ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Male vs. Female Business Student Perceptions of Plagiarism at a Southern Institution of Higher Education
Author: Doss, Daniel Adrian
Date: 2016-07-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Plagiarism,Gender Differences,Business Administration Education,Cheating,Ethics,Legal Responsibility,Professionalism

Plagiarism, cheating, and academic dishonesty affect institutions of higher education. This study examines student perceptions of plagiarism within a Southern, Division-II teaching institution. This study employed a five-point Likert-scale to examine differences of perceptions between male versus female business students. Two statistically significant outcomes were observed between males and females involving the notions that plagiarism is perceived as a necessary evil and that plagiarism is illegal. Respectively, the analyses of the means showed that both male and female respondents tended toward disagreement concerning whether plagiarism is a necessary evil and neutrality regarding whether plagiarism is illegal.
A Preliminary Study of Disproportionate Representation and Response to Intervention
Author: Enrique, Jade A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Response to Intervention,Special Education,At Risk Students,African American Students,School Districts,Learning Disabilities,Emotional Disturbances,Behavior Disorders,Elementary Secondary Education,Higher Education

Disproportionate representation occurs when the percentage of an identified group enrolled in special education varies significantly from that group's overall percentage of the school population (Harry, 1994). Response to Intervention (RTI), a paradigm for educational intervention, is designed to minimize many factors contributing to disproportionality. The study examined disproportionality risk ratios for African American students, ages 6 through 21, who received special education services in a southeastern state supporting the RTI initiative during the 2006-2009 school years. Data suggest that African American students identified with a specific learning disability experienced increased referral and placement in special education in the three years corresponding to the initial RTI implementation efforts. Definitive conclusions about the fidelity of RTI implementation or effectiveness of intervention are beyond the scope of the current study, but disproportionality findings may be used as a comparative baseline for future research.
Is Cultural Responsiveness Part of Effective Teaching?: Preservice Teacher Perspectives
Author: Bodur, Yasar
Date: 2016-07-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Preservice Teachers,Elementary School Teachers,Teaching Methods,Teacher Effectiveness,Language Usage,Student Diversity,Cultural Awareness

The purpose of this study was to investigate the extent to which preservice elementary teachers integrated culturally responsive pedagogy into their perspectives on effective teaching and being an effective teacher and if these perspectives changed over time. Data were collected from 53 preservice teachers in the form of a perspective paper written in two consecutive semesters at the end of field experience courses. Data were analyzed both quantitatively and qualitatively. Findings indicated that preservice teacher integrated issues of cultural and linguistic diversity into their perspectives minimally. Linguistic diversity was more integrated than cultural diversity. Their perspectives included less integration of cultural and linguistic diversity over time.
Voices from the Field
Author: Soares, Lina B.
Date: 2016-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Instructional Effectiveness,Field Experience Programs,Personality,Teacher Effectiveness,Practicums,Student Attitudes,Student Empowerment,Student Participation,Middle School Teachers,Teacher Education Programs

This research study sought to determine the impact from participation in a practicum field experience on teacher candidates' perceived professional dispositions for effective teaching. A further intent was to describe what teacher candidates perceived to be the necessary professional dispositions for effective teaching as they reflected on their experiences in their particular preparation contexts. A mixed-methods sequential explanatory design was used to examine and understand the development of dispositions from pre-service teachers' perspectives. The participants consisted of seventeen middle grade undergraduate students who completed over 200 hours of field experience while attending a midsize university in the Southeastern region of the U.S. The results of a paired-samples t-test showed there was a statistically significant difference on perceived dispositions for effective teaching before practicum experiences and after practicum experiences. From qualitative data analysis, three categories emerged to understand what the pre-service teachers perceived to be professional dispositions for effective teaching: the context for learning, student advocacy, and professional practices. The voices of the seventeen participants in this study provide valuable insights and implications for other teacher education programs who are involved in the planning and development of professional dispositions.
A Methodological Review of the Articles Published in &quot;Georgia Educational Researcher&quot; from 2003-2010
Author: Randolph, Justus J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Journal Articles,Periodicals,Educational Research,Research Methodology,Qualitative Research,Content Analysis,Statistical Analysis

