ethanporcaro/eric-fulltext-meta huggingface dataset:
An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion
Author: Lloyd, Blair P.
Date: 2020-02-00
Type: Journal Articles
Subjects: Functional Behavioral Assessment,Behavior Problems,Student Behavior,Reinforcement,Intervention,Outcomes of Treatment,Evaluation Methods,Elementary School Students

Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched with COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools. [For the corresponding grantee submission, see ED594806.]
Student Assessment of Teachers (SAT): Towards a Basket of Approaches
Author: Ubong, Bassey
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,College Students,Teacher Evaluation,Evaluation Methods,College Faculty,Models,Teacher Effectiveness,Formative Evaluation,Summative Evaluation,Foreign Countries,Comparative Education

In some institutions of higher learning, one of the approaches to successful governance is through student assessment of teachers, dubbed Student Assessment of Faculty or Student Evaluation of Teaching and extensively used in the United States of America (USA). In schools and colleges, the usual largest bloc and primary stakeholders are the students. Students should therefore assess teachers for the purpose of improving the system for all stakeholders including themselves. Teaching is a service in a marketing framework and where it is offered, the buyer is in the best position to assess the offering for better performance. This paper advocates for student assessment of their teachers at the end of each teaching cycle and suggests a basket of approaches to reduce the dissonance that accompanies the exercise where applied. A template is suggested in the paper.
The Effects of Technostress Creators and Organizational Commitment among School Teachers
Author: Hassan, Narehan
Date: 2019-12-00
Type: Journal Articles
Subjects: Stress Variables,Work Environment,Technological Literacy,Influence of Technology,Teaching Experience,Teacher Motivation,Secondary School Teachers,Elementary School Teachers,Job Security,Organizational Climate,Employee Attitudes

In the fast-paced world, information is retrieved and stored efficiently using IT technologies. Due to the constant change and advancement in technology, technostress has become a critical issue in many organizations especially for those who are IT illiterate. This scenario is especially true for school teachers in Malaysia where students' information is stored and retrieved using a database system and posted online for quick accessibility of files and student management. However, for those who are not IT-skilled, this type of work demand can influence both the employee's motivation and work commitment. School teachers in Malaysia are found to be overworked and most had to take home their work, especially in updating students' information. The changing work demands and the need to perform both teaching and administrative duties have resulted in teachers facing a stressful working environment. This is especially true for senior teachers, whose IT skill is often lagging compared to their younger counterparts; hence the term technostress is coined -- not only to teachers but to those who are lacking in IT-related skills. Teachers' commitment is of utmost importance to produce better workforce for the future. Hence, this study was conducted to examine both the relationship and the effects of techno-stress creators and organizational commitment among school teachers. This study was carried out at six schools in Selangor involving 173 school teachers. The findings revealed that two dimensions of techno-stress creators which were techno-uncertainty and techno-insecurity had positive and significant influence on organizational commitment while all other three elements of techno-stress creators which were techno-overload, techno-invasion and techno complexity did not predict teachers' organizational commitment. The findings also revealed that certain amount of techno-stress can enhance the level of teachers' commitment.
The Influence of Processing and Regulation of Learning on Academic Achievement amongst First Year Undergraduate Psychology Students in University of North Sumatra
Author: Novel, Fonds
Date: 2019-12-00
Type: Journal Articles
Subjects: Developmental Tasks,Higher Education,Student Adjustment,Student Centered Learning,Academic Achievement,Metacognition,College Freshmen,Cognitive Style,Gender Differences,Parent Child Relationship,Measures (Individuals),Learning Strategies,Grade Point Average,Correlation,Student Attitudes,Learning Motivation,Foreign Countries

