ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Leisure Management in Study-Leisure Conflict in Secondary Education
Author: Durhan, Tebessüm Ayyildiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Leisure Time,Foreign Countries,Secondary School Students,Time Management,Study Habits,High School Students,Conflict,Correlation,Knowledge Level,Skill Development,Middle School Students,Goal Orientation,Student Attitudes,Student Behavior

In the study where the relationship between study-leisure conflict and leisure management and the effect of leisure management on this conflict was investigated, it was also determined how certain variables changed the level of SLCS and LM. The study included 236 students studying in total 4 secondary and high schools in Ankara, and the data were obtained through personal information form as well as study-conflict and leisure management scales. Study and leisure conflict scale; &quot;Study-Leisure Conflict Scale&quot; is a measurement tool developed by Isik and Demirel (2018), inspired by the scale of &quot;Measurement of Work-Leisure&quot; (Tsaur et al., 2012), consisting of 20 questions and 5 sub-dimensions. &quot;Leisure Management&quot; scale is a measurement tool developed by Wang et al. (2011), consisting of 15 questions and 4 sub-dimensions and adapted to Turkish by Akgül and Karaküçük (2015). Parametric tests were applied since it was determined that the data showed normal distribution. In the analysis of the data, descriptive statistics, independent sample T test, one-way analysis of variance ANOVA test and Tukey (HSD-LSD) test were used for intra-group comparisons, and Pearson Correlation test and Regression analysis were used to determine the relationship and effect. The findings of the research show that the participants displayed a level of conflict below average; on the other hand, they showed a level of leisure management slightly above the average. Partial weak relations were determined between the study-leisure conflict scale and the leisure-time management scale, while at the same time; it decreased the level of leisure-study conflict of leisure time, although it was not significant. It is among other findings that certain variables change the measurement tools. As a result of the research, it is thought that the partial weak relations between study-leisure conflict and leisure management will return to the expected negative momentum by the students having effective knowledge and skills about leisure management. Accordingly, it is revealed by the findings of the study that more information on leisure time, management and conflict resolution should be transferred in education programs.
University Students&apos; Perception of the Usefulness of the Flipped Classroom Methodology
Author: Colomo-Magaña, Ernesto
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Instructional Effectiveness,Flipped Classroom,Foreign Countries,Personal Autonomy,Gender Differences

In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample.
Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions
Author: See, Beng Huat
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Incentives,Teacher Salaries,Compensation (Remuneration),Professional Continuing Education,Evidence,Alternative Teacher Certification,Program Effectiveness,Disadvantaged Schools

Background: A raft of initiatives and reforms have been introduced in many countries to attract and recruit school teachers, many of which do not have a clear evidence base, so their effectiveness remains unclear. Prior research has been largely correlational in design. This paper describes a rigorous and comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work so far. Methods: The review synthesises a total of 120 pieces of research from 13 electronic databases, Google/Google scholar and other sources. Each study is weighted by strength of evidence. Results: The strongest evidence suggests that targeted money can encourage people into teaching but does not necessarily keep them in the teaching profession. The money needs to be large enough to compensate for the disadvantages of working in certain schools and areas, and competitive enough to offset the opportunity costs of not being in more lucrative occupations, and its effect is only short-term. Conclusions: Continuing professional development (CPD) and early career support could be promising approaches for retaining teachers in the profession, but the evidence for them is weak. There is no evidence that any other approaches work, largely because of the lack of robust studies.
The Role of External and Internal Team Coaches in Teacher Design Teams. A Mixed Methods Study
Author: Compen, Boukje
Date: 2020-00-00
Type: Journal Articles
Subjects: Teamwork,Faculty Development,Curriculum Development,Coaching (Performance),Foreign Countries,Teacher Attitudes,Teacher Response,Expertise,Leadership Effectiveness,Secondary School Teachers

