ethanporcaro/eric-fulltext-meta huggingface dataset:
Behavioral Health Risk and Resilience among International Students in the United States: A Study of Sociodemographic Differences
Author: Kim, Youn Kyoung
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,Undergraduate Students,Resilience (Psychology),Well Being,Academic Achievement,Prevention,Cultural Awareness,Risk,Case Studies,Acculturation,Student Adjustment,Stress Variables,Age Differences,Gender Differences,Family Relationship,Place of Residence,Health Promotion,Drinking,Mental Health,Depression (Psychology),Anxiety,Patients,Culturally Relevant Education,Alcohol Abuse

Using a resilience framework, the current cross-sectional study examined indicators of behavioral health risk and resilience among U.S. international students (N=322) across key sociodemographic characteristics. A multimethod approach was used to collect data with both an online platform and paper-based survey instrument. Results showed that higher levels of acculturative stress were reported by older students, females, undergraduates, students who lived with their families, and those who had resided in the US longer than 2 years. Findings underscore the importance of culturally relevant screening and prevention strategies that target resilience and other protective factors to reduce health risk and encourage well-being and academic success among international students.
Analysis of Educational Wastage in Public Secondary Schools in Olorunda Local Government Area, Osun State, Nigeria
Author: Akinsolu, A. Olatoun
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Public Schools,Educational Planning,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Student Attitudes,Grade Repetition,Dropouts,Academic Failure,Graduation Rate,Dropout Rate

Educational wastage is like a canker worm that has eaten deep into the fabric of our educational system. Over the years, educational planners, school administrators and educational agencies are concerned about how to reduce this state of educational system inefficiency. This paper investigates wastage rate in some selected public secondary schools vis a viz its causes and its implications on educational planning in Nigeria with particular reference to Olorunda LGA of Osun state. Two schools were purposively sampled using rural and urban dichotomy while stratified random sampling was used to select teachers and pupils of the two sampled schools. Data for the study were collected through the use of a questionnaire titled &quot;Wastage Rate in Public Secondary School Questionnaire (WRPSSQ)&quot; and was administered to the teachers and the students of the two sampled schools. Findings from the study revealed that repetition was the major source of wastage in the two sampled secondary schools. The implications of this study on educational planning were made vide conclusion and recommendations in order to avert the alarming rate of wastage within the educational system. This will ascertain that the expectations of all stakeholders in turning out graduates with minimal wastage in the school system is achieved and will enable students spend only the minimum number of years expected of them for secondary education.
An Exploration of Faculty Involvement in and Attitudes toward Strategic Planning in Their Institutions
Author: Thompson, Canute S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Strategic Planning,Teacher Participation,Correlation,Leadership Role,Teacher Motivation

This study examined the attitudes and perspectives of members of faculty towards strategic planning activities of their institutions. The study was conducted across four tertiary institutions and had a targeted sample of one hundred lecturers. A total of fifty-three (53) lecturers responded. The instrument used was a self-designed questionnaire consisting of thirty-five items, twenty-six (26) of which were on a Likert scale and the other nine focused on demographics. The study found that 75% of faculty members either agreed or strongly agreed that they are involved in strategic planning activities, while 66% agree or strongly agree that the process is meaningful. The study found a correlation of 0.563 between the variables 'involvement' and 'meaningful'. Two factors, namely 'use of insights from previous planning activities' and 'holding faculty members accountable for deliverables' (in relation to the strategic plan) accounted for 67.1% (45.8% and 21.3% respectively) of the variation in the data, while a third factor which contributed significantly to the variation in the data relating to the meaningfulness of the process accounted for 10.1% of the variation in the data. The findings of the study suggest that faculty members can be persuaded to participate in strategic planning activities provided they are satisfied that the process is structured and purposeful and is not merely done out of formality. The findings further suggest that among the ways by which the leadership of the institution can signal to faculty that the strategic planning process is to be taken seriously are by the involvement of the leadership in the planning process and the holding of faculty members accountable for deliverables. The study has implications for how strategic planning activities are undertaken and suggest that the credibility of strategic planning activities and the plans they generate, rests largely on what they in fact accomplish.
Examining the Attitudes and Problem Solving Skills of Physical Education and Sports Students
Author: Özbal, Ayse Feray
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Problem Solving,Training,Athletics,Physical Education,Physical Fitness,Preservice Teachers,Gender Differences,Age Differences,Family Income,Social Class,Parent Background,Educational Attainment,Correlation

