ethanporcaro/eric-fulltext-meta huggingface dataset:
Summer Practicum Partnership: Impact on Efficacy of Preservice Teachers
Author: Mostofo, Jim
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Summer Programs,Mentors,Program Descriptions,High School Students,Partnerships in Education,Christianity,Church Related Colleges,Practicums,Teaching Experience,College School Cooperation,Student Attitudes,Educational Benefits,Teacher Student Relationship,Experienced Teachers

This paper describes a partnership between a college of education at a Christian university in the southwest U.S. and a local high school where preservice teachers completed their practicum (field experience) during summer school. The benefits to and efficacy of the preservice teachers were examined using a qualitative postprogram survey. The results indicated that the authentic teaching experience provided the main benefit of the partnership and had the greatest impact on teacher efficacy. The preservice teachers also cited the experience of working with mentor teachers and connecting with high school students as impacting their confidence, and their efficacy was affected by the opportunity to observe their mentor teachers in the field.
Traditional and Online Faculty Members&apos; Use of Classroom Assessment Technique (CATs): A Mixed-Method Study
Author: Li, Manyu
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Scholarship,Instruction,Learning,Evaluation Methods,Statistical Analysis,Qualitative Research,Adjunct Faculty,Teacher Characteristics,Online Courses,Conventional Instruction

The goal of this study is to investigate both the prevalence and the described strategies of university professors' use of one of the Scholarship of Teaching and Learning (SoTL) techniques, Classroom Assessment Techniques (CATs). This study also aims to compare whether traditional and online faculty and full-time and part-time faculty differ in their use of CATs. Through mixed methodologies, both statistics of the use of CATs (quantitative) and actual experiences described by faculty (qualitative) were reported. In Study 1, 117 university faculty were recruited for the survey study and all but five of them used some forms of CATs (97%) and about two-third of them indicated using CATs &quot;often&quot; or &quot;always&quot; (70%). No significant differences were found between adjunct and full-time faculty. No difference was found between faculty teaching online and in the traditional classroom. In Study 2, five adjunct faculty were recruited to participate in an interview study and descriptions of their experiences of the use of CATs were obtained and analyzed. Several themes were identified to address how CATs were used and why faculty supported the use of CATs. Implications for faculty training and future studies were discussed.
Reducing Sexual Risk among Racial/Ethnic-Minority Ninth Grade Students: Using Intervention Mapping to Modify an Evidenced-Based Curriculum
Author: Markham, Christine M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 9,At Risk Persons,Racial Differences,Ethnicity,Minority Group Students,Early Parenthood,Pregnancy,Adolescents,Acquired Immunodeficiency Syndrome (AIDS),Sexually Transmitted Diseases,Sex Education,Comprehensive School Health Education,Needs Assessment,Health Behavior,Curriculum,Program Effectiveness,Contraception,Dating (Social),Violence,Prevention,Access to Health Care,Urban Schools,High School Students,Middle School Students

Background: Racial/ethnic-minority 9th graders are at increased risk for teen pregnancy, HIV, and STIs compared to their White peers. Yet, few effective sexual health education programs exist for this population. Purpose: To apply &quot;IM Adapt&quot;--a systematic theory- and evidence-based approach to program adaptation--to modify an effective middle school sexual health education curriculum, &quot;It's Your Game…Keep It Real!&quot; (&quot;IYG&quot;), for racial/ethnic-minority 9th graders. Methods: Following the six steps of &quot;IM Adapt&quot;, we conducted a needs assessment to describe the health problems and risk behaviors of the new population; reviewed existing evidence-based programs; assessed the fit of &quot;IYG&quot; for the new population regarding behavioral outcomes, determinants, change methods, delivery, and implementation; modified materials and activities; planned for implementation and evaluation. Results: Needs assessment findings indicated that &quot;IYG&quot; targeted relevant health and risk behaviors for racial/ethnic-minority 9th graders but required additional focus on contraceptive use, dating violence prevention, active consent, and access to healthcare services. Behavioral outcomes and matrices of change objectives for &quot;IYG&quot; were modified accordingly. Theoretical methods and practical applications were identified to address these behavioral outcomes, and new activities developed. Youth provided input on activity modifications. School personnel guided modifications to &quot;IYG&quot;'s scope and sequence, and delivery. The adapted program, &quot;Your Game, Your Life,&quot; comprised fifteen 30-minute lessons targeting determinants of sexual behavior and healthy dating relationships. Pilot-test data from 9th graders in two urban high schools indicate promising results. Conclusion: &quot;IM Adapt&quot; provides a systematic theory- and evidence-based approach for adapting existing evidence-based sexual health education curricula for a new population whilst retaining essential elements that made the original program effective. Youth and school personnel input ensured that the adapted program was age-appropriate, culturally sensitive, and responsive to the needs of the new population. &quot;IM Adapt&quot; contributes to the limited literature on systematic approaches to program adaptation.
Teaching Students with Disabilities at the College Level
Author: Dyer, Rebekah
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Teaching Methods,Disabilities,Academic Accommodations (Disabilities),Academic Support Services,Academic Achievement,Attitudes toward Disabilities,Student Adjustment,Educational Legislation,Equal Education,Federal Legislation,Peer Relationship,Teacher Student Relationship,College Faculty,Socialization

