ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Science Methods Online: Myths about Inquiry-Based Online Learning
Author: Miller, Kenneth W.
Date: 2008-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Science Instruction,Teaching Methods,Computer Uses in Education,Inquiry,Misconceptions,Methods Courses,Constructivism (Learning),Computer Mediated Communication,Teacher Competencies,Teacher Education Programs

With universities, teacher education institutions, and high schools gearing up heavily in online course delivery in every discipline, science educators specifically are asking themselves "How do we provide this access to our students and still maintain our pedagogical integrity in science instruction?" This question seems to be at the heart of a national discussion. The standards in science promote an inquiry-based approach at both the national and state levels, therefore, an arguable difficulty exists in adapting a reticent online inquiry approach that is more consistent with the excitement of an inquiry based face-to-face classroom approach. Today's students require coursework when they want it, where it is convenient for them, and how it fits their needs. Many students need online delivery because of distance from the university or their already demanding schedules. Delivering coursework using scientific inquiry techniques can be problematic. This article discusses six myths about inquiry-based online science delivery. Examples of how to design and promote inquiry that is embedded in the delivery of an online course are provided. (Contains 1 figure.)
Changes in Patterns of Health Care
Author: Herman, Myer
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Public Health,Conference Papers,Health Services,Trend Analysis,Health Needs,Access to Health Care,Health Behavior,Economically Disadvantaged,Health Care Costs,Organizational Change,Social Change

This paper is reformatted and reprinted as part of the 40th Anniversary of the "American Journal of Health Education" (originally School Health Review) Health Education--Our Heritage. The original article appeared in Volume 1, "School Health Review" (September 1969, pp. 9-14). At the time, Myer Herman was director of the Division of Adult Health in the Massachusetts Department of Public Health. He also was associated with the Lemuel Shattuck Hospital. A commentary on the 2010 relevance to health education of Dr. Herman's paper immediately follows this reprinted version.
Changes in Patterns of Health Care: Plus Forty Years
Author: Sofalvi, Alan J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Medical Services,Health Care Costs,Access to Health Care,Reader Response,Poverty,Health Insurance,Quality of Life,Medical Care Evaluation,Trend Analysis

In this article, the author presents an update of Herman's article ["Changes in Patterns of Health Care," "School Health Review," 1(9-14)1969] that focuses on the changes in patterns of health care. He discusses the poverty, insurance, and access to medical care as well as the quality of medical care for adults and minors. He stresses that whatever legislative decisions are made regarding health care access and costs, seeing beneficial systematic changes in the availability and cost of care that could increase the average lifespan of Americans will be time-consuming, likely taking 10 years or more.
Self-Injury among Early Adolescents
Author: Alfonso, Moya
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Incidence,Prevention,Injuries,Health Behavior,Risk,Early Adolescents,Regression (Statistics),School Personnel,Middle School Students,Measures (Individuals),Eating Disorders,Inhalants,Suicide,Adolescent Development,Instructional Program Divisions,Peer Groups,Self Destructive Behavior,Gender Differences

Background: Whereas much attention has been focused on adolescent risk behaviors such as substance use, much less has been devoted to self-injury in the general adolescent population. Purpose: This study had two purposes: (1) describe the prevalence of self-injury among early adolescents in the general middle school population, and (2) identify behaviors that are comorbid with self-injury. Methods: This study involved a secondary analysis of data gathered from 1,734 6th and 8th grade students using the middle school Youth Risk Behavior Survey. Results: The prevalence of self-injury among middle school youth in this study (N=1734) was 28.4%. Although the relationship between having ever tried self-injury and gender was significant, the effect size was small. Multilevel logistic regression identified six variables that were significantly related to (P less than 0.01) having ever tried self-injury: peer self-injury, having ever tried inhalants, grade level, and belief in possibilities, abnormal eating behaviors and suicide. Discussion: This is the first study to empirically examine self-injury in relation to multiple risk behaviors within a community sample of early adolescents with the goal of informing school-based prevention efforts. Translation to Health Education Practice: School personnel can be observant for evidence of self-injury as well as other risk behaviors and be vigilant about experiences that may be contributing to their development. (Contains 6 tables.)
Distinguishing between Positive and Negative Social Bonding in Problem Drinking among College Students
Author: Zullig, Keith J.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Health Education,Alcohol Abuse,Drinking,Interpersonal Relationship,Multiple Regression Analysis,Intervention,Role,Sexuality,Interpersonal Attraction,Gender Differences

