ethanporcaro/eric-fulltext-meta huggingface dataset:
Embracing the Muddle: Learning from the Experiences from Interdisciplinary Teaching and Learning Collaboration
Author: Neill, Carol
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teacher Collaboration,Team Teaching,Trust (Psychology),College Faculty,College Freshmen,Cultural Awareness,Social Change,Global Approach,Curriculum Design,Foreign Countries,Intercultural Communication,Faculty Development,Transformative Learning,21st Century Skills,Critical Thinking

Interdisciplinary, collaborative teaching and learning is recognised as important for twenty-first century tertiary education that seeks to build students' critical thinking, cultural competence and global understanding. The core elements needed for truly successful collaboration are, however, little understood. This article presents a critical case study of a teaching team's reflections on experiences in collaborating over two years to deliver a new interdisciplinary undergraduate course focused on culture and society. The findings highlight the importance of building a robust team culture built upon shared leadership, mutual trust and commitment, grounded by strong institutional support, to give any collaboration integrity and sustainability.
Contract Instructing within Aotearoa New Zealand&apos;s Secondary Schools
Author: Haslip, Alan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outdoor Education,Contract Training,Secondary Schools,Secondary School Teachers,Adjunct Faculty,Teacher Qualifications,Contracts,Safety,Planning

Over the last 150 years, outdoor education in Aotearoa New Zealand has evolved from teachers taking students out of school on field trips to running expeditions and adventure activities as part of the curriculum. Recent accidents have increased expectations within society for outdoor leaders, including teachers, to be technically skilled and qualified before taking groups outdoors. This has, prompted many schools to employ qualified contract instructors to deliver parts of their programme. Using a grounded theory approach, this research explores the complex relationships that exist between schools, teachers, and contract instructors. A model outlining different types of communication between schools and contractors highlights how many outdoor education outcomes remain undeclared and implicit. Recommendations are presented to help contractors and schools work together to deliver programmes which continue to achieve a broad range of outcomes.
Universal Design for Learning: A Support for Changing Teacher Practice
Author: Lewis, Stephen
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,Teaching Methods,Instructional Leadership,Administrators,Leaders,Models,Interpersonal Competence,Coaching (Performance)

Educational leadership is facing a need for change; this change requires innovative approaches such as Universal Design for Learning (UDL) to transform teacher practice. Principled modelling by these leaders is integral to sustained change. In addition, to initiate this change, traditional practices such as group work can be used with a UDL focus to show teachers that it is a natural and helpful change. Administrators need to leave the office and learn with students and teachers in order to demonstrate their commitment to group work skills. Administrators will help their communities by sharing their vision and by using instructional coaches.
The Autoethnographic Reflection of a Christian Principal and His Great Desire to Know and Love Jesus Christ Wholeheartedly: A Story of Being Called, Encountered, and Changed by God While Growing as a Servant Leader
Author: Schroeder, Bryan
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Religious Factors,Christianity,Autobiographies,Ethnography,Transformative Learning,Parochial Schools

This study presents a qualitative data driven account of highly personalized and transformative experiences that Bryan Schroeder reflects on, draws meaning from, and summarizes the professional value of how he was called, encountered, and changed by God as he pursued to know and love Jesus Christ wholeheartedly while growing in servant leadership as a (vice) principal at a Christian school. This article begins with a description of the methodology and layout of the autoethnographic study. Additional sections included are: Seeking To Know and Love Jesus Christ Wholeheartedly; Fellowshipping with God; Receiving Prophetic Ministry; and Dreams from God. Schroeder concludes that through the consideration of his personal encounters, his thoughts, feelings, and actions as a principal growing in servant leadership were ultimately influenced for the betterment of the students and staff members whom he serves in his school community.
A Kindergarten&apos;s Journey into Sustainability through the Enviroschools in the &quot;Early Years&quot; Programme
Author: Maxwell, Avril
Date: 2015-00-00
Type: Journal Articles
Subjects: Kindergarten,Sustainability,Environmental Education,Early Childhood Education,Child Care Centers,Preschool Teachers,Rural Schools,Educational Philosophy,Educational Practices,Teacher Attitudes,Foreign Countries,Teacher Collaboration,Administrator Role

