ethanporcaro/eric-fulltext-meta huggingface dataset:
Communication Skills and Classroom Management Competency: The Mediating Role of Problem-Solving Skills
Author: Kavrayici, Ceyhun
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication Skills,Classroom Techniques,Teacher Competencies,Problem Solving,Preservice Teachers,Foreign Countries,Correlation

This descriptive, cross-sectional study aims to examine the mediator role of problem-solving skills in the relationship between communication skills and classroom management. The participants were 431 randomly-sampled pre-service teachers who were studying at a university in the central Anatolia region of Turkey. The study data were collected via a classroom management scale, a communication skills scale), and a problem-solving inventory. Results revealed positive and significant relationships among problem-solving, communication skills and classroom management competency. Additionally, the relationship between communication skills and classroom management competency was mediated fully by the problem-solving skills of pre-service teachers.
Anxiety and Psychological Well-Being Levels of Faculty of Sports Sciences Students
Author: Tunç, Aygül Çaglayan
Date: 2020-00-00
Type: Journal Articles
Subjects: Anxiety,Well Being,College Students,Physical Education,Gender Differences,Individual Differences,Athletics,Socioeconomic Status,Measures (Individuals),Foreign Countries

The aim of the study is to examine the anxiety and psychological well-being levels of the students of the sports sciences. The study is in relational screening model. 210 university students participated in the study with simple random sampling method. Collection of data; Anxiety assessment scale and psychological well-being scale were used. Information was collected from the participants about gender, whether to do active sports or not, and income level. Data analysis was done with SPSS 22 package program. Skewness and kurtosis values are in normal distribution. Independent sample t test was used in binary comparisons and Anova test was used in more than two comparisons. Pearson correlation test was used in the correlation analysis. The significance level for all tests is [alpha] = 0.05. Participants have moderate anxiety. According to gender, women's anxiety level is higher than men's. There was a significant difference in anxiety psychic subscale and total score. In anxiety, somatic sub-dimension and psychological well-being, no significant difference was found in terms of gender. (P&lt;0.05). According to whether to do active sports; There is no significant difference for anxiety and psychological well-being (p&gt;0.05). According to the economic level; Significant differentiation was found in anxiety somatic sub-dimension and total score. Those with bad income were found to have high anxiety and low psychological well-being than those with good and moderate levels (p&lt;0.05).
Narrative Inquiry: Examining the Self-Efficacy of Content Area Teacher Candidates
Author: Karalis Noel, Tiffany
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Narratives,Self Efficacy,Preservice Teachers,Student Attitudes,Predictor Variables,Preservice Teacher Education,Teaching Experience,Student Teaching,Student Journals,Classroom Techniques

This study examined the factors attributed to 10 teacher candidates' perceptions of self-efficacy throughout their student teaching experiences. Dissimilar to the majority of studies which assess teacher self-efficacy quantitatively, this study used narrative inquiry to meet three aims: First, to understand the variables attributed to teacher self-efficacy among a group of secondary content area teacher candidates; second, to examine candidates' student teaching experiences; and third, to inform teacher educators regarding recurrent themes of teacher preparation which may influence the self-efficacy of teacher candidates. The study's findings provide insight for teacher educators to consider strategies for enhancing teacher preparation including, but not limited to 1) increased opportunities for preservice teachers to apply pedagogy; 2) the implementation of classroom management strategy coursework into teacher education curricula; and 3) incorporated opportunities to explore the extensive demands of the teaching profession, ranging from time management to dealing with difficult parents. This study proposes that teacher preparation can influence content area teacher candidates' self-efficacy beliefs, and creates a paradigm for future qualitative studies exploring the relationship between teacher preparation and teacher self-efficacy.
Identifying the Factor of Mathematical Reasoning That Affects the Ability to Programming Algorithm
Author: Hartati, Sulis Janu
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Thinking Skills,Programming,Information Technology,Information Science Education,Computer Science Education,Calculus,Undergraduate Students,Private Colleges,Foreign Countries,Algebra,Tests,Mathematical Logic,Least Squares Statistics,Graphs

This paper examines the limited proficiency to engage in programming algorithms among university students in information technology and information system in several universities across Surabaya, Indonesia. The purpose of this research is to find the most influential factor in learning programming algorithm using a quantitative approach. The research subjects were second-semester information technology students in several private universities in Surabaya, Indonesia. The research instruments were mathematical reasoning and basic algorithm programming test. Mathematical reasoning tests incorporated linear algebraic, basic calculus, and mathematical logic. The data analysis used was variant-based Structural Equation Modelling, also known as Partial Least Squares - Structural Equation Modelling based on Smart-PLS 3. With [alpha] = 5%, the research results conclude that mathematical reasoning positively influences algorithm programming ability with an R score of 0.999, and that the most influential variable among mathematical reasoning abilities was algebra with an R score of 0.732.
Ignorance Is Risk: An Exploratory Investigation of Australian Higher Education Students&apos; Perceptions of Their Education-Employment Pathways
Author: Lock, Edward
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Attitudes,Education Work Relationship,Employment Potential,Expectation,Career Planning,Academic Degrees,Specialization,Graduate Study,Knowledge Level,Course Selection (Students),Employment Qualifications,Undergraduate Students

