ethanporcaro/eric-fulltext-meta huggingface dataset:
Performance, Preference, and Perception in Experiential Learning Assessment
Author: Wilson, Jay R.
Date: 2018-09-00
Type: Journal Articles
Subjects: Preferences,Experiential Learning,Pilot Projects,Foreign Countries,Academic Achievement,Student Attitudes,Student Volunteers,College Faculty,Learner Engagement,Undergraduate Students,College Graduates,Graduate Students

A pilot study was conducted to explore student preferences, performance, and perceptions of experiential learning assessment following experiential learning instruction. A learning experience, using semi-directed instruction and experiential learning methods, was given to 13 student volunteers who were then assessed using a case study, presentation, journal, and essay, representing both group and individual assessment. Student performance in terms of their understanding and their engagement was compared to student perceptions and preferences. Student performance indicated that although the journal (individual assessment) appeared to be the best venue for students to express their understanding, they were the least engaged in it. The case study and the presentation (group assessments) were most preferred overall and students also perceived these to be the best forms of assessment in a number of aspects (helpful, beneficial, engaging, challenging, etc.). It is possible that the collaborative nature of the group assessments matched the teaching style suggesting that the mode of assessment should follow a similar format to the learning experience in courses that use experiential learning methods. The essay, as a traditional form of assessment, was valued for its structure, possibly reflecting student familiarity with that type of assessment, but less so overall because it was also an individual exercise. Each assessment method used in the pilot demonstrated value, albeit in different forms and this finding speaks to assessing both authentically and using a mixture of methods.
Influence of Social Support on Teacher Self-Efficacy in Novice Agricultural Education Teachers
Author: Korte, Debra S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Effectiveness,Social Support Groups,Agricultural Education,Beginning Teachers,Beginning Teacher Induction,Teacher Persistence

Teacher self-efficacy impacts student achievement, job satisfaction, and teacher retention. Although the benefits of social support have been extensively studied in medicine and psychology, limited research has been completed in education to evaluate the ways in which social support contribute toward teacher self-efficacy. The purpose of this descriptive-relational study was to determine the influence of sources and types of support on teacher self-efficacy in novice agricultural education teachers. The target population was novice teachers of agriculture from Illinois (n = 192) and Indiana (n = 104). Teachers' perceptions of support from three non-school sources and six school sources of support within three social support constructs were used to predict the contribution of social support on teacher self-efficacy. Novice agricultural education teachers' perceptions of support from school sources -- predominantly students and community -- explained 27.1% of the variance in teacher self-efficacy. The results from this study imply the support (i.e., verbal or social persuasion) novice agricultural education teachers perceive from students and community are the most significant predictors of teacher self-efficacy. These findings advocate the need for novice teachers of agriculture to develop quality relationships with students and community members to increase teacher self-efficacy, thus potentially improving teacher retention.
Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution
Author: Hobbins, Justine O.
Date: 2018-09-00
Type: Journal Articles
Subjects: Correlation,Community Involvement,Academic Achievement,Outcomes of Education,Foreign Countries,School Holding Power,Graduation Rate,On Campus Students,Comparative Analysis,College Freshmen,Undergraduate Students,Grade Point Average

This study investigated the relationship between residential living scenario and first year grades, second year retention, and 5-year graduation rates of students at a Canadian comprehensive university. We compared the academic outcomes of students living in residence learning communities (RLCs) to those in other living scenarios (traditional residences and off-campus). RLCs have been shown to be positively associated with student academic outcomes in the United States; however, the data to support RLCs in Canada is nonexistent. A longitudinal observational study was conducted to analyse the academic outcomes of a complete cohort of students (n=4805) who lived in RLCs (18%) and non-RLCs (82%). Results indicated that RLC students, on average, achieved higher first year averages, 2nd year retention rates, and 5-year graduation rates relative to non-RLC students, thereby contributing to the goals of post-secondary institutions to attract and retain their students through to graduation.
Information Needs and Information-Seeking Behaviors of Urban Food Producers: Implications for Urban Extension Programs
Author: Kopiyawattage, Kumudu P. P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Urban Areas,Information Needs,Information Seeking,Extension Education,Agricultural Production,Food,Innovation,Internet,Information Sources,Universities,Trust (Psychology)

