ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Biomotoric Properties and Hewitt Test Performance in 13-15 Years Old Tennis Players
Author: Yapici, Aysegül
Date: 2018-12-00
Type: Journal Articles
Subjects: Correlation,Racquet Sports,Foreign Countries,Athletes,Adolescents,Females,Physical Fitness,Performance Tests,Psychomotor Skills

Tennis is a sports branch with a lot of coordinated properties. The physical, physiological and motoric properties of the athlete are at optimum level, which influences the stroke performance positively. The aim of this study is to investigate the relationship between biomotoric properties and Hewitt test performance in 13-15 years old tennis players. 10 healthy female tennis players (age: 14.00±1.05 years, height: 158.60±3.69 cm, weight: 53.57±5.22 kg, experience: 3.40±1.58 years) who played in Pamukkale University tennis club participated in this study voluntarily. In anthropometric measurements height, body weight, leg lengths and dominant hand were recorded. Left and right hand grip, countermovement and squat jumps test, flexibility, standing long jump, static and dynamic balance, star test, Wall Catch coordination test and Hewitt performance test were applied to the tennis players. In the statistical analysis of the data, descriptive analyzes of all test performance characteristics of the tennis players were calculated as mean and standard deviation. The relationships between biomotoric properties and Hewitt test performance were evaluated using Pearson Product Moment Correlation analysis. The statistical significance was set at p&lt;0.05. Statistically significant correlation was found between Hewitt test (groundstroke performance) and Wall Catch coordination test (r= 0.865; p&lt;0.01). There was no significant correlation between Hewitt test and leg lengths, dominant hand, left-right foot dynamic balance, standing long jump, flexibility, jump performance, left and right hand grip and star tests (p&gt;0.05). As a result, the use of tests with similar movements special to tennis in evaluating the athlete's performance can accurately reflect the athlete's test values.
Unconditional Self-Acceptance and Perfectionistic Cognitions as Predictors of Psychological Well-Being
Author: Bingöl, Tugba Yilmaz
Date: 2019-01-00
Type: Journal Articles
Subjects: Predictor Variables,Well Being,Psychological Patterns,Path Analysis,Preservice Teachers,Preservice Teacher Education,Correlation,Scores

Psychological well-being which is an important concept for individual mental health involves maintaining meaningful aims in life, developing quality relationships with others and struggling with life to ensure personal development. Based on the importance of the concept of psychological well-being, in this study, it is aimed to determine the predictors of psychological well-being of prospective teachers who are expected to make a contribution in the healthy development of students. A total of 378 prospective teachers have participated to the study which was conducted according to the general screening model. Path analysis was used in the analysis of the data to test the predictive roles of unconditional self-acceptance, perfectionistic cognitions and perceived income levels of prospective teachers on their psychological well-being level. Results indicated that psychological well-being has a positive significance but low correlation with unconditional self-acceptance and perfectionistic cognitions. In addition, it was found that of unconditional self-acceptance, perfectionistic cognitions and perceived income level accounted for 16% of the total variance of psychological well-being. It was also determined that female participants' psychological well-being scores were higher than males' and psychological well-being levels of participants who perceived their income level as good were higher than those perceived their income level as medium and low.
Pedagogical Implications of Corpus-Based Approaches to ELT in Pakistan
Author: Zahra, Tehseen
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computational Linguistics,Foreign Countries,Lexicography,Speech Communication,Phrase Structure,Syntax,Teaching Methods,Academic Discourse,Form Classes (Languages)

The advent of corpora has opened new vistas for language study and restructured linguists' and academicians' approaches to lexicography and English language teaching (ELT). After 1980s, the use of online language corpora and computer tools garnered tremendous attention of English language teachers and academicians. Keeping in view the modern trends and needs of learners, this research focused on the practical implications of online corpora for ELT and its utility in the Pakistani context. Michigan Corpus of Academic Spoken English (MICASE) is used as a reference corpus for this research. MICASE is a collection of nearly 1.8 million words of transcribed speech (almost two hundred hours of recording). The transcribed data of MICASE includes wide range of speech events like seminars, lectures, advisory meetings and lab sessions. The study identified the utility of lexical items at syntactic level and its usage in various contexts. Furthermore, the layers of meanings and uses of lexicons through in-depth study of right and left collocates were explored in the reference corpus. The results showed that lexicons can be used as noun, verb and adjective depending upon the context of the study and right and left collocates play a significant role in understanding the meanings of lexical items in various contexts. Thus, this strategy can be fruitful for English language learners and academic discourse community who are interested in understanding the versatile uses of lexical items and their contextual meaning.
Measuring School Support for Learning English as a Foreign Language through SSELL
Author: Sarwar, Samiullah
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Psychometrics,Principals,Administrator Attitudes,Teacher Attitudes,Language of Instruction,Reliability,Scores,Language Teachers,Foreign Countries,School Policy,School Culture,Teacher Effectiveness,Parent Participation,Item Analysis,Goodness of Fit,Self Evaluation (Groups),Evaluation Methods,Language Usage

