ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding Professional Development Opportunities for Consultants: How to Incorporate Social Media into a Communication Center
Author: Chasteen, Nikki
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Academic Support Services,Consultants,Communication Skills,Interpersonal Communication,Social Media,Professional Development,Teamwork,Role,School Personnel,Marketing,Reputation,Policy Formation

The NSU Write from the Start Writing and Communication Center (WCC) has recognized the importance of developing a social media presence to highlight the achievements and services of the Center while providing professional development opportunities to staff members. This article is aimed at educating communication center directors and staff on how they can develop a social media presence for their centers. The article is divided into sections to showcase the essential steps of creating and maintaining a social media team, consistent branding, and content for various social media platforms. Additionally, it provides first-hand experience and tips from the NSU WCC's social media team about how to make the process manageable and efficient.
Practicing What We Preach: Assessing Communication Center Client and Staff Perspectives of Positive Communication Conferencing Practices
Author: Spadaro, Alexandria
Date: 2019-00-00
Type: Journal Articles
Subjects: Communication Skills,Academic Support Services,Interpersonal Communication,Tutoring,Tutors,Interpersonal Relationship,Prosocial Behavior,Higher Education,College Students

It can often be difficult for meta-level reflective work in communication centers to provide guidance on improving others' communication competence through understanding of communication knowledge and skill enactment. Few disciplines come with the same kind of scrutiny that is often experienced for communication scholars, tutors, and students. In this article, the authors first overview the relevant literature related to communication center conferencing behaviors. Second, introduce a conferencing training framework, Mirivel's (2014) Positive Communication Model followed by, third, the case context and project methodology. Fourth, the authors share their findings and, fifth, they explore the implications and usefulness of what they discovered.
Fostering the Art of Scientific Communication in the Center
Author: Ellefson, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific and Technical Information,Communication (Thought Transfer),Academic Support Services,Graduate Students,Workshops,Student Research,Student Attitudes,Transfer of Training,Grants,Institutional Cooperation

Our research asks how communication centers can assist advanced graduate students in the sciences to foster the art of developing scientific presentations for expert, non-expert, and generalist audiences. In a sustained collaboration supported by a national grant, the communication center at a mid-sized public comprehensive regional university in the Southeastern United States has facilitated a series of workshops for select graduate fellows in the sciences in recent years. In each of these workshops, we focus heavily on audience adaptation, thus creating a vibrant conversation between the disciplines of communication studies and the sciences. This research project collects data from workshops held in 2017 and 2018. Via a co-constructed narrative, we examine the notion of audience from the perspective of the research participants as well as administrators and graduate students who facilitated the workshops.
The Examination of Learning Strategies of Vocational College Students Concerning Various Variables
Author: Engin, Ali Osman
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Strategies,Vocational Education,College Students,Student Attitudes,Student Characteristics,Gender Differences,Departments,Foreign Countries

Purpose: This study aims to examine the learning strategies of university students concerning various variables. Method: The population of this study, which was a quantitative research method, included students studying at Sarikamis Vocational College of Kafkas University in the fall semester of 2018-2019 academic year. The sample of this study consisted of 341 students selected by a simple random sampling method. As data collection tools, &quot;Personal Information Form&quot; and &quot;Learning Strategies Determination Scale&quot; (LSDS) developed by Guven (2004) were used. As a result of the analyzes conducted to determine whether normality assumptions were met, the data were distributed normally and provided the necessary conditions for parametric tests. Thus, independent samples t-test and one-way analysis of variance (ANOVA) were used for data analysis. Findings: In this study, the answers of the students to the Learning Strategies Determination Scale (LSDS) were evaluated, and it was determined that the learning strategy that students had the most (high level) was the rehearsal strategy and the least (middle level) was the organizational strategy. Implications for Research and Practice: As a result of this research, statistically significant differences were found between the students' learning strategies and their gender, forms of level (daytime teaching/evening education), departments and high school achievement scores, and no statistically significant differences were found between the educational strategies of the students and the educational level of parents. Various suggestions have been developed in line with the results of this research.
The Effects of Working in Public or Private Schools on Job Satisfaction of Teachers in Turkey: A Meta-Analysis Study
Author: Aytac, Tufan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Private Schools,Teacher Attitudes,Job Satisfaction,Institutional Characteristics,Teaching Conditions,Effect Size,Preschool Education,Elementary Secondary Education,Teacher Characteristics

