ethanporcaro/eric-fulltext-meta huggingface dataset:
Social and Political Portrait of Contemporary Russian Student Youth
Author: Osipova, Nadezhda G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Questionnaires,Political Attitudes,Moral Values,Power Structure,Religious Cultural Groups,National Security,Policy Analysis,Patriotism,Foreign Countries,Socialization,College Students,Mass Media Role,Statistical Analysis,Social Studies

The paper is dedicated to the analysis of the social and political portrait of the contemporary Russian young students. The empirical basis of the work is made up by the results of sociological monitoring of the young students' ideas about social and political processes, socialization institutions and youth policy subjects conducted by the authors (in 2013-2017) as well as by the results of the &quot;Social portrait of a contemporary Russian student&quot; research (at the faculty of sociology of Lomonosov Moscow State University, 2017). The research technique was based on polling, with questionnaire survey selected as the research method. The questionnaire form contained questions aimed at finding out the students' political, ideological and moral values, their attitude toward the current power institutions, mass information media, religious denominations, public organizations and social work. The students also had to answer questions on the condition of the Russian state and society, any positive and negative phenomena existing among the young people; they evaluated the security of Russia and the effectiveness of the state youth policy. In the end, it has been found out that generally students evaluate the condition of today's Russian state and society in a sensible and critical way, realize the causes of crisis phenomena, and are prepared to take active part in social work. According to the results of analysis of the studies conducted, the necessity is noted of actively assisting the young people in fulfillment of their patriotic impulse and the capacity available.
A Systemically Collaborative Approach to Achieving Equity in Higher Education
Author: Prystowsky, Richard J.
Date: 2018-02-00
Type: Journal Articles
Subjects: Equal Education,Higher Education,Models,Disproportionate Representation,School Holding Power,Minority Group Students,Community Colleges,Administrator Attitudes,School Policy,Organizational Change,Cooperation,College Faculty,Teacher Participation,Inclusion,Educational Practices,Excellence in Education,African American Students,Hispanic American Students

Colleges and universities have long recognized the need to address inequities affecting students from underrepresented or underserved groups. Despite efforts undertaken by dedicated individuals, large-scale, national change in this area has not been realized. In this article, we address two major factors underlying this disappointing result (the structures of isolation common in our institutions of higher learning, and the inadequate addressing of our own implicit biases) and offer a model of systemic collaboration aimed at ameliorating these problems so that colleges and universities throughout the nation can achieve the equity goals that have proved so elusive for so many of them.
Equity, Inclusion, and Beyond: Today&apos;s Urban Chief Diversity Officer
Author: Hancock, Merodie A.
Date: 2018-02-00
Type: Journal Articles
Subjects: Diversity (Institutional),Administrator Role,Equal Education,Inclusion,College Administration,Universities,Urban Education,Access to Education,State Colleges,College Students,Student Needs,Individualized Instruction

This paper, based primarily on the author's perspective as president of SUNY Empire State College, will explore the need for, and means of leveraging, the chief diversity officer's role in creating an equitable and inclusive environment within the distributed world that is Empire State College's &quot;campus&quot; and, specifically, within SUNY Empire's urban environments. Empire State College fills a unique role in today's higher-education landscape. It was founded in 1971 by Ernest Boyer, then the chancellor of the State University of New York, to make education accessible outside the confines of traditional curricular and delivery structures, and to better meet the needs of New Yorkers with locations, academic programming, and student services responsive to diverse communities and learners. Today, Empire State College continues to embrace and fulfill that mission, with individualized education as its cornerstone and nearly 18,000 undergraduate and graduate students in 34 academic centers around the state of New York, in several countries overseas and online around the world. The vast majority of its undergraduate students have attended at least one previous institution, are employed, and are likely to have family and dependent-care obligations. The college is purposefully nonresidential, designed to be where our students live and work. Students can choose structured or individualized academic programs, depending on discipline, and have the options of classroom-based, online, or independent study, as well as weekend residencies, or a hybrid of education delivery via these modes.
STEM Education through the Perspectives of Secondary Schools Teachers and School Administrators in Turkey
Author: Çevik, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Secondary School Teachers,Administrators,Foreign Countries,Mixed Methods Research,Administrator Attitudes,Science Interests,Scientific Attitudes,Preservice Teachers,Secondary School Science,Case Studies,Semi Structured Interviews,Science Education,Technology Education,Engineering Education,Mathematics Education,Positive Attitudes,Validity,Reliability,Student Attitudes,Inservice Teacher Education,Questionnaires,Content Analysis

