ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating the Interdisciplinary Civilian Airman
Author: Less, David W.
Date: 2018-08-00
Type: Journal Articles
Subjects: Military Training,Competency Based Education,Transfer of Training,Associate Degrees,Interdisciplinary Approach,Curriculum Development,Aerospace Education

Competency Based Education (CBE) is becoming increasingly popular with Department of Defense (DoD) training and education. Air University, located at Maxwell Air Force Base (AFB) Alabama, recently identified CBE as a key factor for consideration in future training. This article discusses Air Force Competencies, analyzes the evaluation of competencies, and transfer of learning. The Civilian Associate's Degree, currently under beta testing, is discussed as an example of the need to consider transfer of learning with respect to institutional competencies. Beta testing of the Associate of Applied Science Degree in Air Force Leadership and Management Studies is meant to pave the way for the development and implementation of Civilian Airman training. Based on Civilian Associate's Degree (CAD) Beta Testing student data, our research examines how CAD faculty can best capture professional interdisciplinary knowledge and experiences present in incoming students. In turn, leadership and management theories will add to the student knowledge and experience. This paper is an effort to capture the utilization of previous professional student experiences while developing and updating course curriculum based upon research and Beta Test student data.
Dr. Jon Saphier Interview: Decades of Success in Educational Leadership
Author: Welby, Kathryn A.
Date: 2018-08-00
Type: Journal Articles
Subjects: Leadership Responsibility,Success,Leadership Styles,Values,Trust (Psychology),Educational Change,Change Strategies,Failure

Dr. Jon Saphier is an international leader in education. His legend remains as he continues to expand on his Boston University's ethnographic dissertation (1980), which later became the best-selling textbook, &quot;The Skillful Teacher&quot; (2008). Dr. Saphier has sustained his leadership position internationally by continuously advocating for best teaching practices worldwide. This paper contains an interview with Jon Saphier and analysis of his leadership practices. Dr. Saphier discusses his core values of leadership, his successful approach to change initiatives, leadership failures, and critical elements of effective leadership. Dr. Saphier continues to be a driving force in educational initiatives worldwide. His humble, yet strong, approach is the foundation of his leadership sustainability. Dr. Saphier continues to mold his legacy as an educational leader by publishing, consulting, researching, developing models of district improvement, creating alliances, keynote speaking, and inspiring future educators. Jon Saphier continues to be a driving force in effective international educational practices.
Developing and Continuing Sustainability-Related Academic Programming: Observations of Emerging Practices
Author: Alibašic, Haris
Date: 2018-08-00
Type: Journal Articles
Subjects: Partnerships in Education,Sustainability,Local Government,Colleges,Universities,Instructional Leadership,College Programs

This paper offers an overview and summary of selected sustainability-related academic programs and certificates delivered by universities and colleges that are located within the same geographic area (Grand Rapids, Michigan, U.S.). The authors evaluated the holistic and practical dimensions of creating and sustaining educational programs and reviewed emerging outcomes from universities with a history of prosperous programs to recommend models of applicability. The study focused on the role of internal and external leadership, political and appointed officials, networking of various stakeholders, demand for sustainability in education, and the resources commitment in staffing the programs. The authors analyzed internal reports and documents in the context of sustainability in education and longevity of programs. The findings related to the concepts of successfully developing and sustaining sustainability-related academic programs in Grand Rapids (MI) are examined within a broad and holistic context encompassing educational, programmatic, socioeconomic, organizational, and leadership dimensions. While further research is warranted, all elements add value to the conceptual framework of developing and supporting sustainability-related academic programming, with potential lessons and implications for programmatic approaches to education domestically and abroad.
Leadership Strategies for Embedding Sustainability and Resilience in Organizations with an Emphasis on Sustainable Energy
Author: Alibašic, Haris
Date: 2018-08-00
Type: Journal Articles
Subjects: Sustainability,Leadership Effectiveness,Energy,Public Officials,Urban Areas,Urban Planning,Local Government,Public Agencies,Administrators,Interviews,Government Employees,Grounded Theory,Administrator Attitudes,Middle Management,Energy Conservation,Resilience (Psychology)