Methodological reviews, reviews that concentrate on research methods rather than research outcomes, have been used in a variety of fields to improve research practice, inform debate, and identify islands of practice. In this article, we report on the results of a methodological review of all of the articles published in &quot;Georgia Educational Researcher&quot; from 2003-2010. We examined the methodological characteristics, authorial characteristics, and methodological quality of those articles using quantitative content analysis. The major findings were that (a) the proportions of the type and traditions of articles published in &quot;Georgia Educational Researcher&quot; were similar to the proportions in education research articles in general, (b) case study research and correlational research were most prominent, (c) a few universities accounted for most of the articles published, (d) male and female authors' articles were published in equitable proportions, and (e) there were no statistically significant differences in methodological quality between genders, university affiliations, types of research, or years of publication. We end with a few suggestions for improving the quality of qualitative research articles in the &quot;Georgia Educational Researcher&quot;.
Boxes and Quilts? I Thought This Was College! Utilizing Pedagogical Tools to Access Students&apos; Sociocultural Selves
Author: Roberts, Mari Ann
Date: 2013-00-00
Type: Journal Articles
Subjects: Classroom Environment,College Students,Culturally Relevant Education,Educational Research,Preservice Teachers,Preservice Teacher Education,Critical Theory,Consciousness Raising,Cultural Awareness,Art Activities,Handicrafts,Design Crafts,Cultural Differences

This reflection on practice discusses action research involving two pedagogical tools, identity boxes and culture quilts, which utilize the praxis of culturally responsive pedagogy. These tools were used to build classroom community and help students examine how their lives and education reflected &quot;cultural themes of the society, personal themes, institutional themes, and social histories&quot; (Creswell, 1998, p. 49). A qualitative examination of student response to the use of these tools indicated a strengthening of classroom community and the beginning of a transformative openness to, and critical examination of, cultural concepts based in what the authors term differentialities.
Using a Pedagogical Content Knowledge Assessment to Inform a Middle Grades Mathematics Teacher Preparation Program
Author: Lim, Woong
Date: 2013-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Middle School Teachers,Mathematics Teachers,Preservice Teacher Education,Preservice Teachers,Knowledge Base for Teaching,Teacher Competencies,Urban Schools

This study provided a springboard for teacher preparation evaluation studies by examining what content and pedagogical content knowledge mathematics pre-service teachers demonstrated in the 4-8 mathematics teacher preparation program at an urban research university. Twenty nine pre-service students participated in an assessment called Diagnostic Mathematics Assessments for Middle School Teachers. The study found that pre-service teachers displayed the highest scores for Memorized/Factual Knowledge, followed by Conceptual Understanding, Reasoning/Problem Solving, and Pedagogical Content Knowledge. Pre-service teachers had higher Memorized/Factual Knowledge than Pedagogical Content Knowledge. The pre-service teachers' overall content knowledge was not strong, and the two lowest-performing content knowledge areas were Geometry/Measurement and Probability/Statistics. In conclusion, the picture emerging from this study was of pre-service teachers demonstrating low knowledge of content and pedagogy, thereby placing the program in difficulty of building a pedagogical prowess upon the mathematical content.
Impact of a Yearlong Placement in a PDS on Teacher Interns&apos; Dispositions and Abilities to Teach Middle School
Author: Renaud-Grant, Chantelle
Date: 2014-12-00
Type: Journal Articles
Subjects: Middle School Teachers,Teacher Competencies,Professional Development Schools,College School Cooperation,Preservice Teacher Education,Internship Programs,Cooperating Teachers,Interpersonal Relationship,Program Effectiveness,Student Teachers,Student Attitudes,Teaching Skills

As students prepare to enter college and the workforce, there has been a demand for them to be more independent, critical thinkers, innovative designers, and thoughtful collaborators. This preliminary study describes how a Professional Development School (PDS) partnership, between a middle school and a university, provides a more authentic teaching opportunity for middle grades teacher interns compared to the traditional, middle grades internship route. An authentic teaching experience provides a successful transition from &quot;student to teacher&quot; through a collaborative work environment; observing and developing the dispositions of an effective teacher; and learning the culture and structure of a school. The traditional middle grades internship route has been found to undermine the time needed to build relationships with students, cooperating teachers, and schools. The PDS partnership has alleviated this by securing a yearlong placement in one middle school leading to more confident, effective teachers prepared to engage the 21st century learner.
Page Length and Methodological Characteristics of Recently Published Doctoral Dissertations in Education
Author: Randolph, Justus
Date: 2014-12-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Layout (Publications),Content Analysis,Educational Research,Research Methodology,Writing for Publication,Institutional Characteristics,Virtual Universities,Educational Quality,Graduate Students,Authors,Gender Differences

