ethanporcaro/eric-fulltext-meta huggingface dataset:
Joint Attention and Sensory-Regulatory Features at 13 and 22 Months as Predictors of Preschool Language and Social-Communication Outcomes
Author: Nowell, Sallie W.
Date: 2020-09-00
Type: Journal Articles
Subjects: Preschool Children,Toddlers,At Risk Persons,Autism,Pervasive Developmental Disorders,Predictor Variables,Language Skills,Language Acquisition,Interpersonal Competence,Interpersonal Communication,Communication Skills,Attention,Symptoms (Individual Disorders),Sensory Integration,Perceptual Impairments,Eye Movements,Receptive Language,Expressive Language

Purpose: The purpose of this study was to understand how joint attention and sensory-regulatory features are related in early childhood and predict language and social-communication outcomes in preschool in order to build mechanistic theories that can inform early intervention directed at improving these outcomes. Method: Cross-lagged panel analysis models were used to examine the association between joint attention and sensory-regulatory features at 13 and 22 months of age in children (n = 87) who were identified via community screening at 12 months as having a higher likelihood than the general population for being diagnosed with autism spectrum disorder. Results: Significant concurrent correlations and predictive correlations were found between these constructs at 13 and 22 months. Joint attention skills at 13 months predicted both joint attention and sensory-regulatory features at 22 months. Distal language and social-communication outcomes at preschool age (n = 48) were best predicted by sensory-regulatory features at 22 months. Conclusions: Both joint attention and sensory regulation are important factors in the first and second years of life for impacting later preschool language and social-communication outcomes in this sample. These findings may have implications for future early childhood intervention research for children at a higher likelihood for autism spectrum disorder.
A Study of Decision Making Styles of Academic Managers in Public Sector Universities of the Punjab
Author: Iqbal, Hafiza Sadiya
Date: 2020-08-00
Type: Journal Articles
Subjects: Leadership Styles,Decision Making,Public Colleges,College Administration,Middle Management,Work Environment,Administrator Attitudes,Administrator Characteristics,Administrator Qualifications,Marital Status,Foreign Countries

The study aimed to identify the different decision making styles of academic managers in public sector universities of the Central Punjab. The theoretical structure for this study was based on Vroom-Yetton model of decision making styles. The multi-stage random sampling technique was used to draw a sample of 186 heads from ten public sector universities. The instrument for data collection named as Decision Making Styles Questionnaire (DMSQ) developed by the researcher. The instrument validation was done under the guidance of a panel of experts in educational administration and educational research. The data was collected through survey research method and was analyzed by applying descriptive statistics i.e. mean and standard deviation and inferential statistical analysis technique (e.g. t-test and ANOVA). The results of the study revealed that autocratic I style of decision making had the highest mean score as compared to other decision making styles. In addition, there was no significant demographic difference regarding the gender and age of academic managers. However, their marital status and qualification both have significant effects on their decision making styles.
Comparing the Quality of Work Life among University Teachers in Punjab
Author: Akram, Muhammad
Date: 2020-08-00
Type: Journal Articles
Subjects: Job Satisfaction,Quality of Life,College Faculty,State Universities,Private Colleges,Teacher Attitudes,Gender Differences,Age Differences,Institutional Characteristics,Teaching Experience,Work Environment,Work Attitudes,Foreign Countries

The purpose of this study was to compare the quality of work life of public and private university faculty members in province Punjab, Pakistan. Quality of work life measures the extent to which employees of an organization can maintaining important demands by working in the institutions. Multistage sampling technique was used to collect data from 389 university teachers from eight public and private universities of Punjab. A validated questionnaire of Quality of Work Life (QWL) was used to collect data from the participants. The findings indicated a significant difference in QWL in faculty members based on their gender, age, designation, and type of university (public or private). No significant differences were found between faculty members on their QWL based on their experience. The findings led the researchers highlight that high quality of work life of faculty members in workplace is pivotal to maximize the productivity of educational outcomes. Limitations and recommendations have also been discussed in the study.
Notes from the Field: &apos;Nurses International&apos; Uses OER to Support Nurse Educators
Author: Ewing, Helen
Date: 2020-00-00
Type: Journal Articles
Subjects: Nursing Education,Open Educational Resources,Instructional Materials,Teaching Methods,Labor Force Development,Barriers,Program Descriptions,Developing Nations,Futures (of Society),College Faculty,Language of Instruction,English (Second Language),Second Language Learning

