ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Instructor Response to Student E-Mails Using Template and Reminder Interventions
Author: Elbeck, Matthew
Date: 2011-06-00
Type: Journal Articles
Subjects: Electronic Mail,Computer Mediated Communication,Teacher Student Relationship,Intervention,Undergraduate Students,Marketing,Online Courses,Verbal Communication,Computer Graphics

Student e-mails without the student's name, message, file attachment, and other identifying information may impede a timely and thorough instructor response. To help resolve this issue, we apply template and reminder interventions to improve student e-mail format defined as the degree of agreement between a student's e-mail format and an instructor provided template. A pilot study (Study 1) employing a sample of 36 online undergraduate marketing students concluded that instructor supplied e-mail format template significantly improved student e-mail format. Additional refinements were examined in Study 2 to test three instruction formats (verbal, separated graphic and verbal, and integrated graphic and verbal) and two levels of instruction reminders (once and three times) using a sample of 78 online undergraduate marketing students. Results show that integrated graphic and verbal instructions, and independently, reminder announcements improve student e-mail format. Results from the two studies are discussed in terms of pedagogical benefits for the marketing educator. (Contains 5 tables and 2 figures.)
Cross-Cultural Differences in Undergraduate Students' Perceptions of Online Barriers
Author: Olesova, Larisa
Date: 2011-06-00
Type: Journal Articles
Subjects: Electronic Learning,Asynchronous Communication,Undergraduate Students,Student Attitudes,Distance Education,Online Courses,Cultural Differences,Foreign Countries,Barriers,Computer Mediated Communication,Cross Cultural Studies,Surveys

The intent of this study was to learn about students' perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach utilizing surveys and interviews was used to investigate (1) the types of barriers the students perceived participating in an asynchronous online course across the two cultural groups, and (2) the impact of those barriers on the quality of students' postings. Findings indicate that cultural influences can add potential barriers to online learning aside from those widely reported in the literature. The study has implications for instructors and designers in creating online learning environments, especially as it relates to asynchronous communication across multiple locations and cultural backgrounds. (Contains 2 tables.)
Teacher Professional Development in the Amazon Region: Strategies to Create Successful Learning Communities
Author: Teles, Lucio
Date: 2011-06-00
Type: Journal Articles
Subjects: Distance Education,Foreign Countries,Online Courses,Undergraduate Study,Teacher Education Programs,Program Effectiveness,Team Teaching,Teacher Collaboration,Computer Uses in Education,Observation,Journal Writing,Computer Mediated Communication,Rural Schools

The Faculty of Education, University of Brasilia, implemented an online undergraduate degree program for classroom teachers (student-teacher) who have not yet completed their studies. There are 1800 classroom teachers in the Brazilian state of Acre, bordering Peru and Bolivia, who have completed only high school. However, a new directive from the Ministry of Education makes it mandatory to have a degree in education to be a classroom teacher. A mixed program combining online work with face-to-face meetings was implemented to address this need. The first group with a total of 860 teachers began the program in 2007 and graduated in April 2010. The dropout rate was very low, at 5.5%. A collaborative learning strategy was used to create learning communities and to bridge the various schools, regions and ethnic groups allowing participants to feel integrated despite distance, cultural diversity, language, and religion. To conduct this research we collected data from observations in teacher meetings, online discussions and participants' Reflective Diary, a diary written by each teacher throughout the program. Here we discuss the challenges found in implementation of the project and the strategies used to successfully create learning communities. (Contains 2 figures.)
From School to Work and from Work to School: Information Environments and Transferring Information Literacy Practices
Author: Herring, James E.
Date: 2011-06-00
Type: Journal Articles
Subjects: Grounded Theory,Constructivism (Learning),Information Literacy,Work Experience,Learning Experience,Vocational Education,Teaching Methods,Education Work Relationship,Foreign Countries,Secondary Education,Technology Uses in Education,School Guidance,Interviews,Information Seeking,Search Strategies,School Libraries,Secondary School Students,Academic Achievement