Schools label themselves to be English medium considering that by implementing textbooks in English language and adopting English as a medium of instruction is sufficient to be English. In this regard, there is a need for a checklist or self-assessment tool to enable the schools to evaluate themselves to see their positioning as an English medium school as well as understanding their role in it. This study aimed to develop a scale to enable the English language teaching practitioners to explore if the non-elite schools successfully fulfilled this claim. The scale construction methodology was used to carry out this investigation. The sample comprised of 134 participants including school principals, coordinators and teachers randomly selected using convenient sampling methods. A reliability analysis was carried out to establish the authenticity and applicability of the tool. A satisfactory score of test-retest reliability revealed the scale as a good fit to evaluate school support for English language learning; therefore, the scale can be stated as acceptable based on its psychometric properties.
The Role of School Psychologists in Addressing Challenges Facing Lesbian, Gay, Bisexual and Transgender (LGBT) Students
Author: Hanimoglu, Egemen
Date: 2019-01-00
Type: Journal Articles
Subjects: School Psychologists,Role,Homosexuality,Sexual Orientation,Sexual Identity,Laws,Social Discrimination,Students,Access to Education

LGBT students encounter boundless school-related problems including depression, suicidal tendencies, and drug abuse, among others. LGBT youth in school are subjected to constant bullying and discrimination from students, teachers, and the school's administration who often fail to defend them against this. Often, LGBT students drop-out of school. Therefore, the LGBT community is socially disadvantage within our society. With this background, this study identified established laws to safeguard LGBT rights. Furthermore, the study examined the role of School Psychologists in reducing challenges faced by LGBT students in the schools based on analysis of the 10 NASP (The National Association of School Psychologists) domains, and made vital recommendations to reduce challenges faced by LGBT students with a view to lessen cases of LGBT stigmatization. The recommendations stipulated include; development of laws prohibiting discrimination and abusive language against LGBT, and the development a curriculum that suits LGBT needs. It is imperative to train teachers to aide LGBT groups attain equal universal access to core learning facilities acts.
Occupational Stress among Secondary School Heads: A Gender Based Comparative Study
Author: Suleman, Qaiser
Date: 2018-12-00
Type: Journal Articles
Subjects: Gender Differences,Stress Variables,Secondary Schools,Administrator Attitudes,Work Environment,Measures (Individuals),Inferences,Foreign Countries,Reliability,Validity,Role Conflict,Faculty Workload,Political Influences

The purpose of the study was to examine and compare the occupational stress of male and female secondary school heads in Khyber Pakhtunkhwa. All the male and female secondary school heads working in pubic secondary schools of Khyber Pakhtunkhwa constituted the population of the study. A total of 402 secondary school heads were selected as sample through multistage sampling technique in which 260 were males and 142 were females. Descriptive and quantitative survey research design was used. To seek the responses from the participants, a standardized tool, Occupational Stress Index (OSI) was used. For statistical analysis, proper descriptive statistics that is mean, standard deviation and inferential statistics (independent samples t-test) were employed through SPSS. The findings revealed that both male and female secondary school heads were found occupationally stressed with respect to work overload, role conflict, strenuous working conditions, unreasonable political pressure, under participation, and unprofitability. Comparatively, there was no significant difference between the overall occupational stress of male and female secondary school heads. Based on findings, it was recommended that elementary and secondary education department should collaborate with policymakers to develop comprehensive strategies for stress reduction for secondary school heads so that they may perform their duties effectively.
Agricultural Communications Skills, Abilities and Knowledge Desired by Employers Compared to Current Curriculum: A Literary Review
Author: Corder, Jessica
Date: 2018-00-00
Type: Journal Articles
Subjects: Communication Skills,Agricultural Education,Education Work Relationship,Job Skills,College Curriculum,College Graduates,Employer Attitudes

