ethanporcaro/eric-fulltext-meta huggingface dataset:
Testosterone Responses to Exhausting Exercise in Male and Female Students
Author: Baydil, Bilgehan
Date: 2020-05-00
Type: Journal Articles
Subjects: Gender Differences,College Students,Exercise Physiology,Biochemistry,Metabolism,Foreign Countries

Previously most studies indicated that high intensity training is a powerful stimulus to acute increases in blood testosterone hormone levels in males. The testosterone responses to exercise in females are controversial; while some studies have shown increases, others have suggested no change. The aim of this study was to determine alterations in serum concentrations of testosterone after an exhausting exercise in males and females. Eight physically active male students (age: 22.25 ± 1.49 yr; height 177.62 ± 1.87 cm; weight 74.97 ± 3.32 kg) and eight physically active female students (age: 19.87 ± 1.45 yr; height 161.87 ± 3.18 cm; weight 57.91 ± 7.33 kg) who were studying at School of Physical Education, Kastamonu University, voluntarily participated in this study. The subjects performed an incremental exercise test until exhaustion using a cycle ergometer (Monark, Stockholm, Sweden) at a constant pedal speed of 60 rpm with stepwise increments of 15 W every minute after a warm-up at 15 W for 3 min. The 5 cc. venous blood samples were obtained from an antecubital vein at pre and immediately after the exhaustion exercise. The Wilcoxon Signed Rank Test was used for determine the differences within groups results at a significance levels of p &lt; 0.05. In conclusion, our study demonstrates that exhausting exercise has some effects on the total testosterone profile both males and females.
Impact of Music in Sportive Activities Scale (IMSAS): Validity and Reliability Assessment
Author: Karayol, Metin
Date: 2020-06-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Athletes,Athletics,Music,Correlation,Foreign Countries,Motivation,Muscular Strength,Performance

The aim of this study was to develop a tool in order to measure the impact of music on the sportive activities. The study group 170 professional athletes, who are actively playing in the municipal sport club in Istanbul in basketball, physically disabled (swimming), wrestling, judo, karate, taekwondo, volleyball, swimming, and fitness branches. Thus, it was assumed that the sample represented the population. The construct validity of the scale was tested through the exploratory factor analysis and confirmatory factor analysis. The reliability of the scale was measured through the Cronbach Alpha and test-retest method. The distinctiveness of the scale was tested over the difference between the min 27% and max 27%. Correlation analysis was conducted among the scale factors. In order to calculate the reliability of the 18 items in the Impact of Music on Sportive Activities Scale, the &quot;Cronbach Alpha&quot;, which is the internal consistency coefficient, was calculated. The general reliability of the scale was determined to be very high, alpha=0.885. It was determined that the analysis results, confirmatory factor analysis, and compliance statistics demonstrated a good fit, and as a conclusion of the correlation analysis, positive correlations were detected between the Scale sub-dimensions and overall scores (p &lt; 0.05).
Instructional Materials Provision on Learners&apos; Participation in Early Childhood Development and Education in Public Primary Schools in Embu County, Kenya
Author: Muthanje, Kamwitha Anastasia
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Elementary Education,Instructional Materials,Shared Resources and Services,Early Childhood Teachers,Elementary School Teachers,Principals,Government Role,Textbooks,Teacher Role,Parent Role

Early Childhood Development and Education advancement is aligned to the global consensus that helps in development of children's emotional, intellectual, social and physical well-being. It is with this background that the study sought to establish the instructional material provision on learner participation in Early Childhood Development and Education in public primary schools in Embu County, Kenya. The objectives of the study were to: establish acquisition of instructional materials; assess the quality of instructional materials; determine the sharing of instructional materials; establish the effect of book/pupil ratio on progression. The study targeted head, ECDE, lower and upper primary teachers in 381 primary and 380 ECD schools. Stratified random sampling was used to select schools from the five sub counties. Purposive random sampling was used to select teachers. Descriptive survey design was used to collect the data by the use of questionnaires. Collected data was analyzed using SPSS. Results were presented in form of frequency tables, graphs. From the findings, 70.3% of the primary teachers showed that the schools get instructional materials from the county government though not adequate, 55% of the ECD teachers said that materials were of high quality since they prepared them, 67.5% of ECD teachers agreed they share materials with Grade 1 and 33.3% ECD teachers stated that book/pupil ratio negatively affects children ability to do homework. The study recommends that the county government in partnership with other stakeholders should provide adequate instructional materials in ECD schools in the county.
Effects of Technological Device Usage Time on Body Composition, Physical Activity Level and Physical Activity Participation Motivation in Young Women
Author: Boz, Hilal Kilinç
Date: 2020-06-00
Type: Journal Articles
Subjects: Body Composition,Physical Activity Level,Physical Activities,Motivation,Females,College Students,Body Height,Body Weight,Correlation,Television Viewing,Telecommunications,Handheld Devices,Computer Use