Background: To reduce problem drinking, interventions must be directed toward those factors associated with problem drinking. Purpose: This study examined how perceptions of the role of alcohol related to problem drinking among a convenience sample of 301 college students. Methods: Fifteen items concerned with drinking behavior or perceptions regarding the effects of alcohol and were subjected to factor and multiple regression analyses. Results: Three factors emerged: problem drinking, social bonding and sexual attractiveness. Adjusted multiple regression analysis by gender, using problem drinking as the dependent variable, indicated that for both males and females the perception that alcohol facilitates social bonding and the perception that alcohol enhances sexual attractiveness together accounted for a significant (P less than 0.0001) amount of the variation in problem drinking (R2 = 0.312 for females and R2 = 0.204 for males) with social bonding as the more important factor (R2 = 0.283 for females and R2 = 0.202 for males). Discussion: Programs to address problematic drinking should consider incorporating strategies designed to: (1) help students identify ways to promote healthy social bonding, and (2) demonstrate that problem drinking can often be detrimental to social bonding. Translation to Health Education Practice: Health educators should help college students identify positive ways to promote social bonding that avoid problem drinking. (Contains 3 tables.)
Why Underage College Students Drink in Excess: Qualitative Research Findings
Author: Dodd, Virginia
Date: 2010-00-00
Type: Journal Articles
Subjects: College Students,Cues,Qualitative Research,Health Education,Prevention,Focus Groups,Drinking,Peer Influence,Anxiety,Alcohol Abuse,Risk,Student Motivation,Student Attitudes,Sexuality,Gender Differences,Peer Acceptance

Background: Excessive alcohol consumption by underage students is a serious and persistent problem facing most U.S. colleges and universities. Purpose: This qualitative study explores why underage students engage in high-risk drinking and examines motivational cues that may serve as behavioral deterrents. Methods: Focus groups were conducted with college students under the age of 21 years (N = 59) attending a large university in the southeast. All participants reported consuming five or more drinks in one sitting within the last two weeks (four or more for a female). Results: Participants attach positive expectancies to alcohol use, including peer influence/support and reduction of social anxiety. Negative social consequences such as embarrassment and relationship issues, including perceived sexual opportunities, were cited as disincentives for excessive drinking. Gender distinctions were present among the referenced costs and benefits of excessive alcohol consumption. Discussion: Overall, the negative consequences associated with excess drinking by underage college students are outweighed by positive expectancies such as social approval and acceptance by their peers. Translation to Health Education Practice: Understanding the language, motives and expectancies young people attach to alcohol use can enhance the efficacy of health education and prevention efforts. (Contains 2 tables.)
Perceived Sleepiness, Sleep Habits and Sleep Concerns of Public School Teachers, Administrators and Other Personnel
Author: Amschler, Denise H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Public School Teachers,Sleep,School Personnel,Habit Formation,Health Behavior,Health Needs,School Surveys,Questionnaires,Measures (Individuals),Special Health Problems,Teacher Effectiveness

Background: Sleep deprivation is a world-wide health concern. Few studies have examined the sleep behaviors of those employed in the education field. Purpose: To describe the sleep habits and concerns of school personnel in a Midwest school corporation. Methods: A cross-sectional survey design was used to collect data about demographics, the Medical Outcomes Study (MOS) Sleep Measure, the Epworth Sleepiness Scale (ESS) and sleep concerns. Data were analyzed using univariate and bivariate procedures. Results: Almost 25% of teachers reported daily activities were impaired by sleepiness and 43% slept an average of six hours or less per night. Female respondents reported significantly poorer sleep. Overall, school employees experienced more sleep problems than reported by the general U.S. population. Discussion: This study confirmed the existence of sleep deprivation among school personnel. Sleepy teachers are at higher risk of providing insufficient supervision and inferior instruction. They also report more mood swings and are at higher risk for health problems. Little attention has been given to the sleep concerns and behaviors of school personnel, and there is a need for further research. Translation to Health Education Practice: Education regarding the importance of sleep and how to get a good night's sleep should be included in employee wellness programming. (Contains 4 tables.)
Is It Social Problem Solving or Decision Making? Implications for Health Education
Author: Frauenknecht, Marianne
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Problems,Comprehensive School Health Education,Problem Solving,Decision Making,Concept Mapping,Definitions,Misconceptions,Models,State Standards,Prevention,Youth Opportunities,Academic Standards,Health Education

