ethanporcaro/eric-fulltext-meta huggingface dataset:
Burnout Syndrome and Self-Efficacy Beliefs in Professors
Author: García Padilla, Arlington Antonio
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Correlation,Self Efficacy,Teacher Competencies,Performance,College Faculty,Foreign Countries,Burnout,Measures (Individuals),Teacher Attitudes,Teaching Conditions,Psychology,Dental Schools,Statistical Analysis,Teacher Effectiveness

The presence of the Burnout syndrome in professors may be regarded as a deterioration of their mental health with negative impacts on their job performance. It is known that teachers develop different activities in the areas of teaching, outreach and research. This study aims to analyze the relationship between the Burnout syndrome and self-efficacy beliefs and the academic performance in professors of the psychology and dentistry programs at a private university in the city of Barranquilla. This study is empirical and analytical with a descriptive-correlational design. The study population consisted of 93 teachers of the psychology and dentistry programs. To choose the sample, a non-probabilistic sample was used according to the inclusion and exclusion criteria that allowed selecting a total of 36 teachers who met the criteria for the study. The instruments that were used in this study was the Maslach Burnout Inventory (MBI, 1981) adapted by Seisdedos (1997), and the Teachers' Self-Efficacy Beliefs of Tschannen-Moran and Woolfolk (2001) adapted by Covarrubias and Mendoza (2016). According to the results, it was observed that there is no significant relationship between Burnout, Self-efficacy Belief and the academic performance.
Challenges and Difficulties to Teaching Engineering to Generation Z: A Case Research
Author: Correia Barreiro, Suamit
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering Education,Teaching Methods,Instructional Effectiveness,Case Studies,Performance Factors,Barriers,Generational Differences,Educational Practices,Cohort Analysis,Alignment (Education),Teaching Models,Student Characteristics,College Faculty,Teacher Attitudes,Foreign Countries,Constructivism (Learning),Questionnaires,Interviews

Many people from generation Z are at the beginning of their academic activities. This generation has peculiar characteristics that might be a challenge in the labor market. Thus, instructors have a great role in their preparation. However, professors might face difficulties dealing with their specific characteristics. The research aims to carry out a general survey to enable an understanding of the greater challenges and difficulties in teaching the subject of engineering to the students of Generation Z. The research method used was a case study at a University with 20 instructors from the Faculty of Engineering. The analysis revealed a great challenge in relating theoretical concepts with practical concepts. The research also showed a probable tendency of using more exhibition methods, and the low knowledge about generation Z by most instructors. This study seeks to contribute to the teaching-learning process of engineering.
Writing in the Library? Why Not! Using Google Slides to Reinvent the Library Checkout Period
Author: Doyle, Matthew
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Library Services,Library Development,Library Automation,Program Improvement,Change Strategies,Elementary Secondary Education

The class visit to check out books has long been a staple of school library programs nationwide. This flexible or scheduled time allows students to take advantage of the library collection and enjoy reading based on their own interests. The library provides the perfect environment for students to self-select books based on their interests, an activity that has been shown to increase student motivation to read. Still, the school library is a dynamic technology-rich space that is much more than just a warehouse for a collection of books. While some days it is easy to get caught up in a circulation-based workflow, as school librarians we all need to make time to step back from the clamor of daily tasks and think about long-term goals for students and library programs. This article is for those who find themselves struggling to connect checkout time with reading comprehension, student learning, and critical information-literacy skills. It outlines a more-efficient checkout period that uses reading journals to get students writing about their reading in a reflective, informal, and ungraded environment. This approach opens doors to collaboration and can start conversations with teachers about how the library can contribute to student achievement.
Pilot Model of the Rehabilitating Treatment for Self-Esteem and Behavior in Adolescents with Dyslexia and Dysorthography by Improving Their Literacy
Author: Zuppardo, Linda
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Esteem,Behavior,Adolescents,Dyslexia,Literacy Education,Intervention,Reading Comprehension,Anxiety,Writing Skills,Reading Skills,Control Groups,Experimental Groups,Research,Quasiexperimental Design,Measures (Individuals),Likert Scales,Learning Disabilities,Statistical Analysis,Pretests Posttests,Check Lists,Child Behavior