This research was conducted to investigate the effect of technological device usage times on body composition, physical activity level and motivation to participate in physical activity in young women. The participant group of this study consists of 427 female students with an average age of 21.57 ± 2.59 studying at Van Yüzüncü Yil University. In our study, height length (cm), body weight (kg), and body mass index (BMI) measurements were taken. Physical activity level was determined by pedometer, and the Participants' Physical Activity Participation Motivation Scale (PALMS) was applied. SPSS 23 package program was used to analyse the data. The average height of the subjects participating in the study was 1.63 ± 6.19 m, body weight was 56.34 ± 7.51 kg, BMI was 20.96 ± 2.63. The average hours of the group who are obese in television watching, and computer usage periods are higher. According to the BMI, there was no significant difference in the number of physical activity steps. When the physical activity level and the motivation to participate in physical activity were compared, there was no difference in the individual causes and causality sub-dimension, however, there was a significant difference in the environmental causes sub-dimension at p &lt; 0.05 level. Again, a positive correlation was found between personal reasons and the duration of watching television, among the sub-dimensions of motivation to participate in physical activity. A negative correlation was found between smartphone usage time and physical activity level. While the time spent on the phone increases, the physical activity level decreases. As a result, it is thought that the use of technological devices has negative effects on body composition and physical activity level.
Evaluation of Tales in Turkish Course Books with Reference to Max Lüthi Principles
Author: Kaya, Mustafa
Date: 2020-05-00
Type: Journal Articles
Subjects: Folk Culture,Turkish,Textbooks,Teaching Methods,Oral Tradition,Elementary School Students,Foreign Countries,Native Language,Content Analysis

Max Lüthi deployed five basic principles that reflect the characteristic features of tales to analyze European tales with a text-centered approach. These basic principles have been accepted as a universal form for tales that can exist, change and transfer from narrator to narrator and from nation to nation. In this context, this research aimed to investigate the tales in the Turkish course books in line with the tale principles demonstrated by Max Lüthi. In the research, document review, one of the qualitative research methods, was used, and the data obtained from the research was analyzed with descriptive analysis method. The research found no tale in the Turkish Course book followed Max Luthi's five basic principles. However, it was concluded that some basic principles might have been neglected due to the fact that these texts were concerned about acquiring value and giving advice to students. Based on the results obtained the research suggests that tales must be selected in accordance with Max Lüthi principles in order that the tales chosen for Turkish course books reflect universal principles of human conditions and human existence in terms of either adapting tales to other tales or possessing universal principles while choosing tales for Turkish course books.
Evaluation of the Effect of Sports Expectation and Environmental Factors on Athlete Satisfaction in Adolescents
Author: Er, Yusuf
Date: 2020-05-00
Type: Journal Articles
Subjects: Expectation,Environmental Influences,Athletes,Adolescents,Foreign Countries,Satisfaction,Gender Differences,Summer Programs,Aquatic Sports

This study has been designed to evaluate the effect of the sports expectation of adolescents participating in summer sports schools in Konya and the environmental factors on athlete's satisfaction. A total of 458 individuals, 179 girls and 279 boys, who attended sports schools, participated in the study with the principle of voluntary participation via the convenience sampling method. In addition, a survey form created by conducting expert opinion and literature review was used for the relationship between the expectation levels of adolescents and the satisfaction level of environmental factors. In addition to descriptive statistical models, Anova analysis methods were used in the statistical analysis of data ([alpha] = 0.05). According to the results of t-test on the expectations of athletes according to gender and the effects of environmental factors on athlete's satisfaction, it was found that there was a significant difference in terms of gender in the subdimensions of &quot;Athletes Expectation Level&quot; and &quot;The Effect of Environmental Factors on Athlete Satisfaction&quot; (p &lt; 0.05).
The Impact of Mental Computation on Children&apos;s Mathematical Communication, Problem Solving, Reasoning, and Algebraic Thinking
Author: Pourdavood, Roland
Date: 2020-08-00
Type: Journal Articles
Subjects: Mathematics Instruction,Cognitive Processes,Computation,Mathematical Logic,Problem Solving,Grade 3,Elementary School Students,Algebra,Student Participation,Verbal Communication,Interpersonal Communication,Teaching Methods