Transition of learning from secondary to higher education demands new students to do academic adjustments, especially towards the change from rote learning to student-centered learning. Student-centered learning requires students to process learning material with more depth and to regulate their own learning. These skills often relate with academic achievement. The purpose of this study was to investigate the influence of processing and regulation of learning conducted by first-level students on academic achievement. Other factors that affect academic achievement were explored too, such as student's sex, parental support, conception of learning, and learning orientation . This study used mixed method. Quantitative data was obtained through Inventarisasi Cara Belajar (ICB) or Learning Style Inventory, which was filled by 180 third-semester students. ICB was used for measuring the processing and regulation of learning and their effect on academic achievement, which is depicted by Grade Point Average (GPA). Qualitative data was obtained through group interviews. Results of the study indicate that lack of regulation is the only one variable that can predict student academic achievement with a negative correlation. Several other factors were found to affect student academic achievement, including learning orientation, learning conceptions, learning motivation, academic commitment, and parental support. Researcher then designed a training based on reciprocal-teaching approach as an intervention with students as the participant.
What Is the Relationship between Teaching Approaches of Instructors and Learning Approaches of Teacher Candidates?
Author: Ilhan-Beyaztas, Dilek
Date: 2019-12-00
Type: Journal Articles
Subjects: Teaching Methods,Cognitive Style,Preservice Teachers,Correlation,Teacher Education Programs,Scores,Learning Strategies,Gender Differences,Departments,Teacher Attitudes,Measures (Individuals),Student Attitudes,Foreign Countries,Factor Analysis

The aim of this study is to determine the relationship between the way that teacher candidates perceive the teaching approaches used by the instructors at the faculty of education and the learning approaches they prefer. The study group of this research was composed of 525 students from different departments of the faculty of education to determine the relationship between the teaching approaches and the learning approaches. As a result of the research, it was determined that the means of Information Transfer-Teacher - Focused (IT-TF) approach were higher than Conceptual Change-Student-Focused (CC-SF) scores across university departments and grade levels. It was also determined that the means of the deep and strategic learning approach across university departments, genders and grade levels were higher than the mean scores of the surface learning approach. In addition, there was a strong, positive and significant relationship between the mean score of IT-TF and the mean score of CC-SF, whereas it was found that there was a small, positive and significant relationship between the mean scores of IT-TF and CC-SF and DLA and SLA.
A Conceptual Framework: The Influence of School Culture Types and Personality Traits on Psychological Empowerment amongst Secondary School Teachers in Malaysia
Author: Jamian, Leele Susana
Date: 2019-12-00
Type: Journal Articles
Subjects: Personality Traits,School Culture,Foreign Countries,Educational Change,Teacher Empowerment,Teacher Motivation,Job Satisfaction,Secondary School Students,Correlation,Psychological Patterns,Models

Educational reformers have considered teacher empowerment as one of the panaceas for school success. The concept of teacher empowerment has emerged as an important approach in promoting positive work behaviors with many researchers observing the link between the levels of teachers' psychological empowerment and the extent to which they feel motivated, committed and satisfied with their job. Drawing from an ongoing doctoral research which looked at the relationships of school culture types and personality traits towards psychological empowerment amongst secondary school teachers in Malaysia, this article discusses the formulation of a conceptual framework. Although there have been numerous empirical researches on the structural and psychological constructs of teacher empowerment, previous studies mainly looked at these constructs in isolation. This current paper discusses the concept of empowerment and intends to model teacher empowerment as a holistic framework from multiple perspectives. The framework puts forward in this paper is based on both the literature and a study investigating the relationships of school culture types and personality traits towards psychological empowerment amongst teachers in the context of Malaysian secondary school. In addition, this paper also attempts to discuss the possible research issues that could justify the development of the conceptual framework of the topic.
Trauma-Informed School Libraries: A Space for All
Author: Pelayo, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Trauma,School Libraries,Safety,Library Role,Librarians,Student Needs,Emotional Disturbances,Brain Hemisphere Functions,Helping Relationship,Faculty Development,Program Implementation,Social Development,Emotional Development,Elementary Secondary Education