Extension is challenged with meeting the needs of a variety of stakeholders. As the country becomes more urban, Extension may need to adapt programming to reach new clients. Having an understanding about what, when, and how urban food producers gather information is important to address their needs. Information that is relevant, up-to-date, and meets clients' needs, enables their ability to adopt new ideas and innovative technologies, providing more opportunities for success. A mixed-method research design explored the information needs and information-seeking behavior of urban food producers in Columbus, Ohio. Urban food producers in this study most needed information to increase food production. Respondents preferred to receive information from the Internet and other electronic media over conventional information sources. This group of urban producers trusted information from university and Extension sources, but expressed mixed opinions about their personal experiences with OSU Extension.
Turnitin® Use at a Canadian University
Author: Zaza, Christine
Date: 2018-09-00
Type: Journal Articles
Subjects: Computer Software,Plagiarism,College Students,Formative Evaluation,Self Evaluation (Individuals),Content Analysis,Foreign Countries,Student Attitudes,Teaching Assistants,College Faculty,Teacher Attitudes,Anxiety,Databases,Writing (Composition),Integrity,Privacy,Intellectual Property,Information Security

While the text-matching tool, Turnitin®, has traditionally been used to deter and detect plagiarism, more recently, instructors have started to use this tool for formative self-assessment. To describe Turnitin®'s use in practice and to explore perceptions of this tool, we surveyed 940 students, teaching assistants, and instructors at a Canadian university. Our findings indicate that Turnitin® was more commonly used for plagiarism detection than for formative self-assessment. The majority of respondents had positive views of Turnitin®, and 70% of students stated that they had no concerns about using this tool. Despite these positive findings, content analysis of open-ended responses indicate that students experience increased anxiety of being falsely accused of plagiarism and have concerns about their work being stored in the Turnitin® database. Our findings lead us to conclude that there is a need for more information and improved communication about Turnitin® for all three groups.
Sharing Narratives to Foster Mental Health Literacy in Teacher Candidates
Author: Woloshyn, Vera
Date: 2018-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Mental Health,Knowledge Level,Wellness,Reflection,Problem Solving,Undergraduate Study,Personal Narratives,Writing (Composition),Foreign Countries

This study explored the nature of teacher candidates' mental health narratives in the context of completing an elective course in mental health and wellness. How students deconstructed their narratives and the narratives of their peers over time was also explored. Participants included 67 fourth-year students completing a five-year concurrent teacher education program. Data was collected over two academic years and consisted of students' beginning-of-course and end-of-course narratives. The narratives were analyzed using content and thematic analysis. The findings are discussed in the context of using shared narratives as case study to promote self-reflection, discussion, problem-solving and mental health literacy within undergraduate courses.
Using Appreciative Inquiry to Understand the Role of Teaching Practices in Student Well-Being at a Research-Intensive University
Author: Lane, Kathleen
Date: 2018-09-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Well Being,Research Universities,Undergraduate Students,Academic Achievement,Foreign Countries,Mental Health,Learner Engagement,College Faculty,Teacher Role,Teacher Student Relationship

Appreciative inquiry (a research approach comprising four stages: Discovery, Dream, Design, and Destiny) was used at a research-intensive university to investigate which teaching practices positively influence student well-being (i.e., their health and quality of life). In a survey, undergraduate students were asked to select the teaching practices they believed best supported their well-being. Focus groups also were conducted, with: (1) students, and (2) instructors identified by students as using teaching practices that supported their well-being. Mixed-methods data-analyses subsequently were used to identify instructional strategies that support student well-being.
Declining Morale, Diminishing Autonomy, and Decreasing Value: Principal Reflections on a High-Stakes Teacher Evaluation System
Author: Paufler, Noelle A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Academic Achievement,Correlation,Principals,Urban Schools,School Districts,Administrator Attitudes,Teacher Morale,Professional Autonomy,Decision Making,Accountability,Educational Policy,Value Added Models,Teacher Recruitment,Teacher Persistence

Since the adoption of teacher evaluation systems that rely, at least in part, on controversial student achievement measures, little research has been conducted that focuses on stakeholders' perceptions of systems in practice, specifically school principals. This study was conducted in a large urban school district to better understand principals' perceptions of evaluating teachers based on professional practice and student achievement. Principals in this study strongly expressed concerns regarding: (1) the negative impact of the teacher evaluation system on morale; (2) their lack of autonomy in evaluating teachers and making staffing decisions; and (3) their perceived lack of value as professionals. Examining the implications of teacher evaluation systems is increasingly important to better understand the intended and unintended consequences of these systems in practice.
Educating English Language Learners: A Review of the Latest Research
Author: August, Dianne
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,English Language Learners,Bilingualism,Teaching Methods,Language Proficiency,Teacher Effectiveness,Instructional Effectiveness,Outcomes of Education,Bilingual Education Programs,Middle School Students,Science Teachers,Science Instruction

