ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduates&apos; Attitudes toward Dating Violence: Its Relationship with Sexism and Narcissism
Author: Erdem, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Dating (Social),Violence,Gender Bias,Personality Problems,Attitude Measures,Gender Differences,Aggression,Correlation,Personality Traits,Statistical Analysis,Factor Analysis

In this research, whether the undergraduates' attitude levels towards the dating violence differed in terms of gender, dating relationship status, being exposed to the dating violence and resorting to the dating violence was investigated. The sample of the study was composed of 1171 undergraduates. In the research, &quot;The Attitudes toward Dating Violence Scales,&quot; &quot;Ambivalent Sexism Scale,&quot; &quot;Ambivalence toward Men Scale,&quot; &quot;Narcissistic Personality Inventory,&quot; and &quot;Personal Information Form&quot; were used as the data collection tools. In conclusion, significant differences were determined in the university students' attitudes towards the dating violence according to the different demographic variables (gender, dating relationship status, being exposed to the dating violence and resorting to the dating violence). Moreover, university students' attitudes towards dating violence were determined to positively and significantly correlate with their ambivalence sexism levels. Ambivalence toward men was determined to positively and significantly correlate with their attitudes towards dating violence. In addition, university students' narcissistic personality traits were found to positively and significantly correlate with their attitudes towards dating violence.
&quot;Press Start&quot;: The Value of an Online Student-Led, Peer-Reviewed Game Studies Journal
Author: Barr, Matthew
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Student Journals,Journal Writing,Periodicals,Content Analysis,Qualitative Research,Student Surveys,Peer Evaluation,Writing for Publication,Social Media,Learner Engagement,College Students,Video Games,Student Research,Online Surveys,College Graduates,Graduate Students,Communities of Practice

In this article, an online student journal is described, and the ways in which student participants value the journal are discussed. &quot;Press Start&quot; is a peer-reviewed international journal of game studies, which aims to publish the best student work related to the academic study of video games. Content analysis of qualitative survey data (n = 29) provides insights into what students value about the journal, revealing six broad themes: community and support, inclusiveness and accessibility, the published research, feedback from peer review, experience of conducting peer review and the opportunity to publish. The article concludes by suggesting that engagement with online student journals should not be limited in terms of geography or the level of study, unless there are robust pedagogical reasons for doing so.
Exploring Nominalization in Scientific Textbooks: A Cross-Disciplinary Study of Hard and Soft Sciences
Author: Jalilifar, Alireza
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Textbooks,Content Analysis,Physics,Applied Linguistics,Academic Discourse,Nouns,Language Patterns,Authors,Discourse Analysis,Phrase Structure,Comparative Analysis,Form Classes (Languages),Language Usage

Given the importance of disciplinary specificity in terms of the potential differences in the functionality of nominalizations in scientific textbooks and the dearth of studies of this type, the current study explores the extent to which nominalization is realized across two disciplines. To this aim, eight academic textbooks from Physics and Applied Linguistics are analyzed to identify the nominal patterns and expressions and their related types. Findings indicate that, despite the similarity of the first three most prevalent patterns in the sample textbooks, the distribution of these patterns marks disciplinary distinctions. That is, Physics academic writers tend to (a) use a more complex, lexically dense style of writing and package more information into compound nominal phrases by deploying a pattern where nominals are followed by strings of prepositional phrases in comparison to writers in Applied Linguistics; and (b) express particularity using nominals preceded by classifiers more frequently than Applied Linguistics writers. Writers in Applied Linguistics, on the other hand, are found to manifest a greater tendency toward conveying generality by using a pattern where nominals are realized with few pre/post modifiers.
A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context
Author: Avci, Hulya
Date: 2017-11-00
Type: Journal Articles
Subjects: Case Studies,Blended Learning,Cooperative Learning,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Computer Software,Telecommunications,Handheld Devices,Foreign Countries,Language Proficiency,Semi Structured Interviews,Focus Groups,Synchronous Communication,Self Evaluation (Individuals),Peer Evaluation,College Students,Student Attitudes,Language Variation,Informal Education,Outcomes of Education,Mixed Methods Research

