ethanporcaro/eric-fulltext-meta huggingface dataset:
Predictive Validity of Teaching Efficacy Beliefs on Teaching-Learning Conceptions: A Study of Physical Education Teacher Candidates
Author: Erbas, Mustafa Kayihan
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictive Validity,Student Attitudes,Preservice Teachers,Teaching Methods,Learning Processes,Physical Education,Team Sports,Physical Education Teachers,Teacher Education Programs,Constructivism (Learning),Correlation,Self Efficacy,Comparative Analysis,Foreign Countries

This study aimed to determine the relationship between the teaching efficacy of physical education teacher candidates and their teaching-learning conceptions and to determine the validity of the level of teaching efficacy predicting teaching-learning conceptions. The study group consisted of 433 teacher candidates studying in physical education and sport teaching departments. The study revealed that teacher candidates' teaching efficacy levels and their adoption of constructivist conceptions were high and that teacher efficacy levels were important predictors of teaching-learning conceptions.
Reinforcing the Importance of Maintaining Internship Support for College Student Engagement and Anticipated Employment
Author: Blau, Gary
Date: 2021-00-00
Type: Journal Articles
Subjects: Internship Programs,Student Participation,Student Surveys,College Seniors,Graduation,Business Administration Education,Employment Potential,Professional Development,Career Centers,Student Organizations,Delivery Systems,Virtual Classrooms,Videoconferencing,COVID-19,Pandemics,Urban Universities

The COVID-19 pandemic has created many challenges for universities around the world, including how to keep students engaged in their professional development, despite the challenges of remote learning and virtual student services. The goal of this study was to demonstrate the continued importance of Career Professional Development Center (CPDC) support (pre-pandemic to early stages of the pandemic) for business-related internships influencing student professional development engagement (PDE) and anticipated employment upon graduation. PDE encompasses typical CPDC resources (e.g., internship search support; involvement in student professional organizations (SPOs); professional development coaching; and job search assistance). A survey, the Senior Student Satisfaction Survey (SSSS) was deployed prior to graduation to business students. Using the SSSS, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). Pre-pandemic survey results showed that students having at least one internship experience (versus none) were more likely to: join an SPO sooner; attend more SPO meetings/semester; complete their professional development sooner; and anticipate &quot;by graduation&quot; full-time employment. Despite the drop in survey participation due to the pandemic onset, results consistent with this were found with the early pandemic survey. Like other academic-related and campus services in the face of the pandemic, the business school CPDC is adapting to the new remote ways of operating and successfully transitioned their delivery mode to a 100% virtual model to meet the resource challenge of supporting student PDE. It is hoped that the ideas discussed will be useful to a wider audience.
Adaptation and Validation of the Measure of Organizational Citizenship Behavior in Collaborative Learning
Author: Kang, Sung Pil
Date: 2020-09-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Measures (Individuals),Citizenship,Cooperative Learning,College Students,Foreign Countries,Factor Analysis,Student Behavior

Organizational citizenship behavior refers to &quot;individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization&quot; (Organ, 1988, p. 4). Previous research suggests organizational citizenship behavior can be a beneficial concept in a collaborative learning setting because it may affect learning outcomes, student satisfaction, and social loafing in organizations and teams. However, a measure of organizational citizenship behavior in the collaborative learning setting does not exist. This research aimed to adapt and validate the measurement of organizational citizenship behavior in a collaborative learning setting. 511 college students in Korea participated in this study. First, we conducted exploratory analysis, and as a result, four dimensions were extracted: altruism, conscientiousness, sportsmanship, and courtesy. Subsequently, we conducted confirmatory factor analysis to examine the stability of multidimensionality, and the result indicated the four-factor structure has a reasonable fit statistically. In addition, we examined convergent, discriminant and criterion validities. With this validated measurement, future studies can examine how organizational citizenship behavior in the collaborative learning is related to other learning constructs such as student engagement and academic achievement.
Cultural Influence on the Adoption of Social Media Platforms by Employees
Author: Ramawela, Sikedi
Date: 2020-09-00
Type: Journal Articles
Subjects: Social Media,Cultural Influences,Employee Attitudes,Social Networks,Computer Software,Age Groups,Government Employees,Technological Literacy,Information Technology,Foreign Countries