This study was conducted to explore attitudes and problem solving skills of physical training and sports students. The participants of the study were 260 students (111 female and 149 male) attending Kastamonu University School of Physical Training and Sports. The data collection tools used in the study were &quot;personal information form&quot; prepared by the researchers, &quot;Scale of Attitudes of Preservice Teachers Towards Teaching Profession,&quot; whose validity and reliability studies were conducted (1) and &quot;Problem Solving Inventory,&quot; which was developed (2) and adapted to Turkish language (2). The analyses revealed no significant difference for &quot;gender&quot;, &quot;age&quot;, &quot;family income level&quot;, and &quot;class level&quot; variables; however, a significant difference was found for the variable &quot;educational background of parents&quot;. In addition, simple linear correlation analysis of the scores of attitude and problem solving dimensions showed a low level of meaningful relationship (r=.028, p&lt;.001).
Applied Entrepreneurship Policy: Ontario&apos;s Colleges in the Age of Globalization
Author: Menna, Agostino
Date: 2016-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Educational Policy,Global Approach,Higher Education,Strategic Planning,Foreign Countries,Small Businesses,Colleges

In the age of globalization, postsecondary institutions in Canada have been called upon to be more innovative to support the development of a workforce that is better able to respond to the rapidly changing environment. This exploratory study proposes a framework to examine applied entrepreneurship as a conceptual framework by exploring the differences between colleges that use innovation (research and development) and entrepreneurship/small business (SMEs and start-ups). A purposive sampling procedure was used for this study with 10 Ontario colleges randomly selected. By examining the strategic mandate agreements of Ontario colleges, the researchers analyzed the data by carefully reviewing the excerpts, quotations, or entire passages in which innovation policy was related to course-based research and entrepreneurship policy related to self-employment (SME). The data revealed that the innovation approach delivered by colleges reflects research directed to an applied approach and is primarily directed to practical or commercial objectives, serving the needs of local employers and supporting economic development. In terms of entrepreneurship policy, the data suggest that there is limited alignment with an applied entrepreneurship approach. Inclusion of applied entrepreneurship in the strategic planning processes of colleges is an important step toward the attainment of innovation and entrepreneurship outcomes.
A Study on Sri Lankan Children&apos;s Conception of Space
Author: Mukunthan, Thevarasa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Development,Child Development,Place of Residence,Rural Urban Differences,Elementary School Students,Developmental Stages,Piagetian Theory,Spatial Ability

The present study was conducted mainly to investigate the applicability of children's conception space presented in Piaget's Cognitive Development theory to Sri Lankan children. The study attempted to identify whether there were variations in Sri Lankan children's conception of space according to the sectors i.e. urban, rural and estate, they live in, factors affecting Sri Lankan children's conception of space. The methodology of the study was quantitative and in nature. Piagetian tests modified to suit the Sri Lankan context and the case study method was used in achieving the objectives of the study. The sample of the study consisted of 75 children selected randomly from primary school children between the ages of 5-10 years from Urban, Rural and Estate sectors in the Kalutara district of the Western Province. Modified Piagetian instruments, Observation schedules and in-depth interview schedules were used as instruments for data collection. The findings of the study indicated children's conception of space the findings revealed that Piaget's theory is applicable to Sri Lankan children in relation to haptic perception, projection of shadows of the rectangle but other tasks vary age wise and stage-wise. The results of the performance of Sri Lankan children spatial tasks, the study found that that there were no prominent variations in the performance in all three tasks. But the estate children's performance is slightly higher than that of other children in a few age ranges.
Planning for a School Building Renovation
Author: Earthman, Glen I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Facilities Improvement,School Buildings,Academic Achievement,Scores,Mathematics Achievement,Reading Achievement,Grade 3,Grade 6,Elementary School Students

