ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Perceptions of the &quot;Best&quot; Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution
Author: Lowe, Tom
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Best Practices,Awards,Foreign Countries,Teacher Student Relationship,Language Styles,Learner Engagement,Efficiency,College Students,College Faculty,Credibility,Electronic Mail

There is great emphasis in contemporary higher education to address the seemingly consistent issue of what students perceive to be good assessment feedback practice. Improving this aspect of the student experience continues to elude higher education institutions, as reflected in the nationally lower than average scores in the United Kingdom's annual National Student Survey questions on prompt feedback, which makes this a timely area for further investigation and discussion. To investigate student perceptions of feedback, this article examines the qualitative data from three years of student-led teaching awards nominations at the University of Winchester for the category &quot;Best Lecturer for Constructive and Efficient Feedback.&quot; From this study, new revelations with regard to the student perception of the &quot;best&quot; lecturers' feedback practices have come to light, including terminology, language, and emphasis on email turnaround, rather than the actual format of the feedback itself (such as handwritten, audio, e-submission). Key findings include that students focus on the quality of the linguistic elements of feedback rather than the mode of delivery. The study also finds that students are often perceiving feedback in a literal sense, with many staff nominated based on their informal email responses rather than the formal assignment feedback often attributed to this question in the National Student Survey. In order to tease out the repetitive emerging themes for which practices students are perceiving to be &quot;good&quot; feedback, this article outlines the findings of this study, including the methodology and nomination process of the student-led teaching awards at the University of Winchester.
Study of the Academic Production on Communication in Spain and Latin America
Author: Piñeiro-Naval, Valeriano
Date: 2019-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Foreign Countries,Meta Analysis,Intellectual Disciplines,Communications,Journal Articles,Content Analysis,Research Reports,Social Networks,Information Technology,Mass Media

This paper approaches the state of academic production in communication confined to the Hispanic sphere (Spain and Latin America) during the period extending between 2013 and 2017. As in previous meta-research, the aim here is to highlight potential shortcomings in the discipline, both theoretically and methodologically. From an instrumental standpoint, a systematic, objective and quantitative content analysis was implemented on a probabilistic sample of 1,548 articles from the seven main journals in the field, all indexed in the first quartiles of the SJR-Scopus ranking. Aside from the percentage report for each variable, two-stage cluster analyses were performed twice to identify statistically significant publication patterns. As far as the results are concerned, it is worth highlighting the empirical nature of the studies, generally relying on quantitative methodologies, although no specific theoretical corpora are referenced. On the other hand, and although social networks and ICTs have gained a notable prominence, traditional media continue to be, collectively, the most prominent in communication research. Finally, the challenges of the field seem to revolve around two axes: providing studies with methodological robustness and, above all, with the theoretical background necessary to confront, with guarantees, the understanding of the liquid communicative manifestations that flow, at great speed, from the Information Society.
Flipped versus Traditional: An Analysis of Teaching Techniques in Finance and Psychology
Author: Andreychik, Michael Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Conventional Instruction,Teaching Methods,Financial Services,Business Administration Education,Psychology,Video Technology,Instructional Effectiveness,Undergraduate Students,Advanced Courses,Introductory Courses

Recently there has been a surge of interest in technology-aided teaching strategies such as the flipped classroom. Given the growing interest in these techniques, it is important to critically evaluate their effectiveness and to begin to examine factors that might shape how effective the flipped classroom will be in a given educational setting. Although most existing research on the flipped classroom suggests an advantage of the flipped approach over a more traditional lecture approach, most of this research has been conducted in a single educational setting at a time and in ways that preclude definitive conclusions about the relative effectiveness of the flipped approach. We present the results of a study that addressed many of these methodological limitations and compared the effectiveness of the flipped approach to a traditional lecture approach across two semesters in courses from two different disciplines, finance and psychology. We found that the effectiveness of the flipped versus the traditional approach varied across the two courses. In particular, in the psychology courses the flipped approach resulted in superior performance on quizzes administered immediately after exposure to course material, but resulted in similar performance on exams administered some time after initial exposure. In contrast, in the finance courses the flipped approach resulted in similar performance on immediately administered quizzes, but superior performance on later administered exams. These results contribute to the burgeoning literature on the flipped classroom both by addressing methodological limitations found in previous work and by identifying some of the specific conditions under which the flipped approach may be a good pedagogical choice.
The Integral as Accumulation Function Approach: A Proposal of a Learning Sequence for Collaborative Reasoning
Author: Palha, Sonia
Date: 2019-00-00
Type: Journal Articles
Subjects: Thinking Skills,Secondary Education,Secondary School Mathematics,Grade 11,Teaching Methods,Cooperative Learning,Case Studies,High School Students,Mathematical Formulas,Graphs,Tables (Data),Mathematics Education,Sequential Learning

