ethanporcaro/eric-fulltext-meta huggingface dataset:
Tutorship as a Pedagogical Strategy for the Development of Postgraduate Research Competencies
Author: Cruzata-Martínez, Alejandro
Date: 2018-00-00
Type: Journal Articles
Subjects: Tutoring,Educational Strategies,Graduate Students,Research Skills,Skill Development,Doctoral Dissertations,Teacher Competencies

The production of knowledge is an essential element in graduate schools and it is considered that this process is very advanced when the student completes and defends his research thesis. However, a number of students fails to develop research skills and complete their thesis. The objective of this proposal is to specify the roles and competencies required by the postgraduate tutor to achieve accompaniment and mediation in postgraduate students, promoting the organization of university tutorship and scientific research. A proposal that allows the strengthening of the research competencies in postgraduate students by means of the tutorship is raised. The proposal is based on the integrating model of the tutorship developed by Cruz, García and Abreu (2006), aimed at tutors and students who are developing their research theses at the graduate school.
Influence of Economics Teachers&apos; Personality on Secondary School Students&apos; Classroom Performance in Public Secondary Schools in Nsukka Local Government Area of Enugu State
Author: Idika, Ezinne O.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Characteristics,Personality,Secondary School Students,Teacher Influence,Economics Education,Academic Achievement,Public Schools,Grades (Scholastic),Gender Differences,Teaching Experience,Teacher Qualifications,Teacher Student Relationship,Teacher Attitudes

Purpose: The study investigated the influence of Economics teachers' personality on students' classroom performance in Public Secondary Schools in Nsukka Local Government Area of Enugu State, Nigeria. Design: The study adopted Ex-post facto research design. The sample consisted of 19 teachers randomly selected out of thirty one and their SS2 Economics students numbering 326. An observational schedule titled Economics teachers' personality test (ETP) was the instrument for data collection. The academic records (grades) of the Students were collected from the 19 teachers. One research questions was answered using mean and standard deviation and four null hypotheses tested at 0.05 level of significance using t-test and ANOVA. Findings: The findings revealed that teachers' gender had no effect on the classroom performance of the students. However, teachers teaching experience, qualifications, interpersonal relationship with students, knowledge of subject matter, and attitude of the teacher had influence on students' classroom performance. It was recommended that only teachers with relevant teaching qualifications in Economics should be employed to teach the course in Secondary schools. Also, teachers should be given proper incentives that will make them remain in their job so as to gain experience as they grow in the profession.
Students&apos; Perceptions of Citizenship Preparation in Social Studies: The Role of Instruction and Students&apos; Interests
Author: Mathé, Nora Elise Hesby
Date: 2018-00-00
Type: Journal Articles
Subjects: Citizenship Education,Student Attitudes,Social Studies,Student Interests,Teaching Methods,Foreign Countries,Secondary School Students,Secondary School Teachers

Purpose: The main purpose of this study is to explore how 16- to 17-year-old students' experiences within the social studies classroom and their online political communication are related to their perceptions of citizenship preparation in social studies. Design/methodology/approach: To meet the purpose of this study, regression analyses were executed based on a survey of 264 Norwegian students aged 16-17. The dependent variable was the students' perceptions of citizenship preparation in social studies. Findings: The analyses indicated that enjoying social studies was strongly associated with students' perceptions of citizenship preparation in social studies. The teacher's contributions, discussing democracy and politics in social studies lessons, and students' online political communication were also significantly associated with students' perceptions of citizenship preparation in social studies. Research limitations/implications: Some limitations exist in the instrument and in internal and external validity. Future research could add more content to improve the model's explanatory adequacy. More nuanced explanatory factors from outside school are needed to study factors indirectly influencing students' perceptions of citizenship preparation. Practical implications: These results indicate that focusing on students' interests and quality instruction have positive implications for students' perceived value of the subject when it comes to preparing them for civic and political engagement.
The Harmonic Mind Map in the Comprehension of Narrative Texts in University Students
Author: Novoa Castillo, Pedro Félix
Date: 2018-00-00
Type: Journal Articles
Subjects: Personal Narratives,College Students,Foreign Countries,Achievement Tests,International Assessment,Experimental Groups,Control Groups,Reading Comprehension,Visual Arts,Cognitive Mapping,Pretests Posttests