The growth of technology has impacted billions of lives by allowing people to connect with others through social media platforms such as Facebook, Twitter, Skype, WhatsApp, and so on. Despite the advantages of technology, there has been notable resistance from employees, especially the older generations, who are not eager to adopt social media technologies into their everyday lives. The purpose of this research was to investigate the influence of culture in the adoption of social media by employees in Mafikeng. A questionnaire was utilized to collect data from 252 employees across various government and non-government departments around the Mafikeng business area. The findings revealed the cultural factors that influence employees' adoption of social media platforms, employees' readiness to adopt social media, and the impacts of culture on social media adoption by employees.
Building a Model for Digital Content Management in Agricultural University Libraries in Bangladesh
Author: Rahman, Md. Habibur
Date: 2020-09-00
Type: Journal Articles
Subjects: Models,Information Management,Electronic Libraries,Academic Libraries,Universities,Public Colleges,Agricultural Education,Shared Resources and Services,Barriers,Affordances,Technological Literacy,Internet,Energy,Textbooks,Usability,Developing Nations,Foreign Countries,Database Management Systems

The purpose of this study is to build a model for Digital Content Management (DCM) in agricultural university libraries in Bangladesh. The model focuses on identifying the necessary tools and techniques required for DCM and finding out the problems and prospects of DCM for enhancing resource sharing among the agricultural universities in Bangladesh. To investigate these issues, surveys were used to collect data from 245 participants, who were students and teachers from seven public agricultural universities in Bangladesh. The findings reveal some hindrances to the establishment of DCM, such as lack of constant power supply, limited bandwidth speed, some users have lacking fundamental IT knowledge and shortage of digital resources, in addition to some suggestions for improving DCM in these libraries. Based on the survey results and related literature, the DCM model for agricultural university libraries of Bangladesh has been proposed and discussed.
Learning Institutional Ecologies for Inventive Collaboration in Writing Center/Classroom Collaboration
Author: Maffetone, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperation,Departments,Higher Education,Multilingualism,Writing Skills,Language Usage,Rhetoric,Teaching Methods,Writing (Composition),Laboratories,Student Role,College Environment

This article explores how knowledge of institutional ecologies can help build connections across departments of large universities without direct communication. The authors, an instructor and a writing center tutor, consider &quot;inventive collaboration&quot;--impromptu work mediated by student writing--as a way to improve a multilingual student's writing. This experience serves as a test case to highlight how the rhetorical strategies of inventive collaboration can improve students' rhetorical attunement, awareness of audience, and agency over their writing. While the authors recognize the uniqueness of their indirect collaboration, they also offer an assessment of the institutional and individual components that allowed for this collaboration to take place.
Queering Ethos: Interrogating Archives in the First Year Writing Classroom
Author: Ansley, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: College Freshmen,Freshman Composition,Homosexuality,LGBTQ People,Rhetoric,Archives,First Year Seminars,Ethics,Writing Across the Curriculum,Personal Narratives,Historiography

This essay contributes to recent scholarship in queer and feminist rhetorical studies that has argued for a formulation of ethos as a rhetorical practice that centers the rhetor's awareness of their subjective, spatial, material interdependence with and accountability to others. My first year writing course, titled &quot;Archiving LGBTQ Lives,&quot; became an opportunity to reflect on archival work as a specific context through which we might practice this approach to ethos construction while also considering what it might mean to &quot;queer&quot; ethos. This essay argues that by interrogating the role of the archives in normalizing particular histories and ways of knowing, &quot;Archiving LGBTQ Lives&quot; worked to not only redefine, but to &quot;queer&quot; ethos by asking students to listen to the past in ways that centered their accountability to those who've been historically marginalized along intersecting lines of gender, sexuality, and race, and concludes by offering the scholarly personal narrative as a specific tool for helping students to think critically about their ethical relationship to the work of writing and to knowledge production more generally.
The Impact of Critical Community-Engaged Writing on Student Understanding of Audience
Author: Young, Debra Dimond
Date: 2020-00-00
Type: Journal Articles
Subjects: Audience Awareness,Service Learning,Critical Thinking,Community Organizations,School Community Relationship,Partnerships in Education,Writing Assignments,Revision (Written Composition),Freshman Composition,College Freshmen,Student Motivation,Authentic Learning,Rhetoric,Context Effect,Instructional Effectiveness

