ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Press and Student Engagement: Can Academic Psychological Capital Intervene? Test of a Mediated Model on Business Graduates
Author: Fati, Meryem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Well Being,Self Efficacy,Resilience (Psychology),Learner Engagement,Psychological Characteristics,Teacher Student Relationship,Teacher Influence

Psychological wellbeing has gained much prominence over the recent years. Parallel to organizational domains, empirical attention is also being paid across the academics as well. The present study attempted to examine the much important role and relationship between academic press and student engagement and to what length academic psychological capital can potentially mediate in the relationship. A total of 371 undergraduate students were sampled for the present study from a private university in Bahrain. Through using structural equation modelling using Smart PLS 3 the results of the mediated model reported significant relationship between academic press and academic psychological capital (i-e academic efficacy and resilience). Though the study did not find any support for academic press and student engagement relationship, nonetheless, found a significant mediation of academic psychological capital in the relationship between academic press and student engagement. The findings have suggested that students' perceptions about how much their teacher presses them to do thoughtful work, facilitation in explaining and motivating for full efforts can act as a key ingredient for nurturing students` connectivity with the studies in general and views about their own learning. Accordingly, the study has also underlined that students with positive academic press from their teachers tend to be higher in engagement due to enhanced efficacy and resilience. The present study has attempted to address a major research gap with acute empirical findings for academicians to enhance their students' wellbeing.
Analysis of Factors Affecting Digital Textbook Pricing in Korea
Author: Yu, Jeong-Su
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Costs,Electronic Publishing,Cost Effectiveness,Technology Uses in Education,Educational Technology,Textbook Content,Elementary Secondary Education

The use of paper books for teaching and learning has many limitations in terms of cost and efficiency. The advantages of digital textbooks are emphasized in many studies. Researchers say that the use of digital textbooks as mediators of the 21st century provides the ability to solve a variety of educational and learning problems for the future. However, many stakeholders in education, such as teachers, students, parents, publishers and educators, are not prepared to accept it and infrastructure is incomplete. In Korea, digital textbooks are used in classrooms in 2018. Publishers are creating new digital textbooks containing sophisticated digital content in accordance with government guidelines, teachers want to create customized lessons for each student level, and profitability and market expectations are changing the importance of digital asset pricing in the textbook market. In this paper, we explore factors that affect digital textbook pricing, to help publishers maximize revenue over their product lifecycle.
Determining Critical Success Factors for Quality and Accreditation through Delphi Technique
Author: Ilyas, Mohammed
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,Accreditation (Institutions),Educational Quality,Success,Universities,Delphi Technique,Program Evaluation,Program Implementation,Best Practices,Prediction

This is an exploratory study which inquires and investigates the difficulties associated with Quality Assurance (QA) and Program Accreditation. The study highlights specific issues faced in the adoption and implementation of QA standards, sub standards and criteria. It identifies a few critical success factors (CSFs) and indigenised QA tools for program accreditation in Saudi Universities. The CSFs include Stakeholders' involvement, Top management support, orientation of staff with QA processes and standards, defining administrative procedures of accreditation, continuous quality improvement and assimilation of QA processes in day-to-day environment. Concurring with the Saudi Vision 2030 and National Transformation Program 2020, this study took the empirical approach and collected data from documentations and guidelines related to the National mission of QA and Accreditation initiated by agencies like National Centre for Academic Assessment and Accreditation (NCAAA) and Saudi Arabia Quality Framework (SAQF). This study suggests using the Delphi technique to evaluate the current scenario and ensure predictability judgments for a successful implementation of CSFs and best practices. As a group communication technique, the Delphi technique ideally suited this study making use of a group of individuals (e.g Faculty, Assessors) engaging themselves in resolving complex issues through a consensus. The Delphi technique is also indispensably relevant where no historical data exist, as many programs in Saudi universities are still not accredited. Finally, the Delphi Technique is also a method that helps identify risks, reduce bias in the data and estimate the outcome of events, truly representing predictability and versatility. The implications of this study include offering guidelines to programs and institutions undergo an accreditation process, by identifying true CSF and best practices.
&quot;You Say Praise, I Say Encouragement&quot;--Negotiating Positive Behavior Support in a Constructivist Preschool
Author: Carr, Victoria
Date: 2019-08-00
Type: Journal Articles
Subjects: Preschool Education,Laboratory Schools,Behavior Problems,Student Behavior,Child Development,Constructivism (Learning),Preschool Teachers,Positive Behavior Supports,Intervention,Response to Intervention,Interpersonal Competence,Standards,School Schedules,Expectation,Cues,Positive Reinforcement