The widely held view that higher education constitutes a gateway to employment has underpinned the dramatic widening of access to university in recent decades. However, globalisation and technological development have complicated the task of enhancing the employability of students, as the future world of work has become ever-more dynamic and unpredictable. Given such conditions, the delivery of employability teaching has become a central focus of many higher education providers (HEPs). To meet their responsibilities, HEPs must understand how students perceive their respective courses in relation to the employment pathways that they seek to follow. The present study aimed to gain an understanding of prospective students' perceptions regarding this, but also to evaluate the accuracy of these perceptions. Because some course types are more narrowly vocational than are others, a subsidiary aim was to investigate whether or not student expectations and knowledge varied depending on course-type. The findings gathered from 462 students enrolled into a wide range of courses at 15 Australian universities were profound. They highlight that, while most students commence university with a career goal in mind, many have a poor understanding of the education-employment pathways on which they have embarked. Students demonstrated a limited understanding of the careers to which their courses might lead, and of the relevance of postgraduate study to their chosen career goals. These findings varied significantly across different course-types. Overall, these findings highlight the need for HEPs to educate their students explicitly about the education-employment pathways that are available to them.
Microlearning: Knowledge Management Applications and Competency-Based Training in the Workplace
Author: Emerson, Lynn C.
Date: 2018-06-00
Type: Journal Articles
Subjects: Knowledge Management,Competency Based Education,Workplace Learning,Learning Activities,Best Practices,Mentors,Electronic Learning,Employees

The focus of this article is a threefold discussion on microlearning 1) how microlearning best practices facilitate knowledge acquisition in the workplace by engaging and motivating employees through short, personalized, just-in-time learning, 2) ways microlearning integrates with knowledge management applications through situational mentoring, and 3) how competency-based microlearning, via subscription learning, is both an innovative approach to e-learning and an asset to learning organizations focused on improving the performance of their employees.
Performance Appraisal of Knowledge Workers in R&amp;D Centers Using Gamification
Author: Abedi, Ehsan
Date: 2018-06-00
Type: Journal Articles
Subjects: Personnel Evaluation,Research and Development Centers,Knowledge Economy,Banking,Foreign Countries,Evaluation Methods,Games,Competition

In the knowledge-based economy, R&amp;D centers in service industries increasingly depend on the performance of knowledge workers to gain competitive advantage. Therefore, these centers must give careful consideration to the performance assessment and continuous improvement of knowledge workers using appropriate performance assessment systems and models. In this paper, a system was designed for the performance appraisal and ranking of knowledge workers in R&amp;D centers of banking industry using gamification approaches. The case study method was applied for the conceptual design of the system and the selected case was the R&amp;D center of Mellat bank, one of the Iranian leading private banks. Data collection was performed via semistructured interviews with 12 key participants of performance appraisal process which included vice president of research and development and 11 senior researchers as head of research groups of the center. As a result of data coding process for analyzing the qualitative data, a total of 23 metrics and three key performance indicators namely, research impact factor, knowledge impact factor and knowledge absorption factor were identified for the performance appraisal of knowledge workers. The designed system in this study can be used by R&amp;D centers in banking industry for the performance appraisal and ranking of knowledge workers. The designed system provides a comprehensive and detailed set of metrics and KPIs for the performance appraisal of knowledge workers in R&amp;D centers of banking industry.
Students as Colleagues: The Impact of Working on Campus on Students and Their Attitudes towards The University Experience
Author: Millard, Luke
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Employment,College Students,Student Attitudes,Student Experience,Campuses,Skill Development,Student College Relationship,Self Esteem,Group Membership,Foreign Countries,Paying for College,Student Characteristics,Young Adults,Student Motivation

