ethanporcaro/eric-fulltext-meta huggingface dataset:
Intervention Adherence and Self-Efficacy as Predictors of Child Outcomes in School Nurse-Delivered Interventions for Anxiety
Author: Caron, E. B.
Date: 2022-06-00
Type: Journal Articles
Subjects: Self Efficacy,School Nurses,Anxiety,Outcomes of Treatment,Relaxation Training,Behavior Modification,Preschool Children,Intervention,Predictor Variables,Program Effectiveness,Cognitive Restructuring

This study examined the association between two implementation factors, nurse-reported intervention adherence and self-efficacy, and children's outcomes in school nurse-delivered anxiety interventions. Data were collected in a pilot randomized controlled effectiveness trial with 54 children and 21 school nurses. Nurses implemented either a cognitive behavioral or relaxation-skills-only intervention. Nurse questionnaires assessed implementation factors. Independent evaluators assessed changes in children's anxiety symptoms at postintervention and at 3-month follow-up using clinical improvement and global functioning scales. Regression analyses indicated that greater intervention adherence was associated with greater anxiety symptom improvement at follow-up. Nurse self-efficacy interacted with intervention group, such that nurses with higher self-efficacy who implemented the cognitive behavioral intervention tended to have children show improvement and higher postintervention functioning. The impact of implementation factors on children's outcomes may differ depending on intervention type. Self-efficacy may be important for nurses using relatively complex interventions. Intervention adherence should be supported through training and consultation. [For the corresponding grantee submission, see ED608556.]
Choose Your Own Pathway: How Letting Students Choose Their Sanctions Revolutionized the Student Conduct Process
Author: Ashley, Evelyn L.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Behavior,Discipline Policy,Student Personnel Services,Decision Making,Recidivism,Grievance Procedures,Sanctions,Justice

The students at Southern Methodist University (SMU) did not have a favorable view of the Office of Student Conduct &amp; Community Standards. To change this connotation, the staff members developed a new innovative sanctioning model to allow students to select their educational sanctions. The model is inspired by restorative justice and is in line with student development theory. After the first year of implementation, the office saw an immediate change in perception. Students feeling respected and listened to in the process increased by 24% and 20%, respectively. The model worked so well that a colleague implemented it at another university and experienced similar positive results. This article details the impact and shows how other student conduct offices can revolutionize their process and serve students in an impactful way.
Developing a New Generation of Scholar-Practitioner Activists
Author: Strietzel, Jeff
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Student Personnel Services,Student Personnel Workers,Activism,Advocacy,Holistic Approach,Personal Narratives,Barriers

In this article, we discuss the role of scholarly practice in activism and advocacy for student affairs professionals. We provide an overview and history of scholarly practice in student affairs, highlight the challenges and barriers to scholarly practice, and provide a needed connection between scholarly practice and activism in student affairs. We then provide four practical suggestions for how student affairs professionals can use scholarly practice as a form of activism: (a) research local, (b) grasp the big picture, (c) tell students' stories, and (d) put it in writing.
Reimagining Allyship: Commodification Resistance and Liberatory Potentials
Author: Catalano, Chase J.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,LGBTQ People,Social Support Groups,Social Justice,Student Personnel Services,Consciousness Raising,Power Structure,Advantaged,Social Discrimination,Training,Advocacy

In this conceptual article, we explore allyship as the intended result of participation in LGBTQ+ social justice education interventions on college campuses, often called Safe Zone or Safe Space trainings. We contextualize how these trainings align with Boyer's (1990) concepts of teaching and learning in student affairs practice. We argue how the token of completion (sticker or other symbol) distracts from a transformative educational experience to a commodification of allyship. We offer Love's (2018) liberatory consciousness as a more expansive conceptualization of allyship to sustain efforts for individuals to grapple with dynamics of power, privilege, and oppression.
From Theory to Practice: Leveraging Identity-Conscious Student Success Strategies to Close Opportunity Gaps for Black Undergraduate Students
Author: Royal, Genyne L.
Date: 2022-00-00
Type: Journal Articles
Subjects: African American Students,College Students,State Universities,Educational Opportunities,Culturally Relevant Education,Teacher Student Relationship,Interaction,Theory Practice Relationship,Achievement Gap,Academic Achievement,Sense of Community,Afrocentrism

The purpose of this article is to show how scholars and practitioners can come together to address opportunity gaps for Black students at Michigan State University. The authors detail identity-conscious student success strategies within Reason and Kimball's model of theory to practice used by a group of Black faculty and staff. Among the specific strategies and initiatives were: community development, Welcome Black Week, Soul Food Fridays, and Sankofa Summit. Each strategy also provided increased opportunities for Black students to interact with Black faculty and staff outside of formal classroom settings. The authors conclude with recommendations for other institutions interested in similar approaches.
Building on What We Know (and Don&apos;t!): Using Scholarship to Engage in Primary Prevention of Dating and Sexual Violence among College Students
Author: Linder, Chris
Date: 2022-00-00
Type: Journal Articles
Subjects: Rape,Violence,Dating (Social),Scholarship,Research,Educational Environment,Educational Change,Researchers,Personality Traits,College Students,Crime Prevention,Student Personnel Workers