The aim of this study is to explore the views of science, mathematics and information technologies teachers working in secondary schools and administrators of the schools, in which these teachers are working, regarding STEM. This research is based on a survey model in which quantitative data tools were used to directly obtain the opinions of teachers about STEM education; in parallel qualitative data tools were used to deeply understand the views of administrators about STEM education. The sample of the study consisted of 136 STEM field educators working in 21state and private public secondary schools and 45 administrators working in these schools. While views of teachers indicated that the impact of STEM on students was higher than its effect on courses and teachers with each subscale of the quantitative data collection tool conducted with teachers, no significant relation was observed between these findings, gender and branch variables. Similarly, administrators stated that STEM is more effective on the students, teachers are not well equipped to teach STEM, they need to train themselves to implement STEM in courses and curriculums should be prepared on a STEM basis.
The Influence of Information Technology on Student&apos;s Behavioural Nature in the Class Room
Author: Ali, Liaqat
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Student Behavior,Educational Objectives,Information Technology,Influence of Technology,Academic Achievement,Mixed Methods Research,Computer Oriented Programs,Handheld Devices,Telecommunications,Classroom Environment,Questionnaires,Social Media,Undergraduate Students,Graduate Students,Student Surveys

The use of mobile phones and other gadgets in the university class room is becoming a culture in the modern age of technology. Some students use this technology for the purpose of information only. However, it was noted that others use mobile phone to receive messages through different applications such as WhatsApp, Facebook, Instagram and Viber. It is therefore important to understand the impacts of their behaviour. On the other hand, the use of mobile technology effects the teaching strategies. Teachers need to adopt new teaching methodologies to make sure that educational objectives and student's deep learning could be achieved together. It is therefore critical to adopt a balance approach. The research in this paper conducted a survey to find the relationship between student's behaviour and the use of mobile technology. The analysed data is used to balance the approach and to achieve educational objectives.
Fighting for Equity and Community in an Urban Research University
Author: Ho, Mary
Date: 2018-02-00
Type: Journal Articles
Subjects: Urban Schools,Research Universities,Barriers,Institutional Characteristics,Access to Education,First Generation College Students,African American Students,Academic Achievement,Academic Persistence,Equal Education,Social Justice,Study Abroad,Success,Career Guidance,Academic Support Services,Citizen Participation,School Support,College Programs,Developmental Studies Programs

The equity lens evaluates institutional barriers that prevent students of color from gaining access to resources for college success (Bensimon, 2005). The first-generation college students at the University of Southern California are 16% of the total student body and students of color comprise two-thirds of this population. Since 2008, how to support first-generation college students of color in their academic achievement and college success once in college has expanded the discussion beyond access. By evaluating institutional structures through the equity lens, the response has been to create intentional academic and social programs for first-generation college students of color that bridge the academic and student services divide. Through descriptions of actual programs and stories from students affected by these programs, this essay will discuss innovative approaches to serving first-generation students of color at predominantly white universities.
Flow Experiences in Physical Education Classes: The Role of Perceived Motivational Climate and Situational Motivation
Author: Ada, Elif Nilay
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Motivation,Secondary School Students,Questionnaires,Leisure Time,Predictor Variables,Athletics,Participation,Foreign Countries,Student Participation,Measures (Individuals),Student Attitudes,Multiple Regression Analysis

The purpose of this study was to determine the role of perceived motivational climate and situational motivation levels on dispositional flow in physical education classes. 242 boys (M[subscript age] = 13.38; SD = 0.95) and 251 girls (M[subscript age] = 13.27; SD = 0.88) a total of 493 secondary school students (M[subscript age] = 13.32; SD = 0.91) voluntarily participated in this study. Physical Education Situational Motivational Scale, Learning and Performance Orientation in Physical Education Classes Questionnaire and Physical Education Dispositional Flow Scale-2 were administered to all participants. Hierarchical regression analysis indicated that identified regulation, intrinsic motivation, pupil learning climate and teacher-initiated learning explained a significant amount of variance in dispositional flow in physical education (p&lt;0.05). The pupil learning climate, identified regulation and leisure time sport participation were the strongest predictors, respectively. These findings suggested that promoting mastery-oriented climate, self-determined situational motivation, and participation in sport will foster dispositional flow in the physical education setting.
A Study on the Relationship between the Performance Characteristics and the Body Mass Index of 8-10 Year-Old Children
Author: Ayan, Vedat
Date: 2018-00-00
Type: Journal Articles
Subjects: Body Composition,Body Weight,Body Height,Correlation,Physical Activities,Elementary School Students,Comparative Analysis,Performance,Statistical Analysis,Psychomotor Skills,Gender Differences,Foreign Countries

