scholarly journals Mothers’ Accounts of Attending to Educational and Everyday Needs of Their Children at Home during COVID-19: The Case of the UAE

2021 ◽  
Vol 10 (4) ◽  
pp. 141
Author(s):  
Fatma F. S. Said ◽  
Nadine Jaafarawi ◽  
Anna Dillon
Keyword(s):  
Distance Learning ◽  
Time Management ◽  
Educational Background ◽  
Educational Needs ◽  
Self Report ◽  
Advanced Technology ◽  
Negative Effects ◽  
Technology Platforms ◽  
Parental Ethnotheories ◽  
At Home

From March 2020 until July 2020, the UAE implemented mandatory distance learning due to COVID-19, which meant that children had to continue their learning remotely at home. Though schools concerted exemplary efforts to ensure that children received all that was necessary through advanced technology platforms and interfaces, the duty of ensuring that children continued to engage in successful learning fell solely on parents. This paper is based on a self-report study conducted during this first period of distance learning where parents were invited to anonymously complete a survey and then be interviewed. The paper relies on interviews as its main data source. Interview transcripts once transcribed were thematically analysed. One recurring theme in the data was gender differences in domestic and other duties as well as attending to the educational needs of children. Mothers, irrespective of cultural or educational background, disproportionately seemed to be the caretakers of the home and of children’s educational needs. Mothers spoke of their mental health concerns, pressures of time management, and negative effects on their own work. This paper makes an original contribution by exploring parental experiences of emergency remote learning and what these reflect about parental ethnotheories in the UAE.

scholarly journals Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Jenny Maurer ◽  
Angelika Becker ◽  
Johanna Hilkenmeier ◽  
Monika Daseking
Keyword(s):  
Distance Learning ◽  
Self Efficacy ◽  
Educational Needs ◽  
Self Report ◽  
Stressful Situation ◽  
Special Educational Needs ◽  
Online Questionnaire ◽  
Special Schools ◽  
School Closures ◽  
Inclusive Schools

The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN.

MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY

2020 ◽  
Vol 11 (1) ◽  
pp. 209-215
Author(s):  
Greta Stoyanova ◽  
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Distance Learning ◽  
Primary School ◽  
Soft Skills ◽  
Learning By Doing ◽  
Online Classes ◽  
Successful Model ◽  
Scientific Experiment ◽  
At Home

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

Diploma Democracy

2017 ◽  
Author(s):  
Mark Bovens ◽  
Anchrit Wille
Keyword(s):  
Political Parties ◽  
Political Institutions ◽  
Western Europe ◽  
Educational Background ◽  
University Graduates ◽  
Negative Effects ◽  
Organized Interests ◽  
Political Office ◽  
Political Meritocracy ◽  
Almost All

Lay politics lies at the heart of democracy. Political offices are the only offices for which no formal qualifications are required. Contemporary political practices are diametrically opposed to this constitutional ideal. Most contemporary democracies in Western Europe are diploma democracies—ruled by those with the highest formal qualifications. Citizens with low or medium educational qualification levels currently make up about 70 per cent of the electorates, yet they have become virtually absent from almost all political arenas. University graduates have come to dominate all relevant political institutions and venues, from political parties, parliaments and cabinets, to organized interests, deliberative settings, and internet consultations. This rise of a political meritocracy is part of larger trend. In the information society, educational background, like class, or religion, is an important source of social and political divides. Those who are well educated tend to be cosmopolitans, whereas the lesser educated citizens are more likely to be nationalists. This book documents the context, contours, and consequences of this rise of a political meritocracy. It explores the domination of higher educated citizens in political participation, civil society, and political office in Western Europe. It discusses the consequences of this rise of political meritocracy, such as descriptive deficits, policy incongruences, biased standards, and cynicism and distrust. Also, it looks at ways to remedy, or at least mitigate, some of the negative effects of diploma democracy.

scholarly journals Sex differences in self-report anxiety and sleep quality during COVID-19 stay-at-home orders

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Jeremy A. Bigalke ◽  
Ian M. Greenlund ◽  
Jason R. Carter
Keyword(s):  
Sex Differences ◽  
Sleep Quality ◽  
State Anxiety ◽  
Severity Index ◽  
Self Report ◽  
Analysis Of Covariance ◽  
Chi Square ◽  
Perceived Impact ◽  
The Impact ◽  
At Home

Abstract Background COVID-19 and home isolation has impacted quality of life, but the perceived impact on anxiety and sleep remains equivocal. The purpose of this study was to assess the impact of COVID-19 and stay-at-home orders on self-report anxiety and sleep quality, with a focus on sex differences. We hypothesized that the COVID-19 pandemic would be associated with increased anxiety and decreased sleep quality, with stronger associations in women. Methods One hundred three participants (61 female, 38 ± 1 years) reported perceived changes in anxiety and sleep quality due to stay-at-home orders during the COVID-19 pandemic and were administered the Spielberger State-Trait Anxiety Inventory (STAI), Pittsburgh Sleep Quality Index (PSQI), and Insomnia Severity Index (ISI). Chi-square and T test analyses were utilized to assess sex differences in reported anxiety and sleep. Analysis of covariance was used to compare the associations between reported impact of COVID-19 and anxiety/sleep parameters. Results Women (80.3%) reported higher prevalence of increased general anxiety due to COVID-19 when compared to men (50%; p = 0.001) and elevated STAI state anxiety compared to men (43 ± 1 vs. 38 ± 1 a.u., p = 0.007). Despite these differences in anxiety, the perceived impact of COVID-19 on PSQI was not different between sexes. However, when stratified by perceived changes in anxiety due to COVID-19, participants with higher anxiety responses to COVID-19 had higher ISI compared to those with no perceived changes in anxiety (9 ± 1 vs. 5 ± 1 a.u., p = 0.003). Additionally, participants who reported reduced sleep quality due to COVID-19 reported higher state anxiety (45 ± 1 a.u.) compared to those that perceived no change (36 ± 2 a.u., p = 0.002) or increased (36 ± 2 a.u., p < 0.001) sleep quality. Conclusion COVID-19 and state-ordered home isolation was associated with higher anxiety and reduced sleep quality, with a stronger association in women with respect to anxiety.