A participatory action research study conducted at the Arlitt Child Development Center, a laboratory preschool at the University of Cincinnati, used naturalistic inquiry to create a solution for addressing challenging behaviors within an early childhood developmental and constructivist framework. In focus groups facilitated by a school psychology doctoral student, the center's preschool teachers created constructivist strategies for addressing a Tier I Positive Behavior Intervention and Support (PBIS) framework that was based on Response to Intervention (RTI) processes. The aim was to assess the dissonance between behavioral and constructivist approaches to early childhood interventions, often most evident in teacher language used and the emphases on reinforcement strategies in behaviorist literature. Researchers employed eco-constructivism, a philosophical perspective for addressing challenging behaviors that emerge within the ecology of the classroom, to interpret teachers' responses that were oriented toward fostering children's self-regulation skills and child agency. Findings indicate that an eco-constructivist approach to PBIS may serve as a model for blended practices in early childhood programs.
Where Are They Now? Graduates of an Arts Integration Elementary School Reflect on Art, School, Self and Others
Author: Steele, Jamie Simpson
Date: 2019-05-00
Type: Journal Articles
Subjects: High School Students,Art,Art Education,Interdisciplinary Approach,Case Studies,Self Concept,Elementary Schools,Student Attitudes,Student Interests,Learning Experience,Interpersonal Competence,Teaching Methods,Self Esteem,Outcomes of Education,Integrated Curriculum,Communication Skills,Teacher Effectiveness,School Culture,Student School Relationship,Peer Relationship,Student Centered Learning

How do high school students experience art, school, self and others after graduating from an arts integrated elementary school? This exploratory case study employs elements of narrative inquiry to detail the experiences of six students who graduated from one arts integrated elementary school. Participants expand and revise their perceptions of non-cognitive factors featured in an earlier study that took place when they were in junior high (Simpson Steele, 2017). Four years later, these students explored what they remembered about their arts integrated learning experiences and how they connected those experiences with their present interests, choices, and dispositions. Patterns converged around the participants' ongoing interest in the arts, including engagement in arts ensembles and development of artistic sensibilities. They expressed a value for school and for teachers who provided them with variety of methods and materials. Finally, participants attributed social skills (such as confidence, community, and communication) to their early experiences in an arts integrated school. The study concludes with three big questions: What is the effect of early learning through arts integration on adult engagements with the arts? How does arts integration influence students' mindsets or attitudes about school? How does the interaction between confidence, community and communication in the context of schoolwide arts integration influence learning?
Musical Theater as Performative Autoethnography: A Critique of LGBTQIA+ Representation in School Curricula
Author: Cayari, Christopher
Date: 2019-05-00
Type: Journal Articles
Subjects: Theater Arts,Music Activities,Autobiographies,Ethnography,Homosexuality,Performance,Music Education,Educational Research,Research Problems,Research Methodology,Participatory Research,Self Concept,Human Body,LGBTQ People,Sexual Identity,Religion,Transformative Learning

The complexity of identity and experiences of the researcher are explored through Spry's (2011) performative autoethnography methodology, challenging the social and political norms that effect sexuality and gender-diverse students and the representation of LGBTQIA+ voices in school curricula. The present study uses musical theater repertoire that depicts characters that are part of the LGBTQIA+ community as a catalyst for reflection upon the researcher's lived experiences. This multimedia performance-based research allows the reader-audience to experience the data as a narrative through a text script, recorded live performance videos, and/or mastered audio that includes prose, verse, lyrics, and monologues. Topics addressed include discovering sexuality, coming out, wrestling with faith, accepting identity, performing LGBTQIA+ musical repertoire, and working with students of diverse sexual orientations and gender identities. The researcher found that performative autoethnography was a transformative and educative experience, and autoethnographic methods can be used to help marginalized people find voice and empowerment.
Towards a Sustainable Curriculum for ESAP Teacher Training Program: A Profile of ESAP Content Specialists&apos; vs. Language Instructors&apos; Needs
Author: Emadian, Farzaneh
Date: 2018-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Inservice Teacher Education,Needs Assessment,Language Teachers,Specialists,Course Content,Teacher Attitudes,Instructional Materials,Comparative Analysis,Sustainability,Teacher Evaluation,Scoring Rubrics,College Students,College Faculty,Foreign Countries,Language Tests,Testing Problems

