ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Kenyan Universities in National Development
Author: Odhiambo, George
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,School Role,Developing Nations,Economic Development,Sustainable Development,Nationalism,Human Capital,Labor Force Development,Higher Education,Labor Market,Information Technology,Job Skills

The contribution of university education to sustainable development of society has become one of the most important activities of higher education institutions. After 55 years of independence, it is time to take a critical look at the role of university education in nation building in Kenya. Since independence, access and difficulties of maintaining standards of quality and efficiency with marginal available resources--more recently highlighted by a commission on higher education report--have been some of the key challenges in university education and these have impacted on the sector's contribution to the country's development. Embracing secondary data sources, the purpose of this paper is to explore the contribution that university institutions have played in Kenyan development using a framework of human capital theory. The paper concludes that long-term economic growth can only be achieved through investment in a highly skilled workforce and university education is particularly critical in this regard.
Determination of the Relationship between Healthy Lifestyle Behaviors, Physical Fitness, and Risk Factors of Coronary Heart Diseases in University Students
Author: Ozkan, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Health Behavior,Life Style,Biochemistry,Body Composition,Physical Fitness,Risk,Heart Disorders,Body Weight,Muscular Strength,Hypertension,Role,College Students,Measurement,Foreign Countries

The purpose of the present study was to determine the relationship between healthy lifestyle behaviors, physical fitness, and coronary risk factors in university students. 320 male and female (nm: 171; nf: 149, respectively) students from a university participated in this study voluntarily. For the determination of body composition and Body Mass Indexes (BMI), subjects' height, body weight, and skinfold thickness were taken and body fat percentage (% fat) was determined. Healthy lifestyle behaviors were determined using the healthy lifestyle behaviors questionnaire. Indicators of physical fitness included flexibility (sit-up) (F), muscle strength and endurance (isometric knee (KS), back strength (BS) and a total of shuttle (TS), sprint performance, BMI, and body fat percentage (% fat). Coronary heart disease risk factors included mean arterial blood pressure (systolic (SBP) and diastolic (DBP)), fasting blood levels of triglycerides (TG), total cholesterol (TC), hematocrit (HCT), and hemoglobin (HGB). Results indicated subjects have normal body mass index, body fat percentage, SBP, DBP, TG, TCF, BS, and KS. The results of the Pearson Product Moment Correlation Analysis, indicated that SBP, DBP, TG, TCF, BS, and KS for male and female was significantly correlated with flexibility (sit-up) (F), muscle strength and endurance (isometric knee (KS), back strength (BS) and total of shuttle (TS)), sprint performance. (p &lt; 0.01; p &lt; 0.05), In conclusion, the findings of the present study indicated that physical fitness and healthy lifestyle behaviors play a determinant role in coronary heart disease risk factors for male and female students from a university.
Learning Outcome Literacy: The Case of Five Elementary Mathematics Teachers
Author: Guven Akdeniz, Dilsad
Date: 2018-11-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Outcomes of Education,Foreign Countries,Learning Activities,Case Studies,Content Analysis,Literacy,Teacher Attitudes,Teaching Methods,Correlation,Pedagogical Content Knowledge,Elementary School Teachers

Learning outcome (LO) literacy is conceptualized as a necessary skill for planning teaching and learning activities effectively. The skill has two main components: understanding and interpreting learning outcomes. The current study aimed to identify learning outcome literacy of elementary mathematics teachers with regard to this conceptualization. It is a case study based on the qualitative design. Participants were 5 mathematics teachers working at different elementary (5th-8th grade) schools in Turkey. Observations and semi-structured interviews were used for data collection based on 10 learning outcomes selected from algebra and number learning domains in local mathematics curriculum. Content analysis method was used for data analysis. According to the findings, LO literacy can be regarded as a basic teacher competence and it requires the teacher to use the knowledge and skills he/she has. The results showed that participant teachers' LO literacy was insufficient. Considering the interrelation among its components, LO literacy should be developed with all the sub-components for effective teaching of LOs.
Student-Centered Pedagogies in the Singapore Music Classroom: A Case Study on Collaborative Composition
Author: Bautista, Alfredo
Date: 2018-11-00
Type: Journal Articles
Subjects: Case Studies,Music Education,Music,Student Centered Learning,Teaching Methods,Foreign Countries,Elementary School Students,Creativity,Cooperative Learning,Musical Composition,Music Teachers,Classroom Communication,Instructional Design

