ethanporcaro/eric-fulltext-meta huggingface dataset:
The Gubernaculum and the Evolution of Testicular Descent
Author: Darda, David M.
Date: 2017-12-00
Type: Journal Articles
Subjects: Evolution,Human Body,Anatomy,Physiology,Science Instruction,College Science

Adding an evolutionary perspective to anatomy teaching can enrich student learning. One way of introducing evolutionary concepts into a course is by &quot;sneaking it in&quot; by presenting interesting and sometimes entertaining &quot;stories&quot; that add anatomical detail, encourage critical thinking, and illustrate underlying evolutionary history and concepts. The gubernaculum tells one such story; a story that involves the movement of the testes through the fetal abdominal cavity and finally into the scrotum. While it is well understood that the proximate importance of this migration is to guarantee an appropriate thermal environment for sperm production, our understanding of the role of the gubernaculum in anchoring, pulling, and clearing the way for the testes as they descend is only now coming to light. Even less clear is our understanding of the evolutionary forces that ultimately led to such a seemingly vulnerable positioning of the testes. Multiple hypotheses have been proposed, and whether one or more can ultimately explain the seemingly complicated process and curious anatomy, the essential evolutionary test has obviously been met-- it works
&quot;Yes! Use Your Cell Phones!&quot; Active Learning with Technology in an Anatomy and Physiology Lab
Author: Rudolph, Heather A.
Date: 2017-12-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Active Learning,Technology Uses in Education,Anatomy,Physiology,Undergraduate Students,Group Activities,Models,Vocabulary,Cooperative Learning,Student Developed Materials,Study Guides

Students struggle with the amount of information they are expected to learn in undergraduate human anatomy and physiology labs. Often, the models used in labs may look different from the figures or photos in the lab manuals purchased from publishing companies and therefore studying at home with lab manual diagrams can be an unnecessarily frustrating and time consuming experience for students. In this activity, students work together in groups of four to label models with anatomy terminology assigned to that week's lab. They take pictures of their labeled models to assemble into a PowerPoint file thus collaborating to produce a personalized student made study guide that can be used outside of lab time, to review for the lab practical. The PowerPoint files are also uploaded to the Learning Management System as the weekly group homework assignment. This activity emphasizes cooperative learning, active vocabulary application, and good conversations among students and between students and instructors. It also utilizes technology in a fun, interactive way for students, which results in no lost or late homework, no papers to store, and easier grading for instructors.
Academic Administration and Service Workloads in Australian Universities
Author: Kenny, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Faculty Workload,College Administration,Academic Achievement,Administrator Surveys,Performance Based Assessment,Administrator Role

This paper addresses the important and linked questions of how to manage academic performance and workload effectively. It highlights the need in a modern, corporatised university to consider the nature of academic work and optimal ways to develop workload allocation and performance management processes. This paper complements two previous papers on time associated with teaching and research components of academic work by exploring service/administration workloads. Data were collected from 665 academics with recent administration experience through a nation-wide survey in 2016 and 2018. The data were analysed to understand the median annual work hours for a range of internal and external service activities, and for a range of formal administrative roles. The analysis showed a further categorisation of academic service into operational and strategic activities. Together, the three papers underpin holistic academic workload model development using empirical annual hour allocations from a large and representative national sample of academics. This article provides an essential basis for any future consideration of performance assessment based on output measures such as research expectations, impact or quality.
Engagement and Impact through &apos;Amplifier Platforms&apos;
Author: Osman, Kim
Date: 2019-00-00
Type: Journal Articles
Subjects: Mass Media,Electronic Publishing,Social Media,Scholarship,Debate,Public Opinion,Foreign Countries,Computer Mediated Communication,Measurement Techniques,Journalism,Access to Information,Audience Participation,Credibility,Electronic Journals,College Faculty,Faculty Publishing

Digital and social media have grown exponentially to become highly influential spheres of public communication -- increasingly crowded, contested, and corrupted, and increasingly in need of scholarly engagement. As public debate is conducted more through social and digital media, alternative metrics ('altmetrics') that are generated from social and digital media platforms become important as indicators of impact and engagement. We review the growth of amplifier platforms and the academic and contextual reasons for their growth. Amplifier platforms are defined to distinguish them from traditional media outlets (where the scholarly voice is mediated through and 'gatekept' by journalists, whose editors retain final control), personal blogs (very few of which can be maintained over time) and from social media platforms (where the scholarly voice is accorded no presumptive standing). A significant range of amplifier platforms is canvassed while acknowledging that in Australia, the amplifier platform &quot;The Conversation&quot; plays a central role.
The Impact of International Proficiency Tests on Language Teaching and Motivation: A Case Study
Author: Khamis, Abdelmoneim Hassan Adam
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Language Tests,Language Proficiency,Second Language Learning,Second Language Instruction,Learning Motivation,Applied Linguistics,Decision Making,Student Placement,Teaching Methods,Student Attitudes,Teacher Attitudes,Language Teachers,Foreign Countries,Achievement Tests,Testing Problems,Construct Validity,Content Validity,Grade 5,Grade 6,Elementary School Students,Oral Language,English (Second Language),Correlation,Student Motivation

