ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Simulation on Pediatric Nursing Students' Knowledge, Self-Efficacy, Satisfaction, and Confidence
Author: Saied, Hala
Date: 2017-00-00
Type: Journal Articles
Subjects: Nursing Students,Self Efficacy,Student Satisfaction,Simulation,Pediatrics,Foreign Countries,Nursing Education,Self Esteem,Pretests Posttests,Quasiexperimental Design,Questionnaires,Statistical Analysis

The simulation technology is rapidly expanding and has been used in several nursing programs around the world and in Saudi Arabia too. The aim of this study was to evaluate the effect of using a simulation based scenarios on the pediatric nursing students' students' knowledge, self-efficacy, satisfaction, and confidence. This study used Bandura's Social Cognitive Learning Theory (1977; 1986) as a theoretical framework. 158 third year baccalaureate nursing students enrolled in a pediatric nursing course participated in the study. Data was collected using demographic data profile questionnaire, knowledge questionnaire, Learner Satisfaction and Self Confidence in Learning Questionnaire (NLN, 2009) and the General Self-Efficacy. The simulation activities were conducted in the pediatric nursing lab. The simulation activities consisted of three respiratory problems and one cardiac scenario. High and low fidelity simulators were used. The majority of the students were unmarried (96.84%) and had no previous experience in simulation. There was a significant statistical difference in pre- and posttest knowledge and self-efficacy scores. Students were satisfied with the simulation experience and their self-confident scores were higher after the simulation session. The post simulation self-efficacy was positively correlated with satisfaction (r = 0.46, P = 0.001) and self-confidence (r = 0.50, P = 0.001). Satisfaction with simulation was also positively correlated with self-confidence (r = 0.46, P = 0.001). Although the interpretation of the study results is limited due to the short time frame between the pretest and the posttest, this study provides a stepping point for understanding how simulation may affect the pediatric nursing students' knowledge, self-efficacy and confidence.
Contributions of Self-Efficacy and Problem Solving Skills on Secretaries' Job Performance in Ogun State Public Service, Nigeria
Author: Abosede, Subuola Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Problem Solving,Job Performance,Public Service Occupations,Office Occupations,Questionnaires,Personnel Evaluation,Self Concept Measures,Correlation,Regression (Statistics),Likert Scales,Hypothesis Testing,Employee Attitudes,State Agencies

This study is aimed at determining the contributions of self-efficacy and problem solving skills to the job performance of secretaries. The study also ascertained the relationship among self-efficacy, problem solving skills and job performance of the secretaries. The study employed the descriptive research design. Ten (10) secretaries were selected from thirty (30) government parastatals through simple random sampling techniques. Out of the 300 questionnaires distributed only 294 were returned. Three sets of instruments were used in collecting data, they are: General Perceived Self-Efficacy Scale (GPSS), Problem Solving Inventory (PSI) and Annual Performance Evaluation Report (APER) Form. The data collected were analyzed using Pearson Product Moment Correlation (PPMC), Multiple Regression, and Analysis of Variance (ANOVA). The result obtained indicated that the predictor variables (self-efficacy and problem solving skills) accounted for 61.1% of the variance in the job performance of secretaries in the public service of Ogun State which implies that there is a significant combined contribution of self-efficacy and problem solving skills in the prediction of job performance of secretaries in the public service of Ogun State. Also, there are significant and positive relationship among self-efficacy, problem solving skills and job performance. The findings were discussed and it was recommended among others that there should be provision for in-service training for secretaries in the public service which is expected to bring about improvement of their self-efficacy and problem solving skills.
Dietary Patterns and Feeding Problems of Turkish Children with Intellectual Disabilities and Typically Developing Children
Author: Sayin, Kubra
Date: 2017-00-00
Type: Journal Articles
Subjects: Eating Habits,Foreign Countries,Intellectual Disability,Food,Questionnaires,Surveys,Children,Case Studies,Body Composition,Observation,Comparative Analysis,Statistical Analysis,Dietetics