Teacher design teams (TDTs) are increasingly used as a means for teacher professional development. It has been posited that for teacher learning to occur, TDTs need support from team coaches. These coaches are either external experts or peer teachers that guide the team from within. The current literature is in debate on whether external or internal coaches are most effective in supporting TDTs. In this study, we, therefore, examine whether these coach types differ in how they fulfil their role. We additionally evaluate how coaching interacts with the team learning process and the TDT trajectory's outcomes. We used a mixed methods design in the context of a large-scale TDT trajectory in Flanders (Belgium). We administered questionnaires among 63 teachers of 18 TDTs, and conducted interviews with the coaches of 14 TDTs. Our results indicate that coaching activities correlate with the majority of team learning beliefs and behaviours (TLBB) examined, as well as with perceived team effectiveness and the quality of material developed. Whereas teachers in TDTs with an internal coach seem to evaluate the coaching activities and the TLBB more positively than teachers in TDTs with an external coach, the opposite holds for perceptions of the trajectory's outcomes.
Measuring the Degree of Academic Satisfaction: The Case of a Brazilian National Institute
Author: Walter, Cicero Eduardo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Satisfaction,Technical Institutes,Educational Indicators,Educational Attitudes,Gender Differences

The Brazilian National Institutes are strategic elements for the growth and development of Brazilian society since they have the purpose of meeting social and economic demands. However, for this purpose to be materialized, it is essential to develop strategies and mechanisms that consider the current educational context, marked in large part by the transformation of education into a product and the increased awareness of students who expect to have their own needs met in terms of achievement and satisfaction. Based on this premise, this research aims to present an indicator for measuring student satisfaction of students from the Federal Institute of Education, Science and Technology of Piauí-Campus Oeiras (FIEPI-Campus Oeiras), in order to provide evidence of how satisfaction has presented itself in relation to the different educational profiles present in the institution. The study was conducted with a sample of 290 students from FIEPI-Campus Oeiras. The instrument used for data collection was a questionnaire structured in two sections, in which the first was intended to obtain information to characterize the sample and the second section, composed of 14 items, aimed at measuring students' satisfaction with the institution. Descriptive, exploratory, and inferential statistical techniques were used for the data treatment and for the validation of the results. The results indicate that the students are slightly satisfied with the institution and that the average satisfaction is different in relation to the courses and technological axes.
Developing a Motivationally-Supportive Environment to Promote Children&apos; Physical Activity and Health in Youth Sports during the COVID-19 Pandemic
Author: Zhang, Tao
Date: 2020-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Physical Activity Level,Health Promotion,Athletics,Health Behavior,Life Style,Mental Health,Physical Health,Motivation,Environmental Influences,Psychological Patterns,Social Influences,Physical Fitness,Quality of Life,Well Being

Physical activity behaviors children developed during their childhood have a long-term impact on their lifelong physical activity habits and healthy development, the increased levels of sedentary behavior and obesity call for immediate actions, especially during the coronavirus disease 2019 (COVID-19) pandemic (Sallis et al., 2020). The COVID-19 pandemic can lead to mental health problems such as acute stress disorder and post-traumatic stress disorder (PTSD), as well as other physical health problems such as obesity and a sedentary lifestyle (Margaritis et al., 2020). Exposure to this traumatic COVID-19 pandemic especially impacts health and behavioral outcomes for school-aged children (Rundle et al., 2020). Thus, youth sport programs should provide favorable environments that introduce school-aged children to beneficial lifestyle behaviors and encourage them to engage in regular physical activity with appropriate social distancing (Chen et al., 2020). Furthermore, positive motivation in youth sport programs could prompt children to adopt physically active and healthy lifestyles as adults (Chen et al., 2020; Gu &amp; Zhang, 2016; Shen et al., 2020). Despite the assertion that youth sport programs can play an important role in the promotion of children's physical activity and health-related outcomes (i.e., physical health, mental health, social health, and cognitive health), to date scholars and researchers have not systematically investigated the environmental and psychosocial factors that influence physical activity and health-related outcomes within youth sport settings during the COVID-19 pandemic (Moore et al., 2020). To encourage school-aged children to adopt a healthy and physically active lifestyle during the COVID-19 pandemic (Gu et al., 2018; Sallis et al., 2020), a clear understanding of the environmental and psychosocial factors that support children's motivation becomes an important issue for promotion of physical activity and health-related outcomes such as health-related physical fitness, cognition, quality of life, and well-being (Gu et al., 2012).
Experiences of Preservice and In-Service Teachers in a Comprehensive School Physical Activity Infusion Curriculum
Author: Goh, Tan Leng
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teacher Attitudes,Self Determination,Physical Activity Level,Program Implementation,Curriculum Implementation,Physical Education,Physical Education Teachers,Elementary School Teachers,Teacher Competencies,Professional Autonomy,Futures (of Society),Student Motivation,Health Promotion,Teacher Education Programs,College School Cooperation

