ethanporcaro/eric-fulltext-meta huggingface dataset:
Accelerating Educational Innovation in the MPH Degree Program: What Is the Role of Peer Review of Teaching?
Author: Vian, Taryn
Date: 2015-00-00
Type: Journal Articles
Subjects: Acceleration (Education),Masters Programs,Public Health,Peer Evaluation,College Faculty,Teacher Attitudes,Case Studies,Educational Innovation,Program Design,Program Descriptions,Feedback (Response),Teacher Surveys,Teaching Methods,Formative Evaluation,Reflection,Educational Change,Teacher Motivation,Integrated Curriculum,Cooperation,Learner Engagement,Program Implementation

Purpose: The environment of public health practice is rapidly changing, creating the need to adapt graduate education and accelerate educational innovation. Formative peer review is a strategy designed to promote critical reflection on teaching and to develop faculty as teachers. Through case study methods, we explore how peer review of teaching may catalyze reflective practice and contribute to the redesign of public health education. Methods: We conducted a detailed contextual analysis of a peer review of teaching program implemented from 2011-2014 in a global health department with approximately 200 students and 26 teaching faculty. The case study used multiple data sources including peer review feedback reports, a survey of participating instructors and reviewers, and administrative data. Results: Faculty had favorable attitudes toward peer review, especially the opportunity to learn by observing others teach. Peer review reports confirmed existing good teaching practices and suggested ways to improve student engagement and develop teachers in ways which are aligned with MPH program redesign goals. Both peer reviewers and instructors reported benefiting from the process. Conclusions: Formative peer review may help to spread innovative teaching practices among faculty by providing opportunities for reflection, increasing motivation and confidence to adopt pedagogical changes, and strengthening teaching community. Increased knowledge of other teachers' courses and social ties created through peer review can be resources in promoting MPH curriculum integration and collaboration across disciplines. Recommendations: Schools of public health should consider peer review of teaching as a pathway to promote greater student engagement and practice-based learning. In planning for peer review of teaching programs, leaders need to find ways to address time-related concerns and align the peer review process with other efforts to promote program redesign goals and strengthen teaching community.
Teaching Modules to Build HIV/AIDS Knowledge and Safer Sex Skills among African-American College Students
Author: Kanekar, Amar
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Modules,Acquired Immunodeficiency Syndrome (AIDS),Disease Control,Sexuality,Sex Education,Sexually Transmitted Diseases,College Students,African American Students,Intervention,Teaching Methods,Demonstrations (Educational),Brainstorming,Lecture Method,Visual Aids,Role Playing,Workshops,Behavior Change,Outcomes of Education,Social Theories,Learning Theories

The HIV/AIDS epidemic has taken a tremendous toll on the population of the United States. College students, including African-Americans aged 13-24 years, across the nation are susceptible to contracting sexually transmitted diseases including HIV/AIDS as they participate in unsafe sex practices. The purpose of this article is to provide teaching ideas and learning methods from a social cognitive-theory-based intervention and an HIV/AIDS knowledge based intervention conducted among a sample of African-American college students. A variety of teaching methods such as demonstration, brainstorming, lecturing, group discussion, power-point presentations and role-playing were used. There were 28 workshops (14 knowledge-based and 14 theory-based) conducted over a two month period. Results demonstrated that almost all of the workshops adhered to the session activities guidelines.
An Evaluation of the Undergraduate TEFL Program in Iran: A Multi-Case Study
Author: Karimnia, Amin
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Program Evaluation,Undergraduate Students,Questionnaires,Likert Scales,Case Studies,Models,Instructional Material Evaluation,Student Attitudes,Learning Strategies,Curriculum Design,Semi Structured Interviews