Clinical and educational research has shown the emotional and motivational factors involved in learning difficulties. The main objective of this research is to propose a way to assess the effects of a rehabilitating treatment for self-esteem and behavior through improving literacy in a group of patients diagnosed with dyslexia and dysorthography. Sixty students diagnosed with dyslexia will be given a test battery to assess the emotional and behavioral profile. Afterwards, they will be divided into a control group and experimental group, which will undergo a rehabilitating treatment to enhance reading and writing. In short, the results try to prove the hypothesis of research through an appropriate literacy treatment using appropriate instruments and programs. Patients with dyslexia can achieve greater self-esteem and not only a developed communication-writing competency.
Family Cohesion, Adaptability and Composition in Adolescents from Callao, Peru
Author: Villarreal-Zegarra, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family Characteristics,Adjustment (to Environment),Family Relationship,One Parent Family,Family (Sociological Unit),Adolescents,Measures (Individuals),Questionnaires,Differences,Secondary School Students,Factor Analysis,Statistical Analysis

The objective of the study was to analyze if there are significant differences between family cohesion and adaptability according to the type of family composition (nuclear, extended, single parent and non-nuclear). This is a non-experimental and empirical research, in which a non-probabilistic, cross-sectional, selective and associative strategy was employed; 428 male and female teenagers, aged 14 to 18, from a public school in Callao were evaluated. The D. Olson's family cohesion and adaptability evaluation scale (FACES III) and an &quot;ad hoc&quot; questionnaire were used to evaluate family composition. The results show significant differences between adolescents belonging to nuclear families and adolescents belonging to non-nuclear families. Theoretical and practical implications are discussed.
Joint-Use Libraries
Author: Casstevens, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Libraries,School Libraries,High Schools,School Community Relationship,Program Effectiveness,Library Services,Library Materials,Check Lists,Likert Scales,Librarians,Library Administration,Leadership,Financial Support

The joint-use library is a place where people of all ages, interests, and income levels can find items of interest at no personal cost. The mission of A. H. Meadows Public and High School Library in Midlothian, Texas, is to offer what other public libraries provide: educational and entertainment resources to a community. Yet, the staff also wants the library to be seen as an effective school library that enhances the high school curriculum and helps improve student achievement. This article shares examples of how this joint-use library has partnered with the nine school libraries in Midlothian and addresses proposed guidelines for combined school/public libraries.
Personalizing Learning
Author: McNair, Ellen L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Librarians,Role,Inquiry,Literacy Education,Cooperative Learning,Learner Engagement,Relevance (Education),Innovation,Student Interests,Adolescents,Student Centered Learning,Neurosciences,Brain,Faculty Development,Teacher Role

The creation and identification of high-yield practices for empowering students to think, wonder, and own their learning is a high priority for school librarians who value instructional leadership. Future-ready librarians are working to create flexible learning environments in which their students design solutions, consider possibilities, and share ideas. In these environments, librarians are learning &quot;with&quot; their students, preparing them to &quot;discover&quot; content in inquiry projects and delivering effective information-literacy lessons. The instructional practices described in this article are designed to create a culture of inquiry that fosters a growth mindset and a love of learning for &quot;all&quot; students. The following instructional practices are discussed: (1) creating a collaborative learning environment; (2) providing engaging prompts and personalizing learning; (3) building personal learning experiences; (4) creating and communicating new ideas; (5) recalibrating interest; and (6) invigorating the research process.
Growing through Data
Author: Lansford, Teresa
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Data,Surveys,Standardized Tests,Library Services,Change,Data Analysis,Data Interpretation,Self Evaluation (Groups)