Efficient strategies to embedding sustainability in an organization are frequently linked to effective leadership. By design, changes in direction within an organization may lead to alterations in commitment or perceived significance of sustainability in organizations. While some organizational leaders are interested in embedding sustainability within a structure, other leaders believe in leaving the legacy behind and permanently influencing sustainability efforts. To confirm or dispel the underscored notion of the importance of leadership in embedding sustainability in organizations, a qualitative methodology approach to interviews, document analyses, and literature review is utilized. The research inquiry includes in-person interviews with top city staff and elected officials in a large Midwestern city and a review of the internal documents and reports. The end goal of the research is an examination of the role both elected and appointed officials have in embedding sustainability within cities, and whether a change in leadership may have an impact on continuity of sustainability implementation and long-term viability of such policies. The paper focuses on the application of sustainable energy policies within a local government organizational structure as a mean of constructing a better understanding of leadership on sustainability implementation and embedment. While the further inquiry is needed, the research points out that an active partnership between city managers, administrators, and elected officials must be in place to support integrating sustainability from within and that sustainability thrives where exhaustive leadership support such initiatives and efforts.
Analyze of the Science and Technology Course TEOG Questions Based on the Revised Bloom Taxonomy and Their Relation between the Learning Outcomes of the Curriculum
Author: Zorluoglu, Seraceddin Levent
Date: 2019-00-00
Type: Journal Articles
Subjects: Taxonomy,Correlation,Science Education,Technology Education,Test Items,Outcomes of Education,Units of Study,Genetics,Foreign Countries,Cognitive Processes,High Stakes Tests,Student Placement,Secondary Education

Students who are getting education in our country are subject to various exams in order to be placed in a higher education. Since 2013-2014 academic year, Transition from Primary Education to Secondary Education (TEOG) exam has started to be applied for secondary education. TEOG exam questions are prepared in such a way to include teaching program achievements/learning outcomes published by the Ministry of National Education. In this study, the relations between the levels of the TEOG exam science and technology course questions and the 8th class achievements of the Science and Technology course curriculum in the renewed Bloom taxonomy were examined. In the research, data were subjected to descriptive analysis using the document analysis method. A total of 120 Science and Technology questions of the TEOG exams held between 2013 and 2016 were included in the study but 118 of the questions were analyzed since two of the questions were canceled. At the end of the research, it was determined that 58 questions from the Science and Technology course of Semester I included in the TEOG exam were the questions related to the 31 learning outcomes of the total of 34 outcomes included in the examination program. It was observed that 60 questions from the Science and Technology course of Semester II were related to the 42 learning outcomes of the total of 96 outcomes included in the program. In addition, it was also determined that there was no question in TEOG related to some of the course units.
Analysis of Scientific Studies on Item Response Theory by Bibliometric Analysis Method
Author: Aksu, Gökhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Item Response Theory,Scientific Concepts,Science Instruction,Databases,Bibliometrics,Citation Analysis,Foreign Countries

The purpose of this study is to analyze the studies, which include Item Response Theory among the keywords, available in the Web of Science database between 1980-2018 through bibliometric analysis method. A total of 1,367 academic works has been analyzed. The authors, journals and countries having the highest number of studies in the field and their interrelations on the network in terms of collaboration have been determined through common citation analysis performed using Citespace II software. In addition, a word analysis was also conducted to determine most frequently used concepts in the field. As a result of the study it was found that the authors that have made the biggest contribution to the field are De Ayala, Embretson, Reckase, Reise and Chalmers; in addition, the countries making the biggest contribution are respectively US, Netherland, Canada, Spain and China. The number of citations that US got, which is the country that received the highest number of citations with 687 citations, is 7 times higher than Netherland, which is the second most cited country. Moreover, it was found that the journals that were mostly cited are respectively &quot;Psychometrika,&quot; &quot;Appl Psych Measurement,&quot; &quot;Item Response Theory,&quot; &quot;J Edu Measurement&quot; and &quot;Educ Psychol Measurement.&quot; As a result of the word analysis based on most repeated words, which was performed for the purpose of determining most popular subjects on the field, it was found that most frequently used words are item response theory, classical test theory, model, validation, reliability, validity and Rasch model.
The Relationship between University Students&apos; Epistemological Beliefs and Teaching/Learning Conceptions
Author: Turan, Mehmet Behzat
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,College Students,Epistemology,Student Attitudes,Teaching Methods,Physical Education,Athletics,Foreign Countries,Athletic Coaches,Recreation,Questionnaires

The purpose of this study is to explore the relationship between the Epistemological Beliefs and Teaching/Learning Conceptions of the 1st, 2nd, 3rd and 4th grade students in the departments of Physical Education and Sports Teaching, Coaching Education, Sports Management and Recreation Education in the School of Physical Education and Sports in Erciyes University. The research population consists of randomly selected 706 students of the School of Physical Education and Sports. In the study, Epistemological Beliefs Questionnaire (Aypay, 2012) and Teaching/Learning Conceptions Questionnaire (Aypay, 2011) were used as data collecting tools. Data obtained through Personal Information Form, Epistemological Beliefs Questionnaire and Teaching/Learning Conceptions Questionnaire were statistically analyzed using SPSS 20.0 package program. Candidates' personal information and inventory total points and factor points were presented by identifying frequency (f) and percentage (%) values. To indicate the relationship between the scores obtained from the questionnaires, Pearson Moment Product Correlation analysis (r) was conducted while multiple regression analysis was performed to determine whether the points are predictive of each other. (ß) Consequently, it was found that the Epistemological Beliefs Questionnaire subdimensions Learning Process and Learning Effort positively influence the constructivist teaching/learning conceptions of the students of the School of Physical Education and Sports while the subdimensions Learning Process and Certainty of Knowledge positively affect the students' traditional teaching/learning conceptions. According to these results, it is considered that students will take an active role in the learning process and the constructivist education and training processes will develop and contribute to the new generation constructivist education and training process while performing the teaching profession.
The Long-Term Impact of a Short-Term Study Abroad Program: Perspectives on Global Citizenship
Author: Berg, Todd M. Vanden
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Global Education,Citizenship Education,Foreign Countries,Alumni,Tourism,International Education,Instructional Effectiveness,Outcomes of Education,Travel