The first and most crucial step towards developing a sustainable curriculum for instructors teaching English for Specific Academic Purposes (ESAP) is a needs analysis. Therefore, the main aim of conducting this study was to investigate the in-service needs of language instructors and content specialists teaching ESAP and to spot the differences between the needs of these two groups in order to provide them with systematic treatments in ESAP teacher training programs. This mixed method study was designed on a qualitative-quantitative survey basis using a questionnaire, a semi-structured interview, and an observation checklist. The analysis of the data collected from 50 content specialists and 50 language instructors completing the questionnaires reveals that there is a significant difference between the in-service needs of these two groups, that is, language instructors desire more to be trained in an in-service ESAP teaching training program in terms of professional, procedural and personal needs. Furthermore, the results of the data obtained from the semi-structured interview and the observation of 20 of the above-mentioned instructors (i.e., 10 content specialists and 10 language instructors) indicate that language instructors have more difficulty selecting suitable materials, suffer more from low income, attitudinal difficulties and backwash effect compared to their counterparts teaching ESAP courses. It can be inferred that the results of the present study can sufficiently help the researchers to embark on an in-service teacher training program both for ESAP content specialists and language instructors based on their specific needs in the ESAP context.
Learning Technology Leadership: A Literature Review and Proposed Agenda for Investigating Future School Librarians&apos; Experiences
Author: ElBasri, Teralee
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,School Libraries,Library Education,Instructional Leadership,Library Role,Curriculum Development,Course Descriptions,Technology Integration,Information Technology,Student Attitudes

Current school librarian standards highlight the need for school librarians to be technology leaders in their schools, and current research supports the ability of the school librarian to be a strong technology leader. However, there is a lack of research on how preservice schools are preparing their students to become these leaders. The following article proposes research that would examine current school librarian preparation program syllabi for technology leadership theories and concepts. The results of the proposed research will enable school librarian preparation program administrators and faculty to reflect on their curricula and prepare their students to be technology leaders.
Portrait of an A/R/Tographer: Theory as Conceptual Medium
Author: Ruopp, Amy
Date: 2019-05-00
Type: Journal Articles
Subjects: Researchers,Visual Literacy,Verbal Ability,Qualitative Research,Documentaries,Playwriting,Scripts,Hypermedia,Art Products,Video Technology,Artists,Teachers,Research Methodology,Inquiry,Theory Practice Relationship,Concept Formation,Reader Text Relationship,Audiences,Creativity,College Faculty

The following article explores how one researcher blended verbal and visual literacies to disrupt conceptualizations of traditional qualitative research. Engaging visual modalities as a research tool, the author invites readers into an a/r/tographical multimodal post qualitative journey that deeply explores the power and value of visual research. Here the author shares a dynamic encounter with post theory that disrupted habits of knowing, thus creating tensions and nuanced understandings of theoretical engagement. (Re)imagining theory as a conceptual medium, readers are invited into the process through both visual and verbal means, to inspire investigation into previously unknown territory, thus discovering new ways to know differently. What is offered here moves the reader beyond the text based manuscript to a documentary film, (hyperlinked) screenplay, and artwork.
An Applied E-Mentoring Model for Academic Development, Reflection, and Growth
Author: Tisdell, Christopher C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Computer Mediated Communication,Models,Reflection,Educational Development,Foreign Countries,Cognitive Style,Measures (Individuals),Case Studies,Videoconferencing,Action Research,Technology Uses in Education

Effective mentoring brings positive outcomes for mentees, mentors and their organizations. Modern mentoring is developing through employment of technology and thus it is important to better understand these new opportunities and their limitations. Termed as &quot;e-mentoring&quot;, the field remains under-researched and sub-optimally theorized. In this work we introduce and critically examine an innovative model for mentor-mentee engagement. Termed &quot;DARP&quot;, our model is designed to foster a cycle of reflection for academic development and growth. DARP stands for: Discuss; Archive; Reflect; Prepare. We ground our model in Kolb's experiential learning cycle and link our theory to practice through discussion of an e-mentoring case study. A key element of our e-mentoring focus is the inclusion of archivable online video-conferencing. We discuss processes and outcomes associated with our e-mentoring journey by drawing on multiple experiences, including: a fellowship application scheme for professional development; a faculty teaching award application; a promotion application; and a tenured academic position.
Improving Our Practice as Mathematics Teacher Educators through Teaching Research
Author: Liang, Su
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Educators,Teacher Competencies,Teacher Researchers,Pedagogical Content Knowledge,Faculty Development,Preservice Teacher Education,Mathematics Education,Elementary School Teachers,Elementary School Mathematics,Preservice Teachers,Concept Formation,Geometric Concepts

