ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Plyometric Training on Repeated Sprint Performance in Amateur Soccer Players
Author: Ceylan, Levent
Date: 2017-00-00
Type: Journal Articles
Subjects: Training,Physical Activities,Team Sports,Exercise,Repetition,Pretests Posttests,Performance,Experimental Groups,Control Groups,Program Effectiveness,Body Composition,Metabolism,Foreign Countries,Human Body

The aim of this study was to investigate the effect of plyometric training on repeated sprint ability in amateur soccer players. Twenty amateur soccer players participated in this study as the subject. The subjects were randomly assigned to plyometric training group (n=10, age: 19.7[plus or minus]2.26 years) and control group (n=10, age: 18.8[plus or minus]0.6 years). The training group is experienced a plyometric exercise 2 days a week for 12 weeks. Pre-and post-tests assessed 6x35 meters (Repeated Anaerobic Sprint Test) repeated sprint test, body composition, rest heart rate, and peak heart rate in control and plyometric group. For the comparison of groups, paired samples t-test and independent (IBM SSPS 21.0) was used. The results revealed that significant difference in six piece repeated first sprint after the12 weeks plyometric training were in the plyometric group. The plyometric group also showed a significant difference in rest heart beat rate, peak heart beat rate, right leg fat (%), fat mass, fat free mass, left leg fat mass, and fat free mass. However there was no a significant differencein left leg fat (%), BMI, BMR and total body water. The major finding in the study was the significant improvements in repeated sprint performance and body composition. According to these results, it can be said that practicing of plyometric training develops repeated sprint performance and also increases mass fat loses, in addition to regular soccer training.
Examination of Critical Thinking Standards and Academic Self-Efficacy of Teacher Candidates as a Predictor of Metacognitive Thinking Skills through Structural Equation Modelling
Author: Karaoglan-Yilmaz, Fatma Gizem
Date: 2019-10-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Correlation,Critical Thinking,Self Efficacy,Structural Equation Models,Preservice Teachers,Standards,Measures (Individuals),Academic Ability,Teaching Methods,Prior Learning,Undergraduate Students,Teacher Education Programs,Foreign Countries,Scores,Path Analysis,Student Attitudes

The aim of this research is to examine the structural relationships between metacognitive thinking skills, critical thinking standards and academic self-efficacy of teacher candidates. The research was carried out according to the relational survey method and structural equation modelling was done in the analysis of the data. The data of the study were obtained from 244 teacher candidates. Personal information form, Critical Thinking Standards Scale, Metacognitive Thinking Scale and Academic Self-Efficacy Scale were used as data collection tools in the study. The findings of the research show that the teacher candidates have a positive moderate relationship between critical thinking standards and metacognitive thinking skills. There appears to be a positive low level of relationship between critical thinking standards and academic self-efficacy. There appears to be a positive moderate relationship between metacognitive thinking skills and academic self-efficacy. Various suggestions have been made to investigators and researchers in the findings obtained from the research.
Strategies for Teaching EFL Students at San Agustin Primary School District 04-06 of Haina
Author: Tejada Reyes, Venecia
Date: 2016-09-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Students,Teaching Methods,Skill Development,Learning Strategies,Faculty Development,Educational Resources,Educational Objectives,Lesson Plans,Literacy Education,Foreign Countries,Protocol Analysis

There are many effective strategies and procedures to provide learning opportunities for students in English language (EFL), even if the teacher does not speak your native language. Learn strategies for teaching students whose first language is not English, including ways to ensure that they are involved in the classroom with their students. This study aims to investigate Strategies for Teaching EFL Students in the District of San Agustin Primary School 04-06 Haina, as has recently been introduced at this level. In addition, it has been used as strategies to improve the skills of their students. Here elements that serve as strategies to teach about each concept and option plans that can be put into practice strategies are included. These are great resources for professional development and are an excellent resource to ensure that your system is improving professional skills implemented in this school. Based on the above it can be said that education is the process where the teacher shows the student educational content in order to develop skills in it, in context, using means and strategies to achieve clearly defined objectives.0
Change of &quot;Tongue&quot; from English to a Local Language: A Correlation of Mother Tongue Proficiency and Mathematics Achievement
Author: Perez, Anna Louisa
Date: 2018-12-00
Type: Journal Articles
Subjects: Native Language,Language Proficiency,English (Second Language),Correlation,Mathematics Achievement,Language of Instruction,Grade 2,Elementary School Students,Educational Policy,Foreign Countries,Tagalog,Educational Benefits,Public Schools,Young Children