This study aimed to determine whether dietary patterns and feeding problems differ among children with intellectual disabilities (ID) and typically developing children (TDC) in Turkey. This cross-sectional study was conducted in 220 (112 children with ID and 108 TDC) 7-12 aged children in Konya, Turkey. We assessed usual dietary intakes by a semi-quantitative food frequency questionnaire and gathered information on the children's problems about feeding by a feeding assessment survey. Children with ID were found to consume significantly more daily servings of Juice and sweetened non-dairy beverages (2.3 versus 1.2, p = 0.02) and desserts (4.2 versus 2.8, p = 0.01) and significantly fewer daily servings of vegetables (0.8 versus 1.8, p = 0.008) than TDC. The most common problems of children with ID were limited food variety, eating fast and eating too much. We found that limited food variety and food refusal problems are common in children with ID but not in TDC. Other problems, difficulty swallowing and skipping dinner, are less common in both groups.
The Evaluation of Curriculum Implementation of Dermatology and Genitals Pathology Faculty of Medicine Christian University of Indonesia
Author: Sinaga, Dameria
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Course Content,Course Descriptions,Teaching Methods,Learning Activities,Medical Education,Human Body,Physiology,Pathology,Curriculum,Competence,Evaluation

This evaluation covers aspects of document content standards, aspects of the syllabus, the implementation aspects of teaching and learning activities, and aspects of the involvement of various parties in the preparation of the curricula for Dermatology and Genitals Phatology. It is expected that this evaluation can be useful as a positive feedback for all parties involved, especially the faculty and staff in the preparation and development of medical curriculum in the future.
Emotional Responses to Service Learning: An Exploratory Study
Author: Priesmeyer, H. Richard
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Response,Service Learning,Scores,Individual Differences,Anxiety,Fear,Emotional Disturbances,Learning Activities,Cognitive Processes,Statistical Analysis,Computer Software,Evaluation Methods,Pretests Posttests,Models,Transformative Learning

This study measured the emotional responses of students to common service learning activities. Two hypotheses focused on (1) expected changes in the mean emotion scores and (2) expected differences in individual responses. Results showed significant increases in Surprise, Anxiety and Distress and individual differences in Contempt, Disgust and Fear. The findings suggest that educational institutions have a responsibility to adequately prepare students for service learning experiences. There is also a need to accommodate the different sensitivities students have when service learning is required.
Foundations for a Team Oriented Curriculum
Author: Neal, Brandi
Date: 2016-00-00
Type: Journal Articles
Subjects: Teamwork,Information Systems,Cooperative Programs,Fundamental Concepts,Educational Principles,Group Activities,Teaching Methods,Skill Development,Team Training,Business Administration Education,Higher Education

The business world today values collaboration and team work skills such as those found in the area of project management, business process reengineering, quality circles, etc. In response, the use of group projects permeates many curricula today with varying consequences and levels of success. Technology claims to enhance collaboration in distributed teams but its success has been a challenge for organizations. Our objective, is to demonstrate that the concepts underlying team work can be the pedagogical basis for a hands-on, information systems class to teach the development of systems to support teamwork. In the end, the class exposes students to the underlying assumptions of good group work and provides underlying principles for how best to automate a collaborative environment.
A &quot;Quick &amp; Dirty&quot; Strategic Audit
Author: Brawley, Dorothy E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Business Administration Education,Audits (Verification),Strategic Planning,Data Collection,Corporations,Profiles,Teaching Methods,Educational Practices

In teaching Strategic Management, it is imperative that students first learn how to audit the firm before they begin analysis, planning and implementation. Unfortunately this is a step often overlooked. Without a complete and up to date audit, any analysis conducted would have questionable validity and reliability. This report focuses on an instructional tool that faculty can utilize to guide students through a strategic audit of a company. The objective in auditing the organization is to describe the firm in terms of its current position in the industry, its strategy, structure, and performance. This paper describes the Company Profile Sheet and explains how it can be an invaluable tool for the students to understand the company under review and the strategic management concepts.
Factors Affecting Academics' Involvement in TEL Continuing Professional Development (CPD)
Author: AlMutlaq, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Faculty Development,College Faculty,Performance Factors,Technology Uses in Education,Technological Literacy,Qualitative Research,Semi Structured Interviews,Pedagogical Content Knowledge,Teacher Participation,Learning Motivation,Teaching Load,Time Management,Access to Computers,Educational Quality,Access to Education,Foreign Countries