Data can be a powerful tool for self-evaluation, goal setting, and advocacy in the school library. Regardless of the grade level or the size of the student body, any school library has meaningful data to mine and learn from. Basic data such as circulation numbers can impact a myriad of areas relevant to student learning such as collection development, reading-engagement plans, and book-promotion activities. For those unequipped to analyze and interpret data, the vast options can be overwhelming. However, to abandon data, or to skim numbers while not understanding or acting upon them, does a disservice. As school librarians look for ways to prove relevance and effectiveness, and as they continue to champion best practices, innovation, and student impact, data becomes a catalyst for change and a support for sustainability in turbulent times. This article discusses the best practices in preparing for library/librarian data evaluation.
Our Place in the Universe
Author: Cherry, Wayne R., Jr.
Date: 2017-00-00
Type: Journal Articles
Subjects: Story Telling,Personal Narratives,Classroom Techniques,Critical Thinking,Creativity,Teaching Methods,Active Learning,Student Projects,Electronic Learning,Educational Technology,Neuropsychology,Educational Practices

Storytelling is a part of who people are as humans. Melvil Dewey himself saw the need to catalog folktales and stories from the oral tradition in the 390s, a section dedicated to social customs. Stories form a part of the very fabric of who people are and give insight into the past as much, if not more so, than the histories. Teachers can leverage their students' own narratives, along with the Four Cs of 21st-century learning, to create educational opportunities within their classrooms. The Four Cs of critical thinking, communication, collaboration, and creativity go hand in hand with storytelling projects in the classroom. This article presents best practices in empowering learners and teaching in the art of storytelling.
Using Parent Book Clubs to Build a School-Wide Reading Community
Author: Deuschle, Kristen
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Programs,Media Specialists,Recreational Reading,Outreach Programs,School Community Programs,Community Recreation Programs,Clubs,Parent Education,Elementary Secondary Education

A prevalent misconception is that reading must be a solitary endeavor. This view of reading creates an instant aversion for many teens who tend to be social creatures. This article discusses how Kristen Deuschle, the district media specialist for Forsyth County Schools in Cumming, Georgia, combined two of her passions--community outreach and reading for pleasure--into the Piney Grove Parent Book Club. The goal of the club was to provide easy access to good literature, while at the same time opening up a dialogue between students, parents, and the school library about books and the qualities of a good story. The book club created the opportunity for parents to have another way to bond with their preteens who were pulling away and becoming more independent.
Partners in Learning
Author: Mann, Leah
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Active Learning,Inquiry,Hands on Science,Library Instruction,Coaching (Performance),Technology Uses in Education,Library Services,Partnerships in Education,Elementary Secondary Education,Instructional Innovation

Using concepts such as Design Thinking to create inquiry-based, hands-on learning opportunities centered on student ideation and creation, Lewisville Independent School District (LISD) in North Texas reimagined the role of library instruction through implementation of a Mobile Transformation Lab. The purpose of this lab is to serve the more than 53,000 students in LISD through a highly specialized coaching model that goes beyond the more-traditional materials and resources lending library, and includes two central-office specialists who work side by side with campus personnel when designing and coteaching a lesson. When developing the concept of the Mobile Transformation Lab, the authors considered the importance of including information from the Texas Association of School Administrator's visioning document; the International Society for Technology in Education standards, known as ISTE NETS; LISD's strategic design plan; and the Future Ready Librarian initiative. In addition, they sought guidance from the work of a variety of education experts such as: Ruben Pentedura, who takes a fresh approach to the levels of student understanding characterized in Bloom's Taxonomy and Grant Wiggins and Jay McTighe's Understanding by Design (UbD), which outlines a method to plan instruction backward, beginning with the end in mind. In this article, the authors walk the reader through years one and two of the program's development and expansion.
Transfer of Mother Tongue Rhetoric among Undergraduate Students in Second Language Writing
Author: Saffari, Narges
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Native Language,Rhetoric,Second Language Learning,Writing Achievement,English (Second Language),Engineering Education,Preferences,Writing Strategies,Indo European Languages,Statistical Analysis,Content Area Writing,Questionnaires,Beliefs,Interference (Language),Foreign Countries

