ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Independent Learning Skills in the First Year: A Positive Psychology Strategy for Promoting Law Student Well-Being
Author: Field, Rachael
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Law Students,Legal Education (Professions),Learning Strategies,Self Determination,Personal Autonomy,Well Being,Higher Education,Independent Study,Curriculum Design,Correlation,Theory Practice Relationship

Empirical evidence in Australia and overseas has established that in many university disciplines, students begin to experience elevated levels of psychological distress in their first year of study. There is now a considerable body of empirical data that establishes that this is a significant problem for law students. Psychological distress may hamper a law student's capacity to learn successfully, and certainly hinders their ability to thrive in the tertiary environment. We know from Self-Determination Theory (SDT), a conceptual branch of positive psychology, that supporting students' autonomy in turn supports their well-being. This article seeks to connect the literature on law student well-being and independent learning using Self-Determination Theory (SDT) as the theoretical bridge. We argue that deliberate instruction in the development of independent learning skills in the first year curriculum is autonomy supportive. It can therefore lay the foundation for academic and personal success at university, and may be a protective factor against decline in law student psychological well-being.
School Counselors' Perceptions of Differences between Successful and Less Successful Latina/o High School Students
Author: Vela, Javier Cavazos
Date: 2015-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Success,School Counselors,Student Characteristics,Academic Persistence,Student Motivation,Goal Orientation,Student Behavior,Positive Attitudes,Family Involvement,Role Models,Teacher Role,Socioeconomic Status,Environmental Influences,Counselor Attitudes,Qualitative Research,Interviews,Secondary Schools,Interpersonal Relationship,Mentors,Institutional Characteristics,Phenomenology

In this qualitative study, we conducted in-depth interviews with secondary school counselors to understand differences between successful and less successful Latina/o students. Using an ecological framework as a theoretical lens, we highlighted differences between successful and less successful Latina/o high school students consistent with individual, interpersonal, and institutional categories. The following themes emerged: determination and commitment, motivation, goal setting, positive behavior and attitudes, family support, role models, school and teacher support, socioeconomic status, and environment. Following a discussion regarding differences between successful and less successful Latina/o students, we provide recommendations for researchers and school counselors to identify studies and interventions to help Latina/o students become academically successful.
Effects of Phonological Input as a Pre-Listening Activity on Vocabulary Learning and L2 Listening Comprehension Test Performance
Author: Mihara, Kei
Date: 2015-08-00
Type: Journal Articles
Subjects: Phonology,Linguistic Input,Vocabulary Development,Language Tests,Listening Comprehension Tests,Second Language Learning,Second Language Instruction,Control Groups,Role,Foreign Countries,Word Recognition,English (Second Language),Statistical Analysis,Surveys,Student Attitudes,Teaching Methods,College Students

The purpose of the present study is twofold. The first goal is to examine the effects of phonological input on students' vocabulary learning. The second is to discuss how different pre­-listening activities affect students' second language listening comprehension. The participants were first-­year students at a Japanese university. There were two experimental groups, each given a different type of lexical support prior to the listening test. One group was assigned an activity with phonological input, and the other group, an activity without phonological input. Then, the respective groups took different types of vocabulary test. There was also a control group that received no pre-testing preparation. All of the participants took the same listening tests. The results indicated that phonological input did not play a significant role in either vocabulary test or listening comprehension test performance; however, pre-listening activities did positively affect listening comprehension test performance regardless of the type of activity.
Media-Educational Habitus of Future Educators in the Context of Education in Day-Care Centers
Author: Friedrichs-Liesenkötter, Henrike
Date: 2015-00-00
Type: Journal Articles
Subjects: Child Care Centers,Media Literacy,Journalism Education,Preschool Education,Individual Characteristics,Personality Traits,Preservice Teachers,Preservice Teacher Education,Semi Structured Interviews,Focus Groups,Educational Technology,Student Teacher Attitudes,Beliefs,Foreign Countries,Qualitative Research

This research explores these questions: (1) How are the forms of media-educational habitus of future educators shaped? (2) What conditions influence whether or not media education is done in day-care centers? The qualitative study consists of six semi-structured interviews with media education teachers in educator training, four focus group discussions with future educators in the second year of their courses and four group discussions with future educators in their third year. Data reveals two different forms of habitus: &quot;The day-care center as shelter against &quot;bad&quot; electronic media&quot; (type I) and &quot;media education and the inclusion of electronic media as parts of the day-care center&quot; (type II). These beliefs and attitudes will be a factor in the continuing integration of media education instructional practices in German day-care centers.
I've Got You Covered: Adventures in Social Justice-Informed Co-Teaching
Author: Cobb, Cam
Date: 2015-08-00
Type: Journal Articles
Subjects: Social Justice,Teacher Collaboration,Teacher Education Programs,Holistic Approach,Education Courses,Qualitative Research,Inquiry,Foreign Countries,Undergraduate Study,Reflective Teaching,Data Collection,Coding,Data Analysis,Case Studies,Vignettes,Educational Practices,Trust (Psychology)