Educating nurses in developing countries is challenging due to limited resources. Nurses International advances nursing education through the use of Open Educational Resources, which provide a unique model to teach and mentor nurse educators globally. Using current resources and materials that are free online and teacher-facing, an innovative program has been established that can be employed to support development of and scale education for the healthcare workforce, through teaching the teachers and enhancing the education of nurses.
Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education during the COVID-19 Pandemic
Author: Joshi, Marjo
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Innovation,Teaching Methods,Elementary School Students,COVID-19,Pandemics,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Technology Transfer,Foreign Countries,Universities,School Closing,Distance Education

ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.
An Easy-to-Apply Series of Field Test for Physical Education Teachers in an Educational Setting: ALPHA Test Battery
Author: Ulupinar, Süleyman
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Tests,Health Related Fitness,Student Athletes,Males,Physical Activity Level,Body Composition

Valid and reliable measurement methods are the basic requirements that enable the measurement and evaluation process to reach education's basic goals. Usually, using laboratory-based tools and methods for measuring the physical fitness of students is not possible within school settings. Therefore, field-based tests provide crucial solutions to physical education teachers to measure both the physical fitness of school-aged students and the athletic competence of a school's athletes. This study aims to identify the differences in physical-fitness levels between student athletes and non-athletes and determine the effectiveness of the Assessing Levels of Physical Activity (ALPHA) test battery in discrimination between these groups. Sixty-eight healthy male students (34 athletes and 34 non-athletes) participated in this study. As a major indicator of physical fitness in student athletes and non-athletes, the body mass index for assigned study groups was controlled. After a familiarization training, participants completed three test sessions in 48-hour intervals. The 20-m progressive shuttle run test for cardiorespiratory fitness, handgrip strength test and standing broad jump test for musculoskeletal fitness, and the 4 × 10-m shuttle run test for motor fitness were used to measure the fitness levels of the groups. A t-test was used to determine the differences between athletes and non-athletes, and effect sizes were calculated to assess practical importance. Additionally, a discriminant function analysis was used to determine whether the ALPHA test battery could differentiate between athletes and non-athletes. The findings indicated that student athletes presented with significantly greater levels of fitness than non-athletes. Additionally, when the effect of body mass index was eliminated, student athletes and non-athletes were classified correctly at a rate of 70.6% using these tests. Therefore, this study shows that physical education teachers can use the ALPHA test battery to monitor athletic performance and identify talented students.
Diffusion of Responsibility in Group Work: Social Loafing
Author: Tosuntas, Sule Betül
Date: 2020-00-00
Type: Journal Articles
Subjects: Group Dynamics,Group Behavior,Underachievement,Structural Equation Models,Undergraduate Students,Gender Differences,Internet,Individual Activities,Self Evaluation (Individuals)

Determining the effect of social loafing behaviors on the performance of individual and group members in the context of group work is considered important. The aim of this research is to examine the effect of social loafing and cyberloafing behaviors on group work. The effect of social loafing and cyberloafing on group studies was examined on the basis of a structural equation model. For this purpose, the study was designed using a causal research design. Using criterion sampling, one of the purposeful sampling methods, 846 undergraduate students studying at a state university participated in the study. The data of the study were collected using social loafing, cyberloafing, self-evaluation and group evaluation measurement tools. The data of the study were analyzed using t test, correlation analysis, simple linear regression, multiple regression and path analysis. As a result of the analysis of the data, it was seen that individual social loafing, cyberloafing and self-evaluations differed according to gender. In addition, when social loafing, cyberloafing, self-evaluation and group evaluation were analyzed according to group formation, there were statistically significant differences in favor of the student-created groups. Group size was found to be positively correlated with social loafing behaviors, but no significant relationship was found with task visibility. The structural equation model created within the scope of the study was tested with path analysis and it was concluded that individual loafing behaviors had an effect on self-assessment, and that group social loafing behaviors had an effect on group evaluations. Group size and group formation can be taken into consideration in order to make effective and productive group studies in higher education. These results may guide future studies on addressing the factors associated with social loafing in the context of group work, which has an important place in the learning-teaching process.
Disabling Assessment Plans: Considering Disability Constructs and Implications in Learning Outcomes Assessment
Author: Edelstein, Jeffrey
Date: 2020-00-00
Type: Journal Articles
Subjects: Disabilities,Clinical Diagnosis,Identification (Psychology),Experience,Evaluation,Evaluation Methods,Students with Disabilities,Student Evaluation,Test Bias,Culture Fair Tests,Data Collection,Higher Education,College Students,Testing Accommodations