Over the past decade there has been an increasing visibility and focus on environmentally sustainable practices in early childhood centres in Aotearoa New Zealand. This article discusses a small-scale research project, which investigated a teaching team's journey into sustainability in one rural kindergarten over a nine-month period. Joining the Enviroschools in the Early Years programme provided the teachers with support, resources and a shared focus, and contributed to a sustained commitment to and on-going emphasis on sustainability as a key part of the kindergarten's philosophy and practices. The research found the Enviroschools programme to be a good fit with the early childhood sector and offers support to other early childhood educators contemplating a similar journey. This article also identifies factors significant to the successful transition into sustainability through the Enviroschools in the Early Years programme and the challenges that need to be overcome.
Policies and Practices Governing Disability in Malaysia&apos;s Higher Education: A Comparison with England and Australia
Author: Tan, Clarene
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Education,Students with Disabilities,Educational Policy,Educational Practices,College Administration,Administrator Attitudes,Financial Support,Universities,Educational Finance,Governance,Information Sources,Knowledge Level,College Students,Foreign Countries,Civil Rights,Legislation

Throughout the last decade in Malaysia, participation of students with disabilities in higher education has seen minimal growth. This paper investigates the policies and practices regulating disability in Malaysia's higher education. Three aspects -- legislation, funding, and governance -- are analysed. To reveal the gaps in policy and practice, comparison is carried out with the cases of England and Australia. The research involved examining government documents such as disability acts, action plans, and research and statistics reports, combined with interviewing university administrators. It was found that Malaysian legislation requires more supporting details and that disability funding for universities should be considered. For governance, systematic legislation review and specific university monitoring are recommended. Establishing an independent national entity to conciliate grievances is proposed to address the inadequate redress mechanism available for students with disabilities. Overall, the government and universities could ensure that disability information is available in the public domain, especially online. Such practice would enhance disability awareness and knowledge for all. Although this paper mainly takes on the perspective of a developing nation, it attains an international orientation as it also depicts the workings of the developed world in governing disability in higher education.
Similar Examinations, Different Tests: A Comparative Description of the SAT and &quot;Juken&quot; Systems
Author: Rotha, Ian
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Education,Comparative Analysis,Social Media,College Entrance Examinations,Role,College Admission,Foreign Countries,Socialization,College Applicants,Student Attitudes

This paper compares the SAT and &quot;juken.&quot; It does this at three levels of analysis: structure, function, and participant communications. While the prior two rely on publicly available information and established theories, the latter is based on the analysis of data collected from social media. The findings of this paper are that, while the two examinations are structurally and functionally similar enough to appear ready points of comparison, their differences are profound enough to make such comparisons misleading. Among the consequential differences discussed are that, as opposed to the SAT, the &quot;juken&quot; is a longer, more consequential process that is more likely to impose dependency upon its participants. In combination, these differences result in a higher-pressure process that challenges its participants not only intellectually, but socio-culturally, and characterologically. As a result, this paper suggests that, whereas the SAT serves a functional role in determining university admissions in the US, the &quot;juken&quot; is a central facet of Japan's institutionalized education and socialization process.
Will This Course Increase or Decrease Your GPA? Towards Grade-Aware Course Recommendation
Author: Morsy, Sara
Date: 2019-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Grade Point Average,Course Selection (Students),Prediction,Program Effectiveness,Models,Educational Benefits,Majors (Students),Course Content,Difficulty Level,Accuracy

In order to help undergraduate students towards successfully completing their degrees, developing tools that can assist students during the course selection process is a significant task in the education domain. The optimal set of courses for each student should include courses that help him/her graduate in a timely fashion and for which he/she is well-prepared for so as to get a good grade in. To this end, we propose two different &quot;grade-aware course recommendation&quot; approaches to recommend to each student his/her optimal set of courses. The first approach ranks the courses by using an objective function that differentiates between courses that are expected to increase or decrease a student's GPA. The second approach combines the grades predicted by grade prediction methods with the rankings produced by course recommendation methods to improve the final course rankings. To obtain the course rankings in both approaches, we adapt two widely-used representation learning techniques to learn the optimal temporal ordering between courses. Our experiments on a large dataset obtained from the University of Minnesota that includes students from 23 different majors show that the grade-aware course recommendation methods can do better on recommending more courses in which the students are expected to perform well and recommending fewer courses which they are expected not to perform well in than grade-unaware course recommendation methods.
The Relationship between the Cultural Structure of Schools and the Political Behaviors of Teachers
Author: Iseri, Emel Tuzel
Date: 2019-00-00
Type: Journal Articles
Subjects: School Culture,Teacher Role,Teacher Attitudes,Power Structure,Teacher Behavior,Foreign Countries,Politics,Achievement,Testing

