ethanporcaro/eric-fulltext-meta huggingface dataset:
Moral Disengagement Level of Team Athletes Depending on Unethical Behaviors They Perceived from Their Coaches
Author: Guvendi, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Team Sports,Athletes,Athletic Coaches,Ethics,Moral Values,Antisocial Behavior,Gender Differences,Moral Development

The aim of this study is to determine the correlation between moral disengagement level of team athletes and unethical behaviors they perceived from their coaches by examining moral disengagement level of team athletes depending on unethical behaviors they perceived from their coaches. The target population of the study consists of 305 team athletes whose age average is 20.45 [plus or minus] 4.68 and who are training with the same trainer for average of 2.01 [plus or minus] 1.69 years and from basketball, football and volleyball branches. In this study, &quot;Moral Disengagement in Sport&quot; and &quot;Athlete's Perception about Coaches' Unethical Behaviors&quot; scales have been used as data collection tools. Descriptive statistics, t test, ANOVA and Pearson Correlation analysis were used for the analysis of data. According to the findings of the study, it was observed that there was a positive low level of correlation between moral disengagement and athlete's perception about unethical behaviors of the coach. Younger athletes have a higher perception about unethical behavior they perceived from coaches. Moral disengagement scores of male athletes, athletes who did not take part in national team and athletes who were punished were significantly higher. Significant difference was observed in moral disengagement and in the sub-dimensions of the athletes' perception about their coaches' unethical behavior scales by branch. When the meeting level of athletes with their coaches in the social environment examined, it was seen that there was a significant difference in all sub-dimensions of the athlete's perception regarding the coach's unethical behaviors scale. When athlete's level of communication with their coaches was examined, there was a significant difference in all sub-dimensions of the athlete's perception regarding the coach's unethical behaviors scale. As a result, as the level of unethical behavior that athletes perceived from their coaches increases, the level of moral disengagement also increases.
Investigation of Relationship between Reactive Agility and Cognitive Parameters in Male Football Players
Author: Aktas, Yakup
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Sports,Foreign Countries,Males,Psychomotor Skills,Athletes,Cognitive Tests,Measurement Equipment,Reaction Time,Light,Acoustics,Scientific Concepts

Objective: This study aims at investigating the relationship between reactive agility and cognitive performance of amateur male football players. Material and Method: Twenty-four male football players from 11 Nisan Sports Club in Sanliurfa struggling in Regional Amateur Football League (BAL) participated in the study voluntarily. The mean age, height and weight of the football players participating in the study were 22.88 [plus or minus] 4.15 year, 176.76 [plus or minus] 5.90 cm and 69.76 [plus or minus] 7.61 kg, respectively. Psycho-Technical Vienna system was used for Participants' Cognitive tests, IQ (SPM), Continuous Attention (SIGNAL, SIGINAL TIME), Visual Memory (TAVTB), Determination Test (DT, DT TIME), Attention and Problem Solving (COG), Line Tracking (LVT), and Speed Distance Estimation (HMT). For the reactive agility test, the Fusion Sport Smart Speed device was used. Correlation statistics were used for the relationships between the variables. SPSS 23.0 package program was used for statistical operations. For the interpretation of statistical analyze, the significance level was accepted as 0.05. Results: There was no significant relationship between IQ (SPM), Continuous Attention (SIGNAL), Visual Memory (TAVTMB), Determination Test (DT), Attention and Problem Solving (COG), Line Tracking (LVT) with reactive agility values of male football players (p &gt; 0.05), a significant relationship was found between Continuous Attention Reaction Time (SIGINAL TIME) the rRaction Time of the Determination test (DT TIME) and Speed Distance Estimation (HMT) (p &lt; 0.05). Conclusion: As the content of the reactive agility test was based only on the speed and reaction speed against light and noise, it was found that the players were only associated with speed distance estimation and response time among the reactive agility performance and the cognitive tests. In order to determine the relationship between reactive agility and cognitive performance, there is a need for new reactive agility tests which are designed according to the branches where there is a distinction between competitor and team player requiring visual memory, attention, reaction, and double action skills.
Investigation of Affective and Socioeconomic Variables Predicting the Achievement Level of Low- and High-Achieving Students
Author: Çoban, Ercan
Date: 2019-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Predictor Variables,Low Achievement,High Achievement,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Academic Achievement,Information Technology,Student Attitudes,Achievement Need