In this study, we examine the use of community-engaged writing pedagogy and the authentic, contextualized writing projects it creates to determine if students better understand the concept of audience and incorporate that foundational knowledge into their writing process. Thematic analysis of student reflections and interviews found students view academic writing as a test of skills, but view community-engaged writing as a product with a purpose in the world. We also learned students need to understand the position of their writing within a rhetorical situation to successfully incorporate the concept of audience into their writing processes. Finally, students revealed they focus most on audience during the revision process and that community-engaged writing provides students with the incentive and rhetorical situation necessary to develop a more impactful revision process. These findings will help composition instructors identify academic results in community-engaged pedagogy, while the process orientation of the study provides a better understanding of how students incorporate the concept of audience into their writing with implications beyond community-engaged writing courses.
Examining Individual Intention to Share Knowledge with People from Other Tribes
Author: Okyere-Kwakye, Eugene
Date: 2020-09-00
Type: Journal Articles
Subjects: Intention,Sharing Behavior,Tribes,Foreign Countries,College Faculty,Attitudes,Behavior Standards,Social Behavior,Status,Cooperation,Identification,Administrators,Supervisors,Objectives,Knowledge Management,Interpersonal Relationship

While extensive studies have been conducted to understand the factors that influence individual intentions to share knowledge, a review of the literature shows that these studies did not consider the effect of the individual sentiment of the knowledge sharer in the act of sharing knowledge. Individuals coming from different tribes might have sentiments against each other, which could influence their communication and social interaction and thus affect knowledge sharing. This study collected data from lecturers in ten polytechnic institutions in Ghana using a questionnaire and analyzed the data using the structural equation modelling (SEM) technique. The findings show that attitude, subjective norm, equal status, cooperativeness, identification, top management, and immediate superior have a significant influence on individuals' intention to share knowledge with people from other tribes. Contrastingly, common goal, institutional support, and friendliness do not influence individuals' attitude to share knowledge with people from other tribes.
Investigating the Mediating Role of Organizational Trust in the Relationship between Perceived Organizational Support and Knowledge Sharing
Author: Shateri, Karim
Date: 2020-09-00
Type: Journal Articles
Subjects: Trust (Psychology),Knowledge Management,Organizational Culture,Nurses,Sharing Behavior,Foreign Countries,Hospitals

Knowledge sharing is vital for any organization, and it has an essential impact on developing skills, increasing value, and maintaining a competitive advantage in the organization. In the knowledge management (KM) literature, perceived organizational support and organizational trust have been pointed out as primary factors for knowledge sharing. The present study investigated the role of perceived organizational support in promoting nurses' knowledge sharing, considering organizational trust as a mediator. The cross-sectional study design was applied to examine the hypothesized relationships. Data were collected using three questionnaires from three hundred thirty nurses working in five public hospitals in Shiraz city. The Partial Least Squares Structural Equation Modeling (PLS-SEM) approach was used to analyze data. The results revealed a significant and positive association between perceived organizational support, organizational trust, and knowledge sharing. The findings also demonstrated that organizational trust plays a mediating role between perceived organizational support and knowledge sharing.
State Standards Revision the Arkansas Way
Author: Barnett, Cassandra
Date: 2021-00-00
Type: Journal Articles
Subjects: State Standards,School Libraries,Educational Change,Professional Development,Workshops

This article describes the process and strategies used in Arkansas to make the &quot;AASL National Framework for Learners&quot; the basis for the state's learning standards for school libraries. In addition, it provides details on the plan for helping school librarians fully implement the newly revised state standards into their curriculum.
The Oklahoma Standard: Adopting the AASL Standards as State Standards
Author: Lewis, Kathryn Roots
Date: 2021-00-00
Type: Journal Articles
Subjects: State Standards,School Libraries,Professional Development,Librarians,Workshops

This article explores the process the Oklahoma State Department of Education went through to adopt the AASL Standards and the professional development opportunities the department and the Oklahoma School Librarians developed to teach their fellow school librarians about the National School Library Standards.
Graduate Student Perceptions of Cohort Delivery and Problem-Based Learning in Online Principal Certification Courses
Author: Winn, Pam
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Problem Based Learning,Online Courses,Principals,Administrator Education,Teaching Methods,Electronic Learning,Thinking Skills,Grouping (Instructional Purposes),Feedback (Response),Student Experience,Authentic Learning,Interpersonal Relationship,Leadership,Cooperation,Cooperative Learning,Program Effectiveness

