ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Achievement of NCAA Division III Athletes
Author: Barlow, Kathy A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Achievement,College Athletics,Grade Point Average,Questionnaires,Athletes,College Entrance Examinations,Educational Experience,Comparative Analysis,Cohort Analysis

A study of 215 athletes at a small private liberal arts Division III college revealed that athletes (a) begin their college experience with SATs no different from non-athletes; (b) attain GPAs that do not significantly differ from those of nonathletes; (c) achieve GPAs that do not significantly differ between their &quot;in-season&quot; semester and their &quot;off-season&quot; semester, and (d) perceive their GPA as important to their college and future success. These results indicate that Division III athletes are a valuable and important group of students who exhibit &quot;sustainable&quot; behavior as part of their college experience. The sustainability and growth of Division III institutions can rely on the recruitment of athletes to increase student numbers and revenue while maintaining the prestige and mission of the school.
Partisan Differences on Higher Education Accountability Policy: A Multi-State Study of Elected State Legislators
Author: Morse, Andrew Q.
Date: 2014-00-00
Type: Journal Articles
Subjects: State Legislation,Accountability,Higher Education,Educational Policy,Legislators,Political Attitudes,Surveys,Content Validity,Statistical Analysis,Likert Scales

Public institutions in the United States face a policy challenge to adapt to accountability expectations among a variety of stakeholders (Bogue &amp; Hall, 2012; Thelin, 2004; Richardson &amp; Martinez, 2009). Among the major stakeholders are state legislators who hold fiscal and policy influence over public institutions, but these leaders have not yet been studied to understand the extent to which political leaders differ on higher education purpose and accountability definition, instruments, and indicators. The present study examined Republican and Democrat state legislator differences on higher education purpose and accountability. The results indicated partisan differences of perspective on higher education.
The Principal's Vision: Necessity or Non-Issue?
Author: Kemp, Andrew
Date: 2014-00-00
Type: Journal Articles
Subjects: Principals,Teacher Administrator Relationship,Strategic Planning,Educational Planning,Teacher Surveys,Teacher Attitudes,Administrator Surveys,Administrator Attitudes,Correlation,Values,Beliefs,Institutional Mission

Public school teachers and administrators share a common belief with regard to the principal's articulation of his school's vision. This fact was borne from a survey conducted in Georgia involving 4,700 teachers and other school professionals. The responses of teachers and principals to questions regarding school vision were markedly consistent and point to possibly an overlooked element in school administration--an element to enhance school improvement. In this paper, the authors seek to understand why both teachers and principals value a specific, clear vision and the potential benefits, which can be gained from understanding the nexus.
The Effect of Therapy Balls on the Classroom Behavior and Learning of Children with Dyslexia
Author: Goodmon, Leilani B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Children,Dyslexia,Attention Deficit Hyperactivity Disorder,Therapy,Student Behavior,Elementary School Students,Grade 5,Human Factors Engineering,Reading Comprehension,Behavior Change,Student Motivation,Preferences,Use Studies,Behavior Modification,Pretests Posttests,Experimental Groups,Control Groups,Classroom Techniques,Statistical Analysis,Comparative Analysis,Attention Control,Psychomotor Skills,Perceptual Motor Coordination,Likert Scales,Questionnaires

The purpose of this study was to determine if the behavioral and learning benefit found from the use of therapy balls as classroom seats in children with attention deficit and hyperactivity disorder (ADHD) (e.g., Schilling, Washington, Billingsley, &amp; Deitz, 2003) generalizes to children with dyslexia who suffer from similar attention problems as children with ADHD (e.g., Germano, Gagliano, &amp; Curatolo, 2010). We found a positive impact of therapy balls on behavior from the independent observers' and teachers' perspectives in two classes. Although there was no significant improvement in reading comprehension or in student self-reports of behavior, most students indicated an improvement in attention and motivation and a preference for their continued use. Results are discussed in terms the importance of evaluating the individual needs of the students when determining whether the therapy balls should be used as a sensory modulation technique in the classroom.
An Educational Experience in the Conservatory of Bologna: The Italian Students' Views on Contemporary Turkish Polyphonic Choral Music
Author: Apaydinli, Köksal
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Singing,Student Attitudes,Educational Experience,Music Education,College Students,Semi Structured Interviews,Turkish,Italian,Pronunciation,Qualitative Research,Content Analysis

