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Mersin Üniversitesi Dil ve Edebiyat Dergisi
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  This is an Open Access Journal Open Access journal
ISSN (Print) 1304-6594 - ISSN (Online) 2149-0856
Published by Mersin Universitesi Homepage  [5 journals]
  • Introduction

    • Authors: Tiffany Wilson
      Pages: 5 - 7
      Abstract: This Spring issue provides readers with an array of information that includes social and emotional learning, supporting students with learning disabilities, problem-based learning, and a male’s perspective of working in early childhood education. The IJWC continues to be
      committed to promoting holistic learning and the development of the whole child.
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • Pre-Kindergarten Teachers’ Perceptions of Social and Emotional
           Learning

    • Authors: Hillary Polchow Liesch, Karen Morrison, Rebecca M Giles
      Pages: 8 - 21
      Abstract: Recognition of social and emotional learning (SEL), as an essential educational component, has increased in recent years, and early childhood educators’ perceptions of SEL are likely to impact the delivery, evaluation, and outcomes of SEL opportunities for young children. The purpose of this pilot study was to investigate SEL perceptions of prekindergarten teachers in an American urban, public preschool serving predominantly Black students. Participant (n=22) responses to the Teacher Social and Emotional Learning Beliefs Scale (Brackett et al., 2012) were used to calculate mean scores for the domains of comfort, commitment, and culture, which were
      analyzed in relationship to the independent variables of teacher position (lead or auxiliary), level of education (associate degree, bachelor’s degree, or graduate degree), and years of prekindergarten teaching experience (0-20 years and more than 20 years). While results were statistically non-significant, findings of the current pilot study have important and practical implications for implementing SEL in prekindergarten. Auxiliary teachers scored slightly lower in commitment and comfort domain than lead teachers, and teachers with a bachelor’s degree scored highest on the comfort domain. Interestingly, experienced teachers (more than 20 years) did not show a notable difference from those who have been teaching prekindergarten for much less time. Findings suggest that regardless of position and educational level, both veteran and novice early childhood teachers could benefit from explicit SEL training and adequate time and opportunity to become confident in providing effective social and emotional learning in their early childhood classrooms. Further research is needed to examine the effects of SEL training and coaching for prekindergarten teachers on the SEL of young children.
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • Using Children’s Literature as a Model for Problem-Based Learning

    • Authors: Katherine A. Mangione, Shannon E. Harmon
      Pages: 22 - 33
      Abstract: Problem-Based Learning (or PBL) is a teaching style that pairs beautifully with science and social studies. PBL allows students to drive their learning, providing autonomy to choose topics or issues that interest them. It scaffolds the development of desirable 21st century skills: collaboration, critical thinking, communication, creativity, flexibility, and higher levels of cognitive thinking. Using a specific approach to PBL can assist teachers and students in understanding the process and knowing where their work is taking them. This article will share using the children’s book Spring after Spring: How Rachel Carson Inspired the Environmental Movement by Stephanie Roth Sisson (2018) and Design Thinking as a guide for implementing Problem-Based Learning with your elementary level learners.
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • One Male Student Teacher’s Perception and Experiences of Student
           Teaching in an Infant Group Care Setting

    • Authors: Jessun Jung, Eugene Geist
      Pages: 34 - 44
      Abstract: This qualitative case study explores in-depth how one male student teacher reflected on his care practice with infants and how he described his experiences of working with female mentor teachers. The authors used the teacher’s daily journal entries, four individual interviews, and weekly team planning meetings as data sources. The data was collected over 15-week period. Findings revealed that the teacher’s caring sense gradually evolved through care practice and that he brought in his authenticity as a teacher, not just as a male teacher, while confronting with and critically reflecting upon himself as a teacher. Also, the weekly team planning meetings helped him build relationship with the female mentor teachers. He positively reflected upon his experiences of collaborative teaching. Implication of the findings is discussed in terms of male students in early childhood teacher education programs.
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • Parent Reports of Executive Functions in Students with Learning Disability

    • Authors: Jane Roitsch, Annemarie L. Horn, Lisa Morin
      Pages: 45 - 57
      Abstract: This study examines the results of the Behavior Rating Inventory of Executive Function (BRIEF-2) (Gioia et al., 2015) reported by parents of children with Specific Learning Disability (LD) and/or other comorbid disabilities. LD is most notably associated with comorbid attention deficit hyperactivity disorder (ADHD) (Alloway & Stein, 2014; Westby &Watson, 2004; Willcutt et al., 2013). A total of 43 parents completed the BRIEF-2 rating scale. Findings suggest children with LD and ADHD display greater challenges with inhibition, working memory, planning, along with greater challenges in organization and metacognition. Parents of children with LD reported
      their children have greater levels of executive function difficulties in comparison to children with LD who do not have a secondary diagnosis of ADHD.
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • Make it Visible: Video Record Teaching and Learning

    • Authors: Leslie Trail, Nancy Caukin
      Pages: 58 - 62
      Abstract: Life for students and teachers has proven to be quite unpredictable, whether an unexpected absence, extended illness, outbreaks of communicable diseases, or even inclement weather (Johnson, 2021). Continuing instruction despite these issues is consequential for student learning. Even with planned absences (students or teachers), intentional continuation of the learning trajectory can help students from falling behind. Additionally, teachers need tools to help them reflect and grow in their instructional practices. Video recording offers realistic views of teacher practices because it captures the truth of classroom instruction. While teachers may find video instruction daunting at the onset, it offers them a way to look at what is actually happening in the classroom and then make adjustments. For this reason, the use of video recording has a myriad of benefits to both the student and the teacher.
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • A Family Systems Approach to Addressing Depression in Children