This article responds to recent calls for situated examples of student-centered education. Our goal is to illustrate what student-centered pedagogies may look like in the music education classroom, particularly in the context of collaborative composition activities. The sample case presented features a Primary 5 Singaporean music teacher implementing a collaborative composition lesson on Gamelan Beleganjur, a traditional music style from Bali (Indonesia). After describing the structure of the lesson, we analyze data from teacher interviews, classroom interactions (illustrated with pictures), and transcriptions of students' compositions. We argue that the content and design of the lesson itself, as well as the teacher's genuine interest in exploring students' musical ideas and fostering collaboration and creativity, led to the enactment of student-centricity. Our ultimate aim is to provide an additional resource that might inspire music educators (both specialists and generalists) in embracing student-centered education in their classrooms.
Using Sensor Technology to Capture the Structure and Content of Team Interactions in Medical Emergency Teams during Stressful Moments
Author: Endedijk, Maaike
Date: 2018-00-00
Type: Journal Articles
Subjects: Stress Variables,Emergency Medical Technicians,Teamwork,Simulation,Video Technology,Patients,Foreign Countries,Medical Services,Coping,Crisis Management,Sociometric Techniques,Clinical Diagnosis,Interpersonal Communication,Interaction Process Analysis,Physiology,Measurement Equipment

In healthcare, action teams are carrying out complex medical procedures in intense and unpredictable situations to save lives. Previous research has shown that efficient communication, high-quality coordination, and coping with stress are particularly essential for high performance. However, precisely and objectively capturing these team interactions during stressful moments remains a challenge. In this study, we used a multimodal design to capture the structure and content of team interactions of medical teams at moments of high arousal during a simulated crisis situation. Sociometric badges were used to measure the structure of team interactions, including speaking time, overlapping speech and conversational imbalance. Video coding was used to reveal the content of the team interactions. Furthermore, the Empatica E4 was used to unobtrusively measure the team leader's skin conductance to identify moments of high arousal. In total, 21 four-person teams of technical medicine students in the Netherlands were monitored in a simulation environment while they diagnosed and managed a patient with cardiac arrest. Outcomes of this exploratory study revealed that more effective teams showed greater conversational imbalance than less effective teams, but during moments of high arousal the opposite was found. Also, a number of differences were found for the content of team interaction. Combining sensor technology with traditional measures can enhance our understanding of the complex interaction processes underlying effective team performance, but technological advances together with more knowledge about the simultaneous application of these methods are needed to tap into the full potential of wearable sensor technology in team research.
Using Eye-Tracking to Assess Sourcing during Multiple Document Reading: A Critical Analysis
Author: Salmerón, Ladislao
Date: 2018-00-00
Type: Journal Articles
Subjects: Eye Movements,Reading Processes,Reading Research,Reading Comprehension,Validity,Generalization,Undergraduate Students,Foreign Countries,Essays,Reading Materials,Comparative Analysis,Periodicals,Newspapers,Correlation

During the last 15 years, there have been some efforts to extend the use of eye-tracking to researching reading in complex contexts, such as the reading of multiple documents. The research community involved in this extension has been interested in higher-order comprehension processes occurring in complex reading contexts, such as sourcing, defined as the processes of attending to, representing, evaluating, and using available or accessible information about the sources of textual content. In this article, we argue that extending eye-tracking research to investigate more complex reading contexts has been made without critically reflecting on its validity in those contexts. Specifically, because eye-tracking captures automatic as well as conscious processes, it is currently an open question how consistently eye-tracking captures the strategic sourcing processes that take place during multiple document reading, in particular when using real documents that include salient source information that may attract bottom-up fixations. In contrast, subjective methods, such as interviews, mainly target conscious processes, and may therefore be a more valid and generalizable measure of strategic sourcing activities. We compared sourcing indicators based on eye-tracking measures to sourcing indicated by a post-reading interview. Results suggested that current eye-tracking indices of sourcing are not universally valid measures, and that simpler methods, such as asking readers whether they paid attention to source information, may be more suited to assess strategic sourcing during multiple document reading.
Five Elements That Impact Quality Feedback in the Online Asynchronous Classroom
Author: Steele, John
Date: 2018-12-00
Type: Journal Articles
Subjects: Online Courses,Virtual Classrooms,Asynchronous Communication,Computer Mediated Communication,Feedback (Response),Electronic Learning,Web Based Instruction,Instructional Effectiveness,Efficiency,Teacher Student Relationship,Individualized Instruction,Formative Evaluation,Time on Task