This study aimed to determine the affective and socioeconomic variables significantly predicting achievement level of low- and high-achieving students. The data of 1323 low-achieving and 2022 high-achieving Turkish students participated in the PISA 2015 were used in the study. The data were analyzed by using binary logistic regression. The findings showed that test anxiety; achievement motivation; enjoyment of cooperation; environmental awareness; environmental optimism; science self-efficacy; epistemological beliefs; economic, cultural and social status index (ESCS), and the information and communication technology (ICT) resources index were significant predictors of the achievement level of low- and high-achieving students. While test anxiety and environmental optimism scores of low-achieving students were higher, achievement motivation, enjoyment of cooperation, environmental awareness, science self-efficacy, epistemological beliefs, ESCS, and ICT resources scores were higher among high-achieving students.
Surveying the Level of Perceived Freedom of University Students in Their Leisure Time
Author: Çakir, Veli Ozan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Freedom,Leisure Time,Student Attitudes,Age Differences,Departments,Instructional Program Divisions,Well Being,Athletics,Recreational Activities

The purpose of this study is to investigate the level of perceived freedom of university students in their leisure time with respect to various parameters. The sample group of the study has been selected with purposive sampling method among Dumlupinar University PE and Sports College students with an average age of 22.49[plus or minus]2.76, of whom 192 are male and 98 are female, with a total of 290 students. In the study, &quot;Freedom Perceived in Leisure Time Scale&quot; which has been developed by Witt and Ellis (1985) and adapted to Turkish by Lapa and Tercan (2017), has been used. To determine the personal information of participants percentage and frequency methods, and to determine whether the data has normal distribution or not Shapiro Wilks normality test has been conducted and once it has been concluded, that the data was suitable for parametric test conditions, independent T Test and ANOVA Test has been used to analyse the data. Analysis shows, that with respect to gender, age, department, grade, and weekly leisure time sufficiency parameters there is no significant difference in perceived level of freedom, but with respect to welfare level and sports branch parameters there is a statistically meaningful difference. Consequently, it has been concluded, that in the perceived level of freedom of participants there are differences with respect to various parameters.
Development of Grade 10 Students&apos; Scientific Argumentation through the Science-Technology-Society Learning Unit on Work and Energy
Author: Pimvichai, Jirutthitikan
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 10,Persuasive Discourse,Science and Society,Secondary School Students,Foreign Countries,Secondary School Science,Units of Study,Science Instruction,Instructional Effectiveness

This study aims to examine the effect of Science-Technology-Society (STS) learning unit on the Work and Energy topic in developing grade 10 students' scientific argumentation. The research participants were 20 grade 10 students at one secondary school located in Khon Kaen province, the Northeastern region of Thailand. The students' tasks, discourse and informal interview were collected and interpreted according to the Toulmin's Argument Pattern (TAP) framework. The findings revealed that the STS learning unit on Work and Energy could promote the participating students' scientific argumentation. That is, the students could generate more quality and effective scientific argumentation according to the TAP framework. There was a high number of quality scientific argumentation regarding Warrants, Qualifiers and Backing especially in the Decision Making and Socialization stages of STS approach. Also, the students normally applied their scientific understanding in creating their Grounds. The implication of this study are designing the appropriate STS workshop for training in-service science teachers to be able to understand about the STS approach and how to apply the STS approach in helping their students develop scientific argumentation.
Evaluating Adopt-Ability of Open Source Tools for Problem Solving in Specific Design Tasks in Industrial Design Education
Author: Erkarslan, Onder
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Source Technology,Problem Solving,Industrial Arts,Design,Foreign Countries,Undergraduate Students,Educational Technology,Student Attitudes,Adoption (Ideas)

The purpose of the study was to evaluate the adoptability of Open Source Tools (OST) as a learning strategy in undergraduate Industrial Design (ID) education. OST has the potential for students to overcome certain difficulties in specific tasks, such as design presentation, design research, design decision, concept generation and design documentation. In this study, both quantitative and qualitative methodologies are used to develop the research. As the first step of the research, quantitative methodology is employed, using a survey method to collect data from students. The survey investigates industrial product design students' perceptions of difficult tasks and their reasons, as well as their awareness of OST. In the second phase of the study, qualitative methodology is followed to acquire feedback on the proposal regarding Open Source (OS) use in an ID studio course using case studies. The simulation follows qualitative methodology, using primarily observations and obtaining verbal feedback. The results indicated that students were willing to adopt OST as an effective design tool and to overcome difficulties in the design process.
Considering the Relationship between Research and Practice in Technology Education: A Perspective on Future Research Endeavours
Author: Seery, Niall
Date: 2019-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Technology Education,Educational Research,Educational Trends,Trend Analysis,Design,Research Needs