Learning mathematical thinking and reasoning is a main goal in mathematical education. Instructional tasks have an important role in fostering this learning. We introduce a learning sequence to approach the topic of integrals in secondary education to support students mathematical reasoning while participating in collaborative dialogue about the integral-as-accumulation-function. This is based on the notion of accumulation in general and the notion of accumulative distance function in particular. Through a case-study methodology we investigate how this approach elicits 11th grade students' mathematical thinking and reasoning. The results show that the integral-as-accumulation-function has potential, since the notions of accumulation and accumulative function can provide a strong intuition for mathematical reasoning and engage students in mathematical dialogue. Implications of these results for task design and further research are discussed.
First-Year Seminars as a Venue for Course-Based Undergraduate Research Experiences: A Preliminary Report
Author: Vater, Ashley
Date: 2019-08-00
Type: Journal Articles
Subjects: First Year Seminars,Student Research,College Freshmen,Teacher Student Relationship,College Transfer Students,STEM Education,Academic Persistence,Research Universities,Biology,Undergraduate Study,Program Effectiveness,Self Efficacy,Scientific Literacy,Professional Identity,Student Attitudes

Hands-on research provides insight into the process of science and has been linked to increased retention of students in STEM disciplines. While large research universities can provide valuable undergraduate research experiences in laboratories, most cannot accommodate all of the students seeking research apprenticeships. Course-based undergraduate research experiences (CUREs) offer a scalable solution to this problem by facilitating faculty-mentored student research on novel problems through the structure of unit-bearing classes. Yet, implementation of CUREs de novo in large-enrollment introductory courses can be challenging at both institutional and individual instructional levels. We investigated whether First-Year Seminars (FYS), small credit-bearing classes targeted at freshman and transfer students, which are common in large universities, could provide a venue for CUREs. We found that in association with taking these courses, students reported attitudinal gains linked to STEM persistence and that the FYSCURE participant body demographically represented the campus undergraduate population. Here, we describe the successful implementation of twenty-four CUREs spanning a diverse range of topics through the FYS program at a large research institution.
Understanding Social and Cultural Aspects of Teachers&apos; Digital Competencies
Author: Engen, Bård Ketil
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Influences,Cultural Influences,Technological Literacy,Educational Policy,Futures (of Society),Technology Integration,Information Technology,Constructivism (Learning),Handheld Devices,Educational Practices,Teaching Methods,Foreign Countries,Pedagogical Content Knowledge,Teacher Role,Elementary School Teachers,Elementary School Students

Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a 'professional digitally competent teacher' may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the 'domestication of technology'.
In Conversation with Elizabeth Minnich
Author: Chng, Hoon Huang
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Conferences (Gatherings),Learning Processes,Electronic Mail,Interpersonal Communication,Thinking Skills,Prosocial Behavior,Teaching Methods,Books,Interpersonal Relationship,Scholarship

At the conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL) in Bergen, Norway in October 2018, Elizabeth Minnich gave a lecture titled &quot;People Who Are Not Thinking Are Capable of Anything: What Are Students Learning How Are Students Learning It, and Does It Make Them Better People?&quot; As a follow-up to the lecture, the ISSOTL community were invited to pose the questions to Professor Minnich. Questions from four members were received. Professor Minnich emailed her responses to each question and over the next six months there ensued several email exchanges between each contributor and Professor Minnich, which resulted in the first draft of this conversation. With the help of the above contributors, the exchanges were included into this conversation which not only addresses points in her keynote in Bergen, but also discusses the issues in her works.
An Evaluation of Educational Music in Turkey Based on Composers&apos; Opinions
Author: Celiktas, Hatice
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Music Education,Musicians,Musical Composition,Opinions,Music Teachers,Skill Development,Singing,Children

