ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;In All Honesty, You Don&apos;t Learn Much&quot;: White College Men&apos;s Perceptions of Diversity Courses and Instructors
Author: Vianden, Jörg
Date: 2018-00-00
Type: Journal Articles
Subjects: White Students,Males,Student Attitudes,Multicultural Education,Undergraduate Students,College Faculty,College Curriculum

The positive effects of diversity coursework on college students are uncontested and the majority of institutions now require some form of diversity content. However, not all students engage in this content in the same way, and heterosexual White male students may show ardent resistance to diversity courses and the faculty teaching them. Faculty of color disproportionately teach diversity courses, and some White faculty may avoid teaching about topics of human difference altogether. This article shares the results of a phenomenological study with 92 undergraduate White heterosexual male participants at 10 institutions throughout the United States. Data analysis reveals participant perceptions of the lack of depth in required diversity courses, of the need to weave diversity throughout the major course of study, and of the skills and behaviors of faculty teaching diversity content. Recommendations to incorporate the teaching of diversity and pedagogical strategies for faculty are offered.
Medical Student Research during a Longitudinal Community-Based Placement Can Provide Opportunities for Learning about Public Health
Author: Weston, Kathryn
Date: 2018-00-00
Type: Journal Articles
Subjects: Medical Students,Student Research,Longitudinal Studies,Public Health,Medical Education,Health Promotion,Physicians,Patients,Physician Patient Relationship,Foreign Countries,Research Projects,Community Involvement,Student Placement

While 'public health medicine' is a specialised field, most medical practitioners practice 'public health' to some extent, e.g., undertaking preventative screening tests or advising individuals about lifestyle interventions. While requirements to demonstrate capability in public health are common to medical education around the world, medical programs face a challenge to integrate public health education and promote health advocacy in an environment where the doctor: patient relationship is at the core of learning. Students who spend part of their medical education working within general practice or community settings have an opportunity to observe and identify issues of public health importance, and to see how they impact at both a personal and a population level. This paper aims to illustrate how a year-long research project can provide an opportunity for medical students to learn about public health issues and methods to investigate them. Analysis was undertaken of the research topics chosen by eight successive cohorts of medical students, representing 519 students, who successfully completed a research project. Over half of the student research projects (51.8%) directly related to Australian national health priority areas of dementia, obesity, arthritis and musculoskeletal conditions, asthma, diabetes, mental health, injury prevention and control, cardiovascular health and cancer control, and a further 28.5% of projects had a specific public health focus, within domains that include lifestyles and health, communicable disease, and healthy growth and development. Researching public health topics in the community setting represents a practical way to engage medical students in learning about public health, and can help to develop their potential to become 'clinician researchers', investigating and understanding issues relevant to their communities.
An Exploration of Cultural Factors and Their Influence on Saudi Arabian University Deans&apos; Leadership Perceptions and Practices
Author: Alsuood, Yousef Abu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Influences,Social Influences,Higher Education,Deans,School Culture,Environmental Influences,Values,Leadership Styles,Administrator Attitudes,Barriers,Family Influence,Governance

This article reports an investigation into societal and organizational cultural influences on academic leadership in Saudi Arabian higher education, a previously underexplored area. In Saudi Arabia, it is currently unclear how university deans are negotiating the balance between organizational cultural values and contemporary influences, and how the values they embrace may influence their leadership practices and effectiveness. The study has been conducted in eight main governmental universities under the Ministry of Education. Qualitative data has been collected, involving interviews with fifteen university deans, with data scrutinized by an interpretive thematic analysis. The deans' responses indicated dissatisfaction with the broad societal culture around them and the negative influence this had on leadership practices. Tensions were apparent between traditional values and change, and the influence of family and tribal backgrounds. Five organizational cultural themes were identified as influences on deans' leadership--a centralized environment, strict regulations, the authority of top management, selection and promotion issues, and reputational factors. The study's outcomes contribute to the understanding of leadership perceptions and practices within a particular cultural context.
Web-Based Parenting Support: Development of the COPING Confident Parenting Programme
Author: Hutchings, Judith
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Education,Web Based Instruction,Foreign Countries,Parenting Skills,Program Effectiveness

