ethanporcaro/eric-fulltext-meta huggingface dataset:
The Formation of Students&apos; Personality at Peter the Great St. Petersburg Polytechnic University: Attitude to University and Attitude to Future Profession
Author: Baranova, Tatiana A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Personality Development,Career Readiness,Career Choice,Professional Development,Student College Relationship,Teacher Student Relationship,Influences,Active Learning,Student Projects,Correlation,Foreign Countries

This paper aims to evaluate students' attitude to University and their future profession as well as determine the influence of the University on these indicators. For our research, we used qualitative and quantitative data. To collect the data, we conducted two surveys of students in 2018 and 2020 (N1 = 179; N2 = 198). Also, we carried out the Pearson correlation analysis. Results on students' survey showed that their attitude to the University and attitude to future profession improved during their education. According to the students' answers on open questions, the most influential factors are academic faculty and project activities of the University. The Pearson correlation analysis showed the positive influence of the University on the students' attitude to the future profession. This study can be useful for further research on the formation of students' personality, its components, and correlation between them. By identifying the influence of personality components on its development, it is possible to develop more individual skills to achieve personal, professional success. In our research, we attempted to combine and analyze different criteria of personal perception of University and future carrier, how it was changing during the learning process and how University could influence the students' attitude to the future profession.
Investigations of Organizational Commitment of Healthcare Professionals in Terms of Personal and Business Factors
Author: Kasimoglu, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Culture,Health Personnel,Employee Attitudes,Foreign Countries,Job Satisfaction,Labor Turnover,Status,Educational Attainment,Tenure,Gender Differences

Organizational commitment plays a pivotal role in determining whether an employee will stay with the organization for a longer period of time and work passionately towards achieving the organization's goal In this study, the organizational commitment perceptions of health sector employees have been compared based on demographic variables and job characteristics using a comparative correlational research design. The sample of this study consists of 397 employees working at different levels in a company operating in the Konya health sector. Personal Information Form and Organizational Commitment Scale have been used to collect research data. According to the findings of the study, it has been observed that the affective commitment of the participants was high, whereas other organizational commitment perceptions were moderate. Participants' perceptions of organizational commitment differ according to gender, age, professional seniority, position and working duration. In the light of these data, it is proposed that the institutions provide the necessary support and training in order to increase the organizational commitment of the employees.
Virtual Reality -- Part of Supervised Teaching Practice for University Students -- Future Teachers?
Author: Sirotová, Mariana
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Preservice Teachers,Preservice Teacher Education,College Students,Practicum Supervision,Student Teaching,Computer Uses in Education,Foreign Countries,Information Technology

The submitted study is of theoretical-empirical character. The theoretical part defines given key terms related to the issue of supervised teaching practice for future teachers. In addition to a brief characterisation of supervised teaching practice, attention is paid to the position and importance of information and communication technologies in the life of young people today. There is a brief definition of virtual reality and the attention of the study is focused on its using by young people, especially university students. The empirical part contains partial results of our own empirical study executed via a quantitative analysis of data acquired through online questionnaires, in which students of teaching answered questions related to using virtual reality during their supervised teaching practice. The acquired data were analysed by a statistical software called SPSS 20. The interpretation of results related to the given issue is based on the results of univariate, bivariate and multivariate data analyses. Multivariate data analyses was realized by correspondence analyses and the most important results of our research are illustrated in the graph of correspondence analyses -- correspondence map. The main goal of the study is to emphasize the possibilities and methods of utilising virtual reality in supervised teaching practice for university students -- future teachers.
Research-Oriented Framework of Training Philology Students&apos; Research Skills Based on Corpus Analytical Software
Author: Valyukevych, Tetyana V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistics,Curriculum Development,Research Skills,Language Research,Computational Linguistics,Check Lists,Research Projects,Student Research,Research Papers (Students),Scores,Evaluation Methods,Student Evaluation,Technology Integration,Technological Advancement,Teacher Attitudes,Student Attitudes,Computer Software,Majors (Students),College Students,College Faculty,Foreign Countries,Rating Scales,Teaching Methods