The number of students with disabilities who attend college is increasing, but many of them are not completing their degree program. Many students with disabilities are not socially prepared to attend college. They may struggle with developing relationships with peers and faculty, which leads to a feeling of not being supported. There are a variety of perceptions regarding individuals with disabilities held by peers and faculty that can negatively impact students with disabilities in college. Students with disabilities do have a legal right to receive accommodations at the college level; however, many students are not aware of those rights or choose not to pursue them. Colleges and universities and faculty need to be a support system for students with disabilities and need to be proactive in being informed about the law and the types of accommodations they can provide. Students with disabilities can be successful in college if everyone works together to set them up for success.
Sustainability Programs in Business, Universities, and K-12: Educating Students and Leaders toward a Sustainability Mindset
Author: Camacho, Danielle J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Sustainability,Business Administration Education,Best Practices,Environmental Education,Teaching Methods,Elementary Secondary Education,Corporations,Social Responsibility,STEM Education,Course Content,Service Learning,Community Involvement,Program Descriptions

The purpose of this article is to contribute to the growing body of research that focuses on best practices for environmental sustainability education in K-12 classrooms. A review of related literature included emerging trends, commitment by business leaders to engage in CSR activities in the community, and opportunities for education at the K-12 level. The review of existing literature provides examples as to how sustainability-based environmental programs may provide educational foundations for business leaders and educators. Adopting sustainability course work, programs and projects allows students and educators to acquire knowledge and the competencies necessary for the 21st century. Administrators, business leaders, and educators may find insights into the merits of employing best practices in sustainability education.
Sexting and Mental Health: A School-Based Longitudinal Study among Youth in Texas
Author: Chaudhary, Pooja
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexual Harassment,Telecommunications,Handheld Devices,Computer Mediated Communication,Mental Health,Longitudinal Studies,Incidence,Anxiety,Depression (Psychology),Symptoms (Individual Disorders),Middle School Students,Grade 6,Grade 7,Urban Schools,Early Adolescents,Social Media,Visual Aids

Background: Sexting has emerged as a common socio-cultural problem in our society today. Few studies have estimated the prevalence of sexting among younger middle school youth and even fewer have assessed the relationship between sexting and mental health outcomes like anxiety and depression symptoms among middle school youth. Objectives: To estimate the prevalence of sexting among sixth and seventh-grade middle school students in a large urban school district in Southeast Texas and to assess its relationship with mental health outcomes (both anxiety and depression) among these youth. Methods: A retrospective analysis of an existing three-year randomized, two-arm, nested longitudinal study was conducted. Associations between sexting and depression symptoms; and sexting and anxiety symptoms were assessed via univariate and multivariate logistic analysis. Results: The prevalence of sexting among sixth graders was found to be 12%. Compared to youth who were not engaged in sexting, engagement in sexting was associated with significantly increased odds of depression and anxiety symptoms. Conclusion: Sexting is common among youth and is associated with poorer mental health outcomes such as anxiety and depression among these youth, but further validation of these findings is needed.
Spiritual Leadership: A Guide to a Leadership Style That Embraces Multiple Perspectives
Author: Smith, Gina
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership Styles,Religious Factors,Spiritual Development,Comparative Analysis,Leadership Qualities,Self Concept,Self Esteem,Communication Skills,Decision Making Skills,Conflict Resolution