It is known that many choirs in European countries perform different styles of traditional songs in different languages in their repertoire. However, Turkish contemporary polyphonic choral works which have specific harmony and timbres effected by &quot;makam&quot; may not be known as the others. In this context, the main aim of this study is to introduce these specific harmonies and timbres to the foreigners and to learn their opinions about Turkish polyphonic choral music. In this study, Italian students were preferred as foreigners because it is thought that Italian sounds clear and sonorant and its intonation is similar to Turkish. The study group consisted of nine volunteer participants from a chamber choir whom the researcher gave chorus courses at the Conservatory of Giovan Battista Martini in Bologna in Italy, which had a bilateral agreement with the University of Ordu under Erasmus Academic Staff Teaching Mobility Programme. The Turkish choral work, called &quot;Suda Balik Oynuyor&quot;, was taught, and a semi-structured interview form was conducted. The results indicated that although the students had difficulties regarding Turkish pronunciation because of them singing a Turkish choral song for the first time, and they also had problems in performing the &quot;makam&quot; scales in Turkish music, they performed the song correctly. They were interested in the choral work they studied, and emphasized that it had characteristic features, especially the timbres, according to the songs in their own repertoire. According to the results, suggestions were improved. The Turkish choral works can be translated into their languages, besides the original Turkish language, and can be published. In this way, they can understand the meanings of the lyrics easily. Moreover, foreign choir conductors can learn and have knowledge about the pronunciations, articulations, and themes of Turkish choral works with the help of the Turkish students studying in their universities. Thus, Turkish polyphonic choral music containing the specific traditional timbres can be known and performed by foreign choirs.
An Exploratory Study of Instructional Strategies, Academic Integration, and Subsequent Institutional Commitment
Author: Brown, Jennifer L.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Freshmen,Commuter Colleges,Student School Relationship,Educational Principles,Academic Persistence,Social Integration,Mixed Methods Research,Student Surveys,Online Surveys,Teacher Student Relationship,Active Learning,Feedback (Response),Time on Task,Cooperative Learning,Teacher Expectations of Students,Interviews

As student persistence efforts remain stagnant and the level of accountability grows for higher education, the classroom environment could offer some assistance toward improving academic integration and subsequent institutional commitment. The process of student persistence at four-year commuter colleges and universities differs from the process at large scale residential universities, and the nature of this institutional experience impacts student persistence. At commuter institutions, the classroom serves as a gateway for student integration into the academic and social communities within a college or university, which encourages subsequent institutional commitment and increases the likelihood of student persistence. A possible key for unlocking the gate is the Seven Principles for Good Practice in Undergraduate Education (Chickering &amp; Gamson, 1987). This exploratory mixed methods study examined the relationship between the Seven Principles, academic integration, and subsequent institutional commitment with first-time freshman students enrolled at a commuter institution. The quantitative data analysis revealed the strongest relationship existed between Academic Integration and Subsequent Institutional Commitment; however, there was a moderate relationship between Academic Integration and Diverse Talents and Ways of Learning. The qualitative data analysis revealed academic and social integration were connected with the participants' perception of the institution. One possible implication includes more faculty training at the college-level regarding the use of effective instructional methods, which are component of the Seven Principles.
Relationship between Critical Thinking Levels and Attitudes towards Reading Habits among Pre-Service Physical Education Teachers
Author: Bulgurcuoglu, Ahmet Nusret
Date: 2016-04-23
Type: Journal Articles
Subjects: Critical Thinking,Reading Attitudes,Reading Habits,Preservice Teachers,Physical Education Teachers,Correlation,Statistical Analysis,Nonparametric Statistics,Foreign Countries

The purpose of the present research is to define the critical thinking levels and reading habits of students studying at the department of physical education and sports teaching and analysing the relationship between these. The participants of the present research are 136 pre-service physical education teachers studying at Mugla Sitki Kocman University Faculty of Sport Sciences and Marmara University School of Physical Education and Sports in 2015-2016 Academic Year Fall Semester. The relations between variables were tested with correlation analysis at 0.01 significance level, and the differences were tested with Mann-Whitney U at 0.05 significance level. Two scales were utilized in order to define pre-service physical education and sport teachers' critical thinking and reading habit levels. These scales are: California Critical Thinking Disposition Inventory and Scale for Attitudes towards Book Reading Habits. According to the findings obtained in the present research, pre-service physical education and sport teachers' both critical thinking and book reading habits are at medium level. There is a positive and significant correlation between pre-service physical education teachers' critical thinking levels and book reading habits. As book reading habits of pre-service teachers increase their critical thinking levels increase accordingly.
Understanding Undergraduate Statistical Anxiety
Author: McKim, Courtney
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Mathematics Anxiety,Statistics,Self Efficacy,Attitude Measures,Correlation,Mixed Methods Research,Semi Structured Interviews,Likert Scales,Surveys

