ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Creative Activity of Students in the System of the Organizational Culture of the Modern University
Author: Khairullina, Nursafa
Date: 2016-00-00
Type: Journal Articles
Subjects: Creative Activities,Organizational Culture,Higher Education,Colleges,Creativity,Scientific Research,Extracurricular Activities,Vocational Education,Foreign Countries,Questionnaires,College Students,Negative Attitudes,Creative Development

Student creativity today is indicative of the successful operation of the higher education institution in the training of specialists. Organizational culture, being a complex of common and shared by all subjects of teaching and educational activity such as values, norms, beliefs, acts as an important integration factor influencing the creative activity of students. The article deals with the problems of development of creativity and the creative activity of students of universities in the light of the development of the organizational culture of the university. By means of students' poll from Tyumen leading universities the main problems in the organizational culture of the university were identified impeding the development of creativity and creative activity of students: the low level of students' awareness of the directions of creative activity in university; mismatch of curricula and extracurricular activities, aimed at the development of creativity and creative activity, offered by modern universities, needs and demands of students; low motivation of teaching staff for the implementation of innovative methods in the educational process; the absence of clear guidelines from the administration of the educational institution, aimed at the implementation of methods and forms of learning, contributing to the development of creativity and the creative activity of students; low prestige of scientific research creativity and extracurricular activities programs offered by institutions of higher education; the practical lack of active methods in students' training; the negative attitude of the administration and faculty to the students participation in creative activities of the university.
Development of Humane Interpersonal Relationships
Author: Kleptsova, Elena Yuryevna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Relationship,Humanization,Teacher Attitudes,Teacher Student Relationship,Parent Teacher Cooperation,Teacher Administrator Relationship,Peer Relationship,Collegiality,Correlation

The article reflects some theoretical aspects of humanization of interpersonal relationships in the sphere of education. The notion &quot;humanization of interpersonal relationships&quot; is being analyzed. The authors offer a characterization of some parameters of relationships: orientation, modality, valence, intensity, awareness, differentiation, complexity, level of development, width, emotionality, presence of mutual understanding, cognitive identification of the subjects of interaction with each other. Interpersonal relationships have various qualitative characteristics. We can define negative, indifferent and positive interpersonal relationships. According to the authors' comparative and descriptive position, negative type of interpersonal relationships corresponds to inhumane or egoistic interpersonal relationships, the indifferent type corresponds to neutral interpersonal relationships, and the positive type corresponds to humane interpersonal relationships. We show empirical results of our research of humane interpersonal relationships in the teaching staff of various educational establishments of the Russian Federation.
Prevention of Addictive Behavior Based on the Formation of Teenagers' Resilience
Author: Zeleeva, Vera P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Prevention,Addictive Behavior,Adolescents,Resilience (Psychology),Educational Environment,Coping,Models,Correlation,Social Work,School Psychologists,Teacher Role,Program Implementation,Drug Addiction,Alcohol Abuse,Foreign Countries,High School Students

The relevance of the study is due to the development of a new stage of prevention and the need to justify new educational goals and objectives of the pedagogical prevention of addictive behavior in the educational environment. The purpose of this article is to examine the totality of the necessary and sufficient individual resources, that are protective factors for teenagers from different types of addictions. The leading method of research is the analysis of psychological and educational literature and legal acts in the field of prevention of addictive behavior, psycho diagnostic methods. The paper theoretically justifies the formation of the person's resilience as a task of pedagogical prevention of addictive behavior in the educational environment, shows the results of psychodiagnostics for coping strategies, personal resources and resilience of adolescents, reveals the relationship between the models of coping behavior, the development level of the individual resources and the level of teenagers' resilience. The article presents theoretical and practical significance for teachers, social workers and psychologists involved in the development and implementation of educational programs of addictive behavior prevention in the educational environment.
Anticipatory Competence and Ability to Probabilistic Forecasting in Adolescents: Research Results
Author: Akhmetzyanova, Anna I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Probability,Prediction,Adolescents,Foreign Countries,Expectation,Comparative Analysis,Statistical Analysis,Correlation,Nonparametric Statistics,Experimental Groups,Control Groups,Competence