This qualitative study examined graduate/post-graduate student perceptions regarding the use of a cohort model and Project-Based Learning (PBL) in a completely online principal certification preparation classes. As part of a TEA funded grant, two districts (a cohort of 17 students) completed 24-semester hours of principal certification courses. All classes were online and emphasized PBL to engage the students in higher-level thinking skills. Participants responded to an open-ended survey regarding their perceptions of cohort and PBL experiences. Findings indicate graduate/post-graduate student perceptions were positive concerning both the cohort model and the PBL learning experiences. However, participants provided valuable feedback for improvements related to cohort organization, communication, and PBL introduction or presentation. Three themes emerged from the thematic analysis and peer debriefings: Theme One (T1)-Cohort Experience, Theme Two (T2)-PBL Experience, and Theme Three (T3)-the Interaction between Cohort and PBL Experiences.
Educational Leaders Can Lead the Way for Increased Academic Achievement for Students on the Autism Spectrum
Author: Holmes, Stephanie C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Student Needs,Barriers,Inclusion,Teamwork,Individualized Education Programs,Interpersonal Relationship,Academic Education,Bullying,Educational Environment,Teacher Role,Teacher Attitudes,Administrator Role,Administrator Attitudes,Behavior Problems,Student Behavior,Educational Resources,Teacher Competencies,Administrator Qualifications,Training,Students with Disabilities

The problem that drove this study was the increasing number of students with autism entering the school system, and the barriers often encountered for both academic and social inclusion for students on the autism spectrum. Autism Spectrum Disorder, as defined by diagnostic criteria, includes deficits in social-relational communication; social-communication deficits can lead to educational impacts and limit opportunities upon transitioning from the public-school system. The purpose of this study was to examine the barriers to inclusion, from the perspectives of key stakeholders to include Local Education Agency (LEA) representatives, general and special education teachers, school counselors, school psychologists, speech-language pathologists and other educators who may be involved with Individualized Educational Plans (IEP). A phenomenological, qualitative study with a critical paradigm was conducted to discuss and examine individual experiences and perspectives concerning barriers encountered to inclusion as well as suggestions for better practices through and reported successes. The findings suggest several barriers to inclusion from each perspective and that collaboration of the IEP team is key to the development and implementation of successful IEPS that include both academic and social inclusion goals. Inclusive climates begin with a vision and mission of inclusion academically and socially from educational leadership.
Faith in Action, Adult Learning, and Immigrant Justice: Bringing Mission to Life
Author: Tirres, Christopher D.
Date: 2020-12-00
Type: Journal Articles
Subjects: Urban Universities,Religious Colleges,College Faculty,Nonprofit Organizations,Institutional Cooperation,School Community Relationship,Adult Learning,Immigrants,Social Justice,Intergroup Relations,Religion,College Students,Volunteers,Program Effectiveness,Advocacy,Catholics,Institutional Mission,Employees

This article emerges from a collaborative research project between a religious studies professor at DePaul University and the executive director of the Chicago-based non-profit Interfaith Community for Detained Immigrants (ICDI). In 2016, we forged a community partnership to explore and enhance the relationship between pedagogy, faith, and social justice. In this article, we share the results of our research on how exposure to and involvement with the work of ICDI impacts students, staff, and volunteers. Our research reveals the powerful effect that a community-engaged partnership can have not only on adult learning but also on spiritual development. Our findings suggest that faith in action may take several forms, including encounter, accompaniment, advocacy, and social justice, and that those who engage the work of ICDI may engage them in different ways. These insights will be useful for institutions, both universities and community organizations alike, in enhancing adult learning and spiritual growth.
Network Analysis and Scientific Mapping of the E-Learning Literature from 1995 to 2018
Author: Negahban, Mohammad Bagher
Date: 2020-09-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Research,Network Analysis,Journal Articles,Internet,Blended Learning,Distance Education,Integrated Learning Systems,Online Courses,Information Retrieval,Information Technology,Health Services

This study aims to explore the research trends in the field of e-learning by analyzing the relevant publications using network analysis and scientific mapping. The data were extracted from the Web of Science database from 1995 to 2018, revealing a growing number of articles published in e-learning. The keywords &quot;e-learning&quot; and &quot;Internet&quot; ranked first and second as the most frequently used terminology. &quot;Internet&quot;, &quot;Blended Learning&quot; and &quot;ELearning&quot; are recognized as three main categories in the field. The findings also reveal that the research related to Internet, distance learning, learning management system, MOOC and mobile learning has had the greatest impact in the field of e-learning. Further, some topics (e-learning, education, MOOC, learning, online learning, blended learning, learning management system) serve as bridge to connect different topics. The other highly used terms, such as &quot;information technology&quot;, &quot;healthcare&quot;, &quot;management&quot; and &quot;blended learning&quot; represent the emerging topics in this field. In particular, e-learning in health or medical care has been an actively promoted topic in this field.