There are various studies concerning the present situation of the phenomenon of educational music, which dates back to the early years of the Republic i.e. which emerged 90 years ago, the problems in the area, and solutions to these problems as well as the concept of &quot;educational music&quot; which is used to define the songs that are part of music education. The objective of the present study is to evaluate the area of educational music based on composers' opinions, in other words, on the opinions of the creators of the subject music, and to determine the present situation of the area in the light of these evaluations. For these purposes, 7 composers, all of whom had contributed to educational music, were interviewed. The resultant data were analyzed under three themes by means of content analysis. The themes were the concept of educational music, educational music compositions and educational music composing. As a result, composers indicated that songs composed as educational music pieces should have a content that children can relate to. They also said that music teachers and prospective music teachers who had the ability to compose should engage in the composition of educational music. According to composers, in order for songs to be of good musical quality; easy and catchy melodies and lyrics, prosody, melodic sequence, harmonic structure and form components were important. Composers also expressed their opinions regarding &quot;the points to be considered and the method to be followed in the process of composition&quot;, &quot;essential skills and knowledge in addition to the ability to compose&quot;, and &quot;types of music preferred in compositions&quot;. In addition to this research, further studies, which take opinions of music teachers, who are the appliers of educational music, and those of students, who are the receivers and consumers of educational music, into account, can be undertaken so as to be able to evaluate the area of educational music from different perspectives.
Does the Fatigue Index Induced in Athlete&apos;s Affect Static Balance?
Author: Soslu, Recep
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletes,Fatigue (Biology),Measures (Individuals),Males,Psychomotor Skills,Team Sports,Eye Movements

Balance is the process of maintaining the body center of gravity vertically over the base of support and relies on rapid, continuous feedback and integration of afferent information coming from three sensory components, that is somatosensory, visual, and vestibular systems, resulting in smooth and coordinated neuromuscular actions. To investigate the effects of fatigue index on the static balance of sportsmen. A total of 51 male elite sportsmen from 4 different sports branches (Football players: 19, Volleyball players: 13, Skiers: 10 and Athletes: 9) participated in the study. The Wingate anaerobic power and capacity test was applied to induce fatigue. The Technobody isokinetic balance meter (Pro-Kin. CSMI) was used to measure pre- and post-fatigue static balance. There was a significant interaction between dependent (pre and post test balance) and independent (test statue and sport branches) variables were observed (F[subscript (63,1031.14)] = 1.59, n[superscript 2] = 0.07, p ? 0.05). Main effect results showed that pre-fatigue balance values were significantly different than post-fatigue balance values in all groups (F[subscript (1.14, 213.91)] = 177.99, n[superscript 2] = 0.49, p ? 0.05).Moreover, significant differences were identified between pre- and post-fatigue test results in sport branches (F[subscript (3.188)] = 4.12, n[superscript 2] = 0.06, p &lt; 0.05) and test statue (eyes open and closed) (F[subscript (3.188)] = 3.32, n[superscript 2] = 0.05, p &lt; 0.05). Bonferonni follow-up test indicated that there was a significant increase from footballers' average static balance to the athletes' average static balance (p ? 0.05). In test statue, pre fatigue eyes closed values were significantly different than post fatigue eyes opened values (p ? 0.05). Static balance training should be included in the training to be performed, fatigue static balance training should be performed in team and individual sports and the content of the training should be reorganized in line with the results obtained.
Investigation of Strength, Flexibility and Balance Parameters with Performance Dimension in Basketball Players
Author: Özer, Ömer
Date: 2019-00-00
Type: Journal Articles
Subjects: Muscular Strength,Psychomotor Skills,Performance,Team Sports,Athletics,Athletes,Males,Exercise Physiology