Parents have the most significant impact on children's development and the key parenting factors that promote child development and wellbeing are well known. Furthermore, many behavioural, social and emotional problems in children are associated with poor parenting practices. Parenting interventions that address parental skill deficits and teach positive parenting principles based on social learning theory are effective and are the recommended treatment for conduct disorder. Alongside the development of treatment programmes, universal parenting programmes have been developed; many present the same core parenting principles but their rationales vary from promoting children's development to addressing common behavioural challenges and the evidence for these programmes is less well established. Most parents now have internet access and are making daily use of it, including seeking advice on parenting matters but that advice is often anecdotal and lacking evidence. In the meantime, a small number of web-based programmes, including parenting programmes have been developed and evaluated. This paper summarises the rationale for web-based universal programmes to support parents and briefly describes the history, content and a summary of the initial research on the COPING (confident parent internet guide) programme developed by the authors. The paper concludes with suggestions for future research directions.
Capturing Motivation and Emotion Regulation during a Learning Process
Author: Järvenoja, Hanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Emotional Response,Self Control,Learning Processes,Cooperative Learning,Interaction,Experience,Social Influences,Peer Relationship,Elementary School Students,Physiology,College Students,Foreign Countries

This paper describes our research approach in which we have focused on situational and contextual variations in motivation and emotion regulation to better understand its role, appearance and function in collaborative learning situations. We have used research designs that employ process-oriented measures combined with subjective interpretations to capture motivation and emotion regulation. Analysing on-line process data poses several challenges such as variation in the granularity of different data sources, problems that emerge due to the complexity of contextual and situational factors in ecologically-valid learning situations or, currently, challenges in the use of multiple data channels and their analyses. In this paper, we present three claims underlying our research, particularly the motivation and emotions and their regulation in learning. The claims are as follows: (1) motivation and emotion regulation is situation and context specific, (2) motivation and emotion regulation is influenced by multi-layered nature of motivation and (3) Motivation and emotion regulation is intertwined with other processes of learning and can be captured from their temporal manifestation. We present an example from our empirical study to discuss how these claims have led us to employ multiple process-oriented methods that include both subjective and objective data sources, including different combinations of situation-specific self-reports, video and physiological data. We then describe opportunities and challenges involved in the empirical studies.
The Impact of Self-Directed Learning Readiness on Critical Thinking and Self-Efficacy among the Students of the School of Physical Education and Sports
Author: Turan, Mehmet Behzat
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Independent Study,Learning Readiness,Critical Thinking,Self Efficacy,Physical Education,Athletics,College Students,Foreign Countries,Correlation,Measures (Individuals)

The aim of this study was to examine the impact of self-directed learning readiness on critical thinking and general self-efficacy among the students of the School of Physical Education and Sports. In line with this aim, the research sample consisted of 419 students who were randomly selected from the School of Physical Education and Sports in Erciyes University. To collect data, the study used Self-Directed Learning Readiness Scale, Critical Thinking Scale, General Self-Efficacy Scale and 'Personal Information Form' created by the researcher. The data obtained through the Personal Information Form was statistically analyzed using SPSS 20.0 package program. The candidates' personal information and inventory total scores and factor points were presented by calculating frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (ß) The study found a positive significant relationship between self-directed learning readiness and critical thinking. A positive significant relationship was also found between self-directed learning readiness and general self-efficacy. Finally, there was a positive high relationship between general self-efficacy and critical thinking. The results of the study suggest that self-directed learning readiness affects critical thinking and general self-efficacy characteristics as it influences other aspects related to education. Self-directed learning readiness predicts critical thinking and general self-efficacy by 50.5%. Hence, authentic environments should be created to improve students' self-directed learning readiness when preparing education and training programs especially as a significant aspect of modern education systems in today's world.
Blended Supervision for Thesis Projects in Higher Education: A Case Study
Author: Karunaratne, Thashmee
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Supervisors,Educational Quality,Information Technology,Undergraduate Students,Graduate Students,Masters Theses,Theses,Teacher Student Relationship,College Faculty,Teacher Attitudes,Computer Mediated Communication,Recordkeeping,Management Systems,Time Management,Foreign Countries,Computer Science Education,Blended Learning

The thesis component of a degree program is vital since the quality of it contributes to the quality of the whole degree. Maintaining the quality of the degree programs and handling the constantly increasing numbers of students entering higher education simultaneously is a challenge for many higher educational institutions. This paper presents a study of how ICT can be used to improve the quality and effectiveness of the thesis projects at Bachelors and Masters Levels. Further, how the blended model of supervision supports solving the issues of managing supervisor time efficiently and providing a quality guidance for thesis students are also explored. Supervisors' perceptions of the ICT enabled thesis process are captured via interviews. Statistics about the completed theses and the user log data of the ICT system are triangulated to complement supervisor perceptions. Results revealed that the supervisors take advantage of the functions in the system to support improving the quality and the quantity of the theses, and the blended supervision model adapted in the thesis process support the supervisors to have a better collaboration with the students.
Effect of a Metacognitive Scaffolding on Information Web Search
Author: Huertas-Bustos, Adriana
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Scaffolding (Teaching Technique),Chemistry,Blended Learning,Science Instruction,High School Students,Grade 10,Instructional Effectiveness,Online Searching,Educational Technology,Technology Uses in Education,Thinking Skills,Private Schools,Knowledge Level