Four mathematics teacher educators from a large, minority-serving university formed a teaching research group in Fall 2016. The goal for this project is to establish a repeated cycle of improving our mathematics content course for pre-service teachers and to contribute a shared knowledge base which rests on foundation of well-defined learning goals in mathematics courses for elementary pre-service teachers. Guide by the Continuous Improvement framework (Berk &amp; Hiebert, 2009), we utilized a data-driven approach to improving teaching, as well as embedding a discussion of classroom implementation into an investigation of an innovation (or, in our case, a mathematical task). In this paper, we present an example of iterative task design for the topic of geometric similarity, we hope to share this as a model of professional development for mathematics teacher educators that highlights the benefits to our students and to ourselves.
Providing an Oral Examination as an Authentic Assessment in a Large Section, Undergraduate Diversity Class
Author: Kang, Dredge
Date: 2019-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Oral Language,Test Construction,Lecture Method,Large Group Instruction,Learner Engagement,Concept Formation,Testing,Barriers,Teaching Methods,Undergraduate Students,Outcomes of Education,Race,Diversity,Course Descriptions

This study reflects on the development and implementation of mid-term oral examinations in large-scale lecture courses at a large, public research university; specifically, this work examines the implications of oral exams for fostering student engagement and concept-based comprehension in addition to institutional and course commitments to diversity. This research traces the development of an effective method for administering oral midterms and assesses the advantages and challenges of utilizing oral examinations for student assessment by detailing student feedback and TAs' reactions to administering this examination format. Findings reveal that oral examinations provided a chance for students to develop skills through a different means of engaging material and to foster a concept-based learning approach. In a discussion of student and TA reactions, this paper reports a predominantly positive assessment by both groups while noting the challenges and disadvantages of this format.
Academic Instruction Librarians&apos; Teacher Identity Development through Participation in the Scholarship of Teaching and Learning
Author: Hays1, Lauren
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Libraries,Librarians,Scholarship,Instruction,Learning,Communities of Practice,Professional Identity,Library Administration,Library Science,Library Instruction,Library Role,Librarian Teacher Cooperation

Teaching is a primary responsibility of many academic librarians. However, despite the job duties, many academic librarians do not see themselves as teachers. To determine how participation in the Scholarship of Teaching and Learning (SoTL) impacted academic instruction librarians' teacher identity the authors conducted an explanatory sequential mixed methods study. Using the theoretical framework, Communities of Practice, results from the quantitative survey demonstrated participation in SoTL did impact academic librarians' teacher identity. The qualitative interviews explained the quantitative data. Study findings have implications for academic developers, Library and Information Science graduate programs, and academic library administrations.
Pre-Service STEM Teachers&apos; Views of Teaching before and after Their First Lesson
Author: Ferguson, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Teacher Attitudes,Novices,Teacher Motivation,Secondary School Teachers,Personality Traits,Teaching Experience,Mentors,Science Teachers,Mathematics Teachers,Elementary School Teachers,Observation,Attitude Change,Teacher Role,Difficulty Level,Reflection

Evaluating comments from pre-service STEM teachers before and after their first teaching experience, this study examines changes in pre-service STEM teachers' viewpoints regarding the most challenging aspect of teaching and the most important traits of a teacher. Pre-service STEM teachers were asked the same survey questions on the first and last days of their initial introduction to STEM education course. Through this course, students partook in their first opportunity to plan and teach a lesson. Findings suggest students initially reviewed teaching from an extrinsically observable vantage point before moving to a more intrinsic reflection point after their first teaching experience.
First Semester Academic Functioning of College Students: The Role of Stressful and Traumatic Life Events
Author: Warnecke, Ashlee
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Stress Variables,Trauma,Resilience (Psychology),Low Income Students,Socioeconomic Background,Academic Records,Correlation,Withdrawal (Education),Grades (Scholastic),Grade Point Average,Academic Achievement,Poverty,Biographies,Experience,Public Colleges,Research Universities,Anxiety,Measures (Individuals),Depression (Psychology),Mental Health,Student Welfare

The present study sought to better understand the role of stress and trauma history and resiliency among students from low socioeconomic backgrounds and their college academic outcomes. Self-reported history of stressful and traumatic life events, resilience, and demographic factors were collected at orientation for 54 &quot;poor&quot; students as determined by Federal standards. Academic record information was collected at the end of the first semester. The study sample was similar to other students in terms of event exposure, self-reported mental health symptoms, and resilience. Event exposure significantly correlated with course withdrawals, low grades (Fs and Ds), and mean grade point average. This research has implications for educators, mental health professionals, and college administrators.