Considering the limited field experience offered for preservice teachers to competently prepare them to implement the Comprehensive School Physical Activity Program (CSPAP) in schools, the purpose of this study was to examine the experiences of preservice and in-service teachers participating in a CSPAP infusion curriculum within a physical education teacher education program. Fourteen preservice teachers enrolled in an elementary physical education course implemented four CSPAP projects in four elementary schools as part of coursework. At the end of the project, the preservice teachers participated in focus group discussions and submitted self-reflection papers, while four in-service teachers who partnered in the program participated in interviews. Guided by Self-Determination Theory, results indicated that the preservice teachers developed competency and experienced autonomy in CSPAP implementation during field experiences. Furthermore, they felt a sense of relatedness with the teachers, classmates, and children throughout the program. Support for future implementation is spurred through the school community. In view of the increasing need for preservice teachers to be equipped with the skills to implement CSPAPs, infusing a CSPAP curriculum within a physical education course is viable to facilitate intrinsic motivation among preservice teachers to implement physical activity programs in the future.
In-Service Training Management--A Case Study in Vietnam
Author: Nguyen, Anh
Date: 2020-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Foreign Countries,Program Effectiveness,Models,Program Development,Program Evaluation

In-service training is an integral part of an educational system as teachers always need to update their educational and professional knowledge for a more effective teaching delivery. Ensuring the effectiveness of the in-service training programmes is, however, very challenging. In this article, we introduce the use of the CIPO model, i.e., Context-Input-Process-Output, for in-service training management. We extend the classical CIPO model by integrating into it a quality assurance process. We conduct a case study in Vietnam over a sample of 163 teachers and develop an IT training course to demonstrate how the new model can be used in teacher training management. Finally, we discuss about the lessons learned and recommendations.
Enhancing Undergraduate Student Success in STEM Fields through Growth-Mindset and Grit
Author: Hacisalihoglu, Gokhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,Student Attitudes,Academic Persistence,College Freshmen,First Year Seminars,Critical Thinking,Academic Achievement,Pretests Posttests

Concern about graduation rates in higher education has led universities to offer courses that help students develop success skills. Scientist Life Skills, a new course for freshman at Florida A&amp;M University, focuses on helping students matriculate into majors via development of growth mindset, grit, and critical thinking. Here, we assessed the outcomes of this course and explored the associations between building life skills and student success. A series of mindset, grit, and critical-thinking assessment measures were used to collect data before and after the course. Our results showed that the new course achieved its intended goals of providing STEM students with a set of tools that help them seamlessly transition into the university and successfully matriculate through their majors. Specifically, the course design significantly moved students toward a growth-mindset, increased their critical thinking, and their second-semester grade point averages (GPAs). This model life skills course can be adopted in non-STEM areas as well.
Investigation of Middle School Students&apos; Math Self-Efficacy Perceptions and Math Problem Posing Attitudes
Author: Görgün, Sena
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Self Efficacy,Student Attitudes,Mathematics Skills,Problem Solving,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Individual Differences