The objective of the research was to determine the effect that a metacognitive scaffolding for Web information searches exercises on the development of school students, through a general chemistry course in a blended learning modality. One hundred and four students from a school of the city of Bogotá D.C.-Colombia participated in the study. The research followed a quasi-experimental design with a pretest and posttest. Three tenth-grade groups, previously established, worked with a b-learning environment with three versions: the first group worked with a fixed scaffolding, the second with an optional scaffolding, and the third group interacted with a b-learning environment without any type of scaffolding whatsoever. The Metacognitive Awareness Inventory (MAI) test was used to measure metacognitive abilities before and after data treatment. To analyze the data, a Multivariate Analysis of Covariance (MANCOVA) was conducted, which showed that the fixed scaffolding favors the development of metacognitive abilities, especially those related to procedural knowledge, planning, organization, monitoring, and evaluation. This tool, possibly based on the analysis and reflection of their own performance in task development, allowed students to consolidate structured strategies in Web information searches. In contrast, the use of the optional scaffolding did not exhibit the expected results since it was not used by a high percentage of students. These findings, among others, are discussed in the study.
Multivariate Analysis of Students&apos; Perception of the Impact of Lecturers&apos; Ranks on Their Performance at the Faculty of Mathematical Sciences, University for Development Studies--Navrongo, Ghana
Author: Nyame, Faustina
Date: 2019-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Student Attitudes,Instructional Effectiveness,College Faculty,Teacher Effectiveness,Foreign Countries,Mathematics Instruction,Statistics,Computer Science Education

This paper examines students' perception of the impact of lecturers' ranks on their performance across departments in the Faculty of Mathematical Sciences (FMS) of the University for Development Studies (UDS), Navrongo Campus. The study used a self-designed structured questionnaire administered to 160 respondents (students) of the Faculty. All the 160 questionnaires were retrieved, which represents 100% response rate. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 25.0 for windows. Multivariate Analysis of Variance (MANOVA) results showed that (at P&lt;0.05) Senior Lecturers received higher ratings followed by Lecturers and then Assistant Lecturers, indicating that the ranks of Teaching Staff significantly influenced their performance across the various departments of the Faculty. Recommendations and implications for management of Higher Institutions of Learning (HIL) have been discussed. The paper contributes to the literature in the area of supervision and evaluation of the performance of teaching staff in the HIL context.
The Choreography of Talent Development in Higher Education
Author: Khalid, Fahdia
Date: 2019-00-00
Type: Journal Articles
Subjects: Talent Development,Higher Education,Talent Identification,Talent,Intervention,Leadership,Employees,Labor Force Development,Academic Achievement,Organizations (Groups),Organizational Development,Faculty Development

Higher Education Institutions (HEIs) are undergoing financial, structural and cultural transformation. With the marketization of higher education, 'war for talent' is also gaining momentum. As bars are raised on evaluating academics' performance, the human resources and academic leadership need to rethink their approach to talent identification, development, and deployment. The staff development function needs some adaptations to sustain in this knowledge-intensive industry. In the light of literature review and professional reflection, I argue academics as 'the talent' for any higher education institution. This paper discusses talent development in higher education and advocates 'an exclusive' approach to their professional development. It unpacks the three levels of HEIs talent development needs and presents a framework to meet them. The paper also elaborates on the interventions that are favourable for the fulfilment of academics' and institution's talent development needs. It finally proposes areas for further research.
Paraphrasing Strategy in EFL Ecuadorian B1 Students and Implications on Reading Comprehension
Author: Escudero, Isabel
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Reading Comprehension,College Students,Foreign Countries,Reading Strategies,Pretests Posttests,Experimental Groups,Control Groups,Metacognition,Student Characteristics