The relevance of this problem is related to the urgent need to explain peculiarities of anticipation and probabilistic forecasting in adolescence. It has revealed a contradiction: on the one hand, the problem of anticipation in ontogenesis is well developed, and, on the other hand, there remain understudied mechanisms of anticipation in adolescents. Therefore, this article is aimed at presenting the findings of anticipatory competence in teenagers. The theoretical base of the study is anticipatory concept of neurogenesis that considers the formation and development of neurotic disorders in connection with such personal characteristics of the patient, as the inability to predict the possible traumatic situations in the future and to plan ways to overcome them,--anticipatory competence. The basic methods in the study of this problem are the empirical methods of studying and comparing, allowing to reveal the specifics of anticipation in adolescents. The main results of the paper are as follows: both adolescents and young men reveal an average level of anticipatory competence; in adolescents overall anticipatory competence is made up of personal-situational anticipatory competence, spatial and temporal anticipatory incompetence. At the youthful age overall anticipatory competence is made up of personal-situational anticipatory competence and spatial and temporal anticipatory incompetence. The article submissions are of practical value for psychologists working with teenagers.
Designing and Realization of an Individual Educational Program
Author: Yunusova, Gulnaz R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Individualized Education Programs,Program Design,Program Implementation,Program Effectiveness,Educational Experiments,Flow Charts,Academic Achievement,Experimental Groups,Program Content

Relevance of the issue is caused by the change of a knowledge-oriented educational paradigm into an individual-oriented one. This change means that an individual is the most significant value in the modern process of teaching. The aim of the article is to find a theoretical proof for an individual study program design and test it in pedagogical conditions. The leading approach in this research is individual-oriented which provides the following pupil's rights: to choose a study course, to be involved in the process of personal educational program arrangement; to choose an individual pace, form and methods of studying, control and self-estimation methods, etc. The article contains the author's point of view on the essence and content of an individual educational program and a new way of its design and implementation. The materials given are practically useful for all participants of a teaching process who follow an individual educational program.
The EMERGE Summer Program: Supporting Incoming Freshmen&apos;s Success in Mathematics Developmental Coursework
Author: Bird, Katherine
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,College Mathematics,Mathematics Education,Summer Programs,Program Development,Developmental Studies Programs,Lecture Method,Mathematics Activities,Group Activities,Online Courses,Learning Modules,Student Placement,Course Descriptions,Mathematics Achievement,Disproportionate Representation

This paper describes the development, results, and future directions of the mathematics component of the EMERGE Summer Program at Northeastern Illinois University. Initiated summer 2014, EMERGE offered English and mathematics sessions for incoming freshmen. The mathematics session aimed to strengthen participants' mathematical foundations, mathematical confidence, and ability to successfully place into higher-level mathematics coursework in the subsequent fall semester. Mathematics participants attended mini-lectures, participated in group activities, and completed online MyMathLab modules. Mathematics component results indicate that 73% and 71% of summer 2014 and 2015 participants, respectively, placed up at least one course level in mathematics in the fall semester.
Adaptation and Flexibility When Conducting and Planning Peer Study Group Review Sessions
Author: Arendale, David R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Peer Groups,Communities of Practice,Leadership Role,Student Needs,Decision Making,Student Leadership,Cooperative Learning,Peer Teaching,Constructivism (Learning),College Students,Facilitators (Individuals),Online Surveys,Data Analysis

Based on an evaluation of the professional literature of postsecondary learning assistance, little is known about decisions made by student leaders during their peer study group review sessions. Our research question for this study is &quot;How did study group leaders adapt their role to better meet the needs of the students who participated in their academic review sessions?&quot; Most research publications instead focus on final course grades or student satisfaction ratings by participants in study groups (Arendale, 2016a). Few of these studies offer insights into decisions made by student group leaders in preparation for or during review sessions (Arendale, 2016b). Our research is a replication of these earlier studies of the study group session process and seeks to build on their discoveries.
College Student Success Course Takers&apos; Perceptions of College Student Effectiveness
Author: Hoops, Leah D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Success,Developmental Studies Programs,Independent Study,Learning Strategies,Skill Development,Essays,Content Analysis,Time Management,Student Motivation,Context Effect,Goal Orientation,Memorization,Educational Environment,Self Management,Well Being,Qualitative Research

College student success courses are designed to help students develop effective self-regulating learning (SRL) skills. Little research has examined students' perceptions of SRL at course end. The purpose of this study was to examine student perceptions of &quot;what makes an effective college student&quot; in regards to SRL after course completion. Participants were 187 undergraduates enrolled in a course offered by the campus learning center at a large Midwestern university. Document analysis of student essays revealed that students most often viewed time management and motivation as critical to becoming effective college students. Implications for student success course curriculum are discussed.
Executive Function and Behavioral Problems in Students with Visual Impairments at Mainstream and Special Schools
Author: Heyl, Vera
Date: 2015-00-00
Type: Journal Articles
Subjects: Visual Impairments,Mainstreaming,Special Schools,Executive Function,Behavior Problems,Partial Vision,Blindness,Disabilities,Regression (Statistics),Visually Impaired Mobility,Child Behavior,Questionnaires,Screening Tests,Foreign Countries,Children,Adolescents,Statistical Analysis,Correlation,Multiple Regression Analysis,Comparative Analysis,Special Education Teachers