This paper explores the long-term impact of a short-term study abroad program on alumni of the program years after having taken the course. Through using a mixed measure survey, the data reveals that short-term study abroad programs can have a significant and direct impact on the lives of alumni. The specific program considered has impacted alumni choices of international tourist destinations, activities alumni participate in while traveling abroad, as well as the choices alumni make concerning lodging while traveling abroad. In short, after participating in a short-term study abroad program, alumni have developed a global citizenship identity.
The Effect of Outdoor Sports as Undergraduate Elective Course on Environmental Sensitivity
Author: Arslan, Yasin
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletics,Undergraduate Students,Elective Courses,Conservation (Environment),Student Attitudes,Foreign Countries,Teacher Education,Dentistry,Engineering,Natural Sciences,Outdoor Education,Gender Differences,Values,Empathy,Natural Resources,Environmental Education,Knowledge Level

This study aims to examine the views of students who take or do not take outdoor sports as undergraduate elective course at different departments of Tokat Gaziosmanpasa University on environmental sensitivity. The study group consists of 288 undergraduate students with a mean age of 20.9 ± 2.19 studying at the Faculty of Education, Vocational School of Higher Education, Faculty of Dentistry, and Faculty of Engineering and Natural Sciences. Of the students, 140 (90 males and 50 females) take Outdoor Sports as an elective course. Scanning method was employed in the study. A questionnaire on environmental sensitivity to determine the students' knowledge, sensitivity and attitudes was conducted randomly as data instrument. In the evaluation of data, aside from descriptive statistical methods (arithmetic average, standard deviation, frequency-percentage), normality test was made for all variables in the research. All the variables comply with the normal distribution at p &lt; 0.05 significance level. T-test was conducted for the independent variable in between-group comparisons of the parameters, with a statistical significance at p &lt; 0.05 level. Within this study, a statistically significant difference was found between the general score averages of student views on environmental sensitivity by gender (p = 0.047). However, as far as taking Outdoor Sports as elective is concerned, there was not a statistically significant difference between the general score averages of student views on environmental sensitivity (p = 0.693). There was also no statistically significant difference between the general score averages of the views on environmental sensitivity of students who take and do not take the elective outdoor sports course (p &lt; 0.05).
POWER UP: A Persuasive Writing Strategy for Secondary Students with Emotional and Behavioral Disorders
Author: Nordness, Philip D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Strategies,Persuasive Discourse,Behavior Disorders,Emotional Disturbances,Intervention,Essays,Writing Improvement,Mnemonics,Self Management,Manipulative Materials,Statewide Planning,Measurement,African American Students,High School Students,Special Education,Urban Areas,Individualized Education Programs,Public Schools

In the area of written expression, students with emotional and behavioral disorders (EBD) typically perform one to two grades below their same age, non-disabled peers. Unfortunately, there is a lack of research on writing interventions to improve these outcomes. The purpose of this study was to examine the effect of a persuasive writing strategy called POWER UP to improve the quality of persuasive essays for secondary students with EBD. The results suggest that a mnemonic strategy based on the Self-Regulated Strategy Development Model (SRSD) can improve the quality of persuasive writing essays for secondary students with EBD.
Physiotherapy Students&apos; Perceptions of Team-Based Learning Using the Team-Based Learning Student Assessment
Author: Teixeira, Renato da Costa
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teamwork,Student Evaluation,Physical Therapy,Undergraduate Students,Learning Strategies,Foreign Countries,Elective Courses,Teaching Methods,Student Satisfaction,Preferences,Instructional Effectiveness,Accountability,Reflective Teaching,College Faculty,Public Colleges