The purpose of this study was to understand undergraduate students' views of statistics. Results reveal that students with less anxiety have a higher interest in statistics and also believe in their ability to perform well in the course. Also students who have a more positive attitude about the class tend to have a higher belief in their abilities. These findings can help statistics instructors plan course lessons helping ease student anxiety. Results also help researchers understand the impact of students' attitudes on learning outcomes.
Experiential Learning and Its Role in Training and Improved Practice in High Level Sports Officiating
Author: Grover, Kenda S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Experiential Learning,Athletics,Adult Learning,Qualitative Research,Focus Groups,Nonformal Education,Informal Education,Learning Theories,Experience,Reflection,Interaction,On the Job Training,Learning Processes,Semi Structured Interviews

This qualitative study investigated how high level sports officials engage in experiential learning to improve their practice. Adult learning occurs in formal, nonformal and informal environments, and in some cases it is difficult to differentiate between these settings. In the case of cycling officials, learning begins in a nonformal environment during training sessions, but it is during the race event itself, in an informal environment, that learning is solidified and occurs in real time. Nine officials, whose training and education must be applied in a dynamic, intense environment, participated in a focus group interview where they explored how their experiences surrounding the race impact learning. Findings reveal how this adult learning theory is manifested through reflective practice, and how interaction with others plays a role in the learning process.
&quot;I Am Kind of a Good Writer and Kind of Not&quot;: Examining Students' Writing Attitudes
Author: Hall, Anna H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Writing Ability,Writing Achievement,Self Efficacy,Focus Groups,Beliefs,Affective Measures,Student Motivation,Teacher Influence,Preferences,Elementary School Students,Affective Behavior,Qualitative Research,Observation

Since writing ability has been found to be an important predictor of school success and college readiness, it is important for teachers to understand the connections between students' attitudes toward writing, writing self-efficacy, and writing achievement. This article describes the findings from focus groups conducted with 81 students in grades K-5 during which participants discussed their attitudes and self-efficacy beliefs about writing. Focusing on the power of students' voices, this study adds a unique perspective not often found in the affective domain of writing research. Five broad themes emerged related to students' writing attitudes including: (1) feelings about writing, (2) writing self-efficacy, (3) motivators for writing, (4) teacher influence, and (5) writing preferences.
Teaching a Concept with GeoGebra: Periodicity of Trigonometric Functions
Author: Kepceoglu, Ibrahim
Date: 2016-04-23
Type: Journal Articles
Subjects: Mathematics Instruction,Geometric Concepts,Trigonometry,Secondary School Students,High Schools,Secondary School Mathematics,Concept Teaching,Computer Assisted Instruction,Conventional Instruction,Comparative Analysis,Quasiexperimental Design,Grade 10,Foreign Countries

Being one of the major subjects in high school mathematics curriculum, trigonometry links algebraic, geometric and graphical reasoning. The aim of this study is to investigate the effect of GeoGebra in the teaching of the concept of the periodicity of trigonometric functions. In this study, it is investigated how effective is the dynamic mathematics software GeoGebra being used in the teaching of the periodicity of trigonometric functions, which is taught based on &quot;formulas&quot; in the context of &quot;traditional&quot; mathematics education. The aim is to analyze and to compare the effect of the traditional teaching and the computer assisted mathematics teaching on students' conceptual learning about the periodicity of trigonometric functions. The design of this study is chosen as a quasi-experimental, and the working group is 36 tenth grade high school students from a public high school in Istanbul. 15 days after the instruction period, participants filled in a 5 question test. The answers of students are analyzed using descriptive statistics. According to the results of the study, with the aid of computer mathematics education is more effective on students' learning than traditional mathematics education.
An Example of the Use of Personal Analogy in Teaching Geography: If I Were a Mineral
Author: Duman, Nese
Date: 2016-04-23
Type: Journal Articles
Subjects: Geography Instruction,Logical Thinking,Mineralogy,Preservice Teachers,Phenomenology,Content Analysis,Foreign Countries,Qualitative Research

The objective of this study is to use personal analogy as a pre-organizer. The subject of the personal analogy is chosen as minerals. For this purpose, geography teacher candidates were asked the questions, &quot;Which mineral would you like to be? Why?&quot; They explain the properties of the minerals by matching them with their own characteristics. It is considered that the study will increase their awareness level of the environment. The study was carried out with 67 geography teacher candidates taking the Geomorphology Practice lecture in Karadeniz Technical University, Fatih Education Faculty and Department of Geography Teaching between the academic years 2012-2014. The study is phenomenological. The content analysis was carried out using NVivo 10 software on the data obtained in the research and a model, in which the findings were visualized, was created. As a result of the study, it was found out that most of the geography teacher candidates would like to express themselves by amethyst due to its psychological effect, the attractiveness of its colour and its aesthetic look. Furthermore, minerals were categorized under seven themes according to their aspects of analogy, which are the impression, appearance, the process of formation, content, areas of use, processing conditions and values. It was also found that geography teacher candidates use the concept of the mineral in the place of element and stone. As a result of the study, recommendations were given to promote the application of personal analogies in geography lectures at undergraduate level.
Situating Ontario's Colleges between the American and European Models for Providing Opportunity for the Attainment of Baccalaureate Degrees in Applied Fields of Study
Author: Skolnik, Michael L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Bachelors Degrees,Foreign Countries,Higher Education,Models,Postsecondary Education,Comparative Analysis,Educational Attainment,Educational Change,Colleges,Universities,College Students