This paper makes a case that decision making (DM) is not social problem solving (SPS) and DM is subordinate and subsumed within SPS. Both terms are defined and distinguished. Confusion between SPS and DM is widespread and has occurred for at least four decades. DM, not SPS, has been established as one of the seven National Health Education Standards (NHES). States adopt the NHES to fulfill their own state's health education standards; 62% of those states have overwhelmingly integrated DM into their health education curriculum standards and only one state has adopted PS. States have failed to master the ability to distinguish these two terms. Consequences of using imprecise definitions and not understanding processes could result in matching an inappropriate curriculum with the term, invalidating assessments, and compromising internal, construct and content validity. Adoption of DM at the federal, state and local levels also is alarming when trends of problems of youth are increasing worldwide. SPS is thoroughly defined, potential for implementation is reviewed, applications to health education curricula are provided, skill-based training and teaching strategies are noted, and applications to real-life situations are documented. A priority agenda for adopting SPS in public health and health education is provided. (Contains 1 figure and 2 tables.)
Working with Local, State and Federal Partners to Address Health Education Needs of Hurricane Katrina Evacuees in Houston: A CDC Case Study
Author: Hoover, D. Michele
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Education,Public Health,Natural Disasters,Emergency Programs,Crisis Management,Models,Health Needs,Health Promotion,Community Health Services,Case Studies,Change Strategies,Partnerships in Education

For health educators to successfully meet the challenges of responding to public health emergencies, it is important to establish and understand the role of collaborations with local, state and federal partners in identifying potential public health issues and to develop theory-based models or strategies to address these issues before, during and after an event. This paper presents a case study examining the health education and communication response to Hurricane Katrina in Houston, Texas. CDC's Health Education and Communication Teams and the Harris County Public Health and Environmental Services Division of Health Education worked with identified populations, environmental specialists, epidemiologists and other key partners to identify health education needs and develop appropriate messages and then developed and implemented a broad comprehensive health education and promotion plan. The paper discusses lessons learned and how health educators can use the model developed for this response to plan for future disasters and public health emergencies, including pandemic influenza.
Teaching Students to &quot;Cook&quot;: Promoting Writing in the First Year Experience Course
Author: Eberly, Charlene
Date: 2010-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Critical Thinking,Critical Reading,Writing (Composition),Lesson Plans,Surveys,Undergraduate Students,Teaching Methods,Universities,Urban Schools,Writing Instruction,Student Attitudes,College Freshmen,Student Experience

This paper is a continuation of a previous article, &quot;Teaching Students to &quot;Cook&quot;: Promoting Reading in the First Year Experience Course,&quot; The Learning Assistance Review 14 (2), on the importance of teaching critical thinking through the foundational skills of analytical reading and writing within the First Year Experience (FYE) course. With its vital role in retention, the FYE course must do more than just whet students' academic appetites; it must begin the process of teaching them to &quot;cook&quot; for themselves. This paper promotes the concept of writing excellence and offers specific ways to incorporate it into an FYE class. Descriptions are given for two common writing activities and one new technique, with a sample lesson plan and descriptive statistics from post-lesson surveys of FYE students. (Contains 2 figures and 3 tables.)
Tutoring: A Support Strategy for At-Risk Students
Author: Rheinheimer, David C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educationally Disadvantaged,Academic Achievement,At Risk Students,Credits,Program Effectiveness,Tutoring,Longitudinal Studies,Economically Disadvantaged,Disadvantaged Youth,Undergraduate Students,Public Colleges,State Legislation,Educational Legislation,State Programs,State Aid,Academic Persistence,School Holding Power,Graduation Rate,Predictor Variables,Gender Differences,Statistical Analysis,Regression (Statistics),Tutors

A longitudinal research study was conducted at a public university in Pennsylvania on a sample of 129 at-risk students from a state-funded program (Act 101) designed to provide support services for economically and educationally disadvantaged students. This research employed a non-experimental, ex post facto methodology to assess the impact of tutoring on persistence, retention, and graduation. Study variables included measures of academic performance, retention, use and frequency of tutoring, the number of years in college, gender, and total credits earned toward graduation. Data were analyzed with t-tests, chi-square tests, multivariate and multiple regressions, and logistic regression. Results of the study showed that tutoring had significant positive relationships with retention and academic performance and demonstrate that tutoring can be effective as a strategy for succeeding to graduation. (Contains 5 tables.)
Navigate the Digital Rapids
Author: Lindsay, Julie
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Literacy,Citizenship,Influence of Technology,Computer Mediated Communication,Technology Uses in Education,Interpersonal Relationship,Knowledge Base for Teaching,Teacher Role,Water,Figurative Language,Comparative Analysis,Teacher Student Relationship,Student Empowerment,Socialization,Portfolios (Background Materials),Electronic Publishing,Personal Autonomy