Mother tongue rhetoric transfer is unavoidable in ESL writings, especially for Iranian ESL learners, since Persian and English language is quite different. The paper discusses the negative transfer of mother tongue rhetoric in Iranian undergraduate ESL learners' writings from the perspectives of choosing rhetorical structure in English and Persian writing. In this regard, 50 intermediate undergraduate Iranian students who are a bachelor in engineering fields at two private higher education institutions located in Malaysia, are selected as participants to give their opinion about which style they prefer to use for both English and Persian writing. Statistical analysis of the participants' performance indicates that Iranian undergraduate students use the same rhetorical pattern for their both Persian and English writing and there is no consideration regarding the knowledge of L1 and L2 differences. The results also state that above 70% of the participants prefer to give a general comment about the topic and encourage readers at the end of the writing in their English and Persian essays.
Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method
Author: Nagao, Akiko
Date: 2017-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Functional Literacy,English (Second Language),Communities of Practice,Writing Instruction,Writing Skills,Literary Genres,Pretests Posttests,Task Analysis,Qualitative Research,Essay Tests,Grounded Theory,Grammar,English for Academic Purposes,Semi Structured Interviews,Student Surveys,Undergraduate Students,Foreign Countries

This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants' genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants' genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner's genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners' awareness of textual meaning and their understanding of the function of discussion essay texts.
Physical Education Teachers&apos; Views about Character Education
Author: Tutkun, Erkut
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Teacher Attitudes,Values Education,National Curriculum,Relevance (Education),Private Schools,Qualitative Research,Secondary School Curriculum,Semi Structured Interviews,Behavior Change,Moral Development,Educational Objectives,Foreign Countries,Content Analysis

The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case report design was used in this study which was prepared with qualitative research method. The sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high schools of Kütahya city center which were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down to avoid data loss and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that physical education teachers defined character education as changes that occurred in individuals' behaviors first in the family, then at school and the education conducted to teach individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the current curriculum of the country and also physical education curriculum were not suitable for character education; however, since it is a social lesson and since participants are continuously active and in communication, physical education lessons can be more effective than other lessons in terms of character development.
Prospective Primary Teachers&apos; Mathematics Anxiety-Apprehension and Its Causes
Author: Özdemir, Emine
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Preservice Teachers,Preservice Teacher Education,Elementary School Curriculum,Predictor Variables,Mixed Methods Research,Phenomenology,Figurative Language,Gender Differences,Student Teacher Attitudes,High School Graduates,Etiology,Stress Variables,Foreign Countries

The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes of their mathematics anxiety. The study used mixed method research design. The quantitative data for the prospective teachers' mathematics anxiety-apprehension were collected using the Mathematics Anxiety-Apprehension Scale developed by Ikegulu (1998) and translated into Turkish with validity-reliability analyses by Özdemir and Gür (2011). The qualitative part of the study used the phenomenological method, and the prospective teachers' metaphors for aspects of mathematics were collected as data. The participants in the study were third- and fourth-grade prospective teachers studying in the Primary Education Department of the Necatibey Faculty of Education at Balikesir University. They were chosen by simple random sampling. The independent samples t-test was computed to analyze the quantitative data, and descriptive statistics were used for the qualitative data. The study found that the mathematics anxiety-apprehension of prospective primary school teachers who were Anatolian high school graduates was significantly lower. Mathematics anxiety-apprehension did not vary by gender, and the third-grade prospective teachers had significantly higher mathematics anxiety-apprehension. The causes of the prospective primary school teachers' mathematics anxiety-apprehension were found to be related to teachers, prospective teachers, the examination system, mathematics program-related and school facilities-related causes. The prospective primary school teachers often used metaphors such as life, crossword puzzle, game and human for each sub-theme, and 166 metaphors for mathematics were identified. The themes with the highest number of metaphors were basic principles of mathematics teaching, basic mathematical skills and mathematical knowledge, respectively.