The purpose of the study was to explore how technological advances incorporated into the Philology Studies curriculum could impact the students' research skills and the quality of their research projects and what students' and teachers' impressions of the reshaped research component of the curriculum were. The study used qualitative and quantitative methods with the dominance of qualitative methods. It employed the baseline study, checklist to assess students' research papers, assessment criteria, and the Triangular Assessment Method to assess the students' papers. The consensus meeting was held to allow the experts to express their reasoning for the scores. The semi-structured interview was administered to the students' and teachers' to identify their impressions of the reshaped research component of the curriculum of philology. The technological advances incorporated into Philology Studies curriculum improve the students' research skills and the quality of their research projects. Both students and teachers appreciated the reshaped research component of the curriculum. The analytical software can be successfully incorporated in the corpus analysis-purpose student research. The students found the intervention a challenging experience that 'pumped up' their intellectual, research, and technical skills. They reported improvement in interpreting corpus using correlations, frequencies, distributions, and collecting information using software to organise it in a professional way. The lecturers agreed that the technology-based instructional model incorporated into Philology Studies curriculum improved both students' research skills and the quality of their research projects.
Self-Regulation and Its Relationship to Social Intelligence among College of Education Female Students at Prince Sattam University
Author: Hashem, Ebtsam Saad Amin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Management,Interpersonal Competence,College Students,Females,Correlation,Multiple Intelligences,Goal Orientation,Self Evaluation (Individuals),Reinforcement

The current study aimed to identify the level of self-regulation and social intelligence among students of the College of Education at Prince Sattam University in Wadi Al-Dawasir, and to reveal the relationship between self-regulation and social intelligence, as well as the possibility of predicting social intelligence through self-regulation. A sample consisting of (204) female students at the College of Education, Prince Sattam bin Abdulaziz University in Wadi Ad-Dawasir participated in this study. The measurement instruments included two researcher-made scales of self-regulation and social intelligence, and the SPSS program was used for statistical treatments. Results revealed that female students of the College of Education in Wadi Ad-Dawasir, Prince Sattam University, have a high level of self-regulation as well as social intelligence, and that there is a statistically significant positive correlation between the scores of self-regulation and social intelligence among the study sample. In addition, it was found that social intelligence can be predicted through self-regulation. It is possible to benefit from the results of this study in directing university planning officials to the importance of transforming the self-regulation and social intelligence of students into a culture and systematic practice through courses, symposiums and workshops, or integrating them into academic courses.
A CEFR-Based Comparison of English and Turkish Language Teaching Course Books in Terms of Speaking and Writing Skills
Author: Demirel, Ibrahim Fatih
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,English (Second Language),Second Language Instruction,Turkish,Writing Skills,Language Skills,Speech Skills,Speech Communication

This study aims to investigate to what extent the competences in the Common European Framework of Reference for Languages (CEFR) are fulfilled in language teaching course books in terms of productive skills (speaking-writing) in foreign/second language teaching. With this purpose in mind, speaking and writing activities in Headway for teaching English as a foreign/second language and in Yeni Istanbul for teaching Turkish as a foreign/second language were examined and compared in terms of the compatibility with the competences specified in the CEFR. At this point, the distinction of 'writing/speaking as a production skill' and 'writing/speaking as an interaction skill' defined in the CEFR was used in the detailed analysis of the activities. As a result of the content analysis, it was found that there were differences and similarities in both course books in terms of the implementation of CEFR and the representation of A2 level descriptors. Although both course books claim to have been developed with reference to the CEFR, findings showed that they do not reach the learning outcomes in terms of speaking and writing skills related to 'interaction' and 'production' specified in the CEFR at the same rate. Basically, the study concluded that 'interaction' skills in Headway and 'production' skills in Yeni Istanbul are prioritized. The results also emphasize that these two course books need to be revised and reorganized to reflect the CEFR at A2 level.
Barriers and Facilitators to Inclusion in Integrated Physical Education: Adapted Physical Educators&apos; Perspectives
Author: Haegele, Justin A.
Date: 2021-05-00
Type: Journal Articles
Subjects: Barriers,Inclusion,Adapted Physical Education,Physical Education Teachers,Teacher Attitudes,Students with Disabilities,Teaching Methods,Elementary Secondary Education,Teacher Behavior