Reading comprehension in Ecuadorian students has been mostly managed at a literal comprehension level, leaving out inferential and critical comprehension. This is because most of the articles students read require a high level of literacy and a good domain of comprehension strategies. One of these strategies is paraphrasing; therefore, the purpose of this research was to analyze the effects of paraphrasing and its implications on reading comprehension skills in English as a foreign language. This study was developed in B1 students enrolled at the 6th level of English at Linguistics Competence Department at Universidad Nacional de Chimborazo UNACH with a sample of 50 students. A base-line pre-test and a posttest to an experimental and control group were applied. The project implementation took ten sessions and students learned the techniques to effectively paraphrase and the pitfalls they should avoid when applying this strategy. The analysis of T-student test yielded that the experimental group outperformed the control group. The main results showed that once students learn the techniques and correctly apply them, it helped them out to go beyond the literacy level, applying an authentic reading comprehension of the text. Pedagogical implications about paraphrasing and reading comprehension are presented in the discussion.
A Multi-Componential Methodology for Exploring Emotions in Learning: Using Self-Reports, Behaviour Registration, and Physiological Indicators as Complementary Data
Author: Eteläpeltoa, Anneli
Date: 2018-00-00
Type: Journal Articles
Subjects: Emotional Response,Learning Processes,Professional Development,Measurement Techniques,Video Technology,Physiology,Nonverbal Communication,Recall (Psychology),Computer Assisted Testing,Emotional Experience,Reflection,Eye Movements,College Faculty,Foreign Countries,Computer Software,Case Studies,Behavior Patterns

Studies on emotions in learning are often based on interviews conducted after the learning. These do not capture the multi-componential nature of emotions, nor how emotions are related to the processes of learning. We see emotions as dimensional, multi-componential responses to personally meaningful events and situations. In this methodologically advanced pilot study we developed a multi-componential methodology, capable of providing complementary information on emotions in professional learning. For this purpose, we used a within-subject design applied to a single individual, with a focus on emotions during professional learning. Within a laboratory setting, the subject was shown personally meaningful video extracts from a learning situation in which she had previously participated. The data were gathered through (i) self-reports of emotions via the Emotion Circle (EC) online assessment tool, (ii) measures of autonomic nervous system (ANS) activity obtained via Electrodermal Activity (EDA) and Heart Rate Variability (HRV), (iii) behavioural registration of facial expression and gaze, and (iv) the Stimulated Recall Interview (SRI). Self-reports of emotions via EC, and also the emotion-driven SRI, were found to be productive, not only in detailing and explaining emotions experienced during the viewing of the videos, but also in bringing about reflective learning and novel insights. EDA and HRV provided complementary information on the subject's ANS activity during the learning process. We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning.
An Exploratory Analysis of the Prevalence of Quantitative Research Methodologies in Journal Articles
Author: Hochbein, Craig
Date: 2018-00-00
Type: Journal Articles
Subjects: Incidence,Research Methodology,Journal Articles,Educational Research,Research Utilization,Periodicals,Instructional Leadership,Statistical Analysis

The purpose of this study is to explore the prevalence of quantitative research methodologies in published journal articles to better understand the knowledge and skills necessary for school leaders to meet the expectations of applying research findings to practice. It examines research articles published between 2008 and 2013 in the &quot;American Educational Research Journal,&quot; the &quot;Educational Administration Quarterly,&quot; and the &quot;NASSP Bulletin.&quot; Empirical articles comprise 91 percent of the 449 identified research articles, with 58 percent reporting the use of quantitative methodology.
Addressing the Shortcomings of Traditional Multiple-Choice Tests: Subset Selection without Mark Deductions
Author: Otoyo, Lucia
Date: 2018-12-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Grading,Test Reliability,Test Format,Undergraduate Students,Summative Evaluation,Student Attitudes,Preferences,Guessing (Tests),Scores,Test Use

This article presents the results of an empirical study of &quot;subset selection&quot; tests, which are a generalisation of traditional multiple-choice tests in which test takers are able to express partial knowledge. Similar previous studies have mostly been supportive of subset selection, but the deduction of marks for incorrect responses has been a cause for concern. For the present study, a novel marking scheme based on Akeroyd's &quot;dual response system&quot; was used instead. In Akeroyd's system, which assumes that every question has four answer options, test takers are able to split their single 100% bet on one answer option into two 50% bets by selecting two options, or into four 25% bets by selecting no options. To achieve full subset selection, this idea was extended so that test takers could also split their 100% bet equally between three options. The results indicate increased test reliability (in the sense of measurement consistency), and also increased satisfaction on the part of the test takers. Furthermore, since the novel marking scheme does not in principle lead to either inflated or deflated marks, this makes it easy for educators who currently use traditional multiple-choice tests to switch to using subset selection tests.