The purpose of this study is to assess the quality of Islamic Azad University TEFL program at B.A. (undergraduate) level in Iran. To do so, five IAU branches were selected through cluster sampling. Within each branch selected, twenty senior students were randomly sampled as the participants of the study. In addition to the students, five professors who were selected through accidental sampling participated in this study, too. Using Stufflebeam's (2002) CIPP model, the data were gathered through a researcher-made questionnaire. This model incorporates four main segments including the evaluations of &quot;context,&quot; &quot;input,&quot; &quot;process&quot; and &quot;product.&quot; Concerning the students' responses, the results of the study revealed that most of the students agreed that the teaching materials had to be revised along with the TEFL program itself. The students also believed that learning strategies must be more concentrated on. In addition, they believed that professors have to focus on teaching specific courses. Concerning the results of the semi-structures interviews, the professors mostly pointed out that considerable reform has to be implemented in TEFL curriculum design. The interviewees also stated that the pedagogical approaches commonly used over the past decades suffered from shortcomings which have to be overcome.
Make Some Noise: A Research-Driven, Performance-Based Approach to Teaching Advocacy
Author: Bliss, Kadi
Date: 2014-00-00
Type: Journal Articles
Subjects: Advocacy,Teaching Methods,Health Education,Online Courses,Blended Learning,Preservice Teachers,Student Projects,Research Projects

This article outlines a research-driven, performance-based approach to teaching advocacy in a school health education online or hybrid course, as well as providing guidance on how to adapt to a face-to-face environment. The project is designed for pre-service school health education students at the college/university level. The primary benefit of this project is that it provides a real world application of advocacy. Because students are able to identify their advocacy efforts based on completed research and learn by observing and practicing, they will be engaged in the process and become more confident advocates at the completion of the project.
Our Campus, Our Health: A Model for Undergraduate Health Education Research Engagement
Author: Merten, Julie Williams
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Undergraduate Study,Health Education,Educational Research,Behavior Rating Scales,Student Research,Health Behavior,Behavior Change,Communication Strategies,Career Choice,Certification,Specialists,Student Participation

Research experience prepares undergraduate students for graduate school, a competitive job market, and their future as the next generation of leaders in public health education. This article describes a model, Our Campus, Our Health, to engage undergraduate students in the delivery of a college health behavior assessment. Through this project, students oversee data analysis, disseminate the findings to stakeholders, and use health communication strategies to promote health behavior change. The project showcases health education as an exciting career choice, provides a valuable resource for the entire campus, and student researchers gain hands-on experience in Certified Health Education Specialist (CHES) responsibilities.
Using Community Health Assessment to Teach and Explore Health Status Disparities
Author: Sullivan, Marianne
Date: 2014-00-00
Type: Journal Articles
Subjects: Public Health,Health Education,Teaching Methods,Masters Programs,Competence,Autism,Health Services,Low Income,Hispanic Americans,Access to Health Care,Pervasive Developmental Disorders,Disadvantaged,Qualitative Research,Semi Structured Interviews

Introduction: Community health assessment (CHA) is a useful tool for identifying health status disparities at the community level. Developing the skills of master's level public health students to conduct CHA addresses a number of the Association of Schools of Public Health Core competencies for graduate public health education. Teaching Procedures: This article reports on the experience of conducting and analyzing a CHA of disparities in access to autism services among low-income Latinos in Nassau County, NY. Discussion: Conducting a CHA as part of the course helped to illustrate academic concepts, and revealed how disparities in access to services and service provision may ultimately lead to disparities in outcomes for low-income Latino children with ASDs.
Attitudinal Perspectives: A Factor to Implementation of a Dual Language Program
Author: Whitacre, Michael
Date: 2015-01-00
Type: Journal Articles
Subjects: Administrator Attitudes,Spanish,Theory Practice Relationship,Models,Second Language Learning,Program Implementation,Bilingual Teachers,Language Dominance,School Districts,Transitional Programs,Language Enrichment,Elementary Schools,Questionnaires,Interviews,Bilingual Education Programs,Qualitative Research

The central focus of this study was to determine the overall perceptions of school administrators, and the district bilingual coordinator on transferring theory to classroom practice, implementation, as viewed by those involved in the implementation process of the Gómez and Gómez Model of Dual Language Education. Responses were solicited from administrative personnel involved in the implementation of the Gómez and Gómez Model of Dual Language. Results revealed overall administrative attitudes were positive to the theoretical ideology and mixed as related to the actual implementation of the dual language program. The greatest areas of concern were; what to do when students enter the program who are either not Spanish dominant or who have not been in a dual language program. The second area of concern was with how to effectively evaluate teachers as they are observed for implementation of the dual langue program. Lastly, most administrators felt there was a lack of faculty proficient in Spanish.
Creating Peer-Led Media to Teach Sensitive Topics: Recommendations from Practicing Health Educators
Author: Hudson, Heather K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Peer Teaching,Health Education,Contraception,Video Equipment,Teaching Methods,Focus Groups,Interviews,Student Needs,Vignettes,Sex Education,Sexuality,College Students