Technology subjects are a relatively recent addition to the discipline offerings at postprimary level, and have a short but interesting history in terms of associated educational research. In this paper, an overview of the evolving research agendas that emerged in response to the nature of practice, from the perspectives of the Technology Education Research Unit (TERU) and the Technology Education Research Group (TERG) is presented. A chronological account of their research activities is provided, demonstrating the perspectives, paradigms and foundations of their research endeavours. The purpose of this paper is to provoke reflection on the past, present and future of technology education research and practice, using both TERG and TERU for narrative purposes. Therefore, this paper concludes by sharing the evolution of research in TERU and TERG, so as to help consider and shape the future of relevant, contemporary, and progressive research activity.
Exploring the Differences between Educational Consultant&apos;s and Teachers&apos; Perceptions on Teachers&apos; Needs of Professional Development
Author: Wehbe, Nada
Date: 2019-00-00
Type: Journal Articles
Subjects: Consultants,Faculty Development,Educational Needs,Teacher Attitudes,Elementary School Teachers,Preschool Teachers,Foreign Countries,Program Effectiveness,Private Schools,21st Century Skills

The study aims to investigate whether there is a discrepancy between educational consultants and teachers' perceptions on teachers' needs of professional development. The study also intends to answer the following research question: Is there a discrepancy between the perceptions of educational consultants and teachers of teachers' needs in professional development? Moreover, two sub research questions were addressed: How do teachers perceive their needs for PD? How do educational consultants prepare for PD sessions/programs? The participants of the study are twenty pre/lower elementary school teachers and one educational consultant in Beirut. The methodology used to conduct the study was mixed-methods: a qualitative analysis was conducted for the consultant's interview questions and a quantitative analysis for the teachers' questionnaire. Results showed slight differences between the perceptions of teachers on PD and that of the consultant.
Using Online Lectures to Promote Engagement: Recognising the Self-Directed Learner as Critical for Practical Inquiry
Author: Henrikson, Robin
Date: 2019-00-00
Type: Journal Articles
Subjects: Lecture Method,Learner Engagement,Inquiry,Instructional Design,Discussion Groups,Student Reaction,Graduate Students,Teacher Education,Metacognition,Cues,Asynchronous Communication,Scaffolding (Teaching Technique),Online Courses,Independent Study,Andragogy,Cooperative Learning

This study analysed the relationships between teaching presence, social presence, and cognitive presence in online learning environments (Garrison, Anderson, &amp; Archer, 2000), with an emphasis on examining ways in which the design of instructor presentation formats relates to student responses in discussion forums. Both quantitative and qualitative analyses were used to determine the nature of student responses, primarily through the lens of the Practical Inquiry Model (Garrison, 2007), by coding all text in the initial student responses to content-based questions. Twenty participants were randomly assigned to two sections in a graduate-level, teacher education course. One group was provided with metacognitive prompts throughout the asynchronous lecture presentation. They were asked to pause the presentation and document their thinking relative to the prompts. The other group was not asked to pause and write during the presentation, nor were there any metacognitive prompts embedded in their presentation. A Pearson's chi-square analysis was used to analyse the coding of the text, and a form of text analytics was used to seek out the nature of student learning and cognitive presence. There was no significant association found between the design of the instructor presentation and levels in the Practical Inquiry Model. Furthermore, the themes, number of total themes, and word count remained consistent between the two groups.
Career Decision-Making for Undergraduates Enrolled in Career Planning Courses
Author: Prescod, Diandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Decision Making,Career Planning,Intellectual Disciplines,College Curriculum,Majors (Students),Career Choice,Family (Sociological Unit),Individual Development

Many students face a number of challenges when they enter into their undergraduate years. Career planning courses allow students to explore various major and career of interests along with their decision-making skills. These kinds of courses can either be general or focused to a specific discipline. The current study examined career decision-making with undergraduate students enrolled in a general and discipline-focused career planning courses. The results showed no significant differences in post scores between the two courses. Implications for career counselors, school counselors, counselor educators, and college/undergraduate advisors are discussed.
How Can Teachers Increase Discipline in Their Classrooms and Deliver a Linguistically and a Culturally Adjusted Education for Diverse Students? A Message for Pre-Service and In-Service Teachers
Author: Krawczyk, Ewa
Date: 2019-00-00
Type: Journal Articles
Subjects: Discipline,Classroom Techniques,Student Diversity,Curriculum,Culturally Relevant Education,Evaluation Methods,Teacher Characteristics,Student Characteristics,Social Influences,Teacher Role,Language Usage,Culture Fair Tests