This study aimed to determine the relationship between the cultural structure of schools and the political behaviors that teachers exhibit within the school. The study group of this study that employed a relational screening model consisted of 489 teachers working in pre-school, elementary, and middle schools in Tokat city center in 2019. The data were collected using the School Culture Scale developed by Terzi (2005) and the Political Behaviors Scale developed by Islamoglu and Börü (2007). The study found that teachers mostly perceived the cultural structure of their school with duty culture, which was followed by support culture and success culture. According to the perceptions of teachers, the least perceived culture in their school was the bureaucratic culture. The study concluded that as the level of teachers' perception of support, success and duty culture in their schools increased, their level of exhibiting all political behaviors including those in horizontal and vertical hierarchy decreased, whereas the bureaucratic culture that they perceived in their school increased the horizontal, vertical, and all political behaviors.
Shifts to Learning Eco-Systems: Principals&apos; and Teachers&apos; Perceptions of Innovative Learning Environments
Author: Smardon, Dianne
Date: 2015-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Attitudes,Educational Practices,Blended Learning,Educational Philosophy,Foreign Countries,Educational Innovation,Constructivism (Learning),Educational Change,21st Century Skills,Teaching Methods,Politics of Education,Learning Processes,Futures (of Society),Neoliberalism,Elementary Secondary Education,Educational Policy

Innovative Learning Environments (ILEs) with their origins in OECD literature, propose to revolutionise education as we know it. ILEs draw on a large body of literature: constructivist learning theory; distributed leadership; personalised 21st century learning; blended learning (digital); and, future-focused education. Despite an increasing body of research in the area, there appears to be confusion around the concept of ILEs in Aotearoa/New Zealand schools. This article reports on survey research with 126 questionnaire respondents. These principals and teachers, drawn from a random sample of New Zealand schools, commented on the implications of ILEs for teaching and learning in their contexts. This article explores the theoretical and philosophical resources that educators bring to this concept and its implications for their practice. Five themes regarding ILEs emerged from the responses: lack of clarity; we do it already, the significance of material spaces; pedagogical implications; and, the politics around ILEs. The authors ask whether ILEs are just another neoliberal shift in education or an opportunity to respond innovatively to the fundamentals of schooling.
Relationship between Agility Performance and Cognitive Parameters of Female Basketball Players
Author: Gokhan, Ismail
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,Team Sports,Athletes,Decision Making,Correlation,Physical Fitness,Body Weight,Perceptual Motor Coordination,Foreign Countries,Visual Perception,Vision Tests,Psychomotor Skills,Tests,Visual Stimuli,Preferences,Training,Prediction

Objective: This study aims at investigating the relationship between agility performance and perception and decision-making mechanisms of female basketball players. Materials and Methods: A total of seventeen elite female basketball player playing in Second League in Turkey Basketball Federation participated in this study voluntarily. The mean age of the participants was 21.53±2.47 (years), the mean height was 175.67±5.36 (cm) and the mean body weight was 66.80±7.76 (kg). Agility performance of the participants was measured by Newtest Powertimer 300, and perceptual and decision-making parameters were measured by Psychotechnic Vienna test system. Since the number of participants was less than thirty, Spearman Correlation test was applied. Findings: The average perception and decision making parameters of female basketball players were as follows: Visual Perception Test (VPT): 46.82±2.65, Reasoning Test (RT): 88.58±9.43, Response Quality and Speed Test (RQST) number of correct answers: 243.76±14.14, RQST time: 0.78±0.06, Speed and Distance Estimation Test (SDET): 45.00±2.76, Dual-Process Skill and Angle of View Test (DPS-AVT) viewing angle: 99.58±7.72, DPS-AVT collision number of cars: 3.76±2.13 and the number of collisions of DPS-AVT road sides: 3.23±2.01 (Table 1). When the correlation between agility performance (total time) and RQST time and SDET parameters was examined, a negative linear relationship was found (r = 0.842/r = 0.827, p &lt; 0.01). However, agility performance (total time) and VPT, RT, RQST number of correct answers, DPS-AVT viewing angle, DPS-AVT car crash number, DPS-AVT roadsides collision parameters were not statistically significant (p &gt; 0.05). As a result, in training contents, preference of visual stimuli, reaction and prediction studies will be important for improving agility. Furthermore, it is thought that cognitive parameters should be taken into consideration in the selection and orientation of athletes.
An Analysis on General Self-Efficacy Beliefs of Swimming Referees in Terms of Demographic Variables
Author: Eskiyecek, Canan Gulbin
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Aquatic Sports,Age Differences,Gender Differences,Educational Attainment,Satisfaction,Experience,Foreign Countries,Athletics,Decision Making,Demography