Reinforcing the level of essentiality of understanding the factors that influence the involvement in TEL-oriented CPD and the challenges to the sustained expansion of their expertise not only for academics, but also professional bodies and educational developer for effective integration of digital technologies in teaching and learning remains is the current emphasis on strategic continuing professional development (CPD) programmes of technology enhanced learning (TEL) within higher education. A naturalistic approach and making use of qualitative method were applied in achieving the inquiry, using semi-structured interviews. The perceptions and views of twelve academics from one college in Qassim University (QU) in Saudi Arabia is going to be explored and discussed during this study; although academics had both internal and external motivations towards the value of involvement into TEL CPD opportunities, the findings indicated that significant challenges existed to the active participation of TEL programmes, including time and workload, relevant and realistic programme content that address needs, opportunities to practise the use of TEL, and accessibility and awareness. Furthermore, the fundamental conclusion of this paper that should be taken into account is that the vast majority of academics would like to involve and also value the importance of TEL CPD when their inhabiting factors are addressed; so as to impact positively on their academics into TEL CPD, the sufficient role of management support and institutional culture within Saudi organisations of higher education are highly recommended.
Measuring Teacher Classroom Management Skills: A Comparative Analysis of Distance Trained and Conventional Trained Teachers
Author: Henaku, Christina Bampo
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Distance Education,Conventional Instruction,Classroom Techniques,Teaching Skills,Training Methods,Intermode Differences,Multidimensional Scaling,Behavior Change,Statistical Analysis,Questionnaires,Elementary School Teachers,Teacher Surveys,Foreign Countries

Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.
Historical Research Skills Development in Light of a Training Program for Secondary Stage History Teachers
Author: Al-qout, Ghada Ahmed
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Skills,Skill Development,Teacher Researchers,History Instruction,Questionnaires,Educational Needs,Needs Assessment,Historiography,Secondary School Teachers,Training Objectives,Instructor Coordinators,Teacher Competencies,Teacher Attitudes,Foreign Countries,Statistical Analysis

The study aimed to design a training program to develop the historical research skills after defining the nature of the historical research skills that the history teachers are required to master, especially the secondary stage teachers, in addition to defining the opinions of the educational supervisors on the extent to which the secondary schools teachers should obtain this skill. The study applied the descriptive analytical approach through a questionnaire that was distributed on the study sample that consisted of 55 educational supervisors of the social education supervisors in Riyadh starting from the academic year 1433-1343 AH. The study concluded that the historical research skills are highly available for the history teachers except for the internal and external criticism skill that was available moderately. In the light of that, a training program was designed for the secondary stage history teachers, and it was based on developing the historical research skills. The study concluded to the importance of developing the historical research skills of the history teachers in order for the different educational stages students to acquire the scientific research skills, in addition to the importance of enhancing the history course with several historical images, time maps, and various documents that the student can use in addition to the activities based on analyzing and interpretation.
Multilevel Assessment of the Predictive Validity of Teacher Made Tests in the Zimbabwean Primary Education Sector
Author: Machingambi, Zadzisai
Date: 2017-00-00
Type: Journal Articles
Subjects: Predictive Validity,Elementary School Teachers,Teacher Developed Materials,Correlation,Exit Examinations,Hypothesis Testing,Statistical Significance,Scores,Psychometrics,Foreign Countries

The principal focus of this study was to undertake a multilevel assessment of the predictive validity of teacher made tests in the Zimbabwean primary education sector. A correlational research design was adopted for the study, mainly to allow for statistical treatment of data and subsequent classical hypotheses testing using the spearman's rho. The variables that provided the bedrock for the study were aggregate test scores for pupils' performance in: i. Midyear tests and ii. End of year tests, in 2016. The four null hypotheses that underpinned the study were tested on the basis of correlation coefficients computed using test scores generated through the aforementioned tests. After subjecting the hypotheses to the court of empirical evidence, through significance testing, some depictable results emerged. The major finding was that homogeneous results were observed, as all the four null hypotheses upon which the study was based were rejected. The major finding attested to the conclusion that teacher made tests in the Zimbabwean primary education sector were valid for prediction purposes. The study also observed that if tests being appraised were found to be valid, then the same tests were also reliable. In the light of the foregoing, recommendations on the broad applications of teacher made tests in educational programming were promulgated.
Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation
Author: Dotson, Lauren
Date: 2016-00-00
Type: Journal Articles
Subjects: Poverty,Academic Achievement,Teacher Education Programs,Standardized Tests,Educational History,Accountability,Common Core State Standards,Socioeconomic Status,Academic Standards,Middle School Students,National Curriculum,Reading Achievement,Mathematics Achievement,Statistical Analysis,Educational Research