As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for &quot;optimal&quot; conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students. Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work.
First Year Specialist Anaesthesia Training in Ireland: A Logbook Analysis
Author: O'Shaughnessy, S. M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Development,Medical Education,Job Skills,Diaries,Progress Monitoring,Supervision,Recordkeeping,Training,Allied Health Occupations Education

Objective: Acquisition of a new range of skills occurs during first year anaesthesia training. The first twelve months of specialist anaesthesia training represent the steepest part of the learning curve, and thus large differences in performance should be apparent between the first and last quarters of this period. At present, no published quantitative logbook data exist for the Irish anaesthesia trainee. The aim of this study was to quantify the number of practical procedures performed and supervision required during first year anaesthesia training, in order to better understand the changes in skills occurring in trainees over this defining period. Methods: A retrospective analysis of prospectively maintained logbooks of three first year anaesthesia trainees was performed. Results: In the first three months, mean numbers of cases were 224, endotracheal tube (ETT) 64, laryngeal mask airway (LMA) 55, spinal anaesthetic 12, arterial lines 9.5, central lines 0.5, peripheral nerve blockade (PNB) 2, epidurals 0. There was 91.5% direct supervision and 8.5% indirect supervision. In the final three months, mean numbers of cases were 205.5, ETT 28, LMA 35, spinals 50, arterial line insertions 4.5, central line insertions 1.5, PNB 3.5, epidurals 80. There was 68.5% direct supervision and 31.5% indirect supervision. Conclusions: The use of logbooks to chart progress through training has many advantages. However, the number of procedures or cases logged should not be read in isolation, or compared with hard targets of &quot;proficiency&quot;. Rather, logbooks need to be read with reference to the performance of peers in training. This snapshot of training provides a useful flavour of the experience of novice anaesthesia trainees, and their progress within their first year, and could be used as a benchmark for future logbook based assessments.
A Grounded Theory of Professional Learning in an Authentic Online Professional Development Program
Author: Teräs, Hanna
Date: 2017-11-00
Type: Journal Articles
Subjects: Grounded Theory,Online Courses,Instructional Effectiveness,Electronic Learning,Immunization Programs,International Organizations,Models,Learning Processes,Mentors,Peer Relationship,Professional Development,Teaching Methods,Work Environment,Instructional Design

Online professional development (OPD) programs have become increasingly popular. However, participating in professional development does not always lead to profound professional learning. Previous research endeavours have often focussed on measuring user acceptance or on comparing the effectiveness of OPD with a face-to-face delivery, but there is little knowledge of how the process of professional learning actually occurs in OPD. This study explores how professional learning takes place in an OPD program designed according to the principles of authentic e-learning, and how the learning design and technologies used impact on the professional learning experienced by the participants. The context of the study is an international OPD program in vaccine management developed and offered by World Health Organization. A grounded theory approach was employed to develop a theorised model of the professional learning process in an authentic online learning environment. The findings show that professional learning was facilitated in a dynamic web of interactions rather than by covering content: the learner is at the centre of the process, actively engaged in authentic tasks in collaboration with peers, while mentors and content play a supporting role. Technology facilitates and enables the web of interactions. The learning process was found to bear resemblance to the type of professional learning that occurs in authentic workplace settings, which implies that the authentic e-learning principles provide a helpful learning design framework for OPD.
The Impact of WhatsApp Use on Success in Education Process
Author: Cetinkaya, Levent
Date: 2017-11-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Social Media,Computer Mediated Communication,Technology Uses in Education,Handheld Devices,Influence of Technology,Outcomes of Education,Secondary School Students,Grade 10,Academic Achievement,Student Attitudes,Quasiexperimental Design,Mixed Methods Research,Pretests Posttests,Control Groups,Experimental Groups,Factor Analysis,Instructional Effectiveness,Content Analysis,Electronic Learning