What is social justice-informed co-teaching? Why is it important? How can social justice pedagogy deepen co-teaching practices? What are the key challenges and possibilities open to teachers and learners involved in a social-justice informed co-teaching experience? These questions are useful to ask as they begin to address new pedagogical approaches in teacher education, which engage with the current diverse student population. Each of these questions is discussed in this qualitative research paper. This narrative inquiry adds to the literature on social justice-informed co-teaching in an innovative way. It also critically examines the purposeful endeavor of two professors who used a social justice framework to guide their co-teaching practice and pedagogy. At once, this paper is a lived experience, a story, and a research study. In deconstructing two narratives, the authors articulate outcomes and implications of social justice informed co-teaching practice and pedagogy. Further implications for research and practice in teacher education programs, teaching practices and field experiences, and co-teachers themselves are shared in the closing segment of the paper.
Investigating the Impact of Feedback Instruction: Partnering Preservice Teachers with Middle School Students to Provide Digital, Scaffolded Feedback
Author: Falter Thomas, Angela
Date: 2015-08-00
Type: Journal Articles
Subjects: Feedback (Response),Instructional Effectiveness,Preservice Teachers,Middle School Students,Scaffolding (Teaching Technique),Computer Mediated Communication,Partnerships in Education,Investigations,Methods Courses,Undergraduate Students,Research Projects,Mixed Methods Research,Case Studies,Beliefs,Self Efficacy,Teacher Competencies,Language Arts,Achievement Gains,Intervention,Student Attitudes,Student Teacher Attitudes,Student Surveys,Scores,Reflection,Followup Studies,Change Strategies,Training Methods,Quasiexperimental Design,Grade 7,Grade 8,Grade 9

This article investigates the impact of scaffolded feedback instruction provided through an undergraduate methods course. Because of a desire for preservice teachers to have online teaching experience and due to low performance scores in assessment on the edTPA, a project was created which partnered preservice teachers with middle-grades students. Preservice teachers provided digital feedback, as students worked on a research project, while receiving scaffolded instruction about feedback in their methods course. Our study utilizes a mixed-methods intrinsic case study design. Participants included 82 rural middle school students and 16 preservice teachers from a large public university in the Midwest. As a result of participating in the methods course, preservice teachers' abilities, confidence, and beliefs about giving feedback improved. Middle-grades students reported feeling positive about receiving feedback and felt it was helpful. Implications for instructors, preservice teacher training, middle-grades student learning, and issues related to studying teacher education are discussed.
Preparing Students for Studying Abroad
Author: Goldoni, Federica
Date: 2015-08-00
Type: Journal Articles
Subjects: Study Abroad,Intercultural Communication,Cultural Awareness,Second Language Instruction,Immersion Programs,Undergraduate Students,Foreign Countries,Culture Conflict,Spanish Culture,Transformative Learning,Critical Incidents Method,Summer Programs,Cultural Background,Student Experience

This study is situated in the fields of language education, study abroad (SA) and intercultural communication. The interest in SA is increasing on the part of students, administrators, educators, and business companies for the learning opportunities that it offers. However, SA students are not always prepared to maximize their learning opportunities at the foreign site, to effectively interact with locals, to develop cultural awareness, and to respond to challenging situations occurring abroad. This article recommends preparatory activities to increase students' awareness and exercises on students' own identity as a powerful construct impacting their SA experiences. This article acknowledges that student preparation is only one aspect to be improved in the whole SA experience. Other structural and institutional issues of current SA programs need to be addressed too, including how to extend the length of the trips, how to diversify the destinations and the demographic profile of student participants, how to increase their autonomy, and ultimately how to train faculty and staff for change.
Factor Structure of the Social Appearance Anxiety Scale in Turkish Early Adolescents
Author: Sahin, Ertugrul
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Anxiety,Early Adolescents,Factor Analysis,Factor Structure,Junior High School Students,Test Validity,Test Reliability,Questionnaires,Student Characteristics,Scores,Coding,Attitude Measures,Statistical Analysis