Some people see the school library as merely a place for books and materials, but for many students, it is a refuge and a place where they can relax and feel safe. School libraries are more than receptacles of books, technology, and audiovisual needs; they are sanctuaries for many students dealing with issues outside of school. Whether it is addressing students' academic needs or their social-emotional problems, school librarians and staff provide an engaging and comfortable place for young people. That's why it's important school librarians be trauma sensitive and trauma informed; school librarians need to understand how trauma affects the brain so that they can help students suffering from these issues. To be defined as a trauma-informed and -sensitive environment a school or library must commit to supporting every student. This article examines how to assess and implement a Trauma-Informed School Library.
Correlations between Components of Social Emotional Learning of Secondary School Students in Ho Chi Minh City, Vietnam
Author: Van Huynh, Son
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Social Development,Emotional Development,Secondary School Students,Foreign Countries,Adolescents,Interpersonal Competence,Self Management,Decision Making,Gender Differences,Interpersonal Relationship

The article discusses the correlation of the social emotional learning (SEL) components perceived by secondary school students in Ho Chi Minh City, Vietnam. The study results show that there is a close correlation among SEL components. Based on the findings, it is implied that the development of SEL competences for secondary school students is an integrated process requiring interactions among different components of the SEL model and forming the model itself via the changes of each component. Moreover, when one component is affected, the influence does not merely happen on that specific component, yet on the entire SEL model as it was a case for the participating secondary school students in this study.
INCFAR: Characteristics and Challenges (A Fifth Anniversary Tribute)
Author: Tarakanov, Vasilii V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Global Approach,Cooperation,Laboratories,Scholarship,Social Sciences,History,Military Service,Human Capital,Educational Innovation,Publications

This paper examines the diverse activity of the International Network Center for Fundamental and Applied Research (INCFAR) in conjunction with the institution's fifth anniversary. The authors describe the process of creation and reorganization of the INCFAR Laboratories and discuss the Center's cooperation with other research-and-education establishments around the world. The paper includes an analysis of the key areas of research the Center is currently focused on. The work's materials are grounded in some specialized literature and a body of research literature, as well as certain resources available on the Center's website. In working on this paper, the authors made wide use of the descriptive, statistical, and problem-historical methods, which helped put together a comprehensive picture of the relevant events in their historical sequence. The authors conclude by stating that today the five-year-old INCFAR is a well-ramified research establishment. In addition to its efficient labs and spectacular publication activity, the Center is distinguished by considerable collaboration activity, possesses resources of its own in the area of dissemination of scholarly information, and runs a resource for indexing scholarly periodicals. All this helps make the outcomes of the Center's scholarly work as visible to the potential reader as possible, which, in turn, helps boost the possibility that these works will be known to wider scholarly and pedagogical communities.
Corrective-Developmental Work with Children and Their Parents via a College-Based Research-and-Education Center as a Means of Enhancing the Child&apos;s Emotional Well-Being
Author: Degtyareva, Irina I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Children,Child Development,Emotional Development,Well Being,Anxiety,Program Effectiveness,Family Environment,Counseling,Family Programs,Parent Participation,School Readiness,Foreign Countries

This paper captures insights from a recent study about the effect of corrective-developmental work with preschool-age children and their parents on the child's emotional well-being and anxiety levels and its benefits in terms of an improved emotional microclimate in the family. The authors share the findings from a diagnostic assessment of the emotional state and anxiety levels of six and seven-year-olds attending Coryphaeus, a research-and-education center operating as part of Sochi State University (Sochi, Russia). The paper describes a special program on corrective-developmental work with children and counseling work with their parents that is being carried into effect at the center by students at the university's Department of Social Pedagogics, which is entitled 'Preparation for School'. The authors conclude that corrective-developmental work with children conducted by senior students majoring in Pedagogics can help improve children's emotional well-being and reduce their anxiety levels, which is crucial to their readiness for school.
Virtual Reality Speaking Application Utilisation in Combatting Presentation Apprehension
Author: Damio, Siti Maftuhah
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Simulation,Public Speaking,Anxiety,Graduate Students,English (Second Language),Teacher Education,Teaching Methods,Speech Skills,Foreign Countries,Instructional Effectiveness,Technology Integration,Student Motivation