The purpose of this research study was to examine the characteristics of Spiritual Leadership and compare and contrast this style to 5 other well-known leadership styles including Transformational Leadership, Servant Leadership, Situational Leadership, Authoritarian Leadership, and Moral Leadership. Although each of these styles had some very positive characteristics, it was found that Spiritual Leadership allowed for various leadership approaches to be applied as needed and these approaches were designed to motivate and inspire followers to promote positive results. Examples of effective spiritual leaders were provided. Specific skills needed for someone to become a spiritual leader were provided. These skills include self-awareness, self-esteem, effective communication, decision-making acumen, and the ability to promote and engage in healthy conflict. Each of these skills was examined and explained.
Personalized Online Reflective Deliberations: No Significant Differences across Institution Type
Author: Chadha, Anita
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Instructional Effectiveness,Public Colleges,Private Colleges,Community Colleges,College Students,Two Year College Students,Web Sites,Academic Achievement,Pedagogical Content Knowledge,Computer Mediated Communication,Group Discussion,Political Science

This research contributes to knowledge about the effectiveness of online deliberations as an innovative means for providing online education. Using a mixed methods approach, student peer exchanges were analyzed on a collaborative website structured around interactive weekly discussions in politics and offered across three types of institutions: a four-year public university, a four-year private university, and a community college. Findings show that despite differences in institution type, the 81 students responded and personalized their discussions with academic reflectivity across class types in their peer discussions.This study finds that interactive discussion forums are a best practice for offering pedagogical content in an online environment and may be used across any discipline or class type whether it is a face-to-face, hybrid, or fully online.
Computer Self-Efficacy Revisited
Author: Loar, Elizabeth A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Use,Self Efficacy,Computer Attitudes,Community Colleges,Two Year College Students,Females,Attitude Measures,Goodness of Fit,Factor Analysis

Computer self-efficacy is associated with a variety of positive learning processes and outcomes. Despite historical attempts to measure computer self-efficacy, there are severe validity concerns apparent in the literature. In 2014, M. C. Howard developed the Computer Self-Efficacy Scale (CSES) with a focus on general computer use rather than reliance on specific technological hardware. The two studies here employed a non-experimental, quantitative research design with self-report measures. The majority of participants in this study were female students from a Midwestern community college. In Study 1, the reliability and divergent validity of the CSES was tested. In Study 2, the unidimensional factor structure of the measure was supported through confirmatory factor analysis. The findings show additional evidence for the reliability and validity of the CSES with community college participants from the Midwest United States. Based on the results of this research, instructors and researchers may administer the CSES for general assessment and research purposes with reasonable confidence.
Mindfulness and Self-Efficacy in an Online Doctoral Program
Author: McCann, K. M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Attention,Doctoral Programs,Graduate Students,Self Efficacy,Church Related Colleges,Christianity,Intervention,Instructional Effectiveness,Teaching Methods

The purpose of this quasi-experimental quantitative research study was to examine the extent to which a relationship exists between the use of mindfulness interventions and doctoral student self-efficacy in students enrolled in a doctoral program at a Christian university located in the southwestern United States. The theoretical foundation of self-efficacy developed by Bandura informed this study. The sample consisted of 19 doctoral students (n = 19) from a Christian university. Participants completed the Self-Efficacy Scale (SES) in the first week of the course and again in the final week of the course. Three groups were compared. One group was given interventions in weeks 2 and 7. The second group was given interventions in weeks 3, 4, 5, and 7. The third group was given interventions within weeks 2, 3, 4, 5, 6, 7, and 8. Data were analyzed using a one-way ANOVA. The researchers found no statistical significance between the use of mindfulness interventions and doctoral students' self-efficacy
Multidimensional Engagement in Learning--An Integrated Instructional Design Approach
Author: Astleitner, Hermann
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Instructional Design,Instructional Materials,Learning Motivation,Attention,Relevance (Education),Measurement Techniques,Psychological Patterns,Thinking Skills,Critical Thinking,Student Interests,Educational Environment,Educational Strategies