The agricultural communications academic discipline has existed for more than 100 years. In that time, approximately 40 academic programs nationwide have formed in some capacity to prepare students for success in the classroom and the workplace after graduation. In the past 25 years, numerous studies relating to the skills, abilities and knowledge employers and industry professionals desire in agricultural communications graduates, as well as the agricultural communications curriculum, have been conducted. The purpose of this research was to review the existing literature from agricultural communications journals, conference proceedings, and theses and dissertations on the topic. This literary review examined 17 articles and found the most popular skills and abilities desired by employers over the years were written communication skills, character skills, visual communications skills, and oral communication skills. The skills found in the curriculum currently being taught were written communication skills, visual communication skills, and oral communication skills.
Identifying Extension Agent Needs Associated with Communicating about Policies and Regulations
Author: Rumble, Joy N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Extension Education,Extension Agents,Public Policy,Change Agents,Social Problems,Needs,Needs Assessment,Natural Resources,State Regulation,Knowledge Level,Information Sources

The Cooperative Extension Service has performed the role of educator and change agent for more than a century. Changes occurring during this period caused Extension to extend its influence beyond the farm and traditional roles. Today, Extension faces controversial public issues and unparalleled levels of policy and regulation impacting agriculture and natural resources. As the needs of our changing society evolve, regulation increases, and response to public opinion becomes more complex. Extension must expand its role in providing education related to public issues and acting as facilitators and change agents to ensure viable actions are taken. This study was conducted to determine the level of preparedness of Florida Extension agents in dealing with policies and regulations. An emailed survey of all Florida Extension agents utilized questions regarding frequency of addressing policies with their clientele and their knowledge of said policies. Results indicated a low frequency of agents of all types addressing most policies with their clientele and a need for increased knowledge about the policies. In particular, there is an opportunity for all agent types to improve interactions with clientele on the topic of Immigration Reform as well as knowledge of related policies.
Assessing the Effects of the Smartphone as a Learning Tool on the Academic Achievement of School-Based Agricultural Education Students in Louisiana
Author: Smith, H. Eric
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Telecommunications,Handheld Devices,Agricultural Education,Teaching Methods,Forestry,Secondary School Students,Instructional Effectiveness,Printed Materials

The purpose of this preexperimental study was to determine the effects of a blended learning environment on school-based agricultural education students' ability to identify 30 species of trees by leaves. Louisiana agriculture teachers were recruited based on district policy regarding whether students could use smartphones for learning in the classroom. The treatment group utilized smartphone technology to aid in the identification of tree species, while the comparison group utilized traditional, printed materials. All students were taught via guided inquiry and engaged in multiple formative assessments during the course of the research study. No statistically significant differences were found between the groups on the posttest tree leaf identification. It is recommended that future research be conducted over a longer duration of time to better measure long-term performance and learning gains. Further, more research should be conducted to determine if motivational differences exist based on utilizing smartphones for learning. Teachers who desire to incorporate the smartphone into blended learning environments can do so without diminishing student achievement.
Preservice Agriculture Teachers&apos; Development during the Early Phase of Student Teaching
Author: Sorensen, Tyson J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Teaching,Self Concept,Agricultural Education,Practicums,Faculty Development,Preservice Teachers,Teaching Experience,Professional Identity,Teacher Educators,Family Work Relationship,Teaching Skills,Peer Relationship,Teaching Methods,Student Motivation,Teacher Student Relationship,Student Teacher Attitudes,Time Management,Adjustment (to Environment)

The student teaching practicum experience is designed to give preservice teachers practical experience with teaching and is an important step in their development. While literature in agricultural education exists about preservice teacher professional development, little is known about the developmental process of agriculture teachers during the student teaching experience. Utilizing the theory of teacher concerns (Fuller &amp; Brown, 1975) as a theoretical lens, the purpose of this qualitative document analysis was to determine how preservice teachers develop over the first half of the student teaching practicum by examining the way they talk about concerns. Written reflections of five different cohorts from 2010 through 2014 were analyzed at two different points in time (week two and week seven). During the first two weeks of student teaching, three themes emerged, including: 1) teacher/student identity crisis, 2) teaching competence: &quot;I do not know how, what, or who…,&quot; and 3) adjusting to change. During week seven, the concerns changed, which indicated the student teachers were developing into the professional role of a teacher. The three themes that emerged from the data for week seven were: 1) building professional relationships, 2) engaging students, and 3) it is about time: work-life balance. Implications exist for teacher educators to place more emphasis on teaching strategies to engage and motivate students in the learning process, rather than just the task itself. Recommendations are suggested for teacher educators to discuss with preservice teachers before student teaching the realities and challenges of balancing work and life roles.
Experimental Studies in School-Based Agricultural Education from 2006-2016: A Synthesis of the Literature in the Journal of Agricultural Education
Author: Coclasure, Blake C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Research,Research Design,Quasiexperimental Design,Time,Sample Size,Research Needs,Middle Schools,High Schools,Curriculum,Technology Uses in Education,Active Learning,Laboratory Training

