ethanporcaro/eric-fulltext-meta huggingface dataset:
Definition of Professionalism by Different Groups of Health Care Students
Author: Zafiropoulos, George
Date: 2017-04-10
Type: Journal Articles
Subjects: Definitions,Professionalism,Student Attitudes,Medical Students,Nursing Students,Allied Health Occupations,Comparative Analysis,Classification,Scores,Communication Skills,Collegiality,Research Skills,Audits (Verification),Questionnaires,Criteria,Foreign Countries

Professionalism is important in all service-providing professions. Professional bodies have extensive rules and regulations creating the foundations of the definition of professionalism, its meaning and these rules have to be followed. In view of this, healthcare students are given intensive training. A prospective study conducted in a District General Hospital, to establish if professionalism was clearly defined. A questionnaire with open questions was given to 75 students from different disciplines including medical, nursing and chiropractic students (25 individuals from each group). The participants were at the end of their studies. The General Medical Council (GMC) criteria for professionalism were used. They were discussed as part of their induction to the orthopaedic department and the questionnaire was given to them at the end of their placement. Their answers were grouped, categorised and the findings were then analysed. All groups demonstrated a good understanding of the definition and factors that influence professionalism. Student nurses performed overall better than the other two groups. Medical and chiropractic students scored lower on communication, working with colleagues and audit/research. All three groups scored low in the categories of problem dealing and health. Reflection and mentoring were two of the subjects that they considered as important to help them improve their cognition to become a professional subject. The inclusion of the professionalism as subject to education seems that helps the understanding of the term but contact with the clinical environment and proper mentoring by senior clinicians enhances to the understanding in some of the criteria. GMC criteria can be used for the assessment of cognition of professionalism but with the addition of reflection in the list.
The Pedagogical Challenges of English for Specific Purposes (ESP) Teaching at the University of Muhammadiyah Malang, Indonesia
Author: Poedjiastutie, Dwi
Date: 2017-03-23
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Employment Potential,Observation,Interviews,Language Teachers,Pedagogical Content Knowledge,Universities,Cooperative Learning,Student Centered Learning,Teaching Methods,Work Environment,College Students,Teacher Education,Administrator Attitudes,Teacher Attitudes

The current study explores the challenges faced by English for specific purposes (ESP) program at University of Muhammadiyah Malang (UMM), Indonesia. As a part of their commitment to improvement, this university is working to better prepare students for employment so that they may function well in their workplaces. Currently, many English Department graduates apply and are accepted as ESP teachers. However, their pedagogical knowledge of ESP teaching is deemed to be less than adequate for such purposes. To do this, classroom observation and interviews were undertaken to explore the multiple realities of the three groups of stakeholders at this institution--the management, ESP teachers, and students. The findings showed four aspects which ought to be crucially applied in ESP classrooms but are relatively absent. Those are communication focus, learner-centred, collaborative teaching, and practical and authentic materials. Since several aspects of ESP teaching are not quite similar to teaching General English (GE), but GE still can be included to support the ESP teaching, the Director of Language Centre (LC) needs to reconsider the type of ESP fits in the contexts, and teachers who are willing to deal with these classes need to understand and possibly be given and trained intensively in relation to its pedagogy.
A Comparison of Burnout Levels of Preschool Teachers in Terms of Having Integration Students in Their Classes or Not
Author: Sahbaz, Ümit
Date: 2017-03-23
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Kindergarten,Nursery Schools,Teacher Burnout,Disabilities,Mainstreaming,Measures (Individuals),Comparative Analysis,Statistical Significance,Correlation,Statistical Analysis

The aim of the present study is to compare burnout levels of preschool teachers who have integration students in their classes and those who do not. The sample of the study consists of 185 preschool teachers working in Isparta city and town centers. The data of the study were collected using the Burnout Inventory developed by Maslach and Jackson (1981) and the personal information form designed by the researchers. The data were analyzed with t-test using SPSS-20. The results of the study showed no statistically significant difference between the burnout levels of preschool teachers' who have integration students in their classes and those who do not.
Comparison of Movement Notation (Laban) and Traditional Methodological Learning Success in Teaching Folk Dances
Author: Elyagutu, Dilek Cantekin
Date: 2017-04-10
Type: Journal Articles
Subjects: Folk Culture,Teaching Methods,Foreign Countries,Dance,Control Groups,Pretests Posttests,Statistical Analysis,Comparative Analysis,Departments,Weighted Scores,Dance Education,Higher Education