In this article, the author discusses the latest research on how to effectively teach English Language Learners (ELLs). This includes seven principles from a consensus report released by the National Academies of Sciences, Engineering, and Medicine. The consensus report examines what the current research is about learning English from early childhood through high school, identifies effective practices for educators, and recommends steps policymakers can take to support high-quality educational outcomes for children and youth who are learning English. These principles and practices build on findings from previous reviews on the same topic as well as U.S. Department of Education best-evidence syntheses. While dual language programming for ELLs is effective for developing English proficiency and content-area knowledge in English--with the extra benefit of maintaining and developing students' first language, validating their culture, and providing opportunities to enhance cross-cultural understanding--the article focuses on instruction delivered in English, an important component of dual language programs. [To view the consensus report, &quot;Promoting the Educational Success of Children and Youth Learning English: Promising Futures,&quot; see ED582056.]
Encouraging the Development and Achievement of Dual Language Learners in Early Childhood
Author: Espinosa, Linda M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Early Childhood Education,Bilingual Students,English (Second Language),Second Language Learning,Bilingualism,Preschool Teachers,Preschool Children,Teaching Methods

As the population of children from birth to age 5 growing up with one or more languages other than English in the home continues to grow, and as many of these children participate in early care and education (ECE) programs, teachers and support staff will need to be prepared to work with dual language learners (DLLs) and their families. Most, if not all ECE educators, will need to understand the process of second language acquisition during these early years as well as the teaching competencies and effective practices that support the healthy development, learning, and achievement of DLLs. In this article, the author summarizes the findings of DLL research in the ECE field.
The Effects of the Taekwondo Training on Children&apos;s Strength-Agility and Body Coordination Levels
Author: Top, Elif
Date: 2018-08-00
Type: Journal Articles
Subjects: Athletics,Physical Education,Muscular Strength,Perceptual Motor Coordination,Psychomotor Skills,Performance Tests,Gender Differences,Elementary School Students,Foreign Countries,Instructional Effectiveness,Pretests Posttests

The present study investigated the effects of the taekwondo training given to the children on their strength-agility and body coordination levels. Participants were 42 school children who are 7 to 10 years old. They were divided into the girls' experimental (n = 9, X = 9.34±1.22 years, height = 134.44±12.77 cm, body weight = 34.16±12.04 kg, BMI [Body Mass Index] = 18.42±3.98 (kg/m[superscript 2]) and control (n= 8, X= 8.60±1.17 years, height = 129.12±9.52 cm, body weight = 31.01±7.85 kg, BMI = 18.29±2.31 (kg/m2 ) groups; and boys' experimental (n= 13, X= 9.05±0.78 years, height = 135.23±6.95 cm, body weight = 32.81±7.46 kg, BMI = 17.77±2.99 (kg/m2 ) and control (n= 12, X= 9.06±1.03 years, height = 132.16±9.62 cm, body weight = 29.95±7.45 kg, BMI = 16.94±2.43 (kg/m [superscript 2]) groups. The experimental groups of both boys and girls took a standardised group exercise program led by the taekwondo coaches, which lasted for three times a week in 12 weeks, while control groups of both boys and girls did not take any trainig. The bilateral coordination, balance, running speed-agility and strength of subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) were employed before and after training. The results indicated that a statistically significant difference was found between strength &amp; agility post-test values in girls. When the time interaction experimental and control groups of boys and girls were examined, a statistically significant difference was found between body coordination and strength-agility values. It was concluded that a 12-week taekwondo training given to the children in the 7-10 age group has increased the body coordination and strength-agility levels of the girls and boys.
Examination of Preschool Teachers&apos; Opinion on Alternative Assessment
Author: Kaya, Isa
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Opinions,Alternative Assessment,Kindergarten,Foreign Countries,Evaluation Methods,Portfolio Assessment,Play,Self Efficacy

This research intended to determine the alternative assessment methods used by the preschool teachers and their opinions, knowledge and competencies related to these methods. The research group of the study comprised of 10 kindergarten teachers working in Konya province during the 2017-2018 academic year in Turkey. The data obtained through the semi-structured interview form were evaluated by descriptive analysis. As a result of the research, it has been understood that preschool teachers have benefited from play-based assessment in order to gain concrete information in recognizing and evaluating the children through play. In the portfolio assessments, they have different opinions and applications in using the information and activities in the portfolio. In the program-based assessment, teachers assess children within the framework of training plans through a variety of forms, but teachers claimed that it is not effective to use the program-based approach to assess the aims and achievements of the program and the development of students. Moreover, it has been stated that the dynamic assessment approach is a new and unknown approach to the teachers, and the applications on this approach are limited. Teachers have found themselves unsatisfied in implementing alternative assessment approaches, but it has been understood that teachers are willing to develop themselves. [This study has been presented as an oral representation paper Globets 2018 (An International Conference Education, Technology and Science) in Serbia, 6-9 May, 2018.]
Examination of Vocational High Schools&apos; Effectiveness Levels in Terms of European Union Project Numbers
Author: Çakir, Rahman
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational High Schools,School Effectiveness,Vocational Education Teachers,Secondary School Teachers,International Programs,Program Implementation