The study was carried out to discover the relationship between the performance characteristics (20 m. running, vertical jump, standing long jump, ball throwing, shuttle run) and the body mass index of 8-10 year-old school children. 3772 children (1995 male and 1777 female) aged 8-10 from Ankara participated in the study voluntarily. To measure the height of the children a stadiometer with ± 1mm graduation (Holtain, UK) and to measure their weight a stand art medical scale with ± 0.1kg readability were used. After the height and weight measurements, body mass indexes (BMI) of the children were calculated. Then, 20 m. running, vertical jump, standing long jump, ball throwing, shuttle run tests were applied to the children. To compare the mean values and to determine the differences between the groups T Test was applied and statistical correlation analysis was done to study the relationship between the Body Mass Index (BMI) and the Performance Characteristics(20 m. running, vertical jump, standing long jump, ball throwing, shuttle run). A statistically meaningful difference was defined between the female and the male participants when their mean points in body weight and height, body mass index, vertical jump, standing long jump, 20 m. run, ball throwing, and shuttle run (p&lt;0.05) compared. In this comparison, while the average points of the male children in body weight and height, body mass index, vertical jump, standing long jump, ball throwing, and shuttle run were higher, their average points in 20 m. run were lower than the female children. It was observed that there was a relationship at a meaningful level and with a negative tendency between the points of body mass index of the male and female children and their vertical jump (r =-0.046, p&lt;0.01), and standing long jump (r =-0.046, p&lt;0.01) and shuttle run points (r = -0.229, p&lt; 0.01). As to the relationship between the body mass index and 20 m run (r = 0.094, p&lt; 0.01) and ball throwing (r = 0.286, p&lt; 0.01), it was meaningful with a positive tendency. In our study, it was determined that the male children had better results than the female children according to the test results related to the physical characteristics and performance measurements. It has been concluded that the differences found stem from the gender difference and depending upon the environmental and cultural factors at these ages, the male children are thought to have a better development in terms of performance characteristics.
Promotion of Learner Autonomy in a Freshmen&apos;s English Course at a Colombian University
Author: Ramírez, Alexander
Date: 2017-00-00
Type: Journal Articles
Subjects: Personal Autonomy,College Freshmen,Intervention,English (Second Language),Second Language Learning,Second Language Instruction,Action Research,Foreign Countries,Profiles,Course Descriptions,Independent Study,Learning Strategies,Likert Scales,Resource Centers,Language Laboratories,Student Attitudes,Student Surveys,Statistical Analysis

This paper presents the results of an Action-Research cycle conducted at Universidad del Valle, which aimed at fostering learner autonomy in freshmen from a foreign languages program, within an English course. The study established the freshmen's entrance profile regarding learner autonomy, and implemented a course based on the development of autonomous behaviors. Finally, an exit profile was established to measure the impact of the intervention. The results show significant progress in the development of some behaviors and suggest that this type of initiatives need to be planned in a long-term basis.
The Acquisition of Prepositional Meanings in L2 Spanish
Author: Lam, Yvonne
Date: 2018-00-00
Type: Journal Articles
Subjects: Spanish,Second Language Learning,Second Language Instruction,Form Classes (Languages),Transfer of Training,Psycholinguistics,Figurative Language,Schemata (Cognition),Linguistic Theory,Phrase Structure,Word Frequency,Story Telling,Task Analysis,Case Studies,College Students,Foreign Countries,Grammar,Accuracy,Syntax,Correlation,Statistical Analysis,English,Native Language,Interference (Language)

This study examines how adult second language learners acquire the different meanings of the Spanish preposition &quot;a&quot;. Cognitive linguistic models predict that spatial meanings are acquired first, as they are conceptually basic and are the source from which other meanings derive via natural cognitive mechanisms such as metaphor and image-schema transformation (Tyler &amp; Evans, 2003). However, there has been little empirical evidence to support this hypothesis. Results from an oral story-telling task conducted with beginner (N = 10), intermediate (N = 10), and advanced (N = 4) learners suggest that the acquisition of prepositional meanings is not driven solely by cognitive mechanisms, but rather that other non-conceptual factors, such as collocational patterns, cross-linguistic transfer, frequency, and saliency, also play a prominent role. These findings imply that learners approach the multiple varied meanings of a preposition by relying on several different mechanisms simultaneously.
Lesson Co-Planning: Joint Efforts, Shared Success
Author: Carreño, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Lesson Plans,Mentors,Online Surveys,Semi Structured Interviews,Higher Education,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Proficiency,Teacher Collaboration,Educational Practices,Language Teachers,Teacher Attitudes,College Faculty,Faculty Development,Teaching Methods