This case study of Al-Aqsa School attempts to show that Cambridge Young Learners English Tests (YLE) may hurt learners' motivation and teaching process. The paper aims to highlight the adoption of Cambridge YLE proficiency tests and explore learners and teachers' perception of those tests. Also, providing alternative yardstick measures learners' performance. Combination of a questionnaire, interviews and observation of Cambridge YLE, Movers and Flyers tests were used to collect the data. The evidence presented in this paper suggested that there was a necessity for English language teachers to motivate and prepare pupils of YLE tests at the primary stage. Otherwise, the School should reconsider administering the YLE tests at this fundamental level. The paper recommended progressively institutionalised scholastic accomplishment tests, alongside placement tests at the beginning of the school academic year. The findings should make an essential contribution to the field of applied linguistics and help decision-maker at Al-Aqsa School to take appropriate decisions.
Individual, Pair and Group Writing Activity: A Case Study of Undergraduate EFL Student Writing
Author: Kaweera, Chittima
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Groups,Language Proficiency,Writing Instruction,Anxiety,Self Esteem,Collaborative Writing,Student Attitudes,Teaching Methods,Thinking Skills,Skill Development,Thai,Native Language,Foreign Countries

The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English proficiency (low, fair and high). It was focused on their perspectives towards skills practiced during working on written tasks: writing, thinking, participation, communication as well as their satisfaction of these activities. The results from content analysis demonstrated that overall the students practiced participation skills when doing individual and pair work. The students practiced writing skills when joining group work. With regard to the students' satisfaction, low proficiency students in low group were likely to enjoy coauthoring activity either pair or group work. Their satisfaction seemed to increase according to the number of group members. This is important for writing teachers to provide this activity for low proficiency students as this may lower the students' anxiety and foster their self-confidence, compared with completing tasks individually. On the contrary high proficiency students seemed to enjoy writing alone and were fairly satisfied group work. These students were likely to be more confident when performing the tasks individually or experienced some problems that might impede working collaboratively.
A Probe into Chinese University Students&apos; English Lexical Ambiguity
Author: Zhang, Xiaochun
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Psycholinguistics,Semantics,Language Processing,Figurative Language,Comparative Analysis,Word Frequency,Majors (Students),College Students,Reaction Time,Decision Making,Task Analysis,Priming

Disagreements arise on the differences of semantic processing of different ambiguous words in the perspective of psycholinguistics. This paper compares the differences of the semantic processing of different types of ambiguous words of Chinese English learners by using a multiple semantic priming experiment with short. The results demonstrate the advantage in semantic processing of words of homonymy of Chinese English Learners in the multiple semantic priming experiment, but the advantage in semantic processing of words of polysemy does not always take place, as it is relevant to learners' English levels and words' meaning frequency. The effect of semantic processing of polysemous words is greater than that of synonymous words.
Fostering EFL Students&apos; Paragraph Writing Using Edmodo
Author: Alsmari, Nuha Abdullah
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Student Placement,Language Tests,Web 2.0 Technologies,Foreign Countries,Teaching Methods,Writing Skills,Comparative Analysis,Writing Instruction,Blended Learning,College Students,Instructional Effectiveness,Student Attitudes

The present study sought to investigate the effect of using Edmodo, a Web 2.0 tool, as a supportive blended learning tool in developing EFL Saudi students' paragraph writing skills at Prince Sattam bin Abdul Aziz University, KSA. Eighty students majoring in English at the college level one participated in the study. The participants were randomly selected for an experimental group (taught by using Edmodo) and a control group (taught without using Edmodo). Two main tools were devised to collect data: Oxford Placement Test (OPT) and Test of Paragraph Writing Skills (TPWS). The data were analyzed descriptively and inferentially by running a t-test, using SPSS 16.0, to calculate the differences between the mean scores of the two groups pre- and post-intervention. The results showed statistically significant differences in the post-test in favor of the experimental group. Integrating Edmodo into the writing class was found to be highly beneficial in developing EFL students' writing abilities, up to paragraph level. The use of Edmodo also enriched students' knowledge and increased their motivation to learn.
Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State
Author: Parsons, Matthew Wesley
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,Parent Participation,Administrator Role,Elementary Secondary Education,School Districts,Program Effectiveness,Second Languages,Family School Relationship,Rural Areas,Aggression,Disadvantaged,At Risk Students,Barriers,Cultural Differences,Familiarity,Parent Attitudes,English (Second Language),Second Language Learning,Language Proficiency