In this methodological review, we conducted a quantitative content analysis of a random sample of 107 education-related doctoral dissertations published in Proquest Dissertations and Theses database in 2011. Seven raters coded each article in terms of page lengths (overall and within each chapter), research method (qualitative, quantitative, or mixed-methods), author gender, and university characteristics (online or traditional). We found that the median education dissertation length was 161 pages long, but those page lengths differed between research methods. The median page lengths of qualitative, mixed method, and quantitative dissertations were 210, 187, and 147 respectively. The median page length of education dissertations from online universities was 44 pages shorter than education dissertations from their traditional counterparts. Contrary to previous research, we found no statistically significant relationship between gender and methods choice.
Data Needs for Emerging Research Issues in Bully and Violence Prevention: Strengths and Limitations of the National Center for Educational Statistics Data Sets
Author: Espelage, Dorothy
Date: 2015-00-00
Type: Journal Articles
Subjects: Violence,Bullying,Educational Research,Statistical Data,Longitudinal Studies,Case Studies,Research Needs,Prevention,Children,Surveys,High School Students,Crime,School Safety,School Surveys,National Surveys,Elementary Secondary Education,Academic Achievement,Learner Engagement,Disabilities,Homosexuality,Sexual Orientation,Public Agencies

School violence and bullying are two public health concerns with consequences for youth in and out of school, for families, students, and community members. In this article, a social-ecological framework is briefly described as a way to understand bullying and school violence; then the National Center for Educational Statistics (NCES) longitudinal and cross-sectional data sets are described in detail. Data that assess bullying and/or school violence are described, and recommendations for additional items are proposed. In general, a longitudinal, multisite, multi-informant study is needed to address definitional and etiological issues related to school violence and bullying so that prevention efforts can be developed, implemented, and evaluated that incorporate multiple levels of the ecology, including peers, schools, communities, and neighborhoods.
Social-Emotional Learning and Academic Achievement: Using Causal Methods to Explore Classroom-Level Mechanisms
Author: McCormick, Meghan P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Academic Achievement,Elementary School Students,Child Development,Program Evaluation,Low Income Students,Kindergarten,Grade 1,Student Improvement,Mathematics Achievement,Reading Achievement,Achievement Gains,Intervention,At Risk Students,Measures (Individuals),Rating Scales,Teacher Student Relationship,Classroom Environment

Social-emotional learning (SEL) programs have demonstrated positive effects on children's social-emotional, behavioral, and academic outcomes, as well as classroom climate. Some programs also theorize that program impacts on children's outcomes will be partially explained by improvements in classroom social processes, namely classroom emotional support and organization. Yet there is little empirical evidence for this hypothesis. Using data from the evaluation of the SEL program &quot;INSIGHTS,&quot; this article tests whether assignment to &quot;INSIGHTS&quot; improved low-income kindergarten and first grade students' math and reading achievement by first enhancing classroom emotional support and organization. Multilevel regression analyses, instrumental variables estimation, and inverse probability of treatment weighting (IPTW) were used to conduct quantitative analyses. Across methods, the impact of &quot;INSIGHTS&quot; on math and reading achievement in first grade was partially explained by gains in both classroom emotional support and organization. The IPTW method revealed that the program impact on reading achievement in first grade was partially explained through an improvement in classroom organization. Implications for research and practice are discussed.
Assessing Approaches to Learning in School Readiness: Comparing the Devereux Early Childhood Assessment to an Early Learning Standards-Based Measure
Author: Barbu, Otilia C.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Readiness,Kindergarten,Young Children,Rating Scales,Parents,State Standards,Psychometrics,Learning,Child Behavior,Standardized Tests

This study examines the psychometric properties of two assessments of children's approaches to learning: the Devereux Early Childhood Assessment (DECA) and a 13-item approaches to learning rating scale (AtL) derived from the Arizona Early Learning Standards (AELS). First, we administered questionnaires to 1,145 randomly selected parents/guardians of first-time kindergarteners. Second, we employed confirmatory factor analysis (CFA) with parceling for DECA to reduce errors due to item specificity and prevent convergence difficulties when simultaneously estimating DECA and AtL models. Results indicated an overlap of 55% to 72% variance between the domains of the two instruments and suggested that the new AtL instrument is an easily administered alternative to the DECA for measuring children's approaches to learning. This is one of the first studies that investigated DECA's approaches to learning dimension and explored the measurement properties of an instrument purposely derived from a state's early learning guidelines.
Polygenic Influence on Educational Attainment: New Evidence from the National Longitudinal Study of Adolescent to Adult Health
Author: Domingue, Benjamin W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adolescents,Longitudinal Studies,Educational Attainment,Genetics,Siblings,Social Environment,Verbal Ability,Parent Background,Disadvantaged,Neighborhoods