The present article reports the results of a qualitative research study conducted at a higher education institution in Bogotá Colombia. The study aimed at examining the lesson planning practices conducted by English language teachers at the proficiency program of the institution. The participants were a mix of the mentors in charge of each level and teachers who agreed on being part of the study. Data was collected through two online surveys and one semi-structured interview; three categories were obtained from the data analysis; they focus on the planning stages, the impact of co-planning on teachers' performance and the role of resources for lesson planning. The findings suggest that lesson planning collaboration among teachers provides them with the opportunity of improving their practices, and helped participants identify professional strengths and weaknesses.
The Importance of Developing Cultural Competence in Working with Families of Students with Disabilities from the Middle East, North Africa, and Southwest Asia
Author: Fallah, Soraya
Date: 2018-02-00
Type: Journal Articles
Subjects: Disabilities,Mixed Methods Research,Special Education,Semi Structured Interviews,Cultural Awareness,Culturally Relevant Education,Cultural Differences,Cultural Context,Family School Relationship,Partnerships in Education,Foreign Countries,Surveys

This article describes the importance of developing cultural competencies when working with families who come from culturally and linguistically diverse (CLD) backgrounds. Using a mixed methods study, the experiences of 125 families from Middle Eastern, North African, and Southwest Asian (MENASWA) descent who have children in the U.S. Special Education system were analyzed. The intent of the research was to determine if specific demographics impacted the experiences and perceptions of these families, most specifically their perception of a school's cultural competency. Survey responses and interviews resulted in numerous suggestions and recommendations that can help educators and administrators to better serve this under-represented population.
Case Study of Science Teachers&apos; Professional Development in Saudi Arabia: Challenges and Improvements
Author: Alshehry, Amel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Faculty Development,Case Studies,Higher Education,Educational Needs,Needs Assessment,Teaching Methods,Teaching Skills,Knowledge Base for Teaching,Educational Opportunities,Biology,Semi Structured Interviews,Decision Making,Content Analysis

Professional development has a major role in addressing the skill gaps of teachers. Recently, much effort has been focused on improving teaching practices in Saudi Arabia. Here we aim to determine Saudi teachers professional development needs in the higher educational system. We also focus on skill needs, training programs, factors affecting teacher performance, and teacher's control of their own professional development. Here, through face-to-face interviews, we explore how current professional development strategies could be improved to better meet the needs of academic teachers views through face to face interviews data collection to address the questions of what teachers needs to develop and support their professional knowledge, how it affect their teaching methods and what opportunities and roles provided to them based on the instructional systems. Finally, the study illustrates how the professional development among based on their experiences and practice could be improved and how they encounter their participations and interaction to facilitate their development among higher educational institutions in Saudi Arabia.
An Exploratory Study on the Relationship between Creativity and Processing Speed for Gifted Children
Author: Bahar, Abdulkadir
Date: 2018-00-00
Type: Journal Articles
Subjects: Gifted,Creativity,Creativity Tests,Children,Intelligence Tests,Cognitive Ability,Cognitive Processes,Creative Thinking,Gender Differences,Low Achievement,High Achievement,Enrichment Activities,Correlation,Elementary School Students,Foreign Countries,Statistical Analysis

This study explored the relationship between processing speed and five dimensions of creativity, which were fluency, originality, elaboration, abstractness of titles, and resistance to premature closure (RPC). It is the first empirical study that examines this relationship, also relating it to gender and level of giftedness. Data came from 133 gifted students at grades one through four in three private schools in Istanbul, Turkey. Creativity was measured through the Torrance Test of Creative Thinking--Figural. Scores from the Coding subtest of the Wechsler Intelligence Scale for Children were used as the data on processing speed. The findings showed that girls had significantly higher scores in processing speed, elaboration, abstractness of titles, and RPC. There were no significant differences in fluency and originality. While fluency and originality were the only two subscores correlated with processing speed for boys (both positively correlated), four subscores were correlated with processing speed for girls (all four negatively correlated). Girls had higher processing speed scores in the group of low giftedness, but not in the group of high giftedness. A distinct finding about the boys of high giftedness was the high positive interrelationships among originality, fluency, and processing speed, which were not there for boys of low giftedness or girls of high giftedness. With its findings, the study supports some of the previous explanations around the topic, and generates new hypotheses to be tested experimentally.