Introduction: In this study, executive function of school-aged children with visual impairments (that is, those who are blind or have low vision) is examined in the context of behavioral problems and communicative competence. Methods: Teachers assessed the executive function of a sample of 226 visually impaired students from mainstream schools and schools for students who are visually impaired, using a German version of the Behavior Rating Inventory of Executive Function (BRIEF-D) and a questionnaire measuring communicative competence and behavioral problems (German version of the Strengths and Difficulties Questionnaire; SDQ-D). Results: The results showed highly significant differences in all domains of executive function: the visually impaired students consistently scored more poorly compared to a normative sample of sighted children, even when visually impaired students with additional disabilities were not taken into account. A regression analysis revealed the significance of executive function for behavioral problems among students with visual impairments. Discussion: The findings demonstrate that a wide range of executive function domains that are significant for socioemotional development are not sufficiently developed in many visually impaired students. This lack of development seems to be particularly true for students who attend special schools. Implications for Practitioners: In educational concepts for visually impaired students, a specific and early focus on competencies such as attention shifting and emotional understanding seems to be necessary, especially in the context of inclusion. Moreover, reinforcing communicative competence might also enhance the development of executive function and help to reduce behavioral problems.
Technologies Used in the Study of Advanced Mathematics by Students Who Are Visually Impaired in Classrooms: Teachers' Perspectives
Author: DePountis, Vicki M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Visual Impairments,Mathematics Instruction,Advanced Students,Teaching Methods,Teacher Attitudes,Assistive Technology,Braille,Technology Integration,Disabilities,Mixed Methods Research,Feedback (Response),Teacher Surveys,Access to Information,Assignments,Statistical Analysis,Teacher Characteristics,Online Surveys,Likert Scales,Special Education Teachers

Introduction: This research examined the perspectives of teachers of students who are visually impaired regarding the use and effectiveness of high-tech assistive technology purported to assist visually impaired students in advanced mathematics. Methods: The data for this study were collected via a mixed-methods online survey distributed through professional networks to reach teachers with experience supporting students who are braille readers in advanced mathematics. A device matrix was used to ask participants about three interrelated issues. First, which of the 35 assistive technologies presented did they use to aid students? Second, how was the technology implemented? And third, how did they rate the effectiveness of each device used? Open-response items provided space for additional tools and other feedback. Results: A total of 82 surveys were completed through the device matrix question. Results conclusively indicated that 20 of the 35 technologies were used; of these, 13 were used regardless of subject. More than half of the participants indicated that the same four technologies were implemented for student information access during class, guided practice, and independent practice. Participants recommended seven technologies not included in the device matrix through the open-response questions. Discussion: This survey revealed that teachers of visually impaired students are using assistive technology for multiple functions. A core set of 13 devices emerged, as well as varying subsets for specific tasks across different subjects. Limitations of the study were the small sample size and possible survey fatigue. Implications for Practitioners: By examining the uses of technology presented in this article, teachers can determine which assistive technology might be worth exploring to use for preparation of materials for students and which to teach others to use independently for reading or preparation of assignments in advanced mathematics courses.
Quantitative Measures for Assessing Learning Centers: An Agenda and Exploration
Author: Berkopes, Kevin
Date: 2016-00-00
Type: Journal Articles
Subjects: First Generation College Students,Remedial Mathematics,Developmental Studies Programs,Mathematics Instruction,College Mathematics,Learning Resources Centers,Student Participation,Supplementary Education,Use Studies,Statistical Analysis,College Freshmen

The national trend of requiring all college students to engage with tertiary-level mathematics has created the need to rethink how students can be supported at this level. Current trends in higher education show a decreased reliance on remedial developmental education courses and expanded reliance on learning centers. It is important to look at student participation and learning in the context of these supportive resources. This research paper explores firstgeneration college student usage of a mathematics learning center at a large Midwestern university and launches a research agenda to explore rigorous analytical methods of understanding the impact of learning centers.
Using a Group Approach to Motivate Adults to Learn Braille
Author: Farrow, Kendra R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Motivation,Braille,Correspondence Study,Allied Health Personnel,Persistence,Time Factors (Learning),Visual Impairments,Rehabilitation,Adult Education,Teacher Attitudes