The purpose of this study is to explore the effects of WhatsApp use for education and determine the opinions of students towards the process. The study was designed in mixed research model which combines both qualitative and quantitative data. In the quantitative aspect of the study, quasi-experimental design, with a pretest-posttest control group, was used and the data were analyzed by two factor variance analysis for mixed measurements. The analysis indicated that both learning environments have different effects on the success of students and that supporting the traditional environment by using WhatsApp is more effective for the increase of success. For the qualitative aspect of the study, content analysis techniques were employed to analyze the data which were collected by open-ended question forms. The analysis showed that students developed positive opinions towards the use of WhatsApp in their courses. They demanded the same practice in their other courses as well. They reported that learning could also take place unconsciously and the messages with images were more effective for their learning. However, a few students have expressed adverse opinions about the timing of some posts and the redundant posts within the group. Finally, it is suggested that use of WhatsApp in education process be encouraged as a supportive technology.
Gender and the Contemporary Educational Canon in the UK
Author: Elliott, Victoria
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Literature,Foreign Countries,Authors,Educational Change,Risk,English,Language Tests,Secondary School Students,Novels,English Instruction,Achievement Tests

This paper presents an analysis of the gender of the authors and the main characters of the set texts for English examinations taken at age 16 in England, Northern Ireland, Scotland and Wales. It presents an argument for why representation within the canon is important and places this within the context of recent educational reform in England and Scotland. The analysis demonstrates that texts by female authors are in a minority, sometimes in the extreme, and when the gender of the main character is taken into account, there is an even greater imbalance. The reasons behind this, even after a time of major educational reform, are explored and the constraints of the market are suggested as reasons why greater risks were not taken.
Applying UNESCO Guidelines on Mobile Learning in the South African Context: Creating an Enabling Environment through Policy
Author: Aluko, Ruth
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Educational Technology,Technology Uses in Education,Educational Policy,Qualitative Research,Literature Reviews,Program Effectiveness,Guidelines,Distance Education,Capacity Building,Higher Education,Electronic Learning

Mobile broadband penetration is growing rapidly in Africa, and it offers vast opportunities for mobile learning. Together with its possibilities is the danger of overlooking standards related to its use. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has initiated work in this area focusing on African and Middle East (AME) countries. Countries are required to develop their own mobile learning policies. Examining information and communication technology (ICT) in the South African education environment, a qualitative approach is adopted using a literature review to assess the relevance and applicability of mobile learning in the broader education environment. A thematic analysis is used to identify themes from UNESCO's guidelines, which are compared to the South African environment. Tracing the use of technology by an open distance learning (ODL) provider, an adapted framework was developed for mobile learning. This article argues the need to create an environment that enables sustainable mobile learning provision through policy development.
Challenges to the Use of Co-Teaching by Teachers
Author: Chitiyo, Jonathan
Date: 2017-00-00
Type: Journal Articles
Subjects: Team Teaching,Barriers,Teacher Surveys,Teacher Attitudes,Teaching Methods,Disabilities,Special Education Teachers,Special Education,Regular and Special Education Relationship,Inclusion

A total of 77 teachers working in inclusive settings in North Eastern USA were surveyed regarding their perceptions of the barriers that may hinder the use of co-teaching. Results indicated that (a) teachers lack the necessary skills required for implementing co-teaching, and (b) co-teaching may require a lot of resources for its successful implementation. Limitations and recommendations for future research are addressed.
Developing Inclusive Pre-Service and In-Service Teacher Education: Insights from Zanzibar Primary School Teachers
Author: Juma, Said
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Elementary School Teachers,School Community Relationship,College School Cooperation,Teacher Education,Equal Education,Inclusion,Teacher Attitudes,Semi Structured Interviews,Diaries,Qualitative Research

Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers' insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school-community and school-university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers' voices in informing teacher education development for educational equity and inclusion.
A Meaning-Based Plan for Addressing RTI for Struggling Readers
Author: Johnson, Andrew P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Response to Intervention,Reading Instruction,Reading Difficulties,Intervention,Federal Legislation,Equal Education,Disabilities,Educational Legislation,Educational Quality,Teaching Methods,Screening Tests,Progress Monitoring,Goal Orientation,Group Activities,Learning Activities,Decoding (Reading),Neurosciences