Disability-as-diagnosis, disability-as-identity, and disability-as-experience as pressing measurement issues in learning outcomes assessment are described in this paper. Disability represents a critically important latent variable in many learning outcomes assessment plans unless it is a formalized part of analytic plans. Noting the potential for disability to function as a confounding variable, we describe its potential inclusion as a control variable in all studies as well as specific scenarios in which it may make sense to treat disability as a mediating or moderating variable. We demonstrate that utilizing accessible instruments and thinking systematically about disability as part of assessment plans will produce more accurate results.
Assessment of English Writing Learning Outcomes of Students at Secondary School Certificate and Ordinary Level
Author: Fatima, Qudsia
Date: 2020-08-00
Type: Journal Articles
Subjects: Comparative Analysis,Essays,Writing Skills,Persuasive Discourse,Secondary School Students,Private Schools,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Scoring Rubrics,Writing Evaluation,Writing Instruction,Teaching Methods,Outcomes of Education,Foreign Countries

This paper presents the comparison between English writing skills on narrative and persuasive writing of students of Secondary School Certificate (SSC) and Ordinary level (O level). In this quantitative study, we selected private schools of Lahore that offered both streams simultaneously. We developed the Essay type test with the help of English teachers of secondary level to assess students' learning outcomes at SSC and O level. Similarly, rubrics were developed for scoring students' responses to writing test. We assessed writing learning outcomes cumulatively and by dimensions, such as developing and organizing ideas as well as mechanical accuracy. Results showed that learning outcomes, overall and separately for narrative and persuasive English writing were higher at O level as compared to SSC, indicating that O level students acquired better writing skills than SSC students. Within each narrative and persuasive writing, by dimensions learning outcomes were found higher at the O level than the SSC. The findings of present research are anticipated to upgrade the quality of assessment that may lead to quality teaching in English writing classrooms. Moreover, this could also help in improving assessment strategies in English writing classes at secondary school level and may pave the way to help teachers towards successful attainment of the desired learning outcomes. For future research, motivation of students towards learning may play an important role in improving the writing learning outcomes.
Five Principles to Improve Quantitative Research and Assessment about College Students with Disabilities (Practice Brief)
Author: Cox, Bradley E.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Statistical Analysis,Student Evaluation,Inclusion,Data Collection,Educational Assessment,Partnerships in Education

This paper provides practical guidance for scholars and practitioners looking to develop more rigorous, comprehensive, and inclusive research that could guide proactive efforts to improve access, experiences, and outcomes for college students with disabilities. To do so, we (a) identify critical challenges affecting research and assessment related to college students with disabilities and the programs that serve them; (b) describe five broad principles and a variety of specific suggestions that could help overcome those problems; and (c) highlight the manner in which implementation of these strategies can be facilitated by the development of collaborative relationships and proactive partnerships.
An Autosegmental Analysis of the Derivation of Weak Active Participles from Triconsonantal Verbs in Modern Standard Arabic
Author: Ali, Eman
Date: 2020-00-00
Type: Journal Articles
Subjects: Verbs,Semitic Languages,Standard Spoken Usage,Form Classes (Languages),Phonology,Phonemes,Pronunciation,Language Research,Computational Linguistics,Dictionaries

This study aims to analyze the derivation of weak active participles (APs) from triconsonantal imperfective verbs within the X-slot model of autosegmental phonology. The first stage of the research involves building a corpus of APs from a well-established corpus-based dictionary, namely [characters omitted] 'Dictionary of Modern Arabic Language'. The corpus contains 620 APs which are categorized, in accordance with the position of the glide in their stems, into initially, medially, finally and doubly weak APs. The analysis reveals that despite having irregular surface representations, the underlying representations of weak APs are parallel to those of their strong counterparts. The surface irregularities of these APs are attributable to the inherent instability of the glides which causes them to be susceptible to diverse phonological rules. These phonological rules are given accurate and simple representations in autosegmental phonology due to the autonomy that elements on different tiers have in this approach.
A Framework for Designing Mathematics Instruction Using Comics at the Primary School Level
Author: Chu, Yun Li Lynnette
Date: 2020-10-00
Type: Journal Articles
Subjects: Guidelines,Instructional Design,Teaching Methods,Mathematics Instruction,Fractions,Educational Needs,Cartoons,Lesson Plans,Elementary School Students,Student Interests,Learning Motivation,Retention (Psychology)