This article deals with the effect of the Harmonic Mind Maps (HMM) in the comprehension of narrative texts of university students. To achieve this purpose, a quasi-experimental research was carried out within the quantitative approach. From a population of 1500 students belonging to the I Semester of university, a sample of 83 students was taken, and they were divided into two groups: one of control (43) and the other one experimental (40). For the collection of data, adaptations of the PISA Test, 2015 were used. After the application of the HMM, it is concluded that its use positively influences the comprehension of narrative texts.
Assessing the Effect of Social Science Education on Punitive Attitudes
Author: Costelloe, Michael Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Sciences,Criminology,Correctional Rehabilitation,Punishment,Attitudes,Predictor Variables,Surveys,Undergraduate Students,Crime

Purpose: One of the most consistent predictors of punitiveness is education, with more educated individuals expressing less punitive sentiments. While much of the earlier research focused on the level of education, some researchers have recently begun to look more closely at the nature of that education such as examining the effect of specific majors on punitiveness. This paper goes even further by also analyzing more broadly the effect of a social science education on punitive attitudes. Methods: This article presents results from an online survey of 4,000 undergraduate students attending a United States' university. Ordinary least squares analysis is used to examine the effect of majoring in the social sciences on support for punitive criminal justice policies, while controlling for a number of theoretically relevant variables. Findings: We find that more educated students and those majoring in social science disciplines are generally less punitive than their counterparts. If we are to unburden ourselves of the intricately intermingled economic and social costs of mass incarceration, it will require a re-visioning of how we do justice in America. Social scientists can play a crucial role in this regard through focused research and in educating young people to be critical thinkers and thoughtful citizens.
Testing Effect: A Further Examination of Open-Book and Closed-Book Test Formats
Author: Senkova, Olesya
Date: 2018-00-00
Type: Journal Articles
Subjects: Tests,Test Format,Recall (Psychology),Recognition (Psychology),Testing,African Languages,English,Undergraduate Students,Performance Factors

If assessment is the purpose of testing, open-book tests may defeat the purpose. However, a goal of education is to build knowledge, and based on the literature, open-book tests may not be inferior to closed-book tests in promoting long-term retention of information. Participants studied Swahili-English pairs and either re-studied or took an initial quiz, which was cued recall or recognition in an open-book or closed-book format. One week later, the final closed-book recognition test showed higher performance in the quizzed conditions than in the study-twice condition, replicating the testing effect. However, performance was similar across the quizzed conditions, indicating that testing promoted long-term retention regardless of test format (open-book versus closed-book) and test type (cued recall versus recognition). Open-book tests are not inferior to closed-book tests in building knowledge and can be particularly useful in online classes because preventing cheating is difficult when closed-book tests are administered online.
Handwriting to Learn: Embedding a Crucial Study Skill in a Gateway Science Course
Author: Akkaraju, Shylaja
Date: 2018-00-00
Type: Journal Articles
Subjects: Handwriting,Writing Instruction,Study Skills,Science Instruction,Community Colleges,Two Year College Students,College Science,Learner Engagement,Scaffolding (Teaching Technique)

Handwriting is a multisensory process known to enhance memory, focus, engagement, and cognition in the learner, thereby making it a valuable study skill. In an attempt to embed handwriting as a study skill in a gateway science course, I used a combination of scaffolding and individual student consultations. Scaffolding emphasized the use of &quot;desirable difficulties&quot; and &quot;retrieval practice&quot; through the implementation of techniques such as the &quot;flipped learning&quot; approach and &quot;take-home in-class hybrid&quot; essay exams. While the former helped to increase overall student success, the latter technique was aimed at enhancing written fluency in the subject, curbing procrastination, and providing opportunities for high impact retrieval practice during the in-class essay exams. One-on-one student consultations that emphasized rewriting and maintaining good notes were used as interventions throughout the semester to promote positive study behavior and also as a crucial stage in preparing for each unit exam. The level of student engagement in using handwriting as a study skill was traced within the context of a typical &quot;threshold experience.&quot; Handwriting as a study skill was successfully embedded in this course and showed positive results in terms of student retention, engagement, and overall success.
Learner-Centered Design: Is Sage on the Stage Obsolete?
Author: Stover, Sheri
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Communities of Practice,Instructional Design,Introductory Courses,Anthropology,Program Implementation,Outcomes of Education,Student Satisfaction,Teaching Methods,Teacher Role,College Faculty,College Students