Many school systems in the United States face the prospect of renovating existing buildings rather than constructing new facilities because of budgetary limitations and constraints. The least disruption to the educational process when a building is scheduled for renovation is to move the student body to a vacant building. This option is not available to the vast majority of school systems and the student body must remain in the building while the renovation takes place. Students are moved from space to space in the building as renovation takes place. Obviously the renovation process is a disruption to the educational process. Some research substantiates this assertion (Maxwell, 1996). She found that the student achievement scores dropped during the period of renovation in both the third and sixth grade mathematics and reading scores. The student scores increased when the students returned to newly renovated buildings. There is some recent research, however, that indicates student performance during the renovation process is not as disrupted as previously thought. Mayo (2010), Norman (2014), and Thompson (2014) investigated the influence a renovation had upon student achievement while enrolled in a building during a renovation. They compared student scores during three time periods -- pre-renovation, during the renovation and post renovation. All of the researchers found there was no significant difference in student scores during all three phases of the renovation process. Additional research (Wheeler, 2014) suggests that teachers may be doing something to keep student performance at a high level during a disruption of the educational program. In Wheeler's study of teacher reaction to such a disruption, teachers suggested that close collaboration, focusing upon the necessary elements of the curriculum, increased use of technology, and collaboration of faculty to provide resources for alternative activities in the classroom might help keep students on task and perform better. Such activates on the part of the faculty might ease the disruption of a renovation and maintain student progress.
Connecting with Computer Science: Electronic Textile Portfolios as Ideational Identity Resources for High School Students
Author: Shaw, Mia S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Science,Sense of Community,High School Students,Disproportionate Representation,Student Attitudes,Portfolios (Background Materials),Textiles Instruction,Grade 9,Grade 12

The development of student identities--their interests in computer science, perceptions of the discipline, and sense of belonging in the field--is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students' perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.
Using Grounded Theory to Examine the Readiness of School Counselors to Serve Gang Members
Author: Barrow, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Qualifications,Juvenile Gangs,Counselor Training,Experience,Readiness,Secondary Schools,Professional Development,Counselor Role,Discipline,Cooperative Planning,Counselor Attitudes

The purpose of this grounded theory study was to understand and explain how training and work setting experiences influence readiness of professional school counselors for serving gang members in schools. A purposeful sample consisted of secondary school counselors (n = 5) and school leaders (n = 7) in a southeastern metropolitan school district. Blended themes from the counselors and leaders were: (a) professional development attitudes, (b) actual and potential roles when working with students in gangs, and (c) counselors' collaborative role in discipline process. The Collaborative C.A.R.E. theory that emerged from the thematic analysis highlighted the absence of collaboration between school counselors and leaders. Specific findings identified reasons for the lack of collaboration and led to recommendations for practice and further research.
Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries
Author: Doerr-Stevens, Candance
Date: 2019-00-00
Type: Journal Articles
Subjects: Multicultural Education,Critical Literacy,Media Literacy,Racial Bias,Acoustics,High School Students,Music,Radio,Cooperative Learning,Video Technology,Audio Equipment,Learning Processes,Editing,Student Attitudes,Teaching Methods,Interviews,Honors Curriculum,Advanced Placement

Drawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students' collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies.
Equitable Engagement in STEM: Using E-Textiles to Challenge the Positioning of Non-Dominant Girls in School Science
Author: Searle, Kristin A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Textiles Instruction,STEM Education,Educational Technology,Technology Uses in Education,Females,Self Concept,Middle School Students,Science Instruction,Teacher Influence,Teacher Attitudes,Student Participation,Minority Group Students

This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers' perceptions. Findings indicate that the personalizable nature of e-textiles created a meaningful opportunity for students to engage in science class in a new way.
The Technology Acceptance Model (TAM): Exploring School Counselors&apos; Acceptance and Use of Naviance
Author: Deslonde, Vernell
Date: 2018-00-00
Type: Journal Articles
Subjects: School Counselors,Educational Technology,Technology Uses in Education,Planning,Technology Integration,Counseling Techniques,Productivity,Counselor Attitudes,Difficulty Level,Value Judgment,Internet,High Schools,Middle Schools