Introduction: This study, based in a Scottish secondary school, aimed to examine the views of students who were completing work experience, on their information literacy practices, and the differences they found between the school and workplace information environments while on work experience. The views of guidance teachers were also explored. Method: The study used a constructivist grounded theory approach to identify areas of exploration. Data were gathered via interviews with students and guidance teachers before and after the work experience period. All interviews were coded. Analysis: Constructivist grounded analysis was used to analyse and interpret the data gathered, and to form categories for discussion. Results: The findings showed that students' information literacy practices were typical of that found in the literature. Students' observation of the workplace information environment identified key differences between school and the workplace, in terms of the use of technology, sources of information, and the value of information. Students identified areas of transfer from the workplace to school. Teachers were found to lack knowledge of these workplace information environments. Conclusion: Focusing on the workplace information environment was a valuable learning experience for students, and could potentially improve their information literacy practices. Teachers could benefit from having a greater focus on workplace information environments.
Contextual Factors Affecting Learning in Laos and the Implications for Information Literacy Education
Author: Dorner, Daniel G.
Date: 2011-06-00
Type: Journal Articles
Subjects: Vocational Schools,Literacy Education,Indigenous Knowledge,Cultural Context,Foreign Countries,Information Literacy,Educational Resources,Teaching Methods,Case Studies,Interviews,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Cultural Influences,Class Size,Role,Culturally Relevant Education

Introduction: Laos is used as a case study of how factors such as culture and indigenous knowledge must be considered to plan for information literacy education that is culturally and contextually appropriate. Method: Data were obtained from observations during visits to four Lao schools and from interviews with fourteen teachers at these schools. The schools visited were an urban primary school, an urban secondary school, an urban vocational school, and a rural secondary school. Analysis: Hofstede's cultural dimensions are employed to understand local cultural norms in the context of the Lao education system, while indigenous knowledge and local conditions are examined to demonstrate how these factors affect information literacy education. Results: Contextual factors including local cultural norms, the lack of adequate resources, and large class sizes play an important role in how Lao teachers approach classroom teaching. Lao teachers draw upon their own indigenous knowledge to understand how the local context affects teaching and learning in their schools, and they use the indigenous knowledge held by elders, students' parents, and others within their community as a means of overcoming resource deficiencies. Conclusions: These findings have implications for developing and promoting culturally and contextually appropriate information literacy programmes in developing countries such as Laos. Local and foreign advisors alike must be aware of local cultural norms, and should call upon the teachers' knowledge of the local educational context and their own ways of incorporating indigenous knowledge from their community as a teaching resource for information literacy programmes. (Contains 4 figures.)
The Promotion of the Youth Olympic Games: A Greek Perspective
Author: Judge, Lawrence W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Health Promotion,Publicity,Athletics,Youth Programs,Adolescents,Foreign Countries,Physical Activity Level,Competition,Sportsmanship,Attitude Measures,Values

One of the International Olympic Committee's (IOC) objectives is to reignite interest in Olympic sports in the midst of a generation of adolescents who have become increasingly overweight and inactive. In an effort to accomplish this objective, the Youth Olympic Games (YOG) were created, and the inaugural event was held in the summer of 2010. The event has evoked a positive response from loyal advocates and equally negative feedback from committed critics. Public awareness and effective messaging of the YOG will play a critical role in the future success of subsequent Games. The purpose of this research was to collect awareness and opinion data from the sports community in Greece regarding the upcoming YOG. These findings are described and evaluated in comparison to prior research data in order to provide insight related to the launch of this new international sport festival. The timing of the findings and the subsequent analysis are critical to the future success of the YOG as public awareness and effective messaging are key components for drawing sponsorship and investment dollars needed to fund the event. (Contains 4 figures and 3 tables.)
Associations between Health-Related Physical Fitness, Academic Achievement and Selected Academic Behaviors of Elementary and Middle School Students in the State of Mississippi
Author: Blom, Lindsey C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Arts,Standardized Tests,Physical Fitness,Mathematics Tests,Correlation,Elementary School Students,Middle School Students,Scores,Mathematics Achievement,Reading Achievement,Attendance Patterns,Gender Differences,Racial Differences,Socioeconomic Status,Achievement Tests

A wide variety of school-based physical activity contexts have been recently associated with various measures of academic performance. Of these studies, a small number employing objective measures of student fitness have identified a relationship with academic achievements. However, even among these studies, the fitness-academic link has not been conclusively recognized or regularly assessed with regards to academic behaviors and socio-demographic variables. The purpose of this study was to explore the relationships among these variables by using objective measures of fitness, standardized Language Arts and Math test scores, attendance records, discipline actions, and socio-demographic information from a sample of 2,992 Mississippi (USA) public school children in grades 3-8. The sample consisted of students who were mostly male (52.4%), white (52.3%), in grades 3-5 (64.2%), within a healthy weight range (54.1%), and qualified for free/reduced price lunch (63.7%). The results indicated a statistically significant positive correlation between fitness and standardized test scores in Language Arts and Math and a statistically significant negative relationship with school absences. The relationships remained significant while controlling for gender, race, and socioeconomic status. Given that students who were more fit had higher test scores and fewer absences, these findings warrant consideration in the educational policy making process. (Contains 4 tables and 1 figure.)
University Students Meeting the Recommended Standards of Physical Activity and Body Mass Index
Author: Deng, Xiaofen
Date: 2011-00-00
Type: Journal Articles
Subjects: Obesity,Body Composition,Physical Activities,Physical Activity Level,College Students,Statistical Analysis,Gender Differences,Age Differences,Racial Differences,Ethnicity,Comparative Analysis