Purpose: The main problem of this study is to investigate whether the school type (private/public) has any effects on job satisfaction of teachers or not to reveal the effects of the school type (private/public) on job satisfaction of teachers in Turkey. Research Methods: In this study, as one of the research synthesis methods, the meta-analysis method was used. In the analysis of the data, one of the group comparison meta-analysis methods, the Group Difference Method was used. Findings: According to the results of this research, in accordance with the random effects model (d=0.56; [0.41; 0.70]), a statistically significant medium level of effect size was detected in favor of teachers working in private schools concerning the school type variable. As a result of the conducted moderator analysis, it was determined that the effect sizes of the studies varied by the grade of education (p=0.002), and the place of research (p=0.00). Effect sizes of the studies did not differ significantly publication type (p=0.07), the title of the teacher (p=0.13), and the scale (p=0.23). Implications for Research and Practice: In the context of this meta-analysis study, the findings suggest that qualitative and quantitative studies discussing which factors are effective in high job satisfaction of teachers working in private schools should be carried out.
Evaluation of University Students&apos; Rating Behaviors in Self and Peer Rating Process via Many Facet Rasch Model
Author: Erman Aslanoglu, Aslihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Self Evaluation (Individuals),Interrater Reliability,Alternative Assessment,Item Response Theory,Foreign Countries,College Students,Scoring,Student Behavior,Gender Differences

Purpose: When self and peer assessment methods become commonly used in the teaching process, the most important problem turns out to be the reliability of the ratings acquired from these sources. Increasing the rater reliability has great importance in the performance evaluation for the reliability of the measurement. This study aimed to determine rater behaviors university students display in the process of self and peer assessment. The research was based on a descriptive model. The participants were 58 students at the Guidance and Psychological Counseling Program in 2017-2018 academic year at a foundation university in Ankara. Findings: Many Facet Rasch Model (MFRM) analysis was applied, and no statistically significant difference of raters' severity and leniency behaviors in the ratings was observed in terms of gender, but there was a statistically significant difference based on the rater types (self and peer). The raters seemed to be more lenient in self-assessments. The study also showed that while raters showed central tendency behavior on individual level, they did not show such tendency at the group level. It was concluded that individuals' ratings are more biased than group ratings when they evaluate group performance. Implications for Research and Practice: Some of the raters had differentiating rating behaviors based on the groups. The teacher candidates made systematic mistakes in the performance evaluation process and showed behaviors that had negative effect on the validity of the rating. It is important for the raters to conduct studies to reduce the scoring bias of the raters.
Middle School Pre-Service Mathematics Teachers&apos; Opinions Related to Mathematics Education for Sustainability
Author: Karaarslan Semiz, Güliz
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Preservice Teachers,Student Attitudes,Mathematics Education,Sustainability,Relevance (Education),Knowledge Level,Teaching Methods,Mathematics Teachers,Foreign Countries

Purpose: Subject teachers can contribute to education for sustainability by integrating sustainability concept into their courses. By relating mathematics topics with today's world problems, mathematics teachers can realize the significance of teaching sustainability. As a starting point, this study aimed to investigate the opinions of middle school pre-service mathematics teachers related to incorporating sustainability to their teaching. Method: In this study, a basic qualitative research design was used. The data were collected using semistructured interviews with 10 middle school pre-service mathematics teachers. A coding manual was developed considering the relevant literature. Findings: The findings revealed that pre-service mathematics teachers, except one of them, were aware of the concept of sustainability. However, most of them could not describe multiple aspects of sustainability; particularly, they defined sustainability concerning its environmental dimension. They also defined the purpose of education for sustainability as increasing individuals' environmental awareness. Pre-service mathematics teachers stated that while teaching mathematics, sustainability can be both a goal and a context or sustainability can be used as a context. Implications for Research and Practice: While teaching mathematics, sustainability topics can be used to design worthwhile problems using real-life examples. As a follow-up study, when these pre-service mathematics teachers start their profession, they can be asked to prepare sustainability integrated mathematics lessons and implement with their students. They can be observed and interviews can be conducted to understand their perceptions and experiences related to sustainability integrated mathematics teaching.
Using an Online Instructor Survey as Part of a Comprehensive Assessment: An Example in Oral Communication
Author: Sapia, Molly
Date: 2020-00-00
Type: Journal Articles
Subjects: Speech Communication,Online Surveys,Teacher Surveys,College Faculty,General Education,Performance Based Assessment,College Students,Communication Skills,College Instruction

