ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study of One Principal&apos;s Influence on Developing Teachers Who Became Educational Leaders in Other Settings
Author: Simons, Patricia C.
Date: 2020-04-00
Type: Journal Articles
Subjects: Case Studies,Principals,Mentors,Capacity Building,Teacher Leadership,Teacher Administrator Relationship,School Culture,Educational Innovation,Adult Learning,Faculty Development,Communities of Practice,Transformative Learning,Administrator Role,Leadership Styles,Women Administrators,Educational Philosophy,Elementary School Teachers

The purpose of this investigation was to explore through a historical case study the ways in which one principal mentored and built capacity with a school-based cohort of teachers who became school leaders themselves in a variety of capacities. Findings reveal a generative female leader who embraced strong philosophical and theoretical foundations enacted in an enriching, innovative culture. This case study illustrates the nested activity of leadership in the development of a learning organization focused on strong relationships, continuous adult learning, and practical leading capacities. This nested activity contributed to leadership dispersion, strong community identity, and personal transformative experiences for teachers who chose to become leaders as well. Findings suggest ways in which principals in contemporary schools can mentor and develop teachers to become teacher leaders and learning-centered administrators.
Application of the Tri-Square Method in Measuring Changes in Learner Performance: Illustrating Measurement via an Innovative Triostatistics Method and Statistical Procedure
Author: Osler, James
Date: 2019-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Mixed Methods Research,Teacher Effectiveness,Measurement,Process Education,Taxonomy,Teacher Characteristics,Academic Achievement,Learning Strategies

Measuring the impact of teaching on learning is necessary for discerning the relative effectiveness of different teaching models and methods. Frequently this determination is restricted to hypothesis testing involving the impact of a single variable on a specific performance measure. The common approach is to compare statistics for a treatment group versus a control group with a specified confidence level in order to accept or reject the hypothesis. While this approach may be adequate for clinical studies it is not very practical for a classroom environment where multiple input and output variables are in play. This paper presents the Tri-Square methodology from &quot;Triostatistics&quot; (Osler, 2014) for studying the interplay between a set of three input and three output variables within a culture or system to look for significance. This is a mixed methods model that can accommodate quantitative and/or qualitative variables. The value of mix methods statistical procedures was illustrated in a 2017 Academy of Process Education Workshop entitled, &quot;Measuring The Impact of Teaching and Learning&quot; conducted at the 2017 Academy of Process Education Conference. The power of the method is illustrated using student data from a recent Recovery Course. This paper illustrates the &quot;PE: L2L&quot; experiences, Triostatistics procedures, the PE philosophy, as well as models of the &quot;Taxonomy of Process Education&quot; first presented in the research article entitled, &quot;AMOVA [&quot;Accumulative Manifold Validation Analysis&quot;]: An Advanced Statistical Methodology Designed to Measure and Test the Validity, Reliability, and Overall Efficacy of Inquiry-Based Psychometric Instruments&quot;. The authors provided a series of models from the book &quot;Interactive Statistics Methods&quot; (Osler, 2012) to illustrate the various statistical methods during the PE workshop. That data is provided in this narrative to further illustrate utility of the Tri-Squared methodology.
Failure to Complete BSN Nursing Programs: Students&apos; Views
Author: Elkins, Nancy
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Failure,Nursing Education,Nursing Students,Bachelors Degrees,Student Attitudes,Student Experience,School Holding Power,Academic Persistence,Licensing Examinations (Professions),Nurses,Early Intervention,Family Involvement,Study Habits,Teacher Student Relationship

This phenomenological research study investigated the lived experiences of students who did not succeed in completing a 4-year baccalaureate nursing school (BSN) program. The sample for this study included students who failed to completed baccalaureate nursing programs within the last ten years. The geographical area of the sample included students who attended schools in the central and south-western Appalachian counties of the state of West Virginia and the bordering counties in Ohio, Kentucky, and Virginia. A total of 18 participants were interviewed and the interviews were recorded so the data would be collected in a systematic way to facilitate data analysis. There is little empirical data regarding retention in a BSN program and students' views as to why they were unable to complete their BSN program. Further research is needed to understand nursing student attrition, especially students' perceptions, which would help nurse educators identify nursing students' needs, review program's policies, and possible curriculum changes needed to help students successfully complete their nursing program.
Advising Graduate Adult Learners at Historically Black College and Universities: An Exploratory Study of Faculty Advisors&apos; Experiences
Author: Smith, Shirlene D. A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Black Colleges,Academic Advising,Faculty Advisers,Barriers,Graduate Students,Adult Students,Teacher Role,Interaction,Computer Mediated Communication,Time,African American Teachers,Teacher Student Relationship,Student Needs,Professional Development,African American Students