Reading is creating meaning with print. It makes sense that interventions for struggling readers be similarly meaning-based and take place, to the greatest extent possible, in a general education setting. This article describes a meaning-based Response to Intervention plan that is economical, pragmatic, research-based, and effective. Based on a neurocognitive modeling of reading, this plan provides research-based guidance to schools working to implement Tier I, Tier II, and Tier II interventions for RTI that will enable all students to achieve their full literacy potential.
Assessing the Savings from Open Educational Resources on Student Academic Goals
Author: Ikahihifo, Tarah K.
Date: 2017-11-00
Type: Journal Articles
Subjects: Academic Achievement,Student Educational Objectives,Open Source Technology,Cost Effectiveness,Community Colleges,Layout (Publications),Intermode Differences,Electronic Publishing,Electronic Learning,Student Surveys,Student Attitudes,Student Satisfaction,Learner Engagement,Textbooks,Educational Quality,Textbook Content,Textbook Evaluation,Textbook Standards

Our study found that most students considered OER to be as good or better in terms of quality and engagement as traditional texts, while also allowing them to put saved funds toward their educational pursuits. As rising costs in higher education affect current and potential students, faculty and students are looking for ways to cut costs where possible. Open educational resources (OER) are a viable option to replace expensive traditional textbooks without sacrificing quality. This article presents the results of a study conducted with students at a Virginia community college who took courses that used OER. At the end of the semester, students were asked to rate their perceptions of the OER quality and their level of engagement with OER as compared to traditional textbooks. Results indicate that a majority of students found the OER to be as good as or better than traditional textbooks in both quality and engagement. While similar studies have been conducted, this study also asked students to briefly describe how they used the money saved by not having to purchase a textbook. Many students indicated they used the money to reinvest in their education by paying tuition, purchasing materials for other courses, or taking additional courses; day-to-day expenses and savings were the next most common responses. Further research needs to be conducted to understand the effect these savings and reinvestment have on students' completion of academic goals.
How Do Medium Naturalness and Personality Traits Shape Academic Achievement and Perceived Learning? An Experimental Study of Face-to-Face and Synchronous E-Learning
Author: Blau, Ina
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Cognitive Processes,Emotional Response,Social Influences,Interpersonal Communication,Personality Traits,Theories,Randomized Controlled Trials,Videoconferencing,Electronic Learning,Educational Technology,Communication Strategies,Student Attitudes,College Students,Personality Measures,Questionnaires,Achievement Tests,Individual Characteristics

This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing) and by learners' personality traits (extroversion-introversion and emotional stability-neuroticism). The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through &quot;Zoom&quot; videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the &quot;poor get richer&quot; principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.
On Being and Becoming a Jazz Musician: Perceptions of Young Scottish Musicians
Author: Black, Pauline
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Music Activities,Musical Instruments,Musicians,Attitude Measures,Student Participation,Case Studies,Phenomenology,Program Effectiveness,Social Influences,Individual Development,Self Esteem,Qualitative Research,Urban Schools,Documentation,Reflection,Semi Structured Interviews,Skill Development,Interpersonal Competence,Leadership

This paper examines what goes on in an improvising jazz combo in a secondary school in Scotland, where teaching follows Rogoff's three-stage sociocultural process, moving from an initial apprenticeship model through one of guided participation to one of participatory appropriation. Using a case study research design and interpretative phenomenological analysis, and drawing on sociocultural perspectives, the music-making and participation of three participants is discussed and presented through narrative account. Three key themes emerged as perceived benefits: (1) personal effects, (2) social effects; and (3) jazz effects. The development of confidence was seen as the main outcome of learning in the jazz combo. This study suggests that learning in an active participatory jazz combo with pedagogy more appropriate to an informal learning style may help to foster the development of learner voice and help enable a creative disposition, in line with the philosophy of Scotland's Curriculum for Excellence (CfE).