Oral communication is an important learning outcome in higher education that can be difficult to assess. This article presents how one institution paired an online survey of instructors with a more traditional direct assessment to conduct a comprehensive assessment of oral communication in a General Education program, illuminating both how students are performing and how instructors are teaching oral communication. Detailed methodology and a full survey instrument are provided so that readers can translate this model to assessing oral communication or other major competency areas at their own institutions. Highlights of the survey results are also presented. The authors ultimately explain how the survey has led to faculty development around oral communication and to new oral communication resources that are aligned with the specific obstacles identified by survey respondents. They also describe how survey results helped to further explain the findings of the direct assessment.
Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation
Author: Baldan Babayigit, Betul
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Management,Skill Development,College Freshmen,College Seniors,Public Colleges,Program Effectiveness,Student Characteristics,Goal Orientation,Student Motivation,Personal Autonomy,Learning Strategies,Undergraduate Study,Foreign Countries

Purpose: This research aims to examine self-regulated learning (SRL) skills of undergraduate students (USs) and reveal the role of higher education programs in promoting SRL skills. Research Methods: In this mixed-method research, the participants consisted of 1411 freshmen and senior students and 17 senior-year interviewees. Data collection tools included Personal Information Form, Self-Regulatory Learning Scale and semi-structured interview form. Findings: The findings obtained in this study showed that SRL skills of USs were moderate. SRL skills of USs significantly differed in accordance with gender, grade level, foreign language preparatory education, the high school type students graduated from and the motive for choosing the program. The qualitative findings of the study revealed that a wide range of elements regarding curriculum, instruction, instructors and other components of higher education programs were substantially significant in enhancing SRL. Implications for Research and Practice: As a result of this research, it can be suggested that higher education programs in the sample do not adequately promote SRL skills of undergraduate students. The inclusion of SRL-promoting-elements in the curriculum and instructional processes are bound to the instructors who design their own courses. Considering most of the faculty members have not received a comprehensive pedagogical and andragogical education, SRL might have a long way to get in to the agenda of tertiary instructors. Therefore, the tertiary instructors are highly suggested participating in a continuous and comprehensive pedagogical training focusing on the good teaching practices that can foster SRL and desirable learning outcomes.
An Evaluation on Determining the Relation between Listening Skill and Social Emotional Learning Skill
Author: Abali, Betul Yilmaz
Date: 2020-00-00
Type: Journal Articles
Subjects: Listening Skills,Social Development,Emotional Development,Interpersonal Competence,Communication Skills,Secondary School Students,Urban Schools,Grade 6,Problem Solving,Stress Management,Coping,Self Esteem,Predictor Variables,Correlation,Foreign Countries

Purpose: This study, based on the hypothesis which supports the idea that students having high level of listening skill have a good social learning skill, aimed to determine the relationship between listening skill and social emotional learning skill and to specify the relation level if a relation was detected. Method: The research was a relational study in scanning model. Quantitative data collection methods were used in the study. It was examined how listening skills of secondary school students predict their social emotional learning skills. The research group consisted of 581 6th grade students from different socioeconomic and demographic classes studying at nine different secondary schools in central districts of Antalya city. To analyze the data, Pearson correlation analysis, multiple regression analysis, and frequency distributions were utilized and descriptive data such as arithmetic mean and standard deviation were used. Multiple regression analysis was carried out to find answers for the research questions. Findings: It was found out that there is a significant relationship among listening skills and communication skills, problem solving skills, stress coping skills and other skills enhancing self-worth which are the sub-dimensions of social and emotional learning skills. Implications for Research and Practice: Research findings indicated that listening skill does not relate only to the field of Turkish Teaching. Therefore, activities to improve the social and emotional learning skill could be used together with listening activities and plans and regular studies could be carried out to turn these two skills into basic life skills. In this study, the relationship between social and emotional learning skills and listening skill as one of Turkish language skills was examined. The relationship between social and emotional learning skills and speaking, writing and reading skills, which are other Turkish language skills, could also be analyzed.
The Effect of Flipped Classroom Practices on Students&apos; Academic Achievement and Responsibility Levels in Social Studies Course
Author: Bursa, Sercan
Date: 2020-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Academic Achievement,Student Responsibility,Student Attitudes,Social Studies,Grade 5,Public Schools,Electronic Learning,Video Technology,Foreign Countries,Flipped Classroom,Secondary School Students