Teaching braille is one of the most time-consuming tasks for a vision rehabilitation therapist. Complicating this process, adults who might be considered to be good candidates for learning braille are often resistant to the idea (Ponchillia &amp; Ponchillia, 1996). In an attempt to address these challenges, a combination of correspondence braille classes supplemented with face-to-face group activities was implemented. Perseverance in learning braille was assessed for the six participants of this intervention.
Promoting Leisure-Time Physical Activity for Students with Visual Impairments Using Generalization Tactics
Author: Haegele, Justin A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Generalization,Visual Impairments,Physical Activities,Self Management,Leisure Time,Physical Education,Health Promotion,Teaching Methods

Important and favorable health effects of physical activity have been well documented. Unfortunately, school-aged individuals who are visually impaired tend to be less physically active than their peers without visual impairments. Although students with visual impairments learn skills to participate in physical activities during their PE classes, they may have difficulty using those skills in other settings, at other times, or with other people. Generalization refers to the use of newly acquired skills or behaviors in non-training environments. This article will briefly describe how four of the 13 generalization tactics identified by Cooper and colleagues (2007) can be utilized to promote leisure-time physical activity for school-aged individuals with visual impairments. These tactics include: (1) asking significant others to notice and reinforce physical activity participation; (2) teaching students to recruit reinforcement; (3) teaching sufficient stimulus examples; and (4) teaching self-management skills. Teachers can plan to use one or a combination of these tactics to program PE skills for generalization.
A Comparative Study on the Attitudes and Uses of Music by Adults with Visual Impairments and Those Who Are Sighted
Author: Park, Hye Young
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Visual Impairments,Music Activities,Interpersonal Communication,Interpersonal Competence,Community Surveys,Community Attitudes,Adults,Interpersonal Relationship,Use Studies,Control Groups,Experimental Groups,Questionnaires,Art Expression,Foreign Countries

Introduction: This study investigated attitudes (intrapersonal, interpersonal, and communal) toward, and uses of, music among people with visual impairments compared with those who are sighted to investigate the potential of music as a means of communication and social expression. Method: A total of 137 participants (63 visually impaired, 74 sighted) were recruited from six cities in South Korea. Participants, aged 20 to 39 years, were asked to complete a 30-question survey on music attitudes and use, which was distributed (electronically, by post, by telephone, and in person) between June 2013 and February 2014. Results: The response rate was 87%. Attitudes toward music showed that visually impaired participants demonstrated significantly higher (more positive) values than sighted participants on interpersonal and communal survey dimensions (p &lt; 0.05). The groups demonstrated similar results regarding intrapersonal attitudes, which received the highest scores of all three categories. Visually impaired participants mainly accessed music from home via portable devices or computers, whereas sighted participants used music most frequently at their homes or in cars. The most significant difference between groups was that music was involved in the majority of leisure time for visually impaired participants, but not for sighted participants. Discussion: Higher attitude scores in the intrapersonal category from both groups imply an important role of music, with its emotional and affective aspects, in self-expression. Findings indicated that visually impaired participants utilized music mainly for self-amusement despite perceiving it as an interpersonal and communal tool, most likely due to social restrictions. Implications for Practitioners: The role of music in the lives of visually impaired individuals could be expanded to provide more group opportunities, hands-on experiences, enjoyable outdoor activities, and psychosocial coping strategies. Group music programs should be considered in order to expand interpersonal and communal experiences for both visually impaired and sighted individuals.
Barriers to Accessing Tutoring Services among Students Who Received a Mid-Semester Warning
Author: Ciscell, Galen
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,At Risk Students,Academic Failure,Barriers,Help Seeking,Tutorial Programs,Peer Teaching,Social Bias,Negative Attitudes,Decision Making,Hypothesis Testing,Resistance (Psychology),Resistance to Change,Fear,Student Personnel Services,Knowledge Level,Focus Groups,Data Analysis

For this focus group study we recruited from a population of 345 university students who had been informed of their poor academic performance in at least one course, but who had not utilized peer tutoring in the semester they received the warning, in order to determine if stigma played a role in their decision not to seek help. We learned from these students that perceived stigma does play a role, but other barriers emerged as well--personal obstacles, lack of knowledge about services, the availability of easier options, and systemic obstacles.