The purpose of this study is to investigate the general self-efficacy beliefs of licensed swimming referees who actively serve in Turkish Swimming Federation in terms of variables age, gender, educational status, level of referee, the reason to become a referee, professional experience and satisfaction level. The population of the study is composed of a total of 450 swimming referees participating to the Swimming Referee Development Seminar in Antalya in 2016. In addition, the research sample is randomly selected by 212 swimming referees (6 FINA, 74 National and 132 Provincial referees) including 95 females and 117 males were selected in this seminar. A five-point likert-scale &quot;General Self-Efficacy Scale (GSES)&quot;, which was developed by Sherer et al. (1982), presented by Magaletta and Oliver (1999) as 17 items and adapted into Turkish culture by Yildirim and Ilhan (2010), was used in the study as data collection tool. Necessary formal permissions were obtained from Turkish Swimming Federation for the scale applied to the referees. Descriptive statistics, reliability analysis, factor analysis, an independent samples t test, one-way analysis of variance (ANOVA) and Post-Hoc test (Tukey HSD) were applied to data by using SPSS Statistics. An analysis with p&lt;0.05 is considered statistically significant. Cronbach Alpha value was calculated as .949 for the scale. As a result of factorial analysis, two factors with an eigenvalue greater than one were obtained, and it was observed that these two factorial structures revealed 62.63% of the total variance. In addition, according to Bartlett's test, this test was considered significant (p&lt;0.05). As a result of the study, it was found that the swimming referees showed significant differences in terms of the variables of general self-efficacy beliefs such as level of referee, the reason to become a referee, professional experience and satisfaction level and it can be said that these variables are the determinants of the self-efficacy beliefs of swimming referees.
Predictiveness of Prior Failures Is Improved by Incorporating Trial Duration
Author: Eglington, Luke G.
Date: 2019-09-00
Type: Journal Articles
Subjects: College Students,Student Behavior,Models,Goodness of Fit,Electronic Learning,Failure,Predictive Validity,Testing,Time,Accuracy,Student Motivation

In recent years, there has been a proliferation of adaptive learner models that seek to predict student correctness. Improvements on earlier models have shown that separate predictors for prior successes, failures, and recent performance further improve fit while remaining interpretable. However, students who engage in &quot;gaming&quot; or other off-task behaviors may reduce the predictiveness of learner models that treat counts of prior performance equivalently across gaming and non-gaming student populations. The present research evaluated how sub-groups of students that varied in their potential gaming behavior were differently fit by a logistic learner model, and whether any observed differences between sub-groups could inspire the creation of new predictors that might improve model fit. Student data extracted from a college-level online learning application were clustered according to speed and accuracy using Gaussian mixture modeling. Distinct clusters were found, with similar cluster patterns detected in three separate datasets. Subsequently, each cluster was separately fit to a Performance Factors Analysis model (PFA). Significantly different parameter coefficients across clusters implied that students more likely to have been gaming benefitted less from prior failures. These differences inspired new and modified predictors that were found to improve overall model fit -- an improvement that varied in magnitude across clusters. The present findings indicate that incorporating trial duration into counts of prior failures can improve the predictive power of learning models.
Examination of Attitudes of Sports Science Faculty Students about Energy Drinks, Sports Drinks and Ergogenic Substances
Author: Dolek, Burcu Ertas
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Freshmen,Health Behavior,Nutrition,Eating Habits,Gender Differences,Youth,Knowledge Level,Athletics,Stimulants,Merchandise Information,Risk,Athletes,Student Characteristics,Energy,Physical Activity Level,Foreign Countries

Consumption of beverages is not considered adequate by athletes and coaches. The preliminary knowledge of those who are going to study in Sports Sciences Faculties will be very important. All participants were 1st year students. In the study, participants were asked to assess their socio-demographic characteristics and health behaviors, sport habbits, to determine energy drinks (ED), sports drinks (SD) and ergogenic substances (ES) patterns and frequency and consumption purposes, relationship between consumption status. Use a data collection form was prepared to determine the presence or absence of relevant proposals. Total of 101 participants (55 males, 19.2±1.5; 46 females, 19.0±1.2 years of age), participated in the survey to examine the attitudes of ED, SD and ES. The data were evaluated in the SPSS 21.0. The categorical variables in the questionnaire were reported as number, percentage, mean and standard deviation. A &quot;chi-square test&quot; and One way ANOVA tests was used. Statistical significance level was accepted as p &lt;0,05. 52.5% of the students stated that energy drinks were beneficial, 57.4% said sports drinks were beneficial and 61.4% of the participants said that they did not have an idea about &quot;ergogenic substances&quot;. The prevalence of ED usage was 40.0% for males and 19.5% for females (p: 0.027). While 45.4% of the males are using the SDs, this rate was found to be 13.0% in females (p&lt;0.001). Regarding the use of ED, SD and ES, the young population and especially the sports educators in the future should be informed for the public health. As a result of this study, we would like to draw attention to the importance of education for pre-university youth. In recent years, it is important to make new educational arrangements for the developing and changing consumption habits of young people.