The aim of this qualitative research study was to explore faculty advisors' lived experiences in advising graduate adult learners at Historically Black Colleges and Universities (HBCUs). The extant body of literature does not adequately examine the experiences of faculty who serve as graduate academic advisors and does little to address the unique issues, challenges, and barriers faced by graduate adult learners. Furthermore, there is nothing in the literature that addresses academic advising of graduate adult learners within the HBCUs context. This exploratory study addressed this gap in the academic advising literature. Using purposive sampling, 10 faculty members were recruited from four public HBCUs to explore their experiences as academic advisors to graduate adult learners. Using a multi-step coding process, the following themes emerged: (a) individual and group interaction; (b) virtual advising, and (c) time constraints. The findings of this study can increase understanding of faculty's experiences in the advisor/advisee relationship with graduate adult learners, provide some contextual understanding of academic advising of graduate adult learners at HBCU, and provide an impetus for further research in this area.
Greater Differentiation of Instruction and Mastery of Learning for Student Teachers by Utilizing the True Colors™ Model
Author: Fiorenza, Laura Erhard
Date: 2019-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Student Teachers,Self Evaluation (Individuals),Cognitive Style,Personality Traits,Questionnaires,Student Teacher Attitudes,Student Centered Learning,Student Diversity,Early Childhood Education,Educational Strategies,Classroom Environment

The purpose of this non-experimental descriptive study was to provide student teachers with the knowledge and tools to self-assess their personality and learning styles and to utilize this knowledge to differentiate instruction to match the students' learning preferences in their field classrooms. A personality self-assessment commenced with the completion of the True Colors™ questionnaire. The assessment yielded a personality color spectrum. Following this, the student teachers attended three True Colors™ training sessions. The student teachers incorporated their training into their field classrooms as a means of differentiating the instruction. The student teachers expressed that their students benefitted from the tailored instruction, which they had received. The personality self-assessment informed the student teachers of their learning and teaching preferences, and this knowledge fostered an openness in the student teachers to include teaching strategies beyond their learning preferences. The student teachers became more student-centered and supportive of their students' learning styles.
Educating Others on the Power of Women in Leadership Positions in the Church
Author: Lyons, Megan
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Training,Females,Leadership,Churches,Gender Bias,Promotion (Occupational),African Americans,Sex Role,Disproportionate Representation,Mentors

Teacher candidates take a variety of methods classes, but the degree to which they embed those principles in their lessons and effectively develop students' literacy proficiencies remains in question. The purpose of this mixed design research study was to conduct an initial inquiry of emergent data of nine teacher candidates' ninety lesson plans to discover how literacy components were to be taught with strategic methods during field experience.
Effect of Sports Health and Exercise Research on Olympic Game Success: An Analytical and Correlational Survey
Author: Sahin, Süleyman
Date: 2020-04-00
Type: Journal Articles
Subjects: Athletes,Athletics,Competition,Sports Medicine,Exercise,Correlation,Foreign Countries,Authors,Journal Articles,Health,Success

The aim of this study is to investigate the effects of countries' development level in sports medicine, exercise and sports performance on their success in Olympic Games. Within this purpose, 1027 papers that were published between 2010 and 2018 in the journal of Sports Medicine, of which impact factor was 7.074 in 2017, were examined in analytical and correlational terms considering the first author and total author numbers. Pearson Correlation was utilized to find out the relationships between the papers from various countries and their success at Olympic Games. Regarding the number of medals won by the countries in the 2016, 2012 and 2008, Olympic Games were found significantly correlated with the number of first author (r = 0.73) and total author (r = 0.74).
Comparison of Attention Levels in Primary School Students in Terms of Gender and Physical Activity
Author: Dönmez, Meliha Uzun
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Children,Gender Differences,Physical Activity Level,Foreign Countries,Psychomotor Skills,Performance Factors,Public Schools,Private Schools,Learning Problems,Attention