This paper points out the demographic changes in the American society, which is becoming more and more culturally and linguistically diverse. This demographic shift in society calls for radical changes in the educational system, thus not only mainstream, but all students can be appropriately served in schools. The author connects discipline issues often resulting from the mismatch between the curricula and the type of students they are meant to serve. She also provides recommendations and tools that can enhance teachers' instructional curricula in order for them to serve their students more efficiently and effectively. These tools include, but are not limited to teachers' reflection on themselves and their students from the cultural and societal perspective, incorporation of culturally relevant teaching textbooks and materials, and the inclusion of holistic types of assessment towards all the students. The author strongly believes that incorporating these adjustments can substantially lower discipline problems in the classrooms.
Inverted Classroom Improves Pre-University Students Understanding on Basic Topic of Physics: The Preliminary Study
Author: Eldy, Elnetthra Folly
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Mechanics (Physics),Control Groups,Experimental Groups,Science Tests,Pretests Posttests,Scores,Science Achievement,College Bound Students,Foreign Countries,Instructional Effectiveness,Grades (Scholastic),Science Instruction,Teaching Methods,High School Students

This paper discusses the effectiveness of the inverted classroom implemented in a pre-university physics classroom on topics of classical mechanics. Inverted classroom moves from traditional lectures to providing students with pre-recorded lectures and other materials such as videos, online quizzes and online exercises to foster independent learning. In this study, the classroom was divided into two groups: a control group and experimental group intervened with the inverted classroom; in evaluating the efficiency of the intervention, at the end of the module, both groups were tested using tests that are similar. The findings show that there was a significant difference between control group and experimental group on their pre-test and post-test score. It implies the potential use of this approach in other basic topics of pre-university physics classroom.
Designing for Distance Learning in Developing Countries: A Case Study
Author: Heredia, Jimena de Mello
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Instructional Design,Distance Education,Higher Education,Undergraduate Study,Bachelors Degrees,Instructional Materials,Integrated Learning Systems,Undergraduate Students,Technology Uses in Education,Affordances,Technological Advancement,Human Factors Engineering

Teaching and learning in higher education are being transformed through complex configurations of people, tasks, and material and digital resources. Successful designs for innovative learning require us to understand how these complex configurations relate to learners' activity. This paper illustrates the application of a networked learning approach to frame the design of distance learning in higher education in developing countries. A case study based in a Bachelor subject offered at a Brazilian university is discussed. Its analysis unveils how design fits into a broader social context that influences structural elements related to learning materials, the learning management systems adopted, and the social arrangements for students in this case study. The paper shows how the networked learning approach allows us to explore the complexities of distance learning in developing countries, offering an analytical ground to identify, explore, learn and adapt key re-usable design ideas, with the aim of improving distance teaching and learning in higher education.
Source Use by Second-Year Psychology Students in Online Distance Learning
Author: Weaver, Nancy Evans
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Psychology,Online Courses,Distance Education,Information Sources,Textbooks,Library Materials,Assignments,Foreign Countries,Information Seeking

Literacy skills and behaviours of university-level students are of wide interest today. The research reported here fits in this tradition. It examines second-year psychology students' source use in a course taught through online distance learning (ODL). The number of sources used increased across assignments. Most used were the textbook, instructor sources, and librarian-selected sources. The mark achieved increased with number of sources, instructor sources, and librarian-selected sources. Compared with previous research on first-year students, instructor and librarian-selected sources were frequently referenced by both sets of students, and source use related positively to their marks. This research expands the literature by comparing beginning and more advanced students; by replicating previous results; and by examining two assignments from ODL students.
Proactive Advising for At-Risk Students: Comparing a Predictive Model to Faculty Identification
Author: Waddington, David
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,At Risk Students,Academic Advising,Identification,Early Intervention,Predictor Variables,Models,Grade Point Average,Foreign Countries

This study investigates the alignment of a predictive model created to categorize first semester students by risk level of not completing their studies with the faculty identification of students displaying risk behaviours of the same cohort at Mohawk College. Data created by Finnie et al. (2017), is compared to a sample of first semester students that were identified as being &quot;at-risk&quot; by faculty members that had no exposure to the results of the predictive model. Results indicate that there is alignment between the predictive ability of the model and the faculty-perceived risk of student success in a variety of variables including overall identification of &quot;at-risk&quot; behaviour, semester GPA, and next semester reregistration. Relevant contributions to advising practices in a college setting are provided through the alignment of the results generated from a predictive model and the practices of both advisors and faculty members.