The purpose of this synthesis of literature was to identify and analyze existing research that used experimental or quasi-experimental design in school-based agricultural education. This study utilized published articles in the &quot;Journal of Agricultural Education&quot; from the years 2006 through 2016. The study identified 35 articles that met the criteria of the investigation. Studies were analyzed and compared based on number of participants and duration. Trends in research constructs were found to be the impact of curriculum design, technology, laboratory approaches, and methods of active learning on student outcomes. Trends in researcher recommendations included extended treatment durations, larger sample sizes, follow-up research addressing long-term knowledge retention, increased teacher training through professional development, and exploring the impact of teaching methods and curriculum design on constructs such as student motivation, interest, and self-efficacy.
A Model for Understanding Decision-Making Related to Agriculture and Natural Resource Science and Technology
Author: Ruth, Taylor K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Decision Making,Agriculture,Natural Resources,Information Dissemination,Scientific and Technical Information,Innovation,Public Education,Models,Extension Education

Agricultural educators, leaders, communicators, and extension professionals are faced with the increasingly difficult task of sharing science-based information to a public that is exposed to an array of media options, which are not always factual. Additionally, issues related to agriculture and natural resources (ANR) have become increasingly complex, and people can elect to only read information or communication that supports their pre-existing views on a topic. The complexity of disseminating information in today's society has led to the proposal of a new theoretical model: The Decision-Making Model for ANR Science and Technology. This is a multi-faceted model utilizing the theoretical foundations from the Theory of Diffusion of Innovations, Theory of the Spiral of Silence, and the Elaboration Likelihood Model. In a world of echo chambers, this theory has the potential to break the cycle of decisions made with incomplete information and equip practitioners with the foundation needed to efficiently and effectively disseminate information through educational practice and informed communication efforts. An informed and aware public could make decisions about ANR science and technology with a more complete understanding of the issue, which would solve some of the wicked problems facing society today.
Effects of Question Difficulty and Post-Question Wait-Time on Cognitive Engagement: A Psychophysiological Analysis
Author: Gilliam, Kyle C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Difficulty Level,Questioning Techniques,Learner Engagement,Cognitive Processes,Undergraduate Students,Agricultural Education

Educational research surrounding teaching methods and accepted practices is continually needed to improve teaching and teacher preparation programs. The revised Bloom's Taxonomy is often used by teachers in question development. The effectiveness of these questions are often dependent, not on the question alone, but also in how the question is presented. One component of implementing effective questioning is the use of wait-time. Wait-time is the amount of time a teacher waits for a student response after having posed a question. Experts have recommended wait times ranging from three and five seconds in length. The purpose of this study was to utilize a psychophysiological measure of cognitive resource allocation (heart rate) to provide evidence of the magnitude and duration of cognitive engagement elicited after posing questions and to determine an appropriate amount of post-question wait-time needed by undergraduate agricultural education students. Study results suggest that students were cognitively engaged for two to three seconds during the wait-time that followed a question. Additionally, students re-engaged cognitively after eight seconds of wait-time. The results of this study provide unique evidence in assisting teachers with effectively employing wait-time strategies.
Truths, Wounded Innocence, and the Post-Truth Syndrome
Author: den Heyer, Kent
Date: 2018-00-00
Type: Journal Articles
Subjects: Ethics,Politics,Anti Intellectualism,Scholarship,Democracy,Social Studies,Power Structure,Deception,Education

[W]hen I hear people denounce our political scene as &quot;post-truth,&quot; I have to wonder when exactly they think it was that politics was determined by the truth? The same goes for those who decry today's &quot;fake news.&quot; […]To claim that with Trump's election we've entered a post-truth era of fake news is to claim that the U.S. was built on truthful politics and media. Political struggle isn't really about an existing truth but rather concerns the formulation of new truths and, more importantly, the materialization of those truths […] The political project involves the power relations that compose truths, and the pedagogical project involves how we engage ourselves, each other, and the world in transformative processes. (Ford, 2018, paras. 1-4) This quotation captures my concern with an emergent liberal nostalgia narrative, a type of wounded innocence, fashionable in response to what many see as a contemporary affliction affecting democratic institutions. According to this story, Trump and his administration have moved us into post-truth times. As definitive nostalgia, this post-truth narrative constructs a never existing political consensus that has now been lost, from the functioning of formal politics to truth claims found in the academe.