The aim of this study is to investigate the relationship between strength, flexibility and balance parameters of male basketball players with performance dimension. Sixteen elite basketball players participated in the study voluntarily. Leg and back strength, flexibility and static and dynamic balance parameters of the participants were examined. Pearson Product Moment Correlation Coefficient method was used to determine the relationship between performance values obtained from strength, flexibility and balance parameters. As a result of the analysis of the data obtained; between LS and BS (r = 0.676 p &lt; 0.01), SBRL and SBB (r = 0.787 p &lt; 0.01), SBLL and SBB and SBRL (r = 0.688 p &lt; 0.01, r = 0.791 p &lt; 0.01), DBB and SBB and SBRL (r = 0.775 p &lt; 0.01, r = 0.752 p &lt; 0.01), DBRL and SBB, SBRL, SBLL and DBB (r = 0.800 p &lt; 0.01, r = 0.694 p &lt; 0.01, r = 0.707 p &lt; 0.01, r = 0.874 p &lt; 0.01), DBLL and SBB and SBRL (r = 0.765 p &lt; 0.01, r = 0.652 p &lt; 0.01) are high related. While there was a moderate relationship between DBB and SBLL(r = 0.610 p &lt; 0.05), DBRL and SBRL, DBB and DBRL (r = 0.588 p &lt; 0.05, r = 0.589 p &lt; 0.05, r = 0.566 p &lt; 0.05), there were no relationship between FLX and LS and BS(r = 0.430 p &gt; 0.05, r = 0.155 p &gt; 0.05), SDI SBB and LS, BS and FLX (r = 0.341 p &gt; 0.05, r = 0.388 p &gt; 0.05, r = 0.274 p &gt; Z0.05), SDSA SBRL and LS, BS and FLX (r = 0.103 p &gt; 0.05, r = 0.347 p &gt; 0.05, r = 0.167 p &gt; 0.05), SBLL and LS, BS ve FLX (r = -0.027 p &gt; 0.05, r = 0.237 p &gt; 0.05, r = 0.022 p &gt; 0.05), DBB and LS, BS ve FLX (r = 0.211 p &gt; 0.05, r = 0.306 p &gt; 0.05, r = 0.268 p &gt; 0.05), DBRL and LS, BS and FLX (r = 0.268 p &gt; 0.05, r = 0.433 p &gt; 0.05, r = 0.281 p &gt; 0.05), DBLL and LS, BS and FLX (r = 0.136 p &gt; 0.05, r = 0.137 p &gt; 0.05, r = 0.164 p &gt; 0.05). As a result, it is thought that the basketball players' performance will be increased by paying attention to the content of training programs due to the sudden direction change actions of basketball, which are related to strength, flexibility and balance parameters of male basketball players.
Association of Career Satisfaction with Stress and Depression: The Case of Preservice Music Teachers
Author: Burak, Sabahat
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Job Satisfaction,Stress Variables,Depression (Psychology),Preservice Teachers,Music Teachers,Music Education,Measures (Individuals),Music

In order to investigate the relationships between preservice music teachers' levels of career satisfaction, severity of depression, and perceived stress, ninety-four students enrolled in the music education BSc program of the faculty of education at a public university in southwestern part of Turkey were survey. Data were collected by Beck's Depression Inventory, Perceived Stress Scale, and Career Satisfaction Scale. Associations were analyzed by ANOVA, Pearson's product-moment correlation coefficient, and multiple linear regression. It was found that preservice music teachers' stress and depression levels were significantly higher compared to previously reported means while career satisfaction levels were lower. Preservice music teachers' career satisfaction scores significantly differed according to the grade level. There was a strong positive relationship between severity of depression and perceived stress level while career satisfaction was weakly and negatively associated with both severity of depression and perceived stress. Finally, career satisfaction neither was a predictor of nor predicted by stress or depression.
Examination of Physical and Physiological Parameters of National Level Boxers at Age Range of 11-13
Author: Güçlüöver, Aziz
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Fitness,Early Adolescents,Athletes,Foreign Countries,Muscular Strength,Body Composition,Athletics,Body Weight,Metabolism,Exercise Physiology

Delivering successful performance in sports depends on physical fitness. Unless the physical and physiological structure is in accordance with the requirements of the sports branch, a high performance in sports cannot be realized fully (Çakmakçi, 2002). Therefore, it is important to define and improve performance parameters such as body composition, anaerobic-aerobic endurance, capacity and strength in boxing. Accordingly, In this study, it is aimed to examine the physical and physiological fitness parameters of tiny natioanal boxers between 11-13 years of age. The research was carried out on 12 boxing athletes between 11-13 years of age in the tiny national category in Kirikkale province. In statistical analysis, normality was understood by Shapiro-Wilk test and descriptive statistics method was used to define the data. In this study, maximum oxygen consumption capacity (VO2) maxs, lung functional volumes, hand grip strength levels and body composition measurements of boxing athletes were evaluated. The mean of (VO2) max values of the participants were measured 44.17 ± 8.45. Also in correlation analysis, a high relationship was found at (VO2) max BMR; r = -750, p = 0.01 level between maximal oxygen consumption capacity and basal metabolic rate However, in oxygen consumption capacity and body composition variables, The negatively significant level relationships were found at levels of (VO2) max; body fat percentage (FM), r = -696, p = 0.05, lean body mass (FFM), r = -666, p = 0.05; body mass index (BMI), r = -763, p = 0.01). As a result, in this study, identification and relationship were determined about performance data in physical and physiological fitness parameters of tiny elite boxing athletes and a data about this age group was created in boxing athletes for future studies.