This study utilized a qualitative dominant crossover mixed analysis that examined why school counselors (N = 38) choose or do not choose to use Naviance--an online college, career, and financial planning tool. The study further explored whether school counselors' acceptance and use of Naviance enhances counseling practices, job productivity, and efficiency. The Technology Acceptance Model (TAM) was used for the theoretical framework. TAM is comprised of four constructs: perceived ease of use, perceived usefulness, attitudes, and actual behaviors. Bandwidth, training, and connectivity influenced some counselors' attitudes toward usage and productivity; however, overall attitudes toward Naviance were positive. Future research should explore the connection between counselor usage and the number of hours trained on Naviance.
Planning for Faculty Recruitment and Assessment in Higher Education: Considering Student Preferences for Faculty Characteristics in Poland and Switzerland
Author: Rebisz, Slawomir
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Evaluation,Higher Education,College Faculty,Teacher Characteristics,Student Attitudes,Preferences,Cultural Differences,Foreign Countries,College Students,Teacher Student Relationship,Teacher Competencies

When characterizing a professional academic teacher, we should consider all the expectations that university teachers face. These can relate both to their academic work, various forms of didactic work and the building of relations with students. Exploring and defining the factors relevant to the ways in which lecturers effectively influence the educational process seems to be indispensable, especially in the context of planning for the employment of professional academic staff with the appropriate competences and approach to work, and, above all, their positive attitudes toward students. It is therefore as important to plan the employment of academic staff, based on the information acquired in the evaluation process, as it is to plan well for courses adjusted to a given educational level. In this sense, it is very helpful to examine students' expectations of their teachers relating to teaching qualities and teacher-student relations. This knowledge can help teachers plan for specific forms of didactic work as needed, and adopt an approach that fosters the building of good relations with students, based on the well experienced master-pupil formula, involving mutual respect, understating and partnership. The purpose of the current study is to present the results of research regarding students' preferred characteristics of academic teachers. The study was conducted at the Faculty of Education, University of Rzeszow (PL) and the Faculty of Psychology and Educational Sciences of the University of Geneva (CH). The comparative research involved a sample of 413 full-time students, 268 from a Polish university, and 145 from a Swiss university. The result of data analysis indicated that as far as the characterization of an academic teacher is concerned, students from the two universities expressed different priorities. The differences are not even subtle as the two groups chose to give precedence to different qualities. A univariate analysis of variance (ANOVA) indicated that the variable that differentiated the significance of individual factors was the level of study.
Planning Educational Policy: Teacher Perceptions of School Principal Transformational Leadership in Israel and the United States
Author: Litchka, Peter R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Policy,Transformational Leadership,Teacher Attitudes,Teacher Administrator Relationship,Foreign Countries,Academic Achievement,Educational Quality,Principals,Cross Cultural Studies,Power Structure,Institutional Characteristics,Individualism,Masculinity,Cultural Differences,Standardized Tests,Leadership Styles

Nations throughout the world continue to examine how to improve their system of education in terms of improving student achievement, so that each student has the opportunity to be a productive and successful member of the global society. For this to occur, each school must be successful in the development of high quality teaching and learning. School leadership is a critical component, since the principal has tremendous influence in transforming the culture by influencing, inspiring, challenging, and motivating teachers to continuously grow and improve. The goal of this study was to examine the teacher perceptions of the transformational leadership skills of school principals, according to the teachers' school level and setting, in both Israel and the United States. The study includes 615 Israeli teachers and 514 American teachers (n= 1,129). Results indicate that Israel teachers perceive transformational leadership of their principals significantly higher than teachers in the United States, particularly with the relationship between the level of the school and the transformational abilities of the principal. The findings may be explained by different culture perceptions of power distance, individualism, and masculinity. The results may help to plan policy in support of transformational leadership in terms comparative studies need to take into consideration the differences in culture as well as current policy regarding the degree of standardized testing, and its impact on how a principal leads the school.