This study investigated student physical activity (PA) and body mass index (BMI) in relation to the &quot;Healthy Campus 2010&quot; objectives set by the American College Health Association in 2002. Students (N = 1125) at a U.S. southern state university participated in the study. The percentages of students who were physically active and whose BMI were categorized as overweight and obese were compared with the goals in the &quot;Healthy Campus 2010&quot;. Only 33.9% and 28.9% of students participated in at least three days of moderate physical activity or MPA, and vigorous physical activity or VPA, respectively, while 25.6% of students were classified as overweight and obese. Students did not meet the goals set out in the &quot;Healthy Campus 2010&quot;. (Contains 5 tables.)
Effect of Learning Activity on Students' Motivation, Physical Activity Levels and Effort/Persistence
Author: Gao, Zan
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Education,Team Sports,Physical Activities,Learning Activities,Self Efficacy,Persistence,Educational Practices,Grade 6,Physical Activity Level,Student Motivation,Regression (Statistics),Expectation,Middle School Students

The type of learning activity offered in physical education may influence students' motivational beliefs, physical activity participation and effort/persistence in class. However, most empirical studies have focused on the individual level rather than on the learner-content interactions. Accordingly, the potential effects of learning activities on these outcome variables have been overlooked. This study examined whether students' motivational beliefs (self-efficacy and outcome expectancy), moderate-to-vigorous physical activity (MVPA) and effort/persistence in physical education classes varied as a function of learning activity (soccer vs. fitness). Participants were 225 students (112 boys, 113 girls) in grades 6-8 from a suburban public school in the Southeastern region of the U.S. Each of the three grade levels incorporated three classes, and 25 participants were randomly selected from each class. Students responded to questionnaires measuring their self-efficacy, outcome expectancy and perceived effort/persistence toward soccer and fitness classes, respectively. Students' MVPA in soccer and fitness classes were measured via Actical accelerometers. The results revealed that students reported higher scores in self-efficacy and outcome expectancy toward fitness than they did toward soccer. However, students exhibited higher MVPA in the soccer classes. Regression analyses yielded that only self-efficacy significantly predicted MVPA, while both self-efficacy and outcome expectancy emerged as predictors of effort/persistence across learning activities. The findings may have significant implications for educational practice. For example, physical educators must consider psychological and physical effects that different learning activities may have on students when designing and implementing physical education programs. (Contains 2 tables.)
Motivational Climate in Games Concept Lessons
Author: McNeill, Michael Charles
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Education,Grade 5,Gender Differences,Teaching Methods,Student Motivation,Educational Games,Student Participation,Team Sports,Elementary School Students,Grade 6,Skill Development,Social Status,Questionnaires

This is an investigation of the motivational climate generated in games lessons taught by three experienced, specialist physical education (PE) teachers using a tactical games approach (Games Concept Approach, GCA). The pupils' personal motives for participation in the units were also explored. Three PE specialists were purposefully selected to teach one of three games units, each from a different games category: (a) territorial/invasion (soccer), (b) net/barrier (volleyball), or (c) striking/fielding (tee-ball). In all, data were collected from 115 pupils aged between 11 and 13 years of age (Grade 5/6) in three different elementary schools. Results showed evidence of a strong mastery and moderate performance climate overall, and these results are consistent for the three classes and for both boys and girls. However, MANOVA did find teacher/game differences in the pupils' personal participation motives in terms of "energy release". Although boys responded more positively to "learning skills/concepts", "status/recognition" and "energy release", there was no overall difference for gender. Pupils identified success, learning and affiliation as the most significant personal motives for participation in their GCA lessons. The results support the GCA (a tactical games-teaching approach) as appropriate pedagogy generating motivational experiences in elementary school physical education and focusing children's motives for participation across games categories. (Contains 2 tables, 1 note, and 1 footnote.)
The Archetypes and Philosophical Motivations of Urban Elementary Physical Educators
Author: Culp, Brian
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Education,Content Analysis,Teacher Attitudes,Pedagogical Content Knowledge,Physical Education Teachers,Urban Areas,Urban Schools,Urban Teaching,Educational Philosophy,Teacher Surveys,Interviews,Teacher Student Relationship,Conceptual Tempo,Reflection,Cultural Awareness,Elementary School Teachers