In this research, Movement Notation (Laban) and Traditional Method in Folk dance Teaching were compared in terms of learning success. Movement notation group (n = 14) and Traditional group (n = 14) consisting of students from the S.U. State Conservatory Turkish Folk Dance Department were formed. During the 14-week-long study, the symbols of the Movement Notation (Laban) have been taught by exemplifying motifs in Turkish Folk Dances. Groups were formed by neutral assignment and &quot;post-test control group model&quot; was used. In the analysis of the data, parametric analysis and descriptive statistics were applied in solving sub problems. The learning achievements of the students in the Movement Notation (Laban) and the traditional group were compared both in terms of individual and group averages. It was determined that both the individual and group learning success of the Movement Notation Group (Laban) in the direction of the findings were higher than in the Traditional Learning Group (P&lt;0.05).
Investigation of Critical Thinking Attitudes and Reading Habits of Teacher Candidates
Author: Kizilet, Ali
Date: 2017-03-23
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Critical Thinking,Reading Habits,Physical Education,Physical Education Teachers,Comparative Analysis,Nonparametric Statistics,Attitude Measures,Likert Scales,Statistical Analysis

This study aims to define reading habits and critical thinking levels of pre-service teachers, who study at departments of classroom and physical education and sports teaching, and presenting the differences between these. The variables of the research were designed in accordance with descriptive research model. In 2016 to 17 academic year fall semester, the universe of the research consists of 250 students. All of these students study at Mugla Sitki Kocman University, and their departments are Classroom and Physical Education and Sports Teaching. The variables of the present research were tested for normality, and it was found that the variables were non-normally distributed. The differences between variables were tested (p = 0.05) by using Mann-Whitney U test, one of the nonparametric tests. In order to define their reading habit and critical thinking levels, the attitude scale towards reading habit and California critical thinking dispositions inventory (CCTDI) were employed. As a result of this study, pre-service classroom and physical education teachers have medium-level critical thinking; pre-service classroom teachers' level of critical thinking have higher than pre-service physical education and sports teachers; and significant difference among genders from the point of reading habit levels of teacher candidates were found.
What If? Building Creative Cultures for STEM Making and Learning
Author: Bevan, Bronwyn
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,After School Programs,Creative Activities,Science Course Improvement Projects,Faculty Development,Educational Practices,Theory Practice Relationship,Partnerships in Education,Material Development

This article outlines key findings of a study of STEM-rich afterschool Making programs offered by the four organizations participating in a project called the California Tinkering Afterschool Network. Over three years, the project identified key characteristics of inclusive and equity-oriented Maker activities and facilitation. It also defined the kinds of professional development afterschool educators need to support the creative intellectual risk taking that makes Making a powerful context for STEM learning. The results of the study can support the expansion of inclusive Making programs that are equitable for all youth.
Why Are OST Workers Dedicated--or Not? Factors That Influence Commitment to OST Care Work
Author: Blattner, Meghan C. C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Youth Programs,Caring,Administrator Attitudes,Teacher Attitudes,Job Satisfaction,Career Development,Work Attitudes,Work Ethic,Quality of Working Life,Questionnaires

Increasingly, youth development advocates, educators, and communities recognize the importance of out-of-school time (OST) activities for academic achievement and youth well-being. This study situates OST work in the workforce sector the career development literature calls &quot;care workers&quot;. Working within that framework, the authors surveyed OST line staff and site directors to attempt to quantify factors that led them to be more or less dedicated to their care work. The findings have implications for staff recruitment, training, and retention, and for the institutional and policy development of OST programs.
Students' Abstraction in Recognizing, Building with and Constructing a Quadrilateral
Author: Budiarto, Mega Teguh
Date: 2017-04-10
Type: Journal Articles
Subjects: Foreign Countries,Geometric Concepts,Abstract Reasoning,Recognition (Psychology),Junior High School Students,Profiles,Qualitative Research,Cognitive Structures