Significant consequences are results of mere decision on determining the language of instruction specifically in the early years of education. It means that rightful language choice leads to educational success. Contrariwise, an inappropriate selection of a language proves to be detrimental in the taking place of learning. With the recent language policy shift from English to Mother tongue (MT), in the context of the Philippines, as medium of instruction in the teaching of mathematics in early grades, this study examined how language proficiency in the MT relates to mathematics achievement. Study participants include 71 grade 2 students aged 6-8. The findings show that the respondents' mean achievement in mathematics and their mean proficiency in the MT are both described as 'advanced'. Moreover, it was revealed that there is a very strong positive correlation between the respondents' achievement in mathematics and proficiency in the MT.
The Difficulties on English Literature Comprehension for Modern Language Students at UASD Language School
Author: Tejada R., Venecia
Date: 2016-08-00
Type: Reports - Research
Subjects: Modern Languages,Second Language Learning,Second Language Instruction,Reading Comprehension,English (Second Language),Difficulty Level,Authors,English Literature,Observation,Language Teachers,Teacher Attitudes,Prior Learning,Cultural Background,Cultural Awareness,Reading Skills,Teaching Methods,Literary Genres,Reading Strategies,Universities,College Students,College Second Language Programs,College Faculty

This research is focused on the difficulties on English Literature Comprehension for modern language students at UASD Language School and it is aimed to identify each one of those difficulties to be further studied and analyzed in order to look for a possible solution to the problem. This group has observed that a great number of students are struggling a lot to understand English Literature. In this investigation we have established those difficulties from the point of view of some of the many authors whose concern regards to this matter have inspired them to conduct further research, and come up with a more concise and clear definition. We counted with a population of 20 students from the Anglo speaking Literature section, imparted at UASD Language School, Wednesdays from 6P.M. to 9P.M. and Fridays from 5P.M. to 8P.M. The data for the present investigation was collected mainly through observation. After analyzing teacher´s responses, we found that the elements to become a successful reader prior knowledge, cultural background in general, as well as, training aimed to develop reading skill in particular, and that the more a person knows about life in general, the easier for them to understand what is express in the test. Professors stated that the purpose of teaching English Literature to modern language students at UASD Language School is to get students acquainted with the culture associated to that language, and introduce them to the different literary styles.
Florida Polytechnic University Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-05-23
Type: Numerical/Quantitative Data
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Education Work Relationship,Achievement,Educational Quality,Reputation,School Holding Power,Time to Degree,STEM Education,Research and Development,Commercialization,School Community Relationship,School Business Relationship,Undergraduate Students,State Universities,Student Characteristics,Racial Differences,Ethnicity,Employment Level,Wages,Tuition,Fees,Awards,Productivity,Intellectual Disciplines,Teacher Characteristics,Teacher Student Ratio,Certification

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This report will help foster greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; (6) Appendix: Grad Rate Improvement Plan; and (7) Glossary.
Comparing Course Delivery Methods, What Do Students Prefer and What Works
Author: Swanson, Dewey A.
Date: 2019-06-00
Type: Speeches/Meeting Papers
Subjects: Preferences,Online Courses,Synchronous Communication,Blended Learning,Computer Science,Information Technology,Vocational Schools,College Students,Delivery Systems,Instructional Effectiveness,Educational Environment,Student Satisfaction,Academic Achievement,Grade Point Average