According to the National Curricular Guidelines for the undergraduate-level course in physical therapy, the curriculum must promote the training of a generalist, humanist, critical, and reflective professional to develop skills focused on decision-making, communication, leadership, etc. Several methodologies are used in the teaching-learning process; of these, active methodologies are often cited, wherein, contrary to the traditional model of teaching, the roles of the teacher and student are reversed. This study aimed to evaluate students' perception of learning in teams (Team-based learning) as a teaching-learning strategy in the physical therapy undergraduate program of the University of the State of Pará, using the Team-based Learning Student Assessment Instrument (TBL-SAI). A cross-sectional, descriptive study with 21 physical therapy undergraduate students of the UEPA Campus XII was conducted. The TBL-SAI was administered after they participated in an optional course of the respiratory system, wherein the TBL teaching was adopted. The 33 items of the TBL-SAI comprise responses ranging from 1 (I strongly disagree) to 5 (I strongly agree), divided into three subscales: perception of students' accountability, preference for traditional approach or TBL, and students' satisfaction. Average score on the subscales higher than the neutral scores indicated that the students perceived the TBL to be an effective learning tool. The participants reported an overall positive experience using TBL with respect to accountability toward their studies, preference for TBL, and their satisfaction with the method. Future studies should evaluate the impact of TBL on the academic performance and learning ability of undergraduate students of physical therapy.
Integrating Perceived Added Educational Value Business Administration Core Course Items into Scales and Their Relationships to Degree Program Satisfaction and Business School Reputation Influence
Author: Blau, Gary
Date: 2019-00-00
Type: Journal Articles
Subjects: Business Schools,Reputation,Business Administration Education,Correlation,Course Descriptions,Required Courses,Student Attitudes,Undergraduate Students,Bachelors Degrees,Value Added Models,Program Evaluation

Prior research has not investigated perceived added education value in courses. Using a sample of 165 graduating business students, two business administration (BA) scales were created from six required BA core courses as part of students' Bachelor of Business Administration (BBA) degree. Students were asked if each required course &quot;added value to their education&quot;. The two core scales (number of items) were labeled: BA Unique (4 items) and BA Generic (2 items). Analysis showed that the BA Unique scale had higher perceived added education value than the BA Generic scale. The BA Unique scale had stronger relationships to program degree satisfaction and Business School reputation than the BA Generic scale. These results supported the development of more unique required core courses based on business school stakeholder needs. Other schools should consider their stakeholders' needs to see if more unique required core courses, beyond generic, are needed. Although only six of 21 required courses could be tested due to sample size limitations, these initial results suggest it is important to evaluate the perceived added education value of required courses in a curriculum.
Investigating the Role of School-Based Extracurricular Activity Participation in Adolescents&apos; Learning Outcomes: A Propensity Score Method
Author: Hsu, Hsien-Yuan
Date: 2019-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Extracurricular Activities,Attribution Theory,Educational Environment,Longitudinal Studies,Grade 10,High School Students,Comparative Analysis,Peer Groups,Mathematics Achievement,Correlation,Academic Achievement

The purpose of this study was to apply a propensity score method that could control for selection bias at both the student-level and school-level in an investigation of the causal effect linking participation in school-based extracurricular activity (SBEA) to adolescents' learning outcomes. The data for this study were drawn from the Education Longitudinal Study of 2002 (ELS: 2002) data set. The final sample comprised 12,247 10th graders; 6,026 (49.20%) were males. A propensity score method incorporating marginal mean weighting through stratification was implemented to analyze the data. Results showed that 10th graders who had proper intensity of participation in SBEA (6-15 hours a week) slightly outperformed peers who did not participate in SBEA on the performance of mathematics achievement in 12th grade. Regarding the link between SBEA participation and adolescents' long-term learning outcomes, results indicated 10th graders in 2002 with low to moderate levels of intensity (i.e., 1-15 hours) were more likely to achieve higher education credentials by the year 2012 when compared to non-participating peers.
The Importance of Knowing Linguistic Content in Speech Therapy
Author: Petek, Tomaž
Date: 2019-00-00
Type: Journal Articles
Subjects: Speech Therapy,Linguistics,Slavic Languages,Allied Health Occupations,Education,Foreign Countries,Student Attitudes,Schools of Education,Females,College Students,Comparative Analysis,Factor Analysis,Role,Knowledge Level,Self Evaluation (Individuals)

Linguistics and speech therapy are two directly related areas whereby the first one, with appropriate development, should follow the latter as a support in a theoretical and practical sense. In a study carried out amongst Slovene speech therapy students, the researcher was interested in their views regarding the importance of linguistic content in their studies. The sample included all active students who were enrolled in the first-level and second-level study program of speech therapy at the Faculty of Education of the University of Ljubljana in the academic year 2018/19. In total, we received 43 appropriately completed questionnaires. All participants were female. A descriptive and causal-non-experimental method of pedagogical research was used. The study also offers a comparison of answers according to the study year (1st, 3rd and 5th) and results verifying the connection and dependence between different variables.