Purpose: The purpose of the study was to evaluate consumer (instructor) reception of Channel Surfing Contraceptives in order to determine components necessary for creation of peer-led educational videos to teach sensitive contraceptive topics. Methods: Two focus group interviews with introductory-level undergraduate personal health instructors were conducted to evaluate a peer-led contraception video. Results: Strengths of the video included (a) use as effective introduction of topic, (b) use of relevant content, (c) use of humor, and (d) inclusion of diverse cast. Additionally, several video weaknesses were (a) lack of in-depth content, (b) inappropriate content and visuals, and (c) lack of diverse cast. Conclusion: The use of peer-led educational media for sensitive topics is advantageous for several reasons. Peer-led media instruction is a way to engage students with more modern teaching techniques, rather than showing educational videos that are expensive or dated. Additionally, peer-led educational media can be a useful tool for topic introduction and incorporating moderate comic relief could help ease students into discussing sensitive topics. Nevertheless, this type of teaching method should be followed by formal instruction to ensure students' needs are met. Recommendations: Continuation of peer-led sexuality education videos is encouraged with the following recommendations: 1) provide real life, modern, and relatable scenarios, 2) prioritize and emphasize the most important information, 3) include a wide range of diverse cast members, 4) ensure that accurate and credible sources are used, 5) incorporate moderate use of humor, 6) use simple visuals to avoid distraction, and 7) avoid lengthy videos.
Investigation into Omani Secondary School Students' Perceptions of Scientists and Their Work
Author: Ambusaidi, Abdullah
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Scientists,Science Careers,Grade 12,Questionnaires,Gender Differences,Science and Society,Higher Education,Reliability

The purpose of this study was to investigate Omani 12th grade students' perceptions about scientists and their work and accordingly propose some recommendations in order to encourage new generations to choose science and engineering-oriented specialisations in higher education. A 37-item questionnaire was designed to determine these perceptions and to find out if there are any differences in perception between males and females. The questionnaire was administered to 943 randomly selected students from ten schools in four Educational Governorates in the Sultanate of Oman, of which 411 were male and 532 female. The findings indicated that the four main resources used by Omani students to get information about scientists and their work are, the media, books, the internet, and the content of the school curriculum. The majority of students have clear perceptions of scientists' work, but are less clear about scientists' relationship with the society.
Academic Majors and Subject-Area Certifications of Health Education Teachers in the United States, 2011-2012
Author: Cardina, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Health Education,Majors (Students),National Surveys,Elementary Secondary Education,Teacher Qualifications,Academic Achievement,Statistical Analysis,Identification,Physical Education,Teacher Certification,Elementary School Teachers,Secondary School Teachers,Health Behavior

Purpose: The purpose of this study was to identify academic preparation and subject-area certifications of K-12 public school staff teaching at least one health education class during 2011-2012 academic year. In general, teachers who are well qualified to teach a subject area are more likely to positively affect student achievement. Methods: Data reported for this study were extracted from the 2011-2012 U.S. Schools and Staffing Survey, a comprehensive nationally representative survey of school employees conducted periodically by the National Center for Educational Statistics. Descriptive statistics were used to identify health education teachers' academic majors and subject-area certifications. Results: Among health education teachers, 35.5% reported an academic major in health education, 30.3% reported a major of physical education, and 34.2% reported majors in other academic subjects. Approximately 60% of health education teachers were certified in health education. Among the 39.7% of health teachers not certified in health education, 35.0% reported their primary area of certification was physical education and 22.6% reported certification in elementary grades-general. Conclusions: Data revealed that in the U.S. most health education teachers did not have an academic major in health education. In addition, nearly 40% of health teachers were not certified in health education. Health education teachers that were not certified in health education were most often certified in physical education. Recommendations: A number of initiatives to consider were presented in order to have the most qualified teachers of school health education, which included a state certification, licensure, or endorsement to teach health education and an academic major in health education.
Predictors of E-Learning Satisfaction in Teaching and Learning for School Teachers: A Literature Review
Author: Cheok, Mei Lick
Date: 2015-01-00
Type: Journal Articles
Subjects: Electronic Learning,Secondary School Teachers,Information Technology,Satisfaction,Predictor Variables,Integrated Learning Systems,Databases,Online Searching,Literature Reviews,Models,Computer Attitudes,Teacher Attitudes,Teacher Education,Knowledge Management