This quantitative research study examined one instructor's redesign of her introductory Anthropology course (N = 265) from Teacher-Centered (TC) to Learning-Centered (LC) and the resulting impact on her students' perceptions of Teaching Presence (TP), Social Presence-Interaction (SP-I), Social Presence-Participation (SP-P), Cognitive Presence (CP), and Satisfaction (SAT). Using the Community of Inquiry (CoI) survey (Swan et al., 2008) in a face-to-face classroom environment; results indicated that implementing a LC classroom compared to a TC classroom was found to have a significantly positive impact on students' perceptions of TP (p = 0.021), SP-I (p &lt; 0.001), SP-P (p &lt; 0.001), CP (p = 0.002), and SAT (p = 0.022). Multiple regression results indicated that TP, SP-I-, and SP-P were able to predict 42% of students' level of satisfaction score with TP having the highest level of prediction ([beta]=0.37). Preliminary evidence suggests that instructors who implement LC teaching methodologies can have a positive impact on TP, SP-I, SP-P, CP, and SAT.
The Interprofessional Showcase: Evaluating an Event to Increase Professional Understanding and Collaboration
Author: Gould, Kathleen A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Undergraduate Students,Graduate Students,Pretests Posttests,Comparative Analysis,Attitude Change

Traditional didactic instruction is not an effective means to provide the interprofessional education that health and human services professional students need. This paper describes a college event aimed at engaging undergraduate and graduate students from several academic departments in interprofessional collaboration. Participants toured and interacted in academic spaces of other professional disciplines to gain an understanding of these professional roles. Interprofessional collaboration was demonstrated and experienced in these spaces and in the group discussions that followed these activities. A series of micro-vignettes, questions, and road blocks provided problems for participants to solve in interprofessional groups. Pre-post comparison surveys indicated that participants increased in their understanding of their professional roles and the roles of others in health care and community settings. An improved understanding of the benefits and challenges of interprofessional teams was achieved and participants felt more confident in their ability to work in these teams at job or internship sites.
Teaching Performance Evaluation Model: Preparation for Student Learning within the Framework for Teacher Good Performance
Author: Gálvez Suarez, Eric
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Evaluation Methods,Models,Reflection,Teacher Attitudes,Foreign Countries,Teachers,Administrators

The objective of the present research work was to design a teaching performance evaluation model based on the domain Preparation for student learning within the Framework for Teacher Good Performance. The study is based on an applied-projective method, with a qualitative educational approach. The instrument was applied to 94 teachers and 6 managers from 4 public educational institutions. The results show low levels of performance related to the preparation of learning and discontinuity of the purposes in the evaluation process, thus concluding with the development of a teaching evaluation model that integrates a new way of evaluation, from the perspective of teacher reflection and improvement of his performance.
Validation of Motivational Factors for Sports Activities in University Students through SEMPLS
Author: Santi-Huaranca, Inés
Date: 2018-12-00
Type: Journal Articles
Subjects: College Students,Student Motivation,Athletics,Competence,Physical Fitness,Social Influences,Leisure Time,Foreign Countries,Physical Activity Level,Aesthetics,Psychological Patterns,Skill Development,Student Attitudes

The objective of this research work is to evaluate the scale of motivational factors (appearance, competence, enjoyment, fitness and social) for sport activities using SEMPLS multivariate methods in order to verify the importance of the reliability and validity of the measurement model, based on a construct. The sample used consisted of 401 university students from administrative sciences programs and related programs of a Peruvian university. The results found report an average variance extracted of 69.5% for each of the variables and values below the point 0.90 (moderate) for the second order discriminant validity for the HTMT criterion (Heterotrait-Monotrait).
The Role of Peruvian Universities in Research and Technological Development
Author: Medina Coronado, Daniela
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,College Role,Research and Development,Technological Advancement,Science Education,Scientific Research,Training,Innovation

Within the framework of the current University Law 30220 and the processes involved in its implementation in search for quality of higher education, this article is written to introduce the reader to what Peruvian universities are and should be doing to fulfill one of their important roles: research and technological development. Different documentary sources are reviewed based on the components of the research work referred to in the Frascati Manual: scientific teaching and training, research and development and technological scientific services.
I Study to Be an Engineer. Why to Study Administration and Accounting?
Author: Damián Simón, Javier
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,College Students,Professional Identity,Student Attitudes,Teaching Methods,Profiles,Education Work Relationship,Labor Market,Curriculum Development,Foreign Countries,Employment Potential,Occupational Aspiration,Management Development,Accounting,Program Content,Program Descriptions