During the last third of the twentieth century, college sectors in many countries took on the role of expanding opportunities for baccalaureate degree attainment in applied fields of study. In many European countries, colleges came to constitute a parallel higher education sector that offered degree programs of an applied nature in contrast to the more academically oriented programs of the traditional university sector. Other jurisdictions, including some Canadian ones, followed the American approach, in which colleges facilitate degree attainment for students in occupational programs through transfer arrangements with universities. This article offers some possible reasons why the Ontario Government has chosen not to fully embrace the European model, even though the original vision for Ontario's colleges was closer to that model to than to the American one.
&quot;A Community College with Ivory Tower Pretensions&quot;: Perceptions of a New University
Author: McKenzie, Sierra
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year Colleges,Higher Education,Perception,Universities,Foreign Countries,Interviews,Journal Articles,Teaching Methods,Qualitative Research,Geographic Location,Newspapers

The ways in which a new university, the University of Ontario Institute of Technology (UOIT), was represented in local, regional, and national newspapers highlight the difficulties of identity creation for organizations. Drawing on theories of organizational identity and supplemented by interviews with UOIT's founding members, a qualitative analysis of newspaper articles about UOIT published between 2001 and 2004 demonstrates that the words and phrases used in these articles played an important role in establishing an image of UOIT that continues to impact its identity. These news reports also illustrate the complex relationships that existed between UOIT and its geographical, educational, and political contexts. Although UOIT was founded as a four-year baccalaureate degree-granting university, it was linked with its well-established neighbour, Durham College, with which it shared land and services. As a result, UOIT was viewed by some as no more than a &quot;community college with ivory tower pretensions.&quot;
Design Process for Online Websites Created for Teaching Turkish as a Foreign Language in Web Based Environments
Author: Türker, Fatih Mehmet
Date: 2016-04-23
Type: Journal Articles
Subjects: Web Sites,Online Courses,Teaching Methods,Turkish,Electronic Learning,Portfolios (Background Materials),Second Language Learning,Second Language Instruction,Models,Statistical Analysis,Web Based Instruction,Content Analysis,Surveys,Instructional Design,Foreign Countries,College Students

In today's world, where online learning environments have increased their efficiency in education and training, the design of the websites prepared for education and training purposes has become an important process. This study is about the teaching process of the online learning environments created to teach Turkish in web based environments, and how the preparation stages should be as per ADDIE design model. Structuring the content, which is outlined and of which the limits are defined in European Language Portfolio (ELP), in accordance with the learning objectives and converting it to an e-learning material is the main approach of the design process. Additionally, the opinion of the users on the Portal for Teaching Turkish as a Foreign Language (YUTÖP) designed and produced as per the model is taken quantitatively and the findings are evaluated in the last part of the research. As a result of the evaluation, it is seen that users have given positive opinion on the learning environments designed as per ADDIE model.
Effect of Jigsaw I Technique on Teaching Turkish Grammar
Author: Arslan, Akif
Date: 2016-04-23
Type: Journal Articles
Subjects: Teaching Methods,Turkish,Grammar,Cooperative Learning,Academic Achievement,Student Attitudes,Punctuation,Control Groups,Foreign Countries,Attitude Measures,Experimental Groups,Scores,Native Language,Pretests Posttests,Instructional Effectiveness,Statistical Analysis

The purpose of this study is to find out the effect of Jigsaw I technique on students' academic success and attitude towards the course in teaching Turkish grammar. For that purpose, three grammar topics (spelling and punctuation marks rules) were determined and an experimental study conforming to &quot;control group preliminary-testing final testing model&quot; was conducted at a middle school located in Kars Turkey. As data collection tools &quot;Success Test to measure effectiveness of Jigsaw I Technique in Grammar Teaching&quot; (AST) and &quot;Turkish Course Attitude Scale&quot; (TCAS) were used. At the end of the study, it was discovered that there was no difference between the success scores of the students in experimental and control groups and their attitudes towards the course, in other words, the academic success of both group where Jigsaw I technique was applied and the group where conventional teacher centered teaching was applied after the experiment and their attitudes towards Turkish course were similar.