The purpose of this research is, according to the teachers' opinions, to determine the level of Effective Schools in terms of the number of EU Projects (Erasmus +, eTwinning) carried out by the official Vocational and Technical Anatolian High Schools in Central district of Giresun province, in terms of manager, teacher, student, school program and education process, school culture and environment, school environment and parent dimensions. For this purpose, the &quot;Effective School Scale&quot; with 0.93 Cronbach alpha score, developed by Sisman (1996) and the Personal Information Form prepared by the researcher were used to determine the effectiveness levels of the schools. The research is a descriptive study in the general screening model. The data were collected from a total of 203 teachers working in official vocational high schools in Central district of Giresun province in the academic year 2017-2018. It has been determined that the effectiveness of schools is a linear increase with respect to the number of EU projects carried out. It has been determined that there is a strong positive relationship between the number of EU projects carried out on the schools and the effectiveness levels of the schools.
Examining the Life Quality and Depressive State of Amputees in Terms of Some Variables
Author: Yazici, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Disabilities,Quality of Life,Depression (Psychology),Predictor Variables,Athletes,Differences,Marital Status,Measures (Individuals),Foreign Countries,Team Sports

This research aimed to determine whether the life quality of amputees was a significant predictor of their depression levels and whether there was a significant difference between the life quality levels and depression of amputee athletes and those leading sedentary lifestyles according to their marital status and disabled limbs. The data were collected from 202 amputees including 76 athletes and 126 sedentary. Personal Information Form, a 27-item Short Form Life Quality Scale, and Beck Depression Inventory were used as the data collection tools. The internal consistency coefficient calculated for the Life Quality Scale was 0.90, and it was 0.89 for Beck Depression Inventory in the study. The results of simple linear regression analysis performed for determining the life quality's strength of predicting depression revealed that the life quality scores of amputees were a negative significant predictor of their depression scores. It was determined that married individuals had significantly higher life quality scores and lower depression scores when compared to single individuals. In terms of the disabled limb, the difference between the life quality scores of individuals with arm-leg and foot-leg amputation was found to show a significant difference rather than those with leg amputation. In addition, it was noticed that the depression scores of the individuals with foot and leg amputation were significantly higher than those with arm amputation. Consequently, it was possible to mention that life quality affected depression, and sport was an important instrument for increasing the life quality and decreasing the depression levels of amputees. Appropriate sportive activities should be emphasized to achieve desired life quality levels and relieve depression of disabled people.
The Effects of Low Altitude Training on Erythropoietin Response and Hematological Variables in Elite Female Fencers
Author: Gürses, Veli Volkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Athletes,Training,Environmental Influences,Metabolism,Exercise Physiology,Foreign Countries,Geographic Location

The Live High-Train High (LHTH) model altitude training is required to sojourn over 2000m more than 3 weeks. In such altitudes response that may cause decreased living, sleeping and training quality. In these cases coaches may approach with suspicion to LHTH can be harmful for their training intensity edgewise training quality. The aim of this study was to investigate the effect of 12 days 1850m training on some hematological parameters in the world-class woman fencers. Ten female fencers (age 21.50 ± 3.69, height 167.16 ± 3.88 cm, weight 59.11 ± 3.437 kg) voluntarily participated in this study. The athletes were investigated low altitude training camp at 1850m. The blood samples were taken before and after the moderate altitude training for analyzing erythropoietin (EPO), red blood cell (RBC), hemoglobin (HB) and hematocrit (HCT) concentration levels. The paired sample t-test was used for determine the differences pre and posttests results, significance levels p&lt;0.05 Results shows that concentrations of EPO increased significantly after twelve days low altitude training. However RBC, HB, HCT concentrations were unaffected by the hypoxic stimulus. The results of this study have suggested that the 12 days LHTH training at 1850 m can be stimulated EPO. This means 1850 m altitude possibly induces hypoxic effect. Nevertheless, 12 days altitude training is not enough to enhance performance related blood markers.