Online learning is growing rapidly and shows no signs of slowing down. This growth requires strategies to make online teaching as efficient and effective as possible in order to provide students with a quality education. One of the important factors that help support student learning is timely, quality feedback on assignments and in discussion forums. This paper offers some ideas for online instructors to give feedback more effectively and efficiently and discusses elements of feedback that can help make this an effective and efficient area of the online classroom.
Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model Using an Online Professional Experience in an Australian University
Author: Page, Angela
Date: 2018-11-00
Type: Journal Articles
Subjects: Educational Change,Teacher Education Programs,Classroom Techniques,Theory Practice Relationship,Student Attitudes,Self Efficacy,Video Technology,Practicums,Prevention,Foreign Countries,Online Courses,Student Behavior

This paper responds to the theory-practice divide regarding classroom behaviour management in teacher education. Qualitative interviews and surveys were used to investigate whether an alternative model using an online professional experience could improve perceptions of teacher education students' beliefs, knowledge, perceived skills and confidence in classroom management. Teacher education students participated in an innovative Master of Teaching course designed to integrate ecological classroom management theory, video observation, and critical reflection in an online professional experience (practicum). Results indicated that participants, upon completion of the course, reported improvements in their beliefs, knowledge, perceived skills and confidence in classroom management. Additionally, in a subsequent in-school professional experience, a preference for initial correction and prevention strategies to manage the learning environment was highlighted. The implications for future teacher education programmes are presented.
Senior Level Administrators and HBCUs: The Role of Support for Black Women&apos;s Success in STEM
Author: Lockett, Amanda Washington
Date: 2018-00-00
Type: Journal Articles
Subjects: Black Colleges,STEM Education,African American Students,Females,Student Attitudes,Administrator Role,Student Motivation,Self Concept,Academic Achievement,Organizational Culture,College Administration,Decision Making,College Faculty,Peer Relationship,Teacher Student Relationship,Learner Engagement,Disproportionate Representation,Undergraduate Students

While it is important for college and university senior administrators to embrace the traditional roles of their administrative positions, senior administrators' interactions with students also shape institutional culture, students' engagement, and ultimately play a role in students' motivation to succeed. This engagement is especially evident in the Historically Black College and University (HBCU) context as senior administrators' engagement with students can directly or indirectly affect how students perceive themselves and their ability to succeed. This article aims to illuminate the role that HBCU senior level administrators play in students' motivation toward success. We also highlight the notion that senior level administrators' role in organizational culture ultimately led historically-disempowered Black women students toward success in even the most historically inaccessible pathways in the science, technology, engineering, and math (STEM) fields. The study used semi-structured interviews with 71 Black women STEM students across 10 HBCUs and asked questions to better understand how events in their lives and on their campuses shaped their choice to pursue and persist through a STEM degree program. The study found that the women were highly motivated by their HBCUs' family-like community of support. Integral to this article, this support was not confined to professors and peers, but extended to senior administrators. We conclude that Black women STEM students' perception of their ability to succeed and their motivation is influenced by the institutions' senior administration.
Finding the Balance: Creating Meaningful Assignments without Overwhelming Instructional Workload
Author: Stevens, Jennifer
Date: 2018-12-00
Type: Journal Articles
Subjects: College Faculty,Assignments,Faculty Workload,Time Management,Online Courses,Learning Activities,Formative Evaluation,Summative Evaluation,Cooperative Learning,Writing Assignments,Scaffolding (Teaching Technique),Constructivism (Learning),Instructional Design,Teaching Methods,Educational Strategies,Teacher Attitudes

Online instructors are tasked with creating meaningful learning assignments, but they may struggle with balancing their teaching workloads. This article includes five strategies for creating assignments and activities that promote learning without overwhelming instructional workload, including anticipating student questions when writing assignments, creating reusable formative assessments, scaffolding assignments, creating choices for summative assessments, and encouraging student collaboration. These strategies draw from a constructivist learning paradigm while employing the concepts of interactivity, scaffolding, and collaboration.
Transferability and Alignment of Program Exemplars in Alternative Teacher Preparation
Author: McBrayer, Juliann Sergi
Date: 2018-00-00
Type: Journal Articles
Subjects: Alignment (Education),Alternative Teacher Certification,Faculty Mobility,Teacher Education,Program Implementation,Program Effectiveness,Teacher Effectiveness,Teacher Education Programs,Surveys,Professionalism,Teaching (Occupation)