In the past eleven years we have developed several papers for ASCUE about hybrid classes. The initial paper we shared our experience developing a hybrid course and followed with comparisons of student opinions about face-to-face, hybrid, and online classes and finally a paper reviewing components that we were using in hybrid and online classes. It has been eight years since we last addressed the topic, in that time, we have gone from using no online classes and limited use of hybrid courses to relying on their availability in order to deliver our BS program in Computer and Information Technology (CIT) to three sites in Purdue Polytechnic statewide locations. In this paper we would like to take a look at where we have come in the last eleven years. We also would like to compare the methods of instruction: face-to-face, hybrid, and online, is one method more successful than others, how do students feel about the methods of instruction? We know the students are unique and those different types of course delivery may appeal to different people. With that in mind, we will look into the students who prefer which environment and why. Finally, if you are teaching a hybrid or online class what can be done in the classroom to be successful. [For the full proceedings, see ED596991.]
Experience Teaching Emerging Information Technologies
Author: Tappert, Charles C.
Date: 2019-06-00
Type: Speeches/Meeting Papers
Subjects: Graduate Study,Information Technology,Artificial Intelligence,Quantum Mechanics,Internet,Business,Measurement,Biology,Computer Networks,Information Security,Transformative Learning

This paper discusses our experiences teaching a doctoral-level course in emerging information technologies. The concept of emerging technologies is put into context by describing the technology life cycle. The emerging information technologies of current interest -- Artificial Intelligence and related areas, Collective Human-Computer Intelligence, Blockchain, Quantum Computing, Cybersecurity, Biometrics, and Internet Platform Businesses -- are described and the distinctions among them explained. We conclude that teaching emerging information technologies is an area rich with opportunity for growth. [For the full proceedings, see ED596991.]
Experience Teaching Quantum Computing
Author: Tappert, Charles C.
Date: 2019-06-00
Type: Speeches/Meeting Papers
Subjects: Mechanics (Physics),Computation,Information Technology,Computers,Higher Education,Graduate Study,Student Projects,Teaching Methods,High School Students,Equipment,Design

There is a quantum computing race among the tech giants Google, IBM, and Microsoft, including to a lesser extent Amazon and China's Alibaba. Governments, particularly America and China, are funding work in the area with the concern that quantum computers may soon crack current encryption methods, giving the country that gets there first a major advantage. There are currently about 100 universities worldwide with some activity in quantum computing. Considerable funding is also available and the 2019 U.S. National Quantum Initiative Act authorized $1.2 billion funding over the next 5-10 years. This paper shares the positive experience of Pace University in teaching quantum computing and encourages other schools to join us in this revolutionary step forward for computing. The paper discusses our experiences teaching a graduate-level quantum computing course, teaching the projects component of the course that develops problems to be solved on IBM's Q Experience quantum computing simulator, and teaching quantum computing modules in high schools. [For the full proceedings, see ED596991.]
University of Florida Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-06-07
Type: Reports - Descriptive
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This report will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; (7) Appendix: Grad Rate Improvement Plan; and (8) Glossary.
Parsing the Acronyms of User-Centered Design
Author: Kraft, Amanda
Date: 2019-06-00
Type: Speeches/Meeting Papers
Subjects: Man Machine Systems,Computer System Design,Usability,Open Educational Resources,Access to Education,Users (Information),Educational Technology

As a value and end result of the user-centered design (UCD) process, user experience (UX) is constantly evolving alongside of the users with which it is concerned. Faculty, staff, and other professionals in higher education attempt to meet the academic, economic, and ability needs of students by conducting usability testing and other user research, investing in open access (OA) and open educational resources (OER), and evaluating the accessibility of the physical and virtual services and products they currently provide or are considering. This paper will present the language used to describe UCD, as it applies to higher education, by examining the apparent overlap between UX and instructional design (ID), which leads to the concept of learner experience (LX), and the larger conversations on assessment and inclusion through universal design (UD) for college and university learning and teaching. [For the full proceedings, see ED596991.]
The Results of Using Open Educational Resources and Virtual Reality in Higher Education
Author: Holder, Ashley
Date: 2019-06-00
Type: Speeches/Meeting Papers
Subjects: Open Educational Resources,Computer Simulation,Technology Integration,Universities,Usability,Cost Effectiveness,Preservice Teachers,Reading Difficulties,Student Attitudes,Learner Engagement,Textbooks,Elementary Secondary Education,Curriculum Design,Public Schools