This paper considers research that engaged with a university wide population of students who were employed on campus to better understand why they chose to work alongside their studies; how this impacted upon their attitudes to study and the university, and the benefits for those students. This paper reveals that the primary motivation to work on campus is the development of skills; considers the nature of those skills and behaviours; discovers the changing relationship between student workers and university staff; and discusses how engagement leads to an enhanced sense of student confidence and belonging. The paper concludes by considering the implications for the university and sector and how the outcomes might be best deployed for impact on those students who would most benefit.
Prompting with Wearable Technology to Increase Teaching Behaviors of a Preservice Special Education Teacher
Author: Markelz, Andrew M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Outcomes of Education,Special Education Teachers,Assistive Technology,Technological Advancement,Prompting,Intervention,Student Behavior,Teacher Student Relationship,Questioning Techniques,Barriers,Student Teachers,Validity,Tactual Perception,Preservice Teacher Education,Special Education,Student Teacher Attitudes

Classroom management is essential for student related academic and behavioral outcomes. Novice teachers, as well as faculty members, of special education teacher preparation programs report insufficient preparedness in providing meaningful behavioral supports to exceptional learners. With advancements in technology, tactile prompting is a promising modality for teachers to overcome cognitive overload and facilitate more effective practice of classroom management behaviors. We used a multiple-baseline, across behaviors design to assess the effects of prompting with wearable technology (i.e., Apple Watch™) to increase behavior-specific praise, active questioning, and classroom scanning of a preservice special education teacher. Results indicate a functional relation between prompting with wearable technology and targeted increases across multiple behaviors. Behavior-specific praise rates, however, faded synchronously with prompting fades. The participant rated the intervention as a non-intrusive, effective device to increase teaching behaviors. Implications for future research and classroom use are discussed.
The Relationship between Teachers&apos; Perception of School Principals&apos; Instructional Leadership and Organisational Commitment Level
Author: Kiral, Erkan
Date: 2017-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Principals,Instructional Leadership,Administrator Behavior,Administrator Role,Age Differences,Teacher Persistence,Gender Differences,Correlation,Affective Behavior,Foreign Countries,Elementary School Teachers,Marital Status,Employment Level,Experience,Educational Attainment

The purpose of this research is to determine the relationship between teachers' perception of school principals' instructional leadership and organizational commitment level. Correlative investigation model was adopted in the research. Study group of this research is composed of 329 voluntary teachers. &quot;The instructional leadership behaviors of school principals' scale&quot; and &quot;The organisational commitment scale&quot; were used to collect data. Descriptive and probative statistical techniques were used. In the results of the research; it is found that determination and sharing school purposes by school principals were at the highest, teacher support and development were at the lowest level according to the views of teachers. The views of teachers concerning school principals' instructional leadership behaviors showed significant differences in all dimensions according to age factor, working period in the same school showed significant differences in all dimensions except for determination and sharing of school purposes dimension. Teachers showed affective commitment at the highest and normative commitment at the lowest level. Teachers' views concerning school commitment showed significant differences in affective commitment dimension according to gender and educational situation; affective and normative dimensions according to age and working period in school factors. It was found out that there were positive and medium level significant correlations in all dimensions of School Principals' instructional leadership behaviors and teachers' affective and normative commitment. Perception of teachers concerning school principals' instructional leadership behavior is high in all dimensions; their school commitment is good in the affective commitment and this perception is medium in the other dimensions. There were medium level and positive correlation between normative commitment and affective commitment with perception of teachers concerning school principals' instructional leadership behavior. The causes of the low commitment levels of the teachers should be examined by a qualitative research to push teachers' organizational commitment to higher level. Causative comparative research can be done to clarify the effect of the instructional leadership to the teachers' commitments.
&quot;How Am I Doing?&quot; Teaching Children with Emotional-Behavioral Disorders to Self-Manage Their Behaviors
Author: Tensfeldt, Lael
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Management,Self Control,Emotional Disturbances,Behavior Disorders,Special Education Teachers,Self Determination,Antisocial Behavior,Educational Practices,Risk,Student Behavior,Psychomotor Skills,Teaching Methods,Applied Behavior Analysis,Evidence Based Practice,Direct Instruction,Thinking Skills,Student Motivation,Language Usage,Classroom Communication

Relying on external supports to shape the behaviors of students with emotional/behavioral disorders (EBD) is risky as these classroom supports may not generalize to internal strategies that students can use independently in the community. Two special educators approached building self-determination skills in their students with EBD from different perspectives: applied behavior analysis and sensorimotor regulation. Despite different approaches, each teacher employed consistency of language, explicit instruction, and empowering students to engage in self-management. The teachers observed that after students learned to self-manage, they did so with increasing success, resulting in fewer incidences of antisocial or unproductive behavior. The strategies each teacher used are described, emphasizing practices that both used so that other special educators may follow their examples.
Yoga Learning and Practice: Perception by Athletes Participating in Competitive Sport
Author: Ravi, Sunitha
Date: 2017-04-00
Type: Journal Articles
Subjects: Athletes,Competition,Motivation,Well Being,Health Related Fitness,Team Sports,Young Adults,Foreign Countries,Exercise,Preferences,Interests,Gender Differences