This paper develops a theoretical model of the determinants of e-learning satisfaction in teaching and learning among secondary school teachers. It is based on reviews of past studies on satisfaction in using information technology systems. Three potential groups of determinants of satisfaction among secondary school teachers were identified; user-related characteristics, organisational-related characteristics and the e-learning-system characteristics. Usage is established as a mediating variable between the three potential groups of determinants and satisfaction towards e-learning. Future research could provide a more definitive theoretical statement of e-learning satisfaction and develop an additional proposition which could be derived from a more refined theory. The research yields a theoretical framework that outlines the predictive potential of the three groups of key factors in explaining e-learning satisfaction among secondary school teachers. The factors can be considered when developing future continuous professional development courses and intervention programmes when proposing a new innovation in the curriculum.
Efficacy of Client-Centred and Rational-Emotive Behaviour Therapies in Reducing Bullying Behaviour among In-School Adolescents in Ilorin, Nigeria
Author: Alabi, Yahaya Lasiele
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Adolescents,Psychotherapy,Behavior Modification,Quasiexperimental Design,Control Groups,Experimental Groups,Comparative Analysis,Secondary Schools,Secondary School Students,Questionnaires,Victims,Predictor Variables,Program Effectiveness,Statistical Analysis,Qualitative Research

Bullying behaviour refers to repeated negative behaviour displayed by one or more person (s) with the intention of hurting the feeling, personality and power of the victim. The objective of this study therefore was to find out the efficacy of Client-Centred and Rational-Emotive Behaviour Therapies in reducing bullying behaviour among in-school adolescents in Ilorin, Nigeria. The study adopted the quasi-experimental research method using a 3×2 factorial design made up of three (3) row groups (two experimental and one control). Stratified random sampling technique was used to select three secondary schools on the basis of location to prevent experimental contamination. Self-report questionnaire was used to purposively select the participants. The primary dependent variable was bullying behaviour and respondents with high score on bullying items and low scores on victimisation items were selected to participate in the treatment. The findings revealed a significant reduction in the bullying behaviour of the in-school adolescents exposed to experimental treatments; Client-Centred Therapy (CCT) produced significant reduction in the bullying behaviour among the in-school adolescents, and Rational-Emotive Behaviour Therapy (REBT) produced significant reduction in the bullying behaviour of the in-school adolescents. It was recommended that CCT and REBT procedures should be employed in modifying bullying behaviours.
Pre-Service Elementary Teachers' Mathematics Content Knowledge: A Predictor of Sixth Graders' Mathematics Performance
Author: Shirvani, Hosin
Date: 2015-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Grade 6,Pedagogical Content Knowledge,Mathematics Instruction,Mathematics Tests,Elementary School Students,Teacher Characteristics,Teacher Certification,Mathematics Achievement

This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed lowest on objective four of the test which measures knowledge of measurement in mathematics. This performance was compared with children's scores in objective four and found that children also received the lowest score among the objectives of the test. This study implies that teachers' knowledge could affect students' performance on mathematics. The participants were 87 pre-service teachers with over 90% having a Hispanic ethnic background.
The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials
Author: Sinaga, Parlindungan
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Materials,Physics,Scaffolding (Teaching Technique),Textbook Preparation,Textbooks,Writing Skills,Preservice Teachers,Writing Instruction,Effect Size,Statistical Analysis,Science Instruction,Instructional Effectiveness,Control Groups,Experimental Groups,Comparative Analysis,Scientific Concepts,Secondary School Students,Secondary School Science

Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for pre-service teachers through learning to write activity approach. The treatment effectiveness was determined by considering the effect size and normalized gain percentage, while the hypothesis was tested using &quot;the Kruskal-Wallis test&quot;. The research results showed that scaffolding between the stages of planning and translating plans into text was effective in improving pre-service physics teachers' ability of writing physics teaching materials and was similarly effective in improving their conceptual understanding of the topics of electromagnetism, waves, and optics. Learning to write activity implemented in the course of physics with selected topics was effective in improving the ability of pre-service teachers in translating among different modes of representation and making multiple concept representations. The hypothesis test demonstrated that there was a significant difference in the abilities of writing teaching materials and conceptual understanding between experimental and control classes.