scholarly journals Assessing Sleepiness and Sleep Disorders in Australian Long-Distance Commercial Vehicle Drivers: Self-Report Versus an “At Home” Monitoring Device

SLEEP ◽  
2012 ◽  
Vol 35 (4) ◽  
pp. 469-475 ◽  
Author(s):  
Lisa N. Sharwood ◽  
Jane Elkington ◽  
Mark Stevenson ◽  
Ronald R. Grunstein ◽  
Lynn Meuleners ◽  
...  
Keyword(s):  
Sleep Disorders ◽  
Commercial Vehicle ◽  
Home Monitoring ◽  
Self Report ◽  
Monitoring Device ◽  
Long Distance ◽  
At Home

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

Investigation of depression, anxiety and stress levels of health-care students during COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Obay A. Al-Maraira ◽  
Sami Z. Shennaq
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Self Report ◽  
Negative Effects ◽  
Psychological Counseling ◽  
Cross Sectional ◽  
Content Type ◽  
Health Care Students ◽  
Stress Levels

Purpose This study aims to determine depression, anxiety and stress levels of health-care students during coronavirus (COVID-19) pandemic according to various socio-demographic variables. Design/methodology/approach This cross-sectional study was conducted with 933 students. Data were collected with an information form on COVID- 19 and an electronic self-report questionnaire based on depression, anxiety and stress scale. Findings Findings revealed that 58% of the students experienced moderate-to-extremely severe depression, 39.8% experienced moderate-to-extremely severe anxiety and 38% experienced moderate-to-extremely severe stress. Practical implications Educational administrators can help reduce long-term negative effects on students’ education and mental health by enabling online guidance, psychological counseling and webinars for students. Originality/value This paper is original and adds to existing knowledge that health-care students’ depression, anxiety and stress levels were affected because of many factors that are not yet fully understood. Therefore, psychological counseling is recommended to reduce the long-term negative effects on the mental health of university students.

Children's Cancer Center: Navigating A Pandemic

10.28945/4753 ◽  
2021 ◽  
Vol 6 ◽  
pp. 001-023
Author(s):  
Shirley N Morejon
Keyword(s):  
Executive Director ◽  
Educational Needs ◽  
Tampa Bay ◽  
Support Programs ◽  
Cancer Center ◽  
Medium Size ◽  
Entire Family ◽  
At Home

Patty O’Leary is the Executive Director of the Children’s Cancer Center (CCC). The CCC was founded on the philosophy that when a child is diagnosed with cancer, the entire family is really diagnosed. Patty and team dedicate their service to these families through 24 support programs focused on their emotional, financial, and educational needs. Much of the success of the organization has been driven by Patty’s ability to cultivate relationships with small to medium size businesses in Tampa Bay and Sarasota. These businesses support the Center through sponsorships and direct donations for the four signature events held each year: Golf Madness, The Gelatin Plunge, The Fall Stampede and Wine, Women & Shoes. The recent spread of COVID-19 leading to a statewide “safer-at-home” order placed Patty and her team in an unfamiliarly position of potentially not achieving their fiscal budget due to having to postpone the final two fundraisers for the year.

Self-Interested Giving: The Relationship Between Conditional Gifts, Charitable Donations, and Donor Self-Interestedness

2021 ◽  
Author(s):  
Matthew Chao ◽  
Geoffrey Fisher
Keyword(s):  
Decision Analysis ◽  
Experimental Evidence ◽  
Laboratory Experiments ◽  
Self Report ◽  
Negative Effects ◽  
Charitable Donations ◽  
Prosocial Motives ◽  
The Gift ◽  
Other Regarding ◽  
The Relationship

Nonprofits regularly use conditional “thank you” gifts to entice prospective donors to give, yet experimental evidence suggests that their effects are mixed in practice. This paper uses multiple laboratory experiments to test when and why thank you gifts vary in effectiveness. First, we demonstrate that although gifts often increase donations to charities that donors did not rate highly, many of the same gifts had no effects or negative effects for charities that prospective donors already liked. We replicate these findings in a second experiment that uses a different range of charity and gift options as well as different measures of participant perceptions of a charity. We also find that making gifts optional, as is common in fundraising campaigns, does not eliminate these negative gift effects. In additional experiments, we directly test for donor motives using self-report and priming experiments. We find that thank you gifts increase (decrease) the weight that donors place on self-interested (prosocial) motives, leading to changes in donation patterns. Altogether, our results suggest that practitioners may find gifts more useful when appealing to donors not already familiar with or favorably inclined to their charity, such as during donor acquisition campaigns. They may be less useful when appealing to recent donors or others who already favor the charity, in part because the gift may activate mindsets or norms that emphasize self-interested motives instead of more prosocial, other-regarding motives. This paper was accepted by Yan Chen, decision analysis.

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