact that there are no alternatives comes to the fore in teachers' decision-making process to become social studies teachers. In addition, teachers participating in the research suggested to new teachers that they should master their fields, maintain their personal development, get to know the target group, and maintain strong communication in school.

In a situation where life is insecure and the future seems to hang by a thread, motivating students to learn a second language that has no immediate need in their daily lives could be challenging. This article explores the motivation to learn English as a second language of students and the use of motivational strategies of English teachers in one state of Myanmar, which has undergone civil wars for more than seventy years. Sequential explanatory mixed-method research was employed to investigate this complex phenomenon. Questionnaires, classroom observations, and semi-structured interviews were used to collect the data. A pleasantly surprised finding showed that the students could still remain a certain level of motivation to learn English amidst great hardship and fear in everyday life. As for the teachers’ motivational strategies, most that were observed and reported did not tend to support students’ autonomy. The findings lend support to previous studies on the effects of unstable sociopolitical situations on students and teachers and highlight the needs for effective teacher trainings for pre-service and in-service teachers in such areas.

This study aims at investigating the perceptions of the faculty members of the University of Jordan towards the use of The Massive Open Online Courses (MOOCs) in the educational process and their suggestions to improve them, the study followed the descriptive / analytical approach. The sample consisted of (115) teachers from the faculty members of the University of Jordan, who were chosen intentionally during the second semester 2018/2017. A key tool was developed that was validated and consisted of (70 items). The results showed that the use of MOOCs courses was moderate and positively affect the support of the educational process. The results showed that there were no statistically significant differences attributed to the teaching experience, gender and academic rank variables. While the results showed that there are statistically significant differences to the degree of the use of the faculty members of the University of Jordan MOOCs courses in the educational process according to the collage variable. Results related to the second area of proposals for improving the use of MOOCs courses were also high. In the light of the results of the study, the researcher recommended, based on the answers of faculty members, the need to reconsider the importance of using electronic MOOCs courses in the educational process, And spreading a culture of awareness of the importance of using electronic environments in the educational process, to provide tangible financial and technical support for the production and design of MOOCs courses in cooperation with faculty members and the use of experts.

In this research, leisure activity engagement of students with intellectual disabilities was examined. This study aims to compare the engagement of students with intellectual disability in leisure time activities that they chose with the ones that were selected by their teachers. Four students diagnosed with intellectual disability at the age of fifteen participated in this study. While the dependent variable of the study is the students' engagement in the leisure time activities, the independent variables are the students’ and their teachers’ leisure time activity selections. The study was designed according to the alternating treatments model, which is one of the single subject research models. The study has revealed that enabling students to choose the leisure activities is more effective in increasing the engagement of three out of four participants in those activities.

This study was carried out to determine the effect of literature circles on the social skills of fourth-grade elementary school students. To this end, the study was designed as a quasi-experimental study and carried out on 74 students in a public elementary school in the Pamukkale district of Denizli, Turkey. The literature circles method was administered to an experimental group for 18 weeks. In the control group, activities continued in line with the current Turkish Course Curriculum. “School Social Behavior Scales” were used as a data collection instrument. A comparison of the scores on the scales revealed that there was a significant difference between the experimental and control groups in favor of the experimental group. The results imply that the literature circles method had a positive influence on the development of the students’ social skills.

The purpose of this study was to compare and contrast faculty and graduate students’ perceptions of engaging online courses. This mixed-methods study occurred in a mid-sized state university in northeastern United States. Data from an online survey and semi-structured interviews indicated that graduate students and faculty perceived similar online course elements in the areas of social and teaching presence as engaging: interpersonal connections, structured learning environments, and variety in course activities and type of technology used. Both believed that poor organization was unengaging. Subtle differences in perception were illuminated by the qualitative analysis. The results have implications for online course pedagogy and research methodology.

E-learning pedagogy is used in many health training institutions in Uganda, However, despite the high investment, e-learning adoption is still low. This study aimed at ascertaining the relevance of on-line quality management in improve e-learning adoption in midwifery schools in Uganda. It used an explanatory sequential mixed methods design to ascertain if on-line quality management was significant at improving e-learning adoption and the on-line quality traits which would be implemented by midwifery schools to improve e-learning adoption. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to determine if on-line quality management was significant to e-learning adoption. The second embraced a qualitative data collection and analysis to ascertain the detailed traits of on-line quality management relevant to e-learning adoption. Linear regression analysis established on-line quality management had influence on e-learning adoption (p=0.000). On-line quality management accounted for 55.5% of the variance in e-learning adoption with a strong positive statistically significant relationship, and its salient traits included; Compact Disc, Read-Only-Memory materials meets the expectation of users, collaborative improvement of on-line quality, Learning Management System meets expectations of users, providing the best on-line experience, e-learning program being described as an excellent on-line learning experience, and guidelines for improving on-line quality. Midwifery schools therefore have to focus on the six most relevant traits of on-line quality management if they are to improve e-learning adoption.