One of the main objectives of the Social Studies course is to raise individuals with a high level of responsibility. In this direction, many responsibilities are given to the students with the flipped classroom practices known as the replacement of the homework process at home with the theoretical knowledge process in the classroom and increase their academic success. The aim of this study is to investigate the effect of flipped classroom practices on students' academic achievement and responsibility levels in 5th-grade Social Studies course. The research was carried out according to the embedded experimental design which is one of the mixed-method designs. The study group consists of 5th-grade students studying in the 2018-2019 academic year in two different classes designated as experimental and control groups of a public secondary school in the middle socioeconomic level and Social Studies teacher of these classes. The data were obtained with the Student Responsibility Scale, academic achievement test and semi-structured interviews. As a result of the research, it was found that flipped classroom practices significantly increased the academic achievement and responsibility levels of the students in the experimental group. Teachers and students emphasized that e-learning videos had a significant effect on the increase in achievement and responsibility level. It is suggested that the flipped classroom practice can be used to improve students' responsibility and academic achievement levels.
Evaluation of the Factors Affecting Teacher Identity Development of Pre-Service Teachers: A Mixed Method Study
Author: Kavrayici, Ceyhun
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Identity,Preservice Teachers,Preservice Teacher Education,Student Characteristics,Student Attitudes,Educational Experience,Teaching Experience,Teaching (Occupation),Student Development,Foreign Countries

Purpose: The definition of teacher identity is based on the interpretation of the meanings in educational environment and daily life experiences. The literature highlights that teacher education experiences have a central role in teacher identity construction. It is evident that exploring teacher identity is crucial during the process of teacher education. Therefore, the aim of the study was to examine the factors affecting teacher identity development in the process of teacher education. Research Methods: Sequential explanatory mixed method design was employed in this study. The aim of sequential explanatory mixed-method design is to have the qualitative data explain the quantitative results of the first phase in more detail. Findings: The findings focused on personal characteristics and teaching practices. The results of the study revealed that personal characteristics and teaching practices during teacher education are the most important factors affecting the development of pre-service teacher identity whereas media effect and close social environment are the factors, which have low effect on developing teacher identity. Implications for Research and Practice: It is observed that teacher identity hasn't been widely researched in Turkish education context. Therefore, teacher identity studies should be carried out in different population and samples. So, effects of many macro factors such as; social, political, economic ones, and micro factors such as; socio-economic background, branch differences of pre-service teachers in developing teacher identity should be investigated.
Investigating the School 2023 Project through the Lens of Teachers: A Case Study
Author: Canbulat, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Case Studies,Content Analysis,Program Evaluation,Program Descriptions,Educational Policy,Financial Support,Educational Change,Institutional Characteristics,School Location,Equal Education,Educational Opportunities,Foreign Countries,Elementary School Teachers,Middle School Teachers

Purpose: Turkey has gained a new education policy together with the introduction of 2023 Educational Vision. With this motivation, the Antalya Provincial Directorate of National Education has started a project entitled &quot;School 2023&quot; to contribute to the goals of this vision. This research aimed at examining the opinions of the teachers, one of the greatest shareholders of the project, about the School 2023 Project. Method: The research adopted the case study design of qualitative research methods. The study group consisted of 27 voluntary teachers, 16 female and 11 male teachers. A semi-structured interview form was used to receive teachers' opinions about the School 2023 Project. The collected data were analyzed through content analysis technique. Findings: When the findings of the research were examined, it was observed that although the opinions of the teachers were generally positive, there were some deficiencies about the project. The fact that bringing together different activities with students contributes to equality of opportunity was the most important positive impact of the project. Workshops and materials provided with financial assistance to the schools involved in the project created a positive atmosphere especially at schools in the rural areas. Implications for Research and Practice: The project has the potential to contribute to the realization of an important reform such as the 2023 Educational Vision. In this respect, transition process of the project can be positively affected when it is carried out in different provinces and within different school types, and the possible effects are evaluated by the researchers.