This study aims to implement empirically students' abstraction with socio-cultural background of Indonesia. Abstraction is an activity that involves a vertical reorganization of previously constructed mathematics into a new mathematical structure. The principal components of the model are three dynamic nested epistemic actions: recognizing, building-with, and constructing. This study identified the abstraction profile of a junior high school student in constructing quadrilateral relationship. The student was asked a question related to quadrilateral. The interview was developed based on her answers by using keywords, &quot;what, how, or why&quot;. The result of the student's abstraction and attributes were used to recognize the differences and similarities of quadrilateral shapes, building-with attributes by linking the characteristics of every two quadrilaterals, and constructing a network of relationships among quadrilaterals by drawing a figure of such networks.
Place of Instructional Supervision in Enhancing Public Primary School Teachers' Effectiveness
Author: Nwambam, Aja Sunday
Date: 2017-04-10
Type: Journal Articles
Subjects: Teacher Supervision,Teacher Effectiveness,Elementary School Teachers,Teacher Attitudes,Questionnaires,Teacher Improvement,Instructional Materials,Educational Practices,Teaching Methods,Instructional Innovation,Student Evaluation,Foreign Countries

The study examined the place of instructional supervision in enhancing teachers' effectiveness in public primary schools in Ebonyi State. Four research questions were formulated to guide the study. Descriptive survey research design was adopted for the study. The population of the study consists of all the 462,186 teachers including the headteachers in the 1,035 primary schools in the area of study. Stratified random sampling technique was used to select 300 teachers from 60 primary schools chosen for the study. Researcher-structured questionnaire was used for data collection. The instrument was validated and test-retest method was used for the reliability test. The scores were calculated using Pearson moment correlation coefficient and it yielded co-efficient value of 0.81. The data collected were analyzed using mean scores. Major findings of the study include that instructional supervision help teachers to improve their professional growth, use relevant instructional materials, improve their teaching methods and evaluate pupils' learning outcome appropriately. The recommendations were that government should recruit adequate qualified supervisors, provide adequate funds for supervisor support as well as for organizing workshops, seminars and conferences for teachers. Above all, erring staff should be made to face appropriate disciplinary actions.
Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Author: Dorph, Rena
Date: 2017-00-00
Type: Journal Articles
Subjects: After School Programs,Science Programs,Science Interests,Competency Based Education,Beliefs,Scientific Literacy,Models,Educational Practices,Science Course Improvement Projects

The Coalition for Science After School highlights the dual nature of outcomes for science learning during out-of- school time (OST): Learning experiences should not only be positive in the moment, but also position youth for future success. Several frameworks speak to the first set of immediate outcomes--what youth learn, think, and feel as the result of informal learning experiences. Much less research has been conducted on longer-term outcomes--how OST experiences affect engagement over time, prepare youth for future learning, or even influence career trajectories. In general, the field urgently needs research and practice frameworks that speak directly to the ways OST programming produces longer-term learning, engagement, and career outcomes. Responding to this need, the authors have been developing a new framework and set of assessments built on the idea of &quot;science learning activation&quot;. Building on recent advances in science education, sociocultural studies, and cognitive and social psychology, the authors define &quot;science learning activation&quot; as the dispositions, practices, and knowledge that enable learners to be successful in science learning and that are, in turn, influenced by success. This paper draws on in-depth interviews with and observations of adults and youth to explore this new concept. The authors' work so far supports a positive feedback model: the four dimensions of activation (fascination, valuing science, competency beliefs, and scientific sensemaking) all have positive effects on one or more of the aspects of success--choice, engagement, perceived success, and learning--which in turn predict increases in the dimensions of activation. Thus, science learning activation appears to provide developmental momentum that can support persistent success in science learning.
An &quot;I&quot; in Teen? Perceived Agency in a Youth Development Program
Author: Frosini, Chelsea
Date: 2017-00-00
Type: Journal Articles
Subjects: Youth Programs,Youth Agencies,Program Descriptions,Historians,Participatory Research,Leadership Training,Student Leadership,Student Surveys,Pretests Posttests,Correlation,Student Participation,Student Projects,Museums,Grade 10,Grade 11,Grade 12