The aim of this study was to compare attention levels of primary school students in terms of gender, school and physical activity. The study included a total of 301 primary school students, of whom 144 were female and 157 were male. Data were collected with Physical Activity Questionnaire and D2 Test of Attention. Pair-wise categorical comparisons were made with t test. There was a significant difference in scores for D2 Test of Attention and its subscales psychomotor speed and selective attention between genders (p&lt;0.05), while the difference in special learning difficulty, concentration performance and physical activity was insignificant (p&gt;0.05). Attention levels did not significantly differ between the students in state primary schools and those in private primary schools, either (p&gt;0.05). The students were similar in physical activity and attention performance scores. To conclude, gender was found to play a significant role in psychomotor speed, selective attention level and total performance in D2 Test of Attention. All the students had moderate physical activity, which did not significantly differ between the students. In addition, attention levels were not different between state schools and private schools. However, the students with high physical activity were found to have higher attention performance. Therefore, primary school students should be enabled to have more physical activity to improve their attention.
The Investigation of Multiple Intelligence Modalities of University Students Receiving Sports Education
Author: Yildiz, Mevlüt
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education,College Students,Multiple Intelligences,Foreign Countries,Intelligence Differences,Student Characteristics,Gender Differences,Instructional Program Divisions,Age Differences,Young Adults,Kinesthetic Perception,Skill Development

The aim of this study is to determine the dominant intelligence modality of university students who receive sports education and to examine intelligence modality in terms of various variables. The survey model was chosen for the model of the study. 251 students voluntarily participated in the study. A 6-question Personal Information Form was used by the researchers to determine the demographic characteristics of the participants, and the Multiple Intelligence Scale adapted in Turkish by Babacan and Dilci (2012) was used to determine the multiple intelligence areas. According to the findings, the intelligence modality in which the participants were the most dominant was physical intelligence, and the intelligence modality in which they were the most distant was the verbal intelligence. While multiple intelligence areas differed according to the gender, class, age and sports time of the participants, there was no significant difference in multiple intelligence areas according to department and branch variables. In addition, female participants, 3rd grade students and those who have more time to do sports are more dominant in every intelligence field. As a result, it was concluded that the most dominant intelligence field is physical intelligence and that women are more dominant in multiple intelligence domains than men. It was once again revealed that the duration of sports is an important factor in the development of multiple intelligence areas of individuals.
Investigating Measurement Invariance under Different Missing Value Reduction Methods
Author: Selvi, Hüseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Error of Measurement,Structural Equation Models,Attitude Measures,Student Attitudes,Decision Making,Data Analysis,High School Students,Educational Attitudes,Factor Analysis,Regression (Statistics)

This study aims to comparatively examine the resultant findings by testing the measurement invariance with structural equation modeling in cases where the missing data is handled using the expectation-maximization (EM), regression imputation, and mean substitution methods in the complete data matrix and the 5% missing data matrix that is randomly obtained from the same matrix. The data were collected from 2822 students. Of these students, who participated in the study, 1338 (49.2%) were females while 1434 (50.8%) were males. The data were collected using the &quot;School Attitude Scale&quot; developed by Alici (2013). In this study, the measurement invariance was tested with structural equation modeling in the complete data matrix and in cases of handling the missing data it was tested using EM, Regression-Based Imputation, and Mean Substitution methods. In the present study the measurement invariance decisions taken for the complete data matrix coincide with the mean substitution method in all sub-factors, with regression imputation from the other suggested methods in two sub-factors, and with expectation-maximization in one sub-factor. It was concluded that different data imputation methods change measurement invariance decisions, considering all the factors. The three techniques provided consistent results only in one sub-dimension. The ways of dealing with the missing data change the results; thereby, increasing fundamental studies in this regard is necessary. With reference to these results, it would be worthwhile to study different missing data structures and different proportions of missing data in terms of invariance decisions.
Education of Star Excursion Balance Performance among Young Male Athletes
Author: Adigüzel, Niyazi Sidki
Date: 2020-04-00
Type: Journal Articles
Subjects: Males,Athletes,Athletics,Team Sports,Age Differences,Body Height,Body Weight,Psychomotor Skills,Human Body,Exercise Physiology,Motion,Human Posture,Skill Development,Adolescents,High School Students