Developing primary school students' interest in and getting them motivated to learn mathematics has been a perennial focus of educators. The use of comics for classroom instruction is an area gaining more attention from educators. In this paper, we review some existing education literature on the impact of comics on students' cognitive and affective learning needs. We also propose a TSCT (Theme, Storyline, Character, Text) framework for educators to design instructional material using comics for mathematics instruction in the primary mathematics classroom. With the TSCT framework, we demonstrate the design of one comics mathematics lesson on the topic of Fraction.
Physical Health Monitoring in Individuals with Severe Mental Illness: An Audit in General Practice in North London
Author: Roberts, Danielle A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Health,Severe Disabilities,Mental Disorders,At Risk Persons,Screening Tests,Adults,Physical Examinations,Intervention,Heart Disorders,Hypertension,Smoking,Drinking,Drug Therapy,Physical Activity Level,Eating Habits,Body Weight,Body Height,Body Composition,Physiology,Pregnancy,Contraception,Metabolism,Diseases,Obesity,Diabetes,Life Style,Drug Abuse,Compliance (Psychology)

Poor physical health is common in people with Severe Mental Illness (SMI). Two-thirds of deaths in SMI could be avoided if patients are offered prompt physical health screening for known risk factors. We aimed to identify SMI patients registered at a General Practice and audit their care in relation to physical health monitoring. We included adult patients with coded diagnoses of SMI. We selected 18 best practice criteria for physical health monitoring, based on Quality and Outcomes Framework (QOF) indicators for mental health, NICE guidelines and other professional guidance. Data was obtained from electronic patient records and examined over a 12-month period. Only 5 out of 18 best practice criteria achieved compliance above the expected standard of 70% (annual record of blood pressure, smoking, alcohol, medication review, prescription on repeat template). Care planning achieved 69%; and most of the remaining parameters (pulse, BMI, weight, QRISK2, serum lipids, glucose, dietary advice, physical activity, drug use) reached levels around 50-60%. Particularly low compliance (&lt;40%) was found for ECG, pregnancy/contraception advice and medication side-effects. There is definite room for improvement regarding physical health monitoring of SMI patients within general practice. We recommend increased attention to annual physical health checks, particularly cardiovascular risk factors, and the consistent offer of targeted interventions. Organisational financial incentives are also effective at increasing compliance results.
Challenging Primary School Students&apos; Attitude toward Calculators
Author: Sri Padmi, Russasmita
Date: 2020-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Validity,Elementary School Students,Grade 4,Educational Technology,Developing Nations,Calculators,Mathematical Concepts,Student Attitudes,Scores,Positive Attitudes,Educational Benefits,Teaching Methods,Attitude Measures

Calculators are a viable option for educational technology in developing countries due to its affordability and accessibility; it is also supported by literature to have positive effects on the students' acquisition of mathematics concepts and skills positively. However, the stakeholders of education in Indonesia often stigmatize the use of calculators in mathematics classrooms, especially in primary school. This is in contrast with the policy of many developing countries which include calculator as one of the educational technologies to be used in the classroom. This study aims to investigate the effect of calculator-enhanced mathematics lessons on the attitude of primary school students'. Fourth-grade students (n = 95) in four separate schools with minimum calculator experience participated in this study. The questionnaire was administered before and after the lesson to record their attitude. The use of a well-established scale ensured validity, while the Cronbach-Alpha score confirmed reliability. Data analysis was conducted through the comparison of mean value between pre- and post-questionnaires scores. The finding suggests that while the effect on attitude toward mathematics is somewhat mixed, there is a significant improvement in the students' attitude toward using calculators to learn mathematics. Calculator-enhanced mathematics lessons help the students foster more positive attitudes toward calculators. The finding of the present study is expected to help teachers to challenge the stigma about calculator and thus can benefit from calculator to enhance their lesson.
The Dark Romanticism of Vivas: Practice Issues and Preparation
Author: Barnard, Adam
Date: 2020-00-00
Type: Journal Articles
Subjects: Verbal Tests,Doctoral Students,Doctoral Programs,Test Use,Student Evaluation,Guidance,Doctoral Dissertations

This paper addresses three areas. The first is a discussion of the context for doctoral education and the use of vivas across higher education as the assessment method for doctoral education. The second area is a review of the data on submissions for doctoral examination across a post-92 university. The findings of the paper are based on a review and analysis of data concerning submission for examination and outcomes from viva examination across three colleges across a two-year period. A qualitative analysis of anonymised data was completed from three areas. The third part of the paper addresses the advice and guidance given to candidate in preparation for the viva. This informs the aspiration to increase the postgraduate research community of the university, increase the offer of professional doctorates (PD), and grow the post graduate intake for the Doctoral School.