As she reviewed participant feedback from the out-of-school time (OST) youth development program she managed at the New-York Historical Society Museum and Library (N-YHS), the author was excited to recognize a pattern. Many of the teen participants wrote responses like &quot;I am proud of what my team was able to accomplish&quot; and &quot;I enjoyed being able to plan an event on our own and actually see it happen.&quot; These participants were reflecting a high level of ownership of their accomplishments in the program. The N-YHS OST program already had assessments to collect the kinds of outcomes research has shown to result from participation in youth development programs: academic success, initiative, personal responsibility, and the like. What they didn't have was a system for measuring whether the program improved participants' sense of agency. Using instruments she designed herself, the author found that participants in the N-YHS program who reported a moderate to high degree of perceived agency also reported improved academic, personal, and social skills over the course of their program--more than their peers who perceived lower levels of agency. Participants who experienced agency also expressed their engagement with the program. In this paper, the author describes the program, provides context from the literature for the significance of agency, outlines the methods used to measure participants' sense of agency, and describes how perceived agency correlated with intended program outcomes and with youth engagement. Finally, she shares lessons learned that OST practitioners can use.
Development and Implementation of an Administrative Internship Program
Author: Wermuth, Esther
Date: 2017-00-00
Type: Journal Articles
Subjects: Internship Programs,Program Implementation,Program Development,Pilot Projects,Teacher Certification,Management Development,Administrator Education,Experiential Learning,School Administration,Program Design,Program Attitudes,Response to Intervention,Language Arts,Limited English Speaking,Language Proficiency,School Districts

This article describes the development and implementation of a pilot program to prepare teachers seeking New York state certification as school district administrators, by assigning them as administrative interns to a school district. The superintendent of a large urban school district and the director of a college program to prepare school district administrators partnered to design a pilot experiential course in which candidates for a master's degree and state certificate would have an opportunity to develop skills and learn by experiencing situations that support new learning (Kolb, 1984), to take the place of an existing internship course for eight candidates. The dual purpose was to provide an authentic learning experience for the candidates and to provide actionable information for the superintendent for improvement of the district instructional program. To identify areas of academic concern, the candidates reviewed the New York State District Report Card, conducted research, and interviewed district personnel in order to be able to make actionable suggestions and recommendations to the superintendent that might result in academic improvement. Findings and recommendations to inform district improvement efforts and for improvement of the existing course were presented to the superintendent and his administrative staff. Recommendations are included.
Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects
Author: Parker, Carolyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Projects,Urban Schools,STEM Education,Science Course Improvement Projects,Grade 3,Grade 4,Grade 5,After School Programs,Community Education,School Community Programs,Partnerships in Education,Low Income Students,Engineering Education,Engineering Technology,Science Activities,Science Achievement

The STEM Achievement in Baltimore Elementary Schools (SABES) program is a community partnership initiative that includes both in-school and afterschool STEM education for grades 3-5. It was designed to broaden participation and achievement in STEM education by bringing science and engineering to the lives of low-income urban elementary school children. The authors' study of the out-of-school time (OST) program suggests that community-focused student-driven projects can help low-income urban elementary students develop an understanding of the engineering design process (EDP).
Exploring the Factors Associated with MOOC Engagement, Retention and the Wider Benefits for Learners
Author: Petronzi, Dominic
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Qualitative Research,Student Attitudes,Dementia,Foreign Countries,Online Surveys,Feedback (Response),Program Effectiveness,Employment Qualifications,Knowledge Level,Attitude Change,Career Development,Higher Education

Massive Open Online Courses (MOOCs) have and continue to change the way in which nontraditional learners' access education. Although the free element of these has been linked to low completion rates due to no invested interest, the MOOC platform enables innovative technologies and practices to be trialled. Therefore, rather than attributing varied intentions of learners for high drop-out rates, it is suggested that an increase in completion can be achieved through more focussed pedagogical practices. In this way, it is necessary to understand the wider benefits of MOOC engagement for learners and what factors are key to their engagement and retention. The current research qualitatively analysed open feedback obtained from learners that corresponded to their goals of course participation. The feedback was also matched to categorical data that related to initial course intentions, the value of course materials and activities, the preferred extent of instructor interaction, unit completion and their overall rating of the MOOC. Thematic analysis revealed eight key themes that can be linked to engagement and wider benefits of course participation and widely related to professional and educational development, for example, supplementary learning for undergraduate students. Moreover, the MOOC appeared to have encouraged learners to reevaluate their perspectives of and attitudes towards Dementia and those diagnosed with it, demonstrating another key element of this course. The open feedback revealed that quality assured MOOCs have significant impact on the lives of enrolled learners and pedagogical design and advances in these courses are considered, particularly in relation to collaborative learning. Finally, the application of MOOCs to wider learning and teaching at Higher Education Institutions (HEIs) is discussed, with emphasis placed on the advantages of readily available resources and scope for scholarly activity.