There is rising evidence that it is an increasingly difficult task for teachers to engage students in learning. This important problem in daily instruction has produced numerous research activities focusing on conditions and consequences of student engagement. However, these activities have led to a complex situation in which findings are widely scattered, redundant, or difficult to apply in instructional practice. Therefore, this paper integrates research findings on cognitive, motivational, and social-emotional aspects of student engagement based on a review of literature. Findings from the review have been used to formulate 15 instructional strategies as part of a hierarchically organized instructional design approach for incorporating multidimensional engagement into elements of learning (i.e., learning materials for lessons or instructional units). Strategies for cognitive engagement concern engagement levels such as knowledge, comprehension, convergent thinking, evaluation, and synthesis. Strategies for motivational engagement focus on attention, relevance, interest, identification, and intrinsic motivation. Strategies for social-emotional engagement are related to self-assertion, entertainment, belongingness, adaptiveness, and security. Finally, in order to support research and implementation, measurement instruments on multidimensional levels of engagement and related instructional strategies are proposed.
Proximity in the Online Classroom: Engagement, Relationships, and Personalization
Author: Dyer, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Proximity,Interpersonal Relationship,Online Courses,Educational Technology,Technology Uses in Education,Learner Engagement,Feedback (Response),Formative Evaluation,Communities of Practice,Discussion (Teaching Technique),Teacher Role

For those who have taught in the traditional classroom at any level, proximity is understood as a best practice in managing classroom behaviors. The farther away the teacher is from the student the more likely the student is going to pay less attention and find themselves off task. Likewise, the inverse is true, the closer the teacher is to the student the less likely the student will be off task. In its simplest form, proximity can be described in two ways: classroom arrangement and teacher mobility. In the virtual modality, instructors have little control over classroom arrangement, but they can influence the perception of mobility by applying certain actions, that may impact the manner in which students perceive the proximal space within the classroom through various strategies to engage students, creating viable relationships with students, and personalizing the online classroom space. Appendix A outlines approaches and techniques to allow instructors to promote community, formative assessment, and critical thinking, and to clarify and create resources that close the proximal gap.
Keeping Your Sanity While Keeping Your Students: How Teacher Engagement Can Increase Student Persistence When Teaching Students during Their First College Course
Author: Basko, Lynn
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Persistence,College Students,Electronic Learning,Sense of Community,Web 2.0 Technologies,Computer Mediated Communication,Group Discussion,Time Management,Teaching Methods,Learner Engagement,Teacher Student Relationship,Teaching Experience,Interaction,College Faculty

Student persistence is a common concern for online educators. Previous research has shown that student persistence rates are effected by instructor presence, creating a sense of community in the classroom, and varying classroom activities for students (Croxton, 014). Based on the authors' experiences, there are three strategies for increasing student persistence among students taking their first college course. Using Web 2.0 tools (Zoom, Loom, Remind, and Flipgrid), increasing discussion board posts containing personal experiences, and using effective time management tools can allow instructors to increase student persistence rates. This article provides a brief literature review regarding student persistence and an explanation of the authors' experiences for increasing student persistence, as well as suggestions for further research in the area of student persistence and instructor strategies. Specific skills needed for someone to become a spiritual leader were provided. These skills include self-awareness, self-esteem, effective communication, decision-making acumen, and the ability to promote and engage in healthy conflict. Each of these skills was examined and explained.
Building a Community of Inquirers in Your Classroom: Learning from Our Global Colleagues
Author: Franco, Yvonne
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Science,Science Instruction,Communities of Practice,Active Learning,Inquiry,Educational Strategies,Instructional Effectiveness,Science Process Skills,Comparative Education,Critical Thinking

Attention to inquiry-based teaching practices has surfaced as one vehicle for supporting the development of critical thinking skills in science classrooms (Achieve Inc., 2013). Despite the endless dialogue, professional development, and standards to support the teaching approach, in practice, inquiry presents teachers with a great challenge. In fact &quot;there has been a tremendous concern that our efforts are simply not resulting in the desired level of inquiry-based teaching&quot; (Meyer, Meyer, Nabb, Connell &amp; Avery, 2011). Limiting factors include teacher knowledge and an understanding of inquiry (Anderson 2002; Meyer et al., 2011; Minstrell &amp; van Zee 2000). Ironically, the global use of this method allows us to learn how others have overcome these barriers and are making inquirers of their students. International studies of practices employed by top achieving countries such as Finland and China reveal effective strategies their teachers use to foster inquiry in their classrooms (Huang, 2004; Huann-Shyang, Jui-Ying &amp; Su-Chu, 2002; Laukkanen, 2008; Lavonen &amp; Juuti, 2012; Liu, 2005; Maes, 2010; Nivalainen, Asikainen, &amp; Hirvonen, 2013; Wei, 2009; Yuwen Bianjishi, 1999). This summative analysis offers a rationale for learning from our &quot;global colleagues,&quot; defines the latest emphasis on inquiry-based teaching, and offers strategies for creating a community of inquirers in the science classroom as informed and evidenced by teachers in both China and Finland.