How can teachers teach digital citizenship when the digital landscape is changing so rapidly? How can teachers teach proper online social interactions when the students are outside their classroom and thus outside their control? Will encouraging students to engage in global collaborative environments land teachers in hot water? These are the questions the authors hear from their peers around the world who are grappling with such issues in administrative offices and teachers' meetings every day. Digital citizenship is far more than digital literacy, just as 21st-century skills encompass much more than simply "skills." Digital citizenship is not about creating a list of things to do or a stagnant curriculum that one can use for the next 10 years. It's about transforming oneself into a professional who can effectively research technology trends, monitor the uses of technology in one's school or district, avoid the fear factor that can easily paralyze one, and empower student-centered learning to create vibrant, exciting learning projects. In this article, the authors offer some advice to consider and pitfalls to avoid.
Lessons from the Global South
Author: Burns, Mary
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Handheld Devices,Technology Uses in Education,Computer Uses in Education,Laptop Computers,Educational Technology,Cooperation

What can Mali, an impoverished, land-locked West African nation, teach educators about mobile technology? Little to nothing, one might think. Yet in Mali, as in much of sub-Saharan Africa, teachers and students are increasingly using mobile technologies for learning and teaching. While educators in the United States have debated whether, why, and how to use mobile technologies in class, many schools in the poorest countries in the world--the so-called developing world or Global South--have taken up the use of mobile technologies with gusto despite formidable obstacles. This article describes how schools in Mali, Honduras, Zambia, and Indonesia make the most of the technology they have.
The Beginner's Guide to Interactive Virtual Field Trips
Author: Zanetis, Jan
Date: 2010-00-00
Type: Journal Articles
Subjects: Field Trips,Virtual Classrooms,Computer Mediated Communication,Internet,Electronic Learning,Teleconferencing,Web Based Instruction,Class Activities,Learning Activities,Historic Sites,Museums,Elementary Secondary Education,Demonstrations (Educational)

For students, field trips can be the best of both worlds: a welcome and exciting break from day-to-day classroom activities and a memorable, real-world experience that will solidify the curriculum in their minds. Unfortunately, the most desirable trips--those to far-away, enticing destinations--have long been inaccessible to all but a select few, and even local field trips have become less common as travel costs have steadily risen over the past several years. But today there are other options. Virtual field trips (VFTs) are just what their name suggests: field trips that are conducted virtually, over the Internet and/or videoconferencing equipment, so that students can learn directly from experts in far-flung places without ever leaving their classrooms. Just like traditional field trips, VFTs take a number of different forms. They can involve touring a historic site, witnessing scientific experiments or processes at museums or organizations, watching live demonstrations in the field, attending folk festivals or other events, and much more. They differ from the traditional variety only in that they are delivered over the Internet using technology in either asynchronous or interactive synchronous formats. In this article, the author describes how teachers and their students can see, hear, and interact with the wonders of the world.
Data in the Cloud
Author: Bull, Glen
Date: 2010-05-00
Type: Journal Articles
Subjects: Internet,Computer Software,Computers,Users (Information),Sharing Behavior,Knowledge Representation,Data

The ability to move from one representation of data to another is one of the key characteristics of expert mathematicians and scientists. Cloud computing will offer more opportunities to create and display multiple representations of data, making this skill even more important in the future. The advent of the Internet led to widespread availability of data and software applications accessed through the Web that allow anyone to analyze data and display multiple representations. In this article, the authors discuss the use of Google Docs (http://docs.google.com) which are a good example of cloud computing. (Contains 1 table and 4 figures.)
The Power and Peril of Web 3.0: It's More than Just Semantics
Author: Ohler, Jason
Date: 2010-05-00
Type: Journal Articles
Subjects: Internet,Technological Advancement,Mass Media,Information Dissemination,Communication (Thought Transfer),Semantics,Hermeneutics,Information Management,Metadata,Access to Information,Goal Orientation,Information Utilization,Programming,Standards,Coding,Time Management

The Information Age has been built, in part, on the belief that more information is always better. True to that sentiment, people have found ways to make a lot of information available to the masses--perhaps more than anyone ever imagined. The goal of the Semantic Web, often called Web 3.0, is for users to spend less time looking for information and more time using and participating with what they find. In other words, less slogging, more blogging. Before people can have a Semantic Web, though, they must first make information much more understandable to machines. That means making three leaps over the current version of the Web: (1) Use intelligent tagging; (2) Group intelligently tagged information into ontologies; and (3) Use shared ontologies and databases. In this article, the author explains the theory behind the Semantic Web and how it can help educators manage the ever-expanding information overload by putting the onus of organization back where it belongs--on the computers. He also considers more general potential impacts of the Semantic Web on education from the learner's point of view.