While movement toward the education of students with disabilities in integrated physical education has now become common internationally, it is not without concerns. Notably, scholars have questioned whether instruction in integrated physical education settings provides inclusive experiences for students with disabilities. The purpose of this exploratory study was to explore certified adapted physical educators' (CAPEs') perspectives on barriers and facilitators to students with disabilities experiencing inclusion in integrated physical education. A sample of 99 CAPEs (74.7% female) across the United States provided valid responses to an online survey form. Guided by the established two-step coding protocol, two independent reviewers coded the responses to open-ended questions. In total, 460 barriers and 473 facilitators that fell into seven categories were identified. Among these, both teacher-related barriers and facilitators were more commonly reported than other factors, such as environmental and policy barriers/facilitators. As such, it appears that the participants placed onus on ensuring the inclusiveness of integrated physical education classes largely on the shoulders of the teachers. In addition, codes related to programmatic or equipment-related factors were underreported, suggesting that even in integrated physical education classes where adapted equipment (i.e. equipment facilitator) and personnel support (i.e. programmatic facilitator) are available, inclusive experience may not be. These findings suggest inclusiveness of integrated physical education is complex and influenced by numerous factors.
An Evaluation of the Cultural Domain in Turkey in the Context of Lifelong Learning
Author: Tutar, Perihan
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Cultural Awareness,Budgets,Resources,Expenditures,Theater Arts,Printed Materials,Books,Periodicals,Newspapers,Public Libraries,Users (Information),Museums,Cultural Activities

The cultural domain may be defined as a sphere of influence that involves all cultural activities, whether economic or social in nature. In the context of lifelong learning, cultural and artistic environments represent tools and media of significance for formal and informal adult learning. The availability of learning opportunities in the cultural domain, the achievement of cultural competence by all individuals, and their cultural participation are strongly associated with lifelong learning. The research study employed a descriptive review model intending to establish the data available in Turkey with respect to cultural productivity and participation. These data span the period between 2000 and 2018. The study was structured on the basis of the data in Turkey as pertains to the budget allocated to culture and cultural expenditure, as well as performing arts, printed media, libraries, and museums. In summary, a general evaluation of the present state of productivity and participation in the cultural domain and its course over the years gives way to the argument that the cultural domain in Turkey is far from offering a source of possibilities and tools that would allow for the broader dissemination of the culture of learning. The data indicate that cultural participation in Turkey is limited to a relatively low population rate in many respects. [Paper presented at the International Eurasian Educational Research Congress (6th, Ankara, Turkey, Jun 19-22, 2019).]
All Aboard! Getting Faculty Mobilized for Emergency Online Teaching
Author: Lach, Patrick A.
Date: 2021-04-00
Type: Journal Articles
Subjects: College Faculty,Web Based Instruction,COVID-19,Pandemics,Emergency Programs,Faculty Development,Adjunct Faculty,Integrated Learning Systems,Educational Environment,Educational Technology

The 2019 coronavirus disease pandemic forced faculty members at institutions of higher learning across the world into teaching online in about 2 weeks. This reflective essay describes steps taken by business school faculty in a U.S. Midwestern midsized regional university to assist other faculty in the school in making this rapid transition to 100% online teaching. These steps include the development of an online course template within the university's course management system, made available to all faculty with tips and video tutorials specifically tailored to business courses. Many tenure-track professors and full-time instructors, who were required to complete extensive training prior to teaching online courses, were relatively well prepared. Despite this training, some felt overwhelmed when the pandemic forced an immediate transition online, and adjunct instructors and some junior faculty were particularly affected. Consistent with the conservation of resources theory, which suggests that individuals conserve their limited resources (e.g., time, money, etc.) to ensure availability when they are most needed, many instructors, particularly adjunct and junior faculty, were constrained by competing demands and less likely to have the resources to attend the requisite training for online teaching. Adjunct instructors often teach a small number of courses while maintaining full-time employment in their respective fields, and junior faculty must also expend resources on service and publishing demands. The availability of a special online course helped these vulnerable faculty members make the rapid transition to emergency online teaching. This reflective essay also describes the results of a survey about this transition among both faculty and the university's center for teaching and learning (CTL) staff. Last, we recommend strategies for CTLs and academic departments to prepare for future crises, for example, &quot;deputizing&quot; power users in each academic unit to redistribute workloads during emergencies and sharing tips and tricks customized for their departments. Creating annual online training modules is another strategy to allow seamless transition to unexpected online teaching.
Balancing Grace
Author: Fecske, Courtney J. W.
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Distance Education,Teacher Role,Coping,Adjustment (to Environment),College Faculty