Virtual Reality (VR) application in the field of education has been an ongoing endeavour. It is believed that VR provides an opportunity for students to learn in a real situation through the exposure of artificially created reality and the use of visual which improves the learning by enhancing study focus (Piovesan, Passerion and Pereira, 2012). The accessibility to VR is made even easier with the invention of wireless VR. Incorporating this technology in language learning is a logical step, particularly in combatting students' apprehension to carry out presentations. Thus, the focus of this study is to investigate UiTM Faculty of Education TESL postgraduates' attitude in using virtual reality speaking application to ease their presentation apprehension. A mixed-method study is adopted by incorporating both quantitative (questionnaire) and qualitative (interviews) approaches. A purposive sampling of twenty-four TESL postgraduates is used to gather data which was then analysed using SPSS version 23 for the questionnaire and thematic analysis for the interview. Descriptive statistics is used to present the findings. The findings show that the participants have a limited knowledge of VR speaking application. Nonetheless, they are very interested and motivated to use the application as part of their presentation preparation especially in easing their apprehension. VR speaking application provides a crucial connection in improving oral presentations skills, but it is not the best approach for teachers to develop speaking skills. As this study is based on the respondents' perceptions, future work is necessary to statistically study the effectiveness of VR speaking technology in language learning as well as investing if any significant relationship is formed between VR speaking application and language learning and teaching variables.
A Genre-Based Investigation of the Introduction Sections of Academic Oral Presentations
Author: Singh, Kuldip Kaur Maktiar
Date: 2019-12-00
Type: Journal Articles
Subjects: Public Speaking,Undergraduate Students,English Instruction,Administration,Language Usage,English for Academic Purposes,English (Second Language),Second Language Instruction,Rhetoric,Language Skills,Oral Language,Foreign Countries

The academic oral presentation (henceforth AOP) is an important genre for tertiary students across various courses and disciplines in the university. Despite the importance of AOPs for undergraduate students, relatively little is known about this genre. Using Swales' (1990, 2004) notion of move analysis, this paper compares the rhetorical structure of the introduction sections of academic oral presentations from two different fields, namely English language and Administrative Sciences. The findings show some similarities in the AOPs whereby the introduction section contained three moves, and their related steps were similar to previous studies on the rhetorical structure of oral presentations but with few variations. The linguistic features used were also found to be similar in both corpora revealing that students were able to transfer their rhetorical knowledge and linguistic features from one context to another. This study reveals that variation in AOPs is possible in different courses and disciplines. Thus, having genre awareness can help students adapt their genre knowledge to the context.
Factors Affecting Bangladeshi Private University Students&apos; Choice of Institutions for Undergraduate Study
Author: Anam, Rumana Liza
Date: 2019-12-00
Type: Journal Articles
Subjects: Private Colleges,College Choice,Foreign Countries,Student Attitudes,Student Recruitment,Undergraduate Students,Social Influences,School Location,Campuses,Gender Differences

In a highly populated country like Bangladesh where standards of living are rising steadily, more and more students are pursuing studies at university level. With only a few publicly funded universities, private universities are now the main avenue for pursuing undergraduate studies. Competition is growing among these universities operating in a heavily regulated sector. Substantial amounts are often being spent on attracting potential students. However, without proper research into the area and understanding how students choose their universities, resources may end up being used ineffectively. This conceptual paper aims to identify the factors that students consider when choosing their universities.
Lecturer&apos;s Feedback and Its Impact on Student Learning: A Study of a Public University in Sarawak, Malaysia
Author: Singh, Kuldip
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),College Students,College Faculty,Teacher Influence,Correlation,Student Motivation,Teaching Methods,Time

Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Providing students with meaningful feedback can greatly enhance their learning and achievement. Lecturer's feedback plays an integral part in enhancing student learning in higher education. While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students' perceptions of feedback and the contribution feedback makes to students' learning. This study examined the impact of lecturer feedback on student learning. This study involved both Degree and diploma students studying in various fields in a local university in Sarawak. The sample size used for the study was 370 students. Lecturer feedback was measured using a scale developed by Susan Brookhart (2008). The results of the study show a significant and positive relationship between lecturer feedback and student learning. Another finding of the study is that motivational feedback is the main determinant of student learning followed by mode of feedback. This study also highlights how feedback can enhance student learning in higher education. Limitations and recommendations are discussed.