Moving from arithmetic to algebraic thinking at early grades is foundational in the study of number patterns and number relationships. This qualitative study investigates mental computational activity in a third grade classroom's and its relationship to algebraic thinking and reasoning. The data sources include classroom observations, field notes, students' verbal and written communications, and interviews. The study occurs in two phases; phase one includes establishing roles, rules, and expectations regarding how to talk about mathematical ideas; and phase two involves creating a classroom community that encourages participation, active listening, students' voices, and multiple perspectives. The findings of the study suggest that students' verbal communication enhances their problem-solving, reasoning, and communication. In addition, the findings suggest that creating learning opportunities for all students to do sophisticated mathematics requires competent and caring teachers who know their students' backgrounds, who understand the subject, and have strong pedagogical knowledge.
Deploying Engineering-Based Learning in High School Students STEM Learning
Author: Zeid, Abe
Date: 2020-08-00
Type: Journal Articles
Subjects: Engineering Education,STEM Education,High School Students,Problem Based Learning,Design,Problem Solving,Active Learning,Student Projects,Outcomes of Education

Teaching STEM concepts to today's high school students has been challenging. Span of attention is short. Students are glued to their electronic devices. They cannot appreciate the abstract method of teaching, meaning covering concepts followed by solving problems from a textbook. Research has shown that students become excited and motivated to learn STEM abstract concepts when they are related to their daily lives as applied to products and devices. Acknowledging this research finding, the question is how to change the traditional high school teaching approach to incorporate hands-on problem solving? Before we answer this question, we must bear in mind the many academic school year challenges and constraints. First, the curriculum is jammed. There is no room to add new courses. Second, it is hard to add new content to courses. Teachers must prepare students to take mandated standardized tests. Third, schools operate on tight budgets, making it hard to buy materials and supplies for student projects. One common teaching method that overcome these challenges and allow students hands-on experience is problembased learning (PBL). A teacher using PBL assigns the students in class an open-ended problem that focuses on some STEM concepts. Students research the problem and solve it. The main advantage of PBL is that it helps students solve open-ended problems. It allows a teacher to assign a class an ill-defined problem to solve using STEM concepts. Typically, there is no one solution to such kind of a problem, unlike a science-based problem that has only one closed-form solution. The author has conceived, implemented, and tested an alternative method for PBL. It is EBL; engineering-based learning. EBL has the same spirit as PBL but it has its roots in engineering design. It is the structural nature of EBL that makes it easy and systematic to use in STEM classrooms. The structure is based on the well-known engineering design process. The paper discusses EBL in more details.
Writer-Author Presence and Responsibility in Attribution and Averral: A Model for the Analysis of Academic Discourse
Author: Abdesslem, Habib
Date: 2020-06-00
Type: Journal Articles
Subjects: Authors,Academic Language,Discourse Analysis,Models,Writing for Publication,College Faculty,Attribution Theory,Citations (References),Research Reports,Text Structure

Metadiscourse studies, inspired by Halliday's interpersonal metafunction of language, have dominated academic discourse analysis. They tended to exclude the ideational metafunction in discourse and to reduce the reader/analyst to a concordance programme that scans texts for lists of pre-established, but not always clearly defined, linguistic features. This paper does not purport to present an alternative to metadiscourse studies. It capitalises on their findings, rehabilitates propositional content and restores the role of the reader and the analyst. It takes the research paper as the central core genre in academic discourse (Schmied, 2014, p.11) and approaches it as a Quadric Writer-(Author-Author)-Reader Encounter. The paper proposes a model for the analysis of academic discourse. It unpacks Sinclair's (1986) Attribution, Averral dichotomy into an Attribution categories cline and an Averral categories cline and relates the categories to levels of Writer-Author Presence and Responsibility. It operationalises the Attribution categories and Averral categories it defines by delimiting the Discourse Unit constituting them. To achieve this delimitation, it upgrades Hunt's (1965) T-Unit and draws on Genette's (1997) Paratext. Because the paper targets academics, irrespective of their specialism, it chose to accompany the model it proposes by illustrative analyses of discourse samples from research papers dealing with issues in academic writing and publication.
The Teachers&apos; Role in Student Engagement: A Review
Author: Pedler, Megan
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Role,Learner Engagement,Teacher Influence,Foreign Countries,Well Being,Behavior Development,Emotional Development,Cognitive Development,Teacher Effectiveness,Theory Practice Relationship