This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement the focus of this paper. Recognizing the impact of poverty on student achievement as measured by standardized tests the authors question the explicit practices of teacher preparation programs in preparing teacher candidates to work with students of poverty.
Storytelling and Academic Discourse: Including More Voices in the Conversation
Author: Mlynarczyk, Rebecca Williams
Date: 2014-00-00
Type: Journal Articles
Subjects: Story Telling,Academic Discourse,Personal Narratives,Writing Strategies,Writing Skills,Cultural Differences,Bilingual Students,Alignment (Education),Teaching Methods,Educational Practices,Educational Strategies,College English

In this article, Mlynarczyk traces her career-long exploration of the relationship between personal, narrative writing and so-called academic discourse. Believing that both are important for college students, particularly students placed in basic writing or ESL composition, she has come to believe that rather than viewing the two as separate modes of discourse, students need to use a &quot;translingual&quot; approach, cultivating &quot;rhetorical dexterity&quot; while they develop as college writers. As concerned teachers and scholars, the challenge is to help students learn to use storytelling appropriately as a way to strengthen their thinking and their writing inside--and outside--the academy. Far from viewing narrative as somehow inferior or subservient to academic discourse, which is often seen as more complex, the author invokes recent scholarship in evolutionary biology, which suggests that the predilection to tell stories lies at the heart of what distinguishes us as human beings. As the university becomes more diverse, it is essential to welcome more voices--and more stories--into the academic conversation.
Technological Pedagogical Content Knowledge Preparedness of Student-Teachers of the Department of Arts and Social Sciences Education of University of Cape Coast
Author: Apau, Stephen Kwakye
Date: 2017-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Social Sciences,Art Education,Career Readiness,Questionnaires,Student Teacher Attitudes,Preservice Teacher Education,Teacher Competencies,Foreign Countries

The proliferation of digital technology in the 21st century in teaching and learning requires that teachers and students constantly interact with instructional technologies. This places a herculean task on the door step of teacher educators to ensure that student-teachers graduate from their institutions of training with some knowledge domains that would help them to integrate technology, pedagogy and content in their teaching. This study assesses the Technological Pedagogical Content Knowledge (TPACK) preparedness of student-teachers in the Department of Arts and Social Sciences Education (DASSE) of University of Cape Coast (UCC), Ghana. It uses the descriptive survey design. The stratified simple random sampling technique was used to sample 370 student-teachers of DASSE for the study. Questionnaire was adapted for the data collection. Descriptive (frequencies and percentages, mean of means and standard deviations) and inferential statistics (independent t-test) were used to analyse the data. The study reveals that the student-teachers in DASSE, UCC have Technological Knowledge. The study also found that the student-teachers of DASSE, UCC lack Technological Pedagogical Knowledge. In addition, the study has found that the student-teachers of DASSE, UCC lack Technological Content Knowledge. Moreover, the study establishes that the student-teachers of DASSE, UCC lacked Technological Pedagogical Content Knowledge. Lastly, there is no statistically significant difference between the gender of the student-teachers of DASSE, UCC and their TPACK preparedness. Hence, this study recommends that lecturers should continue to model the use of technology so that student-teachers can increasingly update their technological knowledge through observation and learning. Again, the Academic Board of UCC should advice the teaching departments on the need to infuse technology in their courses they offer for student-teachers. Finally, the teacher education programme offered by DASSE, UCC should be reconceptualised to respond to the technological needs of student-teachers.
Storytelling as Academic Discourse: Bridging the Cultural-Linguistic Divide in the Era of the Common Core
Author: Lin, Ching Ching
Date: 2014-00-00
Type: Journal Articles
Subjects: Story Telling,Academic Discourse,English Language Learners,Student Needs,Academic Standards,Alignment (Education),Common Core State Standards,Cultural Capital,Scaffolding (Teaching Technique),Integrated Activities,Classroom Techniques,Teaching Methods,Educational Practices

Bakhtin's dialogism provides a sociocultural approach that views language as a social practice informed by the complex interaction between discourse and meaning. Drawing on this theoretical framework, I argue that a dialogized version of storytelling can be helpful in creating a reflective form of academic discourse that bridges the gap between the demands of the Standards-based classroom and the needs of English Language Learners. While storytelling has widely been used as an effective ESL strategy, the current paradigm of education theorizing often characterizes narrative narrowly as personal and decontextualized, thereby dismissing storytelling as an inferior form of academic knowledge. Building on Bakhtin's theory of meaning as dialogic interplay, I propose a notion of storytelling as a generic template for academic discourse that has the potential to integrate a multiplicity of genres and hence allows learners to negotiate between personal and public voices.