Educational technology has exploded at a rapid pace, requiring educational institutions to select the most innovative techniques and platforms to complement instruction. Incorporating the latest technologies such as Open Educational Resources (OER) and Virtual Reality (VR) into curricula have proven to be beneficial in the areas of active engagement and student-centered learning. For instructors of higher education, it is not a matter of &quot;if&quot; the use of technology will increase in the classroom but &quot;how.&quot; This paper discusses OER and VR and how these technology resources can be implemented into lesson design through a study conducted at two universities in North Carolina. [For the full proceedings, see ED596991.]
A Gradual Effects Model for Single-Case Designs
Author: Swan, Daniel M.
Date: 2018-05-15
Type: Reports - Research
Subjects: Research Design,Intervention,Effect Size,Statistical Analysis,Data,Statistical Bias,Accuracy,Computation

Single-case designs are a class of repeated measures experiments used to evaluate the effects of interventions for small or specialized populations, such as individuals with low-incidence disabilities. There has been growing interest in systematic reviews and syntheses of evidence from single-case designs, but there remains a need to further develop appropriate statistical models and effect sizes for data from the designs. We propose a novel model for single-case data that exhibit non-linear time trends created by an intervention that produces gradual effects, which build up and dissipate over time. The model expresses a structural relationship between a pattern of treatment assignment and an outcome variable, making it appropriate for both treatment reversal and multiple baseline designs. It is formulated as a generalized linear model so that it can be applied to outcomes measured as frequency counts or proportions, both of which are commonly used in single-case research, while providing readily interpretable effect size estimates such as log response ratios or log odds ratios. We demonstrate the gradual effects model by applying it to data from a single-case study and examine the performance of proposed estimation methods in a Monte Carlo simulation of frequency count data. [This paper will be published in &quot;Multivariate Behavioral Research.&quot;]
Summary of Recommendation 3 from the WWC Practice Guide &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade&quot;
Author: Nebraska Department of Education
Date: 2019-09-00
Type: Guides - Classroom - Teacher
Subjects: Reading Comprehension,Reading Improvement,Primary Education,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Instruction,Discussion (Teaching Technique),Questioning Techniques,Group Discussion

The WWC practice guide &quot;Improving Reading Comprehension in Kindergarten Through 3rd Grade&quot; presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. It offers five five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This document focuses on a summary of Recommendation 3: &quot;Guide students through focused, high quality discussion on the meaning of text.&quot; This brief summary suggests that students be led through focused, high-quality discussions to help them develop a deeper understanding of what they read. These discussions go beyond simply asking and answering surface-level questions to a more thoughtful exploration of the text, which helps students learn to argue for or against points raised in the discussion, resolve ambiguities in the text, and draw conclusions or inferences about the text. Students in kindergarten through grade 3 can engage in these discussions if they have appropriate guidance from their teacher, and while some of the suggestions for putting this into practice apply to more experienced readers, teachers can make them applicable to very early readers and those reading below grade level. This approach can build students' ability to think more critically and independently about what they read.This summary provides steps to carry out the recommendation, identifies potential roadblocks and suggests ways to address them. [For &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038,&quot; see ED512029.]
Florida Agricultural and Mechanical University Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-06-07
Type: Reports - Descriptive
Subjects: Enrollment,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,College Faculty,Educational Finance,College Graduates,Achievement,Educational Quality,STEM Education,Research and Development,Undergraduate Students,State Universities,Student Characteristics,Employment Level,Wages,Tuition,Fees,Awards,Intellectual Disciplines,Teacher Characteristics,Certification,Racial Differences,Ethnicity,Health,Performance,Accountability,Student Financial Aid,Success,Access to Education,Adult Students,High School Students

This is a new report that combines the previous Annual Accountability Report and University Work Plans into one new document that is more closely aligned with the Board of Governors' 2025 System Strategic Plan. This revised document will enhance the System's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors. Contents include: (1) Strategy; (2) Performance Based Funding Metrics; (3) Key Performance Indicators; (4) Enrollment Planning; (5) Academic Program Coordination; (6) Appendix: Grad Rate Improvement Plan; and (7) Glossary.