Student engagement is considered to be a malleable, multidimensional construct which combines the three dimensions of behavioural, emotional and cognitive engagement. Importantly, the literature reveals a solid understanding of how teachers influence student engagement, highlighting the teacher's role as paramount to ensuring students are able to experience meaningful engagement. This review includes Australian state educational frameworks, and considers the impact these may have on teaching as a profession. All states and territories include some, or all, of these dimensions in frameworks that address students' engagement and wellbeing. However, variations in terminology, structure and definition make it challenging for the teaching profession to clearly understand what is required to support student engagement at a nationally consistent level. Research has found that teachers tend to hold quite disparate conceptualisations of student engagement, as well as employ engagement strategies that are often contrary to these conceptualisations. With this in mind, a key purpose of the current review is to provide clear guidelines of student engagement as a tridimensional construct, accompanied by research-based definitions and strategies to support engagement more consistently, to inform a framework for teaching professionals to implement effective engagement pedagogies in the classroom.
The Role of a Summer Field Experience in Fostering STEM Students&apos; Socioemotional Perceptions and Social Justice Awareness as Preparation for a Science Teaching Career
Author: Liu, Amy
Date: 2020-00-00
Type: Journal Articles
Subjects: Summer Programs,STEM Education,Teacher Education,Undergraduate Students,Internship Programs,Field Experience Programs,Student Attitudes,Emotional Response,Social Justice,Middle Schools,High Schools,Urban Schools,Program Effectiveness,Caring,Interpersonal Relationship,Social Bias,Advocacy,Activism,Consciousness Raising,At Risk Students,Social Development,Emotional Development,Tutoring,Altruism

This study aimed to better understand the role that an undergraduate teacher exploration program for STEM majors played in STEM teacher education and recruitment. Utilizing journal data from 126 undergraduate students engaged in an intensive and immersive four-day internship that took place in Summer 2015 and Summer 2016, this study examined how the program's field experience developed students' socioemotional perceptions and social justice awareness. The field experiences took place at high-need middle and high schools in Los Angeles. With respect to socioemotional perceptions, findings show that STEM undergraduates who participated in the internship demonstrated insight about relating one-on-one with students, being caring and compassionate, establishing positive relationships, accommodating varying capabilities, and witnessing students and teachers supporting each other. Regarding social justice, participants expressed experiential understanding related to equity of learning opportunities, asset-based interpretive frames, recognition of privilege, and advocacy and activism. The field experiences allowed the STEM undergraduates to more deeply appreciate the importance of connecting with students, developing positive and constructive relationships with them, and reflecting on educational inequities confronting schools and students--a valuable foundation of teacher preparation for those who may choose to pursue a formal social justice-oriented teacher education program.
Investigating the Assessment Practices within an Initial Teacher Education Program in an Australian University: Staff Perceptions and Practices
Author: Barton, Georgina M.
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Undergraduate Students,Preservice Teacher Education,Student Evaluation,Educational Assessment,Teacher Educators,Teacher Attitudes,Alignment (Education),Teacher Education Curriculum,Core Curriculum,Curriculum Design

Effective assessment design and subsequent assessment practices are essential for student success in the higher education sector. A plethora of research on assessment in higher education exists which tends to focus primarily on the student experience. This paper shares results from a 3 phased study that explored staff perceptions related to assessment practices in an undergraduate Initial Teacher Education program within an Australian metropolitan university. First, course learning objectives, activities and assessment items were mapped to identify the presence of constructive alignment. Second, staff were invited to complete a survey and a follow-up interview in relation to understanding of assessment knowledge and skills. Fink's Taxonomy of Significant Learning (2013) was used to analyse the qualitative data and findings suggest that staff are highly committed to quality assessment practices but often work in silos rather than teams. Additionally, a lack of professional development and learning was available at the school level, particularly for casual staff. Further research about assessment practices in higher education in relation to staff rather than student experience is warranted.
The Impact of a Research Methods Course on Teacher Candidates&apos; Epistemological Beliefs
Author: Alkis Küçükaydin, Mensure
Date: 2020-03-00
Type: Journal Articles
Subjects: Research Methodology,Methods Courses,Preservice Teachers,Student Attitudes,Epistemology,Foreign Countries,Beliefs,Pretests Posttests,Scientific Attitudes

The epistemological beliefs of teachers impact both their in-class practices and the perceptions and beliefs of the students whose learning is the responsibility of teachers. Therefore, this study aims to investigate and discuss the impact of a course entitled &quot;research methods&quot; which is taught in education faculties in Turkey, on the epistemological beliefs of teacher candidates. The study adopted the mixed-methods sequential explanatory design. Forty-three teacher candidates participated in the study. The data for the study were collected through the &quot;Scientific Epistemological Beliefs Scale (SEBs)&quot;, a semi-structured interview form, and another form that included the written opinions of teacher candidates. The findings revealed that the research methods taught to teacher candidates do not have a statistically significant impact on their epistemological beliefs. But the analysis of the semi-structured interviews with teacher candidates and their written comments revealed that the teacher candidates explained the nature of knowledge, its sources, and the way scientists work through the traditional understanding of science.