This study reports the findings from an exploration of K-12 administrators in a rural state about how they can more effectively engage and involve families of English language learners (ELLs). The guiding questions for this study are: (1) How does the role of administrators influence the engagement and involvement of ELL parents within K-12 education? (2) What can administrators do within their districts specific to their district in order to facilitate ELL parental engagement and involvement? Through an online survey and in-person interviews, the authors focus specifically on the perceived level of engagement of ELL families as it pertains to districts in general and a specific district. Furthermore, preconceived notions of expectations and language differences and the effectiveness of programs currently offered overall throughout the rural state are explored. Finally, the authors offer suggestions on how to better involve and engage ELLs and their families.
Forgiveness and Cyberbullying in Turkish Adolescents
Author: Buyukbayraktar, Cagla Girgin
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Adolescents,Adolescent Attitudes,High School Students,Aggression,Coping,Positive Attitudes,Attitude Change,Psychological Patterns

The quickest and easiest way to maintain the relationships is through the use of technology; however, this puts adolescents at risk of experiencing cyberbullying. The aim of this study was to investigate whether forgiveness is related to cyberbullying in high school students. This study included 348 adolescents in Turkey. The results of this study indicated a negative directional relationship between forgiveness and cyberbullying. This study focused on the protective role of forgiveness in preventing aggressive behavior. The findings suggest that forgiveness may be an effective coping mechanism that helps adolescents redirect negative emotions caused by cyberbullying using other positive emotions.
The Relationships between the Big Five Personality Traits and Attitudes towards Seeking Professional Psychological Help in Mental Health Counselor Candidates: Mediating Effect of Cognitive Flexibility
Author: Çekici, Ferah
Date: 2019-08-00
Type: Journal Articles
Subjects: Mental Health,Personality Traits,Correlation,Help Seeking,Student Attitudes,Counselor Training,College Students,Cognitive Ability,Role,Foreign Countries,Personality Measures,Health Services,Counseling Services,Measures (Individuals)

The purpose of this study was to examine the relations between the five big personality traits (openness, conscientiousness, extraversion, agreeableness, neuroticism) and attitudes towards seeking professional psychological help in counseling students along with the mediating role of cognitive flexibility. The sample of the study consisted of 189 students (140 female and 49 male) attending the counseling program at Istanbul Medipol University. The age mean of the sample was 20.81 (SD=1.91). The data were collected in the fall term of the 2018 to 2019 academic year. The Big Five Inventory, Attitudes Toward Seeking Professional Psychological Help Scale and Cognitive Flexibility Scale were used as data collection instruments. The data were analyzed by using SPSS 20 Statistical Package Program and the mediation model was tested in SPSS using PROCESS macro developed by Hayes. Results revealed that cognitive flexibility has mediator role between big five traits and psychological help-seeking attitude. In conclusion, the proposed model has emerged statistically significant.
Application of Meta-Cognitive Strategy Instruction in Listening Comprehension to the Level III Student-Teachers
Author: Whitehead, Evangelin
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Teaching Methods,Listening Comprehension,Student Teachers,Listening Skills,Academic Achievement,Scores,Experimental Groups,Control Groups

This study investigated the impact of meta-cognitive strategy instruction on the listening comprehension of level III student-teachers. Sixty-eight student participants were selected whose listening proficiency was at the average to below average level. The selected students were randomly assigned to experimental and control groups. The experimental group (n=34) received the meta-cognitive strategy instruction but the control group (n=34) received no meta-cognitive instruction. Listening comprehension modules of their course books were utilized to test the listening skills of the participants in both groups before and after the treatment. The results of tests revealed that the experimental group significantly outperformed the control group on the post-test. The pedagogical implications of the study are discussed as well.
Teacher Characteristics and Student Learning in Mathematics: A Comprehensive Assessment
Author: Hill, Heather C.
Date: 2019-11-00
Type: Journal Articles
Subjects: Teacher Characteristics,Mathematics Instruction,Outcomes of Education,Teacher Student Relationship,Grade 4,Grade 5,Elementary School Teachers,Elementary School Mathematics,Mathematics Teachers,Teacher Effectiveness,Mathematics Tests,Teacher Education,Mathematics Achievement