This study aimed to compare dynamic balance education among young athletes in different sports. So forty male volunteers in soccer (n = 11), handball (n = 6), sprinting (n = 10), and martial arts (n = 13) participated in the current study. The mean age, height, and weight of the participants were 15.7 ± 0.5 years, 175.3 ± 4.6 cm, and 63.0 ± 6.8 kg, respectively, for sprinters; 16.2 ± 0.7 years, 174.2 ± 4.3cm, and 62.2 ± 5 kg, respectively, for martial arts athletes; 16.2 ± 0.8 years, 174.2 ± 6.1 cm, and 61.9 ± 6.0 kg, respectively, for soccer players, 16.3 ± 0.8 years, 180.8 ± 10.5 cm, and 70.7 ± 7.9 kg, respectively, for handball players. Star Excursion Balance was taught 12 sessions for all the participants three days of a week for 1 hour (Lephart et al., 1996). A per-test and post-test of dynamic balance values of both legs were assessed of all participants. and the best scores of each participant were recorded. Normalized leg reach distances (reach distance/leg length x 100 = percentage of leg length) were used as dynamic balance. The SPSS (version 25.0; SPSS Inc, Chicago, IL) was used to analyze the data. On the right leg, the soccer players' reach distances were shorter than of the handball players and martial arts athletes in the MD and PM directions, than of the sprinters in the LAT direction. Similarly, on the left leg, the soccer players had shorter reach distances in the PM and LAT directions when compared with the martial arts athletes, and in the ANT direction when compared with the handball players (p &lt; 0.05). It was reported in the current study that SEBT scores of the young soccer players were lower than other athletes. Balance is an important attribute for soccer, like other sports, however leg reach performance which is more related to flexibility may be not initial form for soccer players. Because the soccer-specific motion patterns demanding dynamic balance requirements can be easily performed without flexibility, therefore their postural control ability may be unimproved. On the other side, distinctive dynamic balance control skills of martial arts athletes may be stemmed from their kicking practices. So, it is recommended to teach and practice balance task in all training sessions of whole athletes.
Assessing Academic Strategies in College Learning Centers: Considerations for Scholarly Practitioners
Author: Hensley, Lauren C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Strategies,Learning Strategies,Academic Support Services,Program Effectiveness,College Students,Measurement Techniques,Protocol Analysis,Study Habits,Interviews,Evaluation Methods

As learning center professionals, we have much to gain by conducting assessment to understand how our services help college students develop their academic strategies. The type of data we collect makes a difference in the interpretations we can draw, however. An initial step in becoming a scholarly practitioner is to consider the strengths and limitations of different data sources for assessment purposes. This review article discusses how self-report questionnaires, interviews, think-alouds, and study diaries can contribute unique insights into students' academic strategies. Also, it suggests guidelines for evaluating the suitability of various methods in light of assessment contexts, questions, and goals.
Investigating the Relationship between School Attendance and Academic Performance in Universal Primary Education: The Case of Uganda
Author: Sekiwu, Denis
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Attendance,Academic Achievement,Correlation,Elementary School Students,Elementary School Teachers

This study investigated the relationship between school attendance and academic performance in UPE schools in Rubanda district of Uganda. Using data from a sample of 104 participants, the researchers established that UPE schools perform poorer in internal examinations but better in national examinations. The regular school attendees perform differently from the chronic absentees. There is also a positive relationship between school attendance and academic performance (R = 0.365), although school attendance explains only 11.8% variations in academic performance while 88.2% is explained by other factors affecting academic performance. School administrators should identify other factors that are likely to influence pupils' academic performance apart from attendance, as well as strengthening community-school interaction programmes to help improve attendance in UPE schools.
Evaluation of Teachers&apos; Perception of Effective Communication Skills According to Gender
Author: Yavuz, Serdar
Date: 2020-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Communication Skills,Gender Differences,Classroom Communication,Empathy,Nonverbal Communication,Listening Skills,Speech Skills,Foreign Countries

Living things express themselves verbally, textually or physically and it is called communication. Since the first moment of life, human beings are able to express their feelings and thoughts through various methods. Communication through these transfers has sometimes resulted in teaching. Teaching generally takes place in the classroom and teachers are expected to have an effective perception of communication skills for an effective communication process in the classroom. This study aimed to investigate teachers' perceptions of effective communication skills in the classroom by taking gender into account. In this descriptive study, the participants consisted of 381 teachers. For data collection, the Classroom Effective Communication Skills Scale was administered. The five-point Likert type scale consisted of 23 items with four dimensions. The results revealed that although male and female teachers had high scores in terms of effective communication skills, no significant difference was observed between male and female teachers. According to the findings, female teachers had slightly higher scores than male teachers.