Although the Social Appearance Anxiety Scale (SAAS) is most often validated with the use of confirmatory factor analysis (CFA) on undergraduate students, exploratory factor analysis and multiple factor retention decision criteria necessitate the analysis of underlying factor structure to prevent over and under factoring as well as to reveal convergence and divergence in different factor analysis methods. This study examines the factor structure of SAAS using exploratory factor analysis (EFA) with multiple factor retention decision criteria, and CFA in a large sample of adolescents in Turkey via secondary data analysis. The number of participants was 2,098 (1,072 female and 1,026 male; M = 12.77 years; SD=1.69) students attending 22 junior high schools. Results suggest that the Social Appearance Anxiety Scale is a valid and reliable measure with a unidimesional structure for Turkish early adolescents.
Storytelling, Values and Perceived Resilience among Chinese, Vietnamese, American and German Prospective Teachers
Author: Stanley, Nile
Date: 2015-00-00
Type: Journal Articles
Subjects: Story Telling,Vietnamese People,Literacy Education,Individual Differences,Qualitative Research,Asians,Preservice Teachers,Path Analysis,Resilience (Psychology),Cultural Differences,Values,Statistical Analysis,Role,Student Teachers,Foreign Countries,Questionnaires,German,Vietnamese,Chinese,Measures (Individuals),Models,Correlation,Structural Equation Models,Cross Cultural Studies

Numerous qualitative studies, mostly with English speaking Westerners, have shown the important role of storytelling and values in promoting resilience. However, this quantitative study helps fill the gaps in the research, by investigating the mediator effects of storytelling on values and resilience of American, German, Chinese, and Vietnamese prospective teachers. The study, using path analysis, investigated how cultural differences influenced perceptions about storytelling, resilience and values. Open to change values of stimulation, self-direction, hedonism and universalism had the largest associations in the Final Model. The results of the multiple group analyses showed that the Final Model path estimates were invariant across cultural groups, but the error variances of the mean values were not invariant. Individual differences accounted for the variance more than cultural differences. The implications for educators, desiring to leverage literacy instruction with storytelling, are discussed.
Study on the New Model of College English Teaching under the Setting of Multimodality
Author: Wang, Qian
Date: 2015-00-00
Type: Journal Articles
Subjects: College English,Teaching Methods,Teaching Models,Multimedia Materials,Discourse Analysis,Multiple Literacies,Concept Formation,Educational Research,Educational Theories,Educational Practices,Foreign Countries

Currently, the application of the network resources and various means of teaching such as multimedia into the classroom has led to the demonstration of multimodality in college English teaching. This paper analyzes the current status of college English teaching and the existing problems, elaborates the research trends of the theory of multimodal discourse analysis, and aims to explore the question as how to construct college English teaching model from the perspective of multimodal discourse. Under the multimodality-based college English teaching model, teachers should concentrate on cultivating students' multi-literacy, coordinating different modalities, to achieve the teaching objectives.
The Impact of Classification and Framing in Entrepreneurial Education: Field Observations in Two Lower Secondary Schools
Author: Diehl, Monika
Date: 2015-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Concept Teaching,Course Content,Educational Improvement,Compulsory Education,Classification,Educational Practices,Teacher Characteristics,Intellectual Disciplines,Barriers,Educational Theories,Specialists,Specialization,Teaching Methods,Teaching Models,Schematic Studies,Secondary Education,Foreign Countries,Observation

This article's purpose is to examine, on the basis of Bernstein's theory of classification and framing, how teachers express the concept and content of entrepreneurship in classroom practices in two Swedish lower secondary schools. The study is part of a national school improvement program aiming to better understand, develop and encourage entrepreneurial education and learning. The broad perspective of entrepreneurial education is used in Swedish compulsory school and thereby in this study. In 2011 the curriculum was reversed, which meant, in addition to introducing entrepreneurship, adding focus on learning outcomes. The data sample is based on observation and field notes. The results show differences between the schools and subjects. The classification is strong in both schools, but the framing differs. Differences in framing are based on characteristics of individual teachers, and to some extent subjects, rather than schools. Together with other circumstances - such as teachers' views and knowledge, school organization and subject division - the task can be perceived as challenging.
Development of Taiwan College Students' Sense of Life Meaning Scale
Author: Wu, Ho-Tang
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Beliefs,Life Satisfaction,Quality of Life,Measures (Individuals),Questionnaires,Factor Analysis,Reliability,Validity,Pretesting,Models

The research aims to develop &quot;Sense of Life Meaning Scale&quot; of Taiwan college students. In accordance with the related literature, most Western scholars adopted Frankl's Logotherapy for developing &quot;Sense of Life Meaning Scale&quot;, which consists of freedom of will, will to meaning and meaning of life. The research also adopts these three beliefs as research factors; furthermore, with the related literature and measurements, 20-items questionnaire was designed. Owing to the past instrument have already proved the existence of three factors within sense of life meaning, CFA was directly applied for the research. This part is categorized into three models: (1) The initial model: the result reveals that two items' factor loadings are under 0.55., and need to be delete. (2) The modified model: After deleted two items, the model retested, and reveal firstly, the whole applicableness is acceptable; secondly, item quality test isn't under the situation of offending estimates (it means all output data are in an acceptable range); thirdly, internal construct applicableness analysis consisting of component reliability, average variance extracted; AVE (?v), competitive model comparison, and sex-group measurement identity test all qualified. (3) Cross-validity model: For the modified model, the research investigate another samples (N = 405), and after the re-verification, the outcome present acceptable whole applicableness. Therefore, the three factors 18 item scale of &quot;Sense of Life Meaning&quot; is built.
Uncovering Embedded Face Threat Mitigation in Landscape Architecture Critique Feedback
Author: Housley Gaffney, Amy L.
Date: 2015-08-00
Type: Journal Articles
Subjects: College Students,College Faculty,Architecture,Feedback (Response),Design