Diverse stakeholders have an interest in understanding how teacher characteristics--their preparation and experience, knowledge, and mind-sets and habits--relate to students' outcomes in mathematics. Past research has extensively explored this issue but often examined each characteristic in isolation. Drawing on data from roughly 300 fourth- and fifth-grade teachers, we attend to multiple teacher characteristics and find that experience, knowledge, effort invested in noninstructional activities, and participation in mathematics content/methods courses predict student outcomes. We also find imbalances in key teacher characteristics across student populations. We discuss the implications of these findings for hiring and training mathematics teachers.
Lecture Capture Technology (LCT): Following Some Rules and Breaking Others. The Advantages, Perks, and Pitfalls of LCT Implementation in Large Human Anatomy, Physiology, and Pathophysiology Classrooms
Author: Soon, Zoe A.
Date: 2018-04-00
Type: Journal Articles
Subjects: Lecture Method,Technology Uses in Education,Anatomy,Physiology,Foreign Countries,Large Group Instruction,College Science,Science Instruction,Instructional Effectiveness,Attendance,Student Attitudes,Undergraduate Students,Gender Differences,Grades (Scholastic),Nursing Students

There is much in the literature about the perks and pitfalls of introducing lecture capture technology (LCT) into the classroom, with recommendations and guidelines as well as mixed reports outlining the ensuing expected and unexpected, in terms of positive and negative outcomes. With the goal of providing another student study resource, LCT was introduced into five large anatomy, physiology, and pathophysiology courses at the University of British Columbia Okanagan. Some literature guidelines were followed, including: i) introduce LCT into content-heavy, lecture-based courses, ii) make LCT easy to use for students, iii) make recordings annotated and interesting, and iv) provide enough in-class activity to prevent drops in attendance. Other guidelines were not followed, for example: i) keep videos novel, short, and focussed on problem areas; ii) conduct mid- or postvideo tests; and iii) provide to first-years but not upper-years. This paper details LCT's merits and drawbacks for very different cohorts across three years of an undergraduate program.
The Effects of Peer-Assisted Learning on Disruptive Behavior and Academic Engagement
Author: Sinclair, Anne C.
Date: 2019-10-00
Type: Journal Articles
Subjects: Peer Relationship,Behavior Problems,Learner Engagement,At Risk Students,Students with Disabilities,Grade 8,Peer Teaching,Tutoring,Student Behavior,Reading Fluency,Intervention,Middle School Students,Behavior Disorders,Emotional Disturbances

Education researchers have recently called for the development of interventions to address the needs of students with or at risk of disabilities who exhibit co-occurring academic and behavioral needs. Teachers of these students frequently prioritize intervening on problem behavior rather than academics. However, addressing students' academic needs with interventions that change classroom environments may reduce problem behavior. This study examined the effects of a reciprocal peer-tutoring program on disruptive behavior and academic engagement. An A-B-A-B design was implemented in an eighth-grade intervention classroom receiving Tier 2 supports from a general educator, with one student who demonstrated frequent disruptive behavior and concomitant reading difficulty. Results support a functional relation between the intervention and changes in disruptive behavior and academic engagement. Implications for future research and practice are discussed.
Coaching Teachers to Promote Social Interactions with Toddlers
Author: O'Flaherty, Celia
Date: 2019-10-00
Type: Journal Articles
Subjects: Coaching (Performance),Toddlers,At Risk Persons,Early Childhood Teachers,Playgrounds,Feedback (Response),Preschool Children,Interpersonal Competence,Teacher Improvement,Teacher Behavior,Prompting,Program Effectiveness,Electronic Mail,Disabilities,Peer Relationship,Interaction

Children with or at risk of disabilities engage in fewer and less complex social interactions (SIs) than their typically developing peers. The playground is an ideal setting for teachers to promote SIs among children. However, few studies have examined practical and meaningful strategies for supporting teachers in effectively facilitating SIs. Also, there is a critical dearth of research examining classroom practices for infants and toddlers. A single-case multiple probe design was used to evaluate the effectiveness of a brief training and email performance feedback on toddler teachers' SI prompts on the playground. Results indicated functional relations between training plus general and specific feedback, teachers' use of SI prompts, and levels of child SIs.