Brookfield (1990), Brown (2002) and Weiner (2006) have advocated for the study of teachers' philosophies as integral to understanding motivation for teaching in urban settings. The purpose of this study investigates the teaching philosophies of 13 experienced urban elementary physical educators. Content analysis of the data collected from teachers indicated (a) these physical educators placed a greater emphasis on knowledge of students than pedagogical content knowledge, (b) had critical incidences that determined their philosophies, and (c) used cultural negotiation to enrich the lives of students. Discourse on urban physical education archetypes with implications for global instruction concludes the article. (Contains 1 figure.)
The Use of Homework Assignments in Physical Education among High School Students
Author: Pantanowitz, Michal
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Strategies,Homework,Physical Education,Physical Fitness,Questionnaires,High School Students,Teaching Methods,Student Attitudes,Parent Attitudes,Foreign Countries,Body Composition,Compliance (Psychology),Physical Activity Level

Only a few studies have examined how students and their parents perceive the contribution of homework (HW) assignments given in physical education (PE) classes to the students' development. The main objective of our study was to explore the attitude and compliance towards HW assignments in PE among Israeli high school students and their parents. The students and their parents completed questionnaires at the beginning and at the end of a 12-week PE program in which physical activity (PA), academic, and combined (PA and academic) HW assignments were given after each PE class (24 classes, 24 HW assignments). In addition, the students underwent anthropometric measurements and physical fitness assessments. Among the main findings that emerged from our study were that (a) more than half of the students supported being given HW assignments in PE, (b) the majority of the parents supported the idea of assigning HW assignments in PE, and (c) very few of the students complied with all the homework assignments (4%), and less than half completed some of the given assignments. A number of instructional strategies are discussed in order to help the PE teacher in monitoring the preparation of HW assignments given in PE classes. (Contains 3 tables.)
Working with Male Athletes: The Experiences of U.S. Female Head Coaches
Author: Blom, Lindsey C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Females,Athletes,Males,College Athletics,Athletic Coaches,Women Faculty,High Schools,Colleges,Gender Issues,Masculinity,Social Support Groups,Mentors,Social Networks,Social Bias,Social Attitudes,Family Influence,Administrator Role,Interviews

Historically, men have dominated the athletic arena; as a result, the number of women in sport management positions has been limited (Cashmore, 2000; Coakley, 2010). Even rarer is the opportunity for female coaches to coach male sport teams. The purpose of this qualitative study was to explore the experiences of women who have coached male athletes. Six female head coaches who had coached or were currently coaching a men's team at the high school (n = 3), college (n = 2), or professional minor league (n =1) level were interviewed, and a cross-case analysis method was used for tagging data and determining themes. Five primary categories emerged: 1) participants had a diversified athletic history; 2) participants had a positive male coaching influence; 3) participants used an intense coaching philosophy; 4) participants felt support from family and athletic administrators; and 5) participants experienced gendering of the coaching role as masculine. Participants suggested that the lack of support systems, mentoring, and networking are the main reasons that the number of women coaching men is so low. Future research should focus on combating the social stigmas in sports administration and coaching. (Contains 2 figures.)
A Theoretical Model of Team-Licensed Merchandise Purchasing (TLMP)
Author: Lee, Donghun
Date: 2011-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Intention,Values,Models,Attitudes,Satisfaction,Identification (Psychology),Team Sports,Merchandising

Although it is evident that sales of team licensed merchandise (TLM) contribute to the overall consumption of sport, research efforts that comprehensively describe what triggers the consumption of TLM is lacking (Lee, Trail, Kwon, & Anderson, 2011). Therefore, based on multiple theories (i.e., values theory, identity theory, attitude theory, and satisfaction theory) and other concepts that influence product consumption, this study proposed a theoretical model that explains purchase intention of TLM. The proposed model consists of various factors including personal values, team identification, attitude (toward brand and product), past experience, perceived product attributes, expectancy disconfirmation, satisfaction, and intention to purchase (brand and product). The comprehensiveness of the model would allow scholars and researchers to test and explain various commonly occurring consumption activities at a domain level. (Contains 1 figure.)