Recent studies have begun to uncover the genetic architecture of educational attainment. We build on this work using genome-wide data from siblings in the National Longitudinal Study of Adolescent to Adult Health (Add Health). We measure the genetic predisposition of siblings to educational attainment using polygenic scores. We then test how polygenic scores are related to social environments and educational outcomes. In Add Health, genetic predisposition to educational attainment is patterned across the social environment. Participants with higher polygenic scores were more likely to grow up in socially advantaged families. Even so, the previously published genetic associations appear to be causal. Among pairs of siblings, the sibling with the higher polygenic score typically went on to complete more years of schooling as compared to their lower-scored co-sibling. We found subtle differences between sibling fixed-effect estimates of the genetic effect versus those based on unrelated individuals.
&quot;Teen Views of Sex:&quot; Inter-Animation of Dialogues in a Radio Feature Story Produced by Mexican Immigrant Youth
Author: Walker, Dana
Date: 2018-00-00
Type: Journal Articles
Subjects: Mexican Americans,Immigrants,Sexuality,Radio,High School Students,Dialogs (Language),Identification (Psychology),English (Second Language),Social Influences,Cultural Influences,Discussion (Teaching Technique),Programming (Broadcast),Social Attitudes,Adolescents,Mentors

This paper proposes an analysis of dialogical processes in the creation of a radio feature story titled &quot;Teen Views of Sex,&quot; co-produced by Mexican immigrant high school students in the context of a Youth Radio and Radio Arts program. After describing the socio-cultural and curricular context of the program, I apply Zittoun and Grossen's (2013) semiotic approach to dialogicality to describe the kinds of dialogue that took place during the interviews and subsequent reflections upon the feature story and production process. The types of dialogue examined include: actual dialogue, distant dialogue, auto-dialogue, dialogue between situations, and dialogue with material objects, or non-human actants. I explore how the inter-animation of these forms of dialogue gave rise to dialogic tensions, which may have created openings for shifts in identity positioning and an enhanced sense of agency for the youth in their personal and public lives.
Dominant Hand Usage in Racket Sports and Detection of the Injured Regions
Author: Çetinkaya, Erkan
Date: 2018-12-00
Type: Journal Articles
Subjects: Racquet Sports,Handedness,Injuries,Athletes,Human Body,College Students

The aim of this study is to examine dominant hand usage and detect the injury regions in racket sports. A total of 98 athletes, of which 37 (37.8%) are female, 61 (62.2%) are male, studying at 11 different universities and attending competitions with schools teams with an average age of 21.11±1.66, height of 1.71±0.08 cm, weight of 64.92±10.85 kg, and BMI of 22.00±2.41(kg/m2 ) have participated in the study. When it comes to the distribution of the athletes by branches, the sample consists of 22 table tennis players, 24 badminton players, 25 tennis players and 27 squash players. The &quot;Edinburgh Inventory Hand Preference Survey&quot; was used as a data collection tool to determine the hand preferences of the athletes. In the determination of sports injuries suffered by athletes, the Cornell Musculoskeletal Discomfort Questionnaire was administered. There are significant differences between the lefty and righty athletes in terms of injuries in the left shoulder, left wrist and right lower leg regions when the injury regions in racket sports are compared by hand preferences (p&lt;0.05). It is seen that the injuries that occur in right forearm, left wrist and the right upper leg regions of the athletes of racket sports differ according to branches (p&lt;0.05). When the injury regions are examined according to hand preferences, it is seen that the injuries in the left shoulder, left wrist and lower right leg regions occur more in lefty athletes in comparison to righty athletes. When the relationship between the injury region regions and sports branches is examined, it can be argued that table tennis players suffer more frequent injuries in the left wrist compared to the players of other branches.
Analyzing the Relationship between the Students&apos; Stress-Coping Styles and School Attachment
Author: Ihtiyaroglu, Neslin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Stress Variables,Coping,Student School Relationship,Attachment Behavior,Social Support Groups,Self Esteem,Predictor Variables

Stress is an integral part of daily life for students like all adults. For this reason, one of the important functions of education is to enable students to learn healthy ways of stress coping. Besides, school attachment, which affects students' behavioral, psychological and social development, is also influenced by many variables such as stress level. However, in the related literature, the relationship between students' stress-coping styles and students' school attachment has not been fully elucidated. In this context, this study examines the predictive role of students' stress-coping styles on school attachment. The relational research model was used in the study. Five hundred and eighty-seven high school students selected by simple random sampling in Ankara province were administered Coping Styles Inventory and Scale for School Engagement. Using social support differs by sex and school attachment differs by class level. There is a positive relationship between seeking of social support, self-confident approach, optimistic approach and school attachment; a negative relationship between helpless approach and submissive approach and school attachment. Self-confident approach, submissive approach, and seeking of social support are were significant predictors of school attachment. Recommendations as regards increasing the level of student attachment presented in the end of the study.