Currently, cross-cutting subjects are promoted in the engineering curriculum to give added value to their graduates and to meet the new demands of the labor market. The main objective of the research work was to know the opinions of the engineering students about the level of contribution of the administrative-economic subjects in their academic training. Through a descriptive study with a qualitative approach, opinions of 23 engineering students were studied. These students studied administration and accounting subjects, which are part of the curriculum, during a year. It was found that the students show a very marked development of their professional identity as engineers, which determines their acceptance level of the subjects different from their professional profile, since they think they are useless. However, when the teachers adequately select the didactic resources and the teaching process adjusted to an engineering profile, students start to recognize the contribution of these subjects to their university education, which provide them with the foundations to face the new demands as future engineers in not only technical activities.
Collaborative Activities in the Learning of Discourse Markers in University Students
Author: Villar Revello, Erika María
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,College Students,Discourse Analysis,Workshops,Language Processing,Foreign Countries,Private Colleges,Control Groups,Experimental Groups,Pretests Posttests,Persuasive Discourse,Course Descriptions,Writing Processes

The objective of this research work is to analyze the influence of collaborative activities on the learning of discourse markers in the students of the Language Comprehension and Production from a private university in Lima. It is an applied research with a quasi-experimental design, composed of experimental and control. For the collection of data, the Test on discourse markers was used. Likewise, a pretest measurement was carried out successively, and once the results were obtained, the workshop on collaborative activities, composed of 7 sessions, was conducted in the experimental group to then carry out the posttest measurements in both groups. The hypothesis testing was made with the Mann Whitney U test. The results showed that there was significant influence of the collaborative work on the learning of the discourse markers in the students that are object of study
A Review of The Listening Leader: Creating the Conditions for Equitable School Transformation
Author: Tenuto, Penny L.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Listening Skills,Listening,Leaders,Transformative Learning,Instructional Leadership,Communication Skills,Ethics

I had not thought deeply about listening as an essential element in the construct of ethical leadership until I read Shane Safir's book, &quot;The Listening Leader: Creating the Conditions for Equitable School Transformation&quot; (Jossey-Bass, 2017, 330 pp.). Having worked for more than 20 years as a teacher, administrator, and instructional coach, Safir offers readers a first-hand glimpse into the multifaceted role of leading transformation for equitable schools. The subtleness in Safir's suggestions for improving skills in communication and stories of her own missteps as a Listening Leader provide a safe space for readers to reflect meaningfully on their own beliefs and make requisite changes in their practices. Details provided in the scenarios and woven into the content of the text bring additional opportunity for deeper understanding and provide talking points for further discourses in education about listening, ethical leadership, and social justice.
Psychoeducational Approach of Vygotsky and Its Relationship with the Symbolic Interactionism: Application to the Juvenile Criminal Responsibility and Educational Processes
Author: De Rosa, Pablo Alberto
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychoeducational Methods,Educational Psychology,Social Influences,Educational Theories,Social Theories,Juvenile Justice,Humanization,Socialization,Psychological Patterns,Interaction,Delinquency,Adolescents,Educational Practices,Social Development,Cultural Influences

The psychoeducational intellectual work of Lev Vygotsky (1896-1943) provides a theoretical and sociohistorical meaning that allows you to see from a contextualized perspective the higher forms of self-regulation, conscious control and forms of self-governance. This contribution to the theory of the psychology of education is clearly consistent with the conclusions of the interaction approaches that have been developed by the sociology of the Chicago School (George Mead, 1863-1931), proposing the concept of &quot;Symbolic Interactionism&quot; (Herbert Blumer, 1900-1987), to explain the essentially social nature of the person and his actions, which were consolidated in the field of criminology. From the recognition of the pedagogical-educational purpose that is assigned to the process and juvenile criminal sanction, the present essay aims to use the socio- historical theoretical (Vygotsky) and interactionist (Mead-Blumer) reasoning, to think about the importance and influence they have in the setting of goals of the juvenile criminal system and how the criminal and educational processes have a high impact on the formation of subjectivities. In this way, it will state that the process of educational formation is an essential instrument of socialization and humanization of the subject.
Evidence of Validity and Factorial Invariance of a Brief Jealousy Scale in Peruvian University Students
Author: Ventura-León, José
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Test Validity,Test Reliability,Psychological Patterns,Emotional Response,Interpersonal Relationship,Intimacy,Gender Differences,Dating (Social),Marriage,Trust (Psychology),Deception,Student Attitudes

The study sought to analyze the evidences of validity, factorial invariance and reliability of the scores of the Jealousy Subscale of the Inventory of Emotional Communication in Romantic Relationships (Sánchez, 2012). To that effect, there was a sample of 1176 Peruvian university students who completed the 11 items of the original version. The confirmatory factor analysis verified a satisfactory adjustment of a final model of nine items in a single factor and correlated errors. It is concluded that the Jealousy scale is a measure that can be used in the professional and research activity, obtaining valid interpretations, reliable and invariant scores according to gender in Peruvian university students.