The main purpose of the current study is to investigate middle school students' math self-efficacy perceptions and math problem posing attitudes. The sample of the study is comprised of 990 fifth, sixth, seventh and eighth grade students attending middle school in the Fethiye district of the city of Mugla. As the data collection tool, the &quot;Math Self-efficacy Perception Scale&quot; and the &quot;Math Problem Posing Attitude Scale&quot; were used. In the analysis of the data collected through the qualitative research method, frequencies, percentages, independent-samples t-test, one-way variance analysis, post-hoc tests (Scheffe and Dunnett's C) and correlation analysis were used. As a result, it was found that the middle school students' math self-efficacy perceptions and math problem posing attitudes are over the medium level. The middle school students' self-efficacy perceptions were found to be varying significantly depending on gender. The middle school students' problem posing attitudes were found to be varying significantly depending on gender. The math self-efficacy perceptions and math problem posing attitudes of the 5th and 6th grade students were found to be significantly higher than those of the 7th and 8th grade students. A medium, positive and significant correlation was found between the middle school students' mean math self-efficacy perception score and their mean math problem posing attitude score.
Managing Higher Education Needs of Internally Displaced Persons in Cross River State, Nigeria
Author: Sule, Mary Anike
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Needs,Secondary School Students,Secondary School Teachers,Scholarships,Student Needs,Access to Education,Distance Education,Electronic Learning,Government Role,Refugees,Violence,Conflict,Program Effectiveness

Displaced persons encounter some difficulties in accessing higher education, yet higher education remains their inalienable rights. This study focused on ways of managing the higher education needs of internally displaced persons. Three hypotheses guided the study. The descriptive survey research design was adopted in the study. The entire population was used since it is not large enough to warrant randomization. The sample comprised 600 participants (38 teachers and 562 senior secondary (SS 1-3) students from three secondary schools. The instrument used for data collection was questionnaire titled Higher Education Needs for Displaced Persons Questionnaire (HENDPQ) on a modified four point Likert scale. The precision and internal consistency of the instrument was determined using Cronbach reliability method which gave rise to a coefficient ranging from 0.76 - 0.81. The data was collected personally by the researchers with the help of three research assistants. The data collected was analyzed using Pearson Product Moment Correlation Analysis at 0.05 level of significance. The result of the analysis revealed that there is a significant positive influence of higher education needs on development of displaced persons, provision of scholarships/bursaries on access to higher education; and provision of certified distance learning and e-learning opportunities on access to higher education for displaced persons. Based on these findings it was recommended that the government should urgently manage the higher education needs of displaced persons through adequate provision of scholarships/bursaries, distance learning and e-learning opportunities to enhance access to higher education.
Strategies for the 21st Learning Skills Development of Students in Schools under the Office of the Basic Education Commission
Author: Wetchasit, Kumtorn
Date: 2020-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Skill Development,Job Skills,Soft Skills,Communication Skills,Thinking Skills,Creative Thinking,Critical Thinking,Problem Solving,Information Literacy,Technological Literacy,Media Literacy,Elementary Secondary Education,Foreign Countries,Strategic Planning,Educational Strategies

The purposes of this research were 1) to study the components and indicators of learning skills in the 21st century of the students, 2) to study the current conditions, desirable conditions and the need for learning skills development in the 21st century of the students, and 3) to develop strategies for the 21st learning skills development of students in schools under the Office of the Basic Education Commission. The samples consisted of 426 administrators and teachers. The instrument was a 5 level rating scale questionnaire with IOC values between 0.80-1.00 with confidence equal to 0.98. The statistics used were percentage, frequency, mean, standard deviation, modified priority need index (PNI[subscript modified]) and matrix analysis. The research results were as follows: 1) Components and indicators of learning skills in the 21st century of the students. There were 3 main components: (1) Learning and innovation skills consisted of 3 sub-components 19 indicators (2) Life and work skills consisted of 5 sub-components 38 indicators (3) Information skills in media, technology consisted of 3 sub-components 28 indicators; 2) Current conditions of the 21st century of the students, in the overall and each aspect were at medium level. In desirable condition, in overall and each aspect were at high level. The priority needs for skills development were life-skills and work, learning skills and innovation, information skills media and technology; 3) Strategies for 21st learning skills development of students in schools under the Office of the Basic Education Commission consisted of the 1st strategy: Speed up the development of life and career skills to keep up with the changes. There were 4 goals, 11 measures, and 14 successful indicators. The 2nd strategy: Continuous learning skills and innovation development included 3 goals, 10 measures, 11 successful indicators. The 3rd strategy: Promote, develop of information skills, media and technology to be up to date included 3 goals, 10 measures, 10 successful indicators.