Before handing out my midterm exam the Thursday before spring break, the unease in the classroom was palpable. I questioned, is it the right thing to do to give a midterm exam now? Two days prior we had learned that online instruction would begin the week after spring break and would continue for a week and possibly longer. This was an unprecedented scenario. I never took a seminar titled How to Continue Teaching During a Pandemic. I resolved we would get through this together, with an attitude of &quot;let's get it done.&quot; Before passing out exams, I informally assessed students to see how many had taken an online course before; few hands rose. I then asked how everyone was feeling in regard to our inevitable online transition. Students expressed anxiety and worry because they had never taken a class titled How to Continue to Learn During a Pandemic. As we educators move ahead to an uncertain culture of learning, we must strive to listen and learn, grow in our pedagogies, and balance grace and flexibility with reasonable expectations.
English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children
Author: Mesa, Carol
Date: 2021-03-00
Type: Journal Articles
Subjects: Bilingual Students,Grade 3,Reading Comprehension,Spanish,Predictor Variables,Kindergarten,Grade 1,Grade 2,English (Second Language),Oral Language,Language Skills,Reading Skills,Longitudinal Studies

Purpose: The purpose of this study was to examine the kindergarten, first-, and second-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in third grade. Method: As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to third grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were administered in kindergarten, first, second, and third grade. Results: Analysis under the structural equation modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in third grade. Furthermore, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension. Discussion: This study provides a comprehensive view of the language resources that Spanish-English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications. [This article was prepared by a Task Force of the Language and Reading Research Consortium (LARRC) consisting of María Adelaida Restrepo (Convener), Kate Cain, Carol Mesa, and Gloria Yeomans-Maldonado. For the corresponding grantee submission, see ED610044.]
Demystifying Digital Archives: Undergraduates, Active Learning, and a Path to Outreach
Author: Wagner Webster, Jessica
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Libraries,Archives,Undergraduate Students,Active Learning,Critical Thinking,Outreach Programs,Primary Sources,Information Science Education,Curriculum Development

This article outlines the development of a three-credit digital archives course designed for undergraduates. In it, students study basic archival and digital archives terminology and learn about how these concepts can help them understand current events. This course strives not only to help students develop critical thinking skills by engaging with primary source content; it also helps familiarize students with archives, archivists, and the importance of archival work. In addition, the course relies heavily on active learning techniques, which allow students to participate in decision-making activities in archival work, giving them an appreciation for the labor involved. The course therefore fulfills an outreach function: It shows students why archives are relevant to their lives and to the world around them. The article places this course in the context of archival education for undergraduates and non-professionals, highlighting the benefits this approach offers for students and for the professional archival field.
Educating for Whiteness: Applying Critical Race Theory&apos;s Revisionist History in Library and Information Science Research: A Methodology Paper
Author: Stauffer, Suzanne M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Racial Bias,Library Research,Library Science,Diversity

Research into education for librarianship has failed to explore the historical development of the subject or to establish the social and cultural contexts within which it developed. Such historical background and context are essential for exploring and understanding issues of race and of systemic and institutionalized racism. Historical methodology, coupled with the revisionist history of Critical Race Theory, asks how the social/institutional structures of white society determined the construction of librarianship and education for librarianship in the African-American community, explores issues of whiteness and white privilege, and investigates how this influenced African Americans' perception of the profession and their place and role in it. It addresses intersectionality and essentialism and seeks to understand the thoughts and feelings of the African Americans involved in the process who were disregarded and ignored.