One of the significant influences on intrinsic motivation of the learner's continued practice of an activity, is, the learner's perception about the activity. The purpose of this study is to examine the perception of 'yoga' activity by male and female athletes participating in different competitive sports during varied level of competitions. Studies about athlete perception towards yoga and their motivation to learn and practice yoga is limited. This study is important since yoga postures (asanas) and regulated breathing (pranayama) could be applied as one of the self-care methods along with the sport fitness and recovery training for overall sport wellbeing including prevention and effective management of sport injuries.
Strategies for Supporting Students Diagnosed with Autism Spectrum Disorders in STEM Education
Author: Moody, Amelia K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,STEM Education,Teaching Methods,Access to Education,Evidence Based Practice,Transitional Programs,Student Needs,Elementary Secondary Education,Postsecondary Education,Student Characteristics,High School Students,College Students,Environmental Influences,Interpersonal Communication,Interpersonal Relationship,Cognitive Processes,Individualized Education Programs,Career Readiness,Educational Technology,Technology Uses in Education,Student Interests

Educators and employers are working together to promote students diagnosed with autism by developing skills related to the STEM fields. Students diagnosed with autism spectrum disorders (ASD) are showing high levels of interest in STEM fields. This paper will review STEM and ASD literature and offer methods for improving student access to education through transition services and using a Universal Design for Learning (UDL) framework in efforts to encourage a blend of evidence-based instructional methods and supports for STEM educators working to include students diagnosed with ASD in their classrooms.
The Effect of a Skills-Based Behavioral Program on Raising the Self-Concept of Individuals with Mild Intellectual Disability in UAE
Author: Almheiri, Ousha
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Concept,Mild Intellectual Disability,Skill Development,Training,Program Effectiveness,Behavior Modification,Foreign Countries,Rehabilitation Centers,Children,Preadolescents,Teaching Methods,Child Behavior,Interpersonal Competence,Special Schools

This study aimed at examining the effect of a behavioral program on raising the level of self-concept among individuals with mild intellectual disability. To achieve this goal, the researcher prepared a skills-based behavioral training program that is geared towards individuals with mild intellectual disability. Subjects were assigned randomly in groups (experimental and control). The results indicate that there were significant differences between the two groups in favor of the experimental group.
Knowledge Sharing in Organizations: Roles of Beliefs, Training, and Perceived Organizational Support
Author: Castaneda, Delio Ignacio
Date: 2018-06-00
Type: Journal Articles
Subjects: Beliefs,Sharing Behavior,Knowledge Management,Training,Intention,Predictor Variables,Organizational Climate,Foreign Countries,Employee Attitudes

The main objective of this study was to test the effects of two types of beliefs about knowledge sharing, i.e., individual and collective, on the intention and behavior of knowledge sharing. In addition, this study considered the moderating roles of organizational support and training among variables. Data were obtained from 1056 participants (55.7% women and 44.3% men), all of whom were knowledge workers. A model was constructed for the relationships between the variables. The results showed that collective beliefs about knowledge sharing were good predictors of knowledge sharing intention and behavior. By contrast, individual beliefs about knowledge sharing were not good predictors of knowledge sharing intention and behavior. The results also indicated moderating roles for training and organizational support. Finally, the knowledge sharing intention predicted knowledge sharing behavior. The results of this study improve our understanding of the human factors involved with knowledge sharing.
The Effect of Using Multiple Intelligences on Some Basic Reading Skills of First Graders At-Risk for Reading Disabilities
Author: Mostafa, Amaal Ahmed
Date: 2017-12-00
Type: Journal Articles
Subjects: Multiple Intelligences,At Risk Students,Reading Skills,Reading Difficulties,Elementary School Students,Grade 1,Neurological Impairments,Program Effectiveness,Word Recognition,Reading Comprehension,Foreign Countries

The objective of this study was to investigate the effect of using multiple intelligences on some basic Reading skills of first graders At-Risk for reading disabilities. 40 first grade children selected from two schools located within two elementary schools in Sharkyia Educational Edara participated in this study. The participants were selected based on the results of Arabic teacher nominations, screening for reading achievement, school attendance, and parental consent. Neurological scanning results indicated that they were neurologically deficient. Children were randomly classified into two groups: experimental (n= 20 boys) and control (n= 20 boys). The two groups were matched by age, IQ, word recognition and reading comprehension skills. The effect of using multiple intelligences on some basic Reading skills of first graders At-Risk for reading disabilities was assessed using pre- post testing. Findings from this study indicated the effectiveness of the program employed in improving word recognition and reading comprehension skills in the target children.