Educational school leaders are experiencing challenges that include high teacher attrition rates and staffing difficulties. The goal of this study was to determine if program exemplars from traditional teacher preparation were transferable to, and aligned with, alternative teacher preparation in an effort to provide viable options for those desiring to enter the teaching profession. A survey ascertained perceptions about the effectiveness of alternative teacher preparation from the lens of those implementing the programs. Of the program exemplars identified in the literature, 32 of 37 (86.5%) were concluded to be highly transferable and aligned, demonstrating that traditional and alternative teacher preparation programs provide choice to those seeking to attain teaching credentials, as well as provide school leaders options for hire. Findings of this study are intended to support alternative teacher preparation programs in an effort to increase the number of effective teachers.
Three Teachers, Three Outcomes: Alternatively Certified Literacy Teachers and Their Use of Mentoring and Support
Author: Toralba, Karen Cole
Date: 2018-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Shortage,Beginning Teachers,Masters Programs,Experience,Teacher Attitudes,Beginning Teacher Induction,Mentors,Self Efficacy,Teacher Improvement,Literacy Education,Reading Teachers,Grade 4,Elementary School Teachers,Teacher Competencies

There is a teacher shortage throughout the US that has reached critical capacity in rural areas. To exacerbate this, new teachers often face difficulties their first year teaching, causing them to leave the profession. One means to combat this growing shortage is to recruit alternatively certified teachers. This study examined the lived experiences of three first-year teachers enrolled in a Master of Arts in Teaching (MAT) program, examining: (1) similarities and differences in their experiences; (2) how they viewed and used resources, support and mentoring; and (3) what influenced their self-efficacy and improvement. Findings indicated one teacher felt better prepared to teach, the second used supports when faced with challenges, and the third lacked efficacy and had a negative disposition.
Dynamics of the Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Teachers in Environmental Education
Author: Kaul, Maya
Date: 2018-00-00
Type: Journal Articles
Subjects: Inquiry,Online Courses,Inservice Teacher Education,Environmental Education,Cooperative Learning,Group Unity,Foreign Countries,Distance Education,Electronic Learning,Models

One of the greatest ways to transform education systems is to develop community-centered professional supports for in-service teachers. Given the rise of distance learning platforms such as massive open online courses (MOOCs), there is a growing potential to deliver such supports at scale. The community of inquiry (CoI) framework models the asynchronous, text-based communication that defines educational experiences within such collaborative learning environments; however, methods of CoI transcript analysis must be improved. This paper uses the University of Helsinki's 2016 MOOC, &quot;Sustainable Energy in Education,&quot; as a case study on how the CoI framework can be used to characterize the educational experience of in-service teachers in distance learning environments. Using the CoI coding protocol, this paper employs a transcript analysis of the discussion forum posts on the MOOC (n = 78), and applies improved measures of reliability in order to understand the capacity of CoI transcript analysis to reliably define online learning experiences. The findings suggest that, while the CoI framework is able to characterize some elements of online learning communities, more work needs to be done to ensure the framework captures the more nuanced elements of such educational experiences, such as the effects of course design and the relative engagement of course participants.
Incorporating Sustainability into Engineering and Chemical Education Using E-Learning
Author: Sanganyado, Edmond
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Engineering Education,Science Education,Engineering,Electronic Learning,Undergraduate Students,Chemical Engineering,Integrated Learning Systems,Conservation (Environment),Water Pollution,Sanitation,Rural Areas,Hospitals,Student Attitudes,Computer Mediated Communication,Persuasive Discourse,Student Projects,Recycling,Design,Reports,Sustainable Development,Curriculum Development,Learning Activities,Learner Engagement,Cooperative Learning,Student Participation

The purpose of this study was to develop e-learning activities that could facilitate the integration of sustainability concepts and practices in engineering and chemical education. Using an online learning management system (LMS), undergraduate students in an applied chemistry program at a public university in Zimbabwe participated in an online discussion on the role of chemical reaction engineering in achieving environmental sustainability goals. In the second activity, the students were instructed to prepare a design report for a cost-effective and innovative wastewater treatment plant for a rural hospital. The design report was evaluated through peer review online. Quantitative and qualitative analyses were performed on the two online activities to evaluate student engagement, quality of responses and the incorporation of sustainability into their learning. In the online discussion, 97 comments were made averaging 120 words per comment. Furthermore, the students averaged 3.88 comments, with the majority of comments exhibiting simple and complex argumentation, a deep reflection and widespread use of terms associated with sustainability such as recycling, pollution, waste and the environment. Furthermore, the evaluation of peer reviews revealed that participants demonstrated they could identify the strengths and shortcomings in the design reports. Therefore, this study demonstrated that e-learning, particularly peer review and online discussion, could help chemistry and engineering students appreciate the need for chemical and engineering activities that encourage sustainable development.