    • Authors: William Feck
      Pages: 63 - 72
      Abstract: Children of all ages and around the globe can experience depressive symptoms. However, certain symptoms of depression can be expressed in distinct ways from depression in adulthood. While many individualistic approaches are utilized to treat depression in childhood, family systems modalities can be utilized with effectiveness since family factors can contribute to depressive symptoms (Ghandour et al., 2019). Family systems theories often examine and address the interactions between family members and the context in which the interactions occur. Specifically, structural family therapy has been demonstrated to be effective in reducing childhood depression symptomology (Jiménez et al., 2019). Structural family therapy focuses on boundaries, hierarchies, and subsystems within a cultural context. The purpose of this literature review is to propose that structural family therapy is appropriate for addressing depression in childhood. Additional discussion includes structural family therapy being appropriate for various cultures around the globe. Major depressive disorder is a common mental disorder affecting children of all ages (James et al., 2018) and becomes higher in prevalence for children who have entered puberty (Costello et al., 2006). Mental health problems in childhood, such as depression, have been shown to have a more negative effect (e.g., a reduction in work resulting in a lower SES outcome) in the person’s
      adult life when compared to the effect of physical health issues (Delaney & Smith, 2012). Furthermore, depressive disorders were found to be one of the leading causes for disability in 2017 (James et al., 2018). Individuals who experienced depressive symptoms at an early onset typically had poorer quality of life, more depressive episodes, greater medical psychiatric comorbidity, more suicide attempts, and more significant symptoms severity than those with later ages of onset of major depressive disorder (Zisook et al., 2007). Given the research demonstrating the negative effect that early onset of depression has on an individual, it is imperative to consider interventions. Family systems therapy has been demonstrated to be an effective approach for addressing depression in childhood (Jiménez et al., 2019; Tompson et al., 2017; Trowell et al., 2007). Due to the reliance of children on their caregivers, it is prudent to involve the family in addressing mental health concerns (Steinberg, 2001). While many approaches operate from an individualist approach (see Bernaras et al., 2019), consideration of the family is significant since children with a primary caregiver who rated their own mental health as fair or poor in mental or emotional health had an increased rate of depression at 13% (Ghandour et al., 2019). The purpose of this
      literature review is to propose structural family therapy as an effective modality for treating children with depressive symptoms.
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • Education by the Numbers

    • Authors: Donald Snead
      Pages: 73 - 74
      Abstract: Several factors contribute to student success and achievement. Students’ attendance has been shown to affect students’ success in school (Hanson, 2020). However, it appears that less attention is given to how teacher absentees affect student success (Hanson, 2020).
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • Holistic Identity Development in STEAM

    • Authors: Brian Stone
      Pages: 75 - 83
      Abstract: Holistic STEAM programs can benefit children by allowing them to develop an intersecting identity in STEAM disciplines, explore real-world issues more broadly, think critically and innovatively, solve problems using integrated approaches, and have confidence across multiple fields of study. Much of the current research situates identity development in single subjects such as science, math, or engineering. However, a broader conceptualization of identity in STEAM can influence the creation or progression of STEAM curriculum, environments, and programs to support the unique, organic construction of a child’s identity development across multiple
      disciplines. Suggestions for creating optimal conditions for holistic STEAM identity development include using an interactionist approach, developing meaningfully integrated and relevant real-world explorations, utilizing inquiry, interest, and play, and using a flexible curriculum that allows for divergence and creativity.
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • Page Turners: Books for Children

    • Authors: Patricia Crawford, Maria Genest, Katrina Bartow, Carla K. Meyer, Michelle J. Sobolake
      Pages: 84 - 87
      Abstract: In the graphic novel world, Maus, by Art Spiegelman, is considered one of the most influential graphic novels. Winner of the Pulitzer Prize, Maus helped the format to gain legitimacy as a format worthy of teaching and reading. Maus speaks to and literally illustrates the horrors of the Holocaust in graphic form making the fear, guilt, and relief experienced, by Vladek Spiegelman (and all Survivors) tangible to the reader. The work also explores the long-term trauma experienced by children of survivors, something not many Holocaust stories address. Maus tells the story from a Jewish perspective which is sometimes overlooked in favor of Holocaust stories which prioritize the heroics of Gentiles over the horror of the victims. As the world loses survivors, works like Maus become even more important. Their stories cannot be forgotten. Maus honors these stories and should be a must read in every American classroom. Ages 12+. (CKM)
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
  • Updates

    • Authors: Tiffany Wilson
      Pages: 88 - 88
      Abstract: Thank you for your continued support of the International Journal of the Whole Child and our commitment to holistic learning and to the development of the whole child. To improve the efficiency of the journal, we have updated our submission and publication dates. The submission deadline for Fall 2022 is September 30th. The submission deadline for the Spring 2023 will be February 28th. The Fall issues will be published in December and the Spring issue will be published in May. Lastly, our journal has officially moved to the APA 7th edition. We ask that all authors adhere to this edition when submitting your manuscript for review. Thank you again for your continued support. We look forward to seeing you in Fall 2022.
      PubDate: 2022-05-31
      Issue No: Vol. 7, No. 1 (2022)
       
 
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