Receiving public feedback on academic work may threaten students' face, particularly when such feedback is critical. One way that feedback may be cushioned is through face-threat mitigation techniques. I analyzed the use of such techniques in the feedback given by faculty and professionals to landscape architecture students as preparation for integrating communication instruction into these courses. This analysis revealed that informal language was the most prevalent technique employed by both faculty and professionals. Findings also indicated that faculty offered more direct advice to students than professionals, potentially fulfilling students' desires for relevant feedback. The marked differences between faculty and professionals patterns point to different interpretations of and goals in providing feedback. The analysis concludes with a discussion of this study's implications for future research on feedback.
Correlations between Attention, Emotional Distress and Anxiety with Regards to Athletes of 11-15 Years in Perceptual-Motor Sports
Author: Grosu, Emilia Florina
Date: 2015-00-00
Type: Journal Articles
Subjects: Correlation,Attention,Emotional Response,Stress Variables,Anxiety,Athletes,Adolescents,Perceptual Motor Coordination,Early Adolescents,Foreign Countries,Psychological Patterns,Performance,Training,Qualitative Research,Scores,Cognitive Tests,Regression (Statistics),Comparative Analysis,Tests

Problem Statement: tests were applied on athletes aged between 11 ± 5 and 15 ± 3. The group of athletes is part of the Romanian Olympic Judo team and ski groups of sports clubs in Gheorgheni (HR), Baia-Sprie (MM), Toplita (HR), Sibiu (SB) and Petrosani (HD). Purpose of Study: through this study, we analyse the correlations between the three psychological processes: emotional distress, attention and anxiety. Methods: the methods we have applied contain the following tests: AM--concentration and attention, AD--distributive attention, AP--perceptive attention, EMAS--emotional distress, PDE--anxiety. These were the initial tests we have used as starting points in our research. The purpose was to increase the sports performance through the application of mental training techniques. Findings and Results: to compare the scores / ranks on cognitive tests applied to the two groups of athletes, we have used nonparametric Mann-Whitney test (U) for unpaired samples. Materiality was a = 0.05 (5%), a = 0.01 (1%) or a = 0.001. To detect the correlation between two quantitative variables, we continued by using the Spearman rank correlation coefficient of (?). The analysis of correlation between coefficients was performed using Colton's rule. Polynomial regression was the method used to derive the mathematical equation of dependence of a continuous variable by another variable. Conclusions and Recommendations: the comparative analysis of the cognitive test scores applied on studied groups with statistical significance revealed positive correlations; except for the group ski EMAS, where the test values were negative.
Creativity in Higher Education
Author: Gaspar, Drazena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Higher Education,College Faculty,Teacher Surveys,Student Surveys,Knowledge Economy,Educational Change,Teacher Attitudes,Student Attitudes,College Students,Likert Scales,Scores

The paper presents results of research related to perception of creativity in higher education made by the authors at the University of Mostar from Bosnia and Herzegovina. This research was based on a survey conducted among teachers and students at the University. The authors developed two types of questionnaires, one for teachers and the other for students in order to investigate the perception about creativity at the University. Namely, the idea that higher education has key role in development of knowledge-based society and economy has been in the very heart of Bologna process--the overall reform of the higher education in European Union. Also, many official European Union documents identified creativity as a major driving force towards knowledge creation and social and economic advancement through the development of a knowledge society. But, the complex questions of knowledge-based society and economy could not be solved without creative, forward-looking individuals and groups who are not afraid to question established ideas and who are able to cope with the insecurity and uncertainty this entails. If today's universities, including University of Mostar, would not succeed in strengthening creativity of teaching process and education of their teachers and students, development of knowledge society could be at stake. The University of Mostar has been started with implementation of the main postulates of Bologna process since 2005. Almost ten years later, the authors wanted to examine if teachers and students of the University of Mostar are aware of the importance of creativity in higher education for development of knowledge society. That was the main reason why the authors started with research related to perception of creativity at the University of Mostar. The aim of this research was to investigate the awareness of teachers and students of the University related to the necessity to enhance creativity within and by academic community.