In this manuscript, we use Reason and Kimball's (2012) Theory to Practice Model to illustrate our experience building a Center dedicated to addressing dating and sexual violence among college students. We provide details of the context in which we work, highlight the processes we engaged in to recruit a broad swath of campus community members to engage in our collective work, and describe some initial outcomes of our work. We conclude with recommendations for campus leaders wishing to explore theory to practice in the context of addressing dating and sexual violence among college students.
Lecturer Attitudes and Behavioural Intentions to Use Learning Management Systems in Vietnam
Author: Thach, Pham Ngoc
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Integrated Learning Systems,College Faculty,Vietnamese People,Technology Uses in Education,Self Efficacy,Internet,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Predictor Variables,Usability,Decision Making,Teaching Methods,Online Courses,Teacher Characteristics

This study aims to explore lecturer attitudes to, and intentions for, using a learning management system (LMS) in a Vietnamese university. Its two main purposes are to (a) identify the factors that influence lecturer attitudes and intentions to use an LMS, and (b) examine the causal relationships among the factors. To achieve this aim, the study used Davis' (1985) technology acceptance model (TAM) as a baseline. The study expands the original model to include two constructs: perceived internet self-efficacy (PIS), and support to use (SU). The results of the study revealed that PIS was a significant direct predictor of lecturers' perceived ease of use and behavioural intention to use an LMS. However, the &quot;support to use&quot; construct did not predict perceived ease of use. The study suggests that institutions should conduct an in-depth survey of teacher needs to assist with making well-informed decisions about developing an LMS for future emergencies. [The publication year shown on the citation on the PDF is incorrect. This article was published in 2021.]
Accessibility and Engagement: Expectations and Experiences of Graduate Students in Blended-Synchronous Courses
Author: Crary, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Education,Learner Engagement,Expectation,Student Experience,Graduate Students,Blended Learning,Synchronous Communication,Videoconferencing

To reach more students, many colleges are using technology to teach courses via a blended learning model, which allows students to attend class face to face or through a video network. The blended-synchronous format (a blended learning model) is defined as the synchronous instruction of face-to-face and remotely located students. Although it provides flexibility for students in terms of location, the blended-synchronous model also has challenges, including accessibility. This study aimed to understand the expectations and experiences of graduate students who attend blended-synchronous courses. The authors surveyed students in a midwestern, mid-sized research university, who were enrolled in programmes that use the blended-synchronous model. The survey focused on their experiences with, and expectations for, their typical mode of attendance. An analysis of quantitative data using descriptive statistics and independent samples &quot;t&quot;-tests determined whether there were significant differences between students who attended in person or via a video network (VN) regarding their ideal expectations and actual experiences with classroom engagement. Authors coded open-ended responses to capture and interpret key themes. Results indicated students did not experience significant differences in their ideal or actual classroom engagement regardless of the mode of attendance, although there were significant differences in actual experiences of accessibility--VN students are less able to hear and see the instructor and classmates. Additionally, a sense of &quot;us versus them&quot; emerged between the two groups, with VN students struggling to participate actively. Systems need to be developed to increase participation and social interaction in blended-synchronous courses.
Korero Mai: Kaiako Experiences of Synchronous Online Teaching and Learning in New Zealand
Author: Karaka-Clarke, Te Hurinui
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Synchronous Communication,Rural Areas,Distance Education,Access to Education,Pacific Islanders,Ethnic Groups,Secondary School Teachers,Secondary School Students,Cultural Awareness,Culturally Relevant Education,Indigenous Populations,Access to Computers,Barriers

Online teaching and learning programmes allow akonga who live in isolated areas, or who have differing learning requirements, to study by distance. Maintaining student engagement in the online environment is an important aspect. This article explores how kaiako (teachers) can engage their akonga (students) better in online environments. The article has a particular emphasis on supporting Maori learners, who represent 25% of the New Zealand school population. Five kaiako were interviewed about their experience of teaching New Zealand secondary school students online. The study found that the kaiako had some awareness of bicultural values and practices, but lacked confidence in embedding it in their online teaching, which was limited to synchronous timetabled sessions with some communication by text and email. The time provided for online students was considerably less than for the secondary students in traditional classrooms.
Learning Management System Adoption by Academics: A Perspective Following the Forced Lockdown of NZ Universities Due to COVID-19 in 2020
Author: Brown, Stephen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Learning Systems,College Faculty,School Closing,Teacher Attitudes,Electronic Learning,Educational Technology,Technological Literacy,Faculty Development,Models,Online Courses

An academic's adoption of online learning during the 2020 lockdown required new levels of engagement with the learning management system (LMS). In this position piece, we suggest that academics are pivotal to online course development, and they should determine alternative means of instruction and assessment during any transition to online learning. We present two models of an academic's interactions with the LMS and propose that the academic's engagement with the LMS, and their willingness to be in partnership with experts in e-learning, should remain central to their university's strategic development. The 2020 lockdown presented both challenges and opportunities to academics regarding their engagement with the LMS and online teaching--we suggest that the role of the academic is critical for successful implementation of the post-pandemic online ambitions of New Zealand universities.
Application of Educational Technology in Holistic Module Learning: Citing the Practice of Shandong 271 Education Group as a Case Study
Author: Sun, Guangwei
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Foreign Countries,Junior High School Students,Grade 7,Intelligent Tutoring Systems,Individualized Instruction,Holistic Approach,Student Centered Learning,Independent Study,Law Related Education,Learning Activities

With the rapid development of the Internet and other related technologies, the educational community has come to accept the use of educational technology in the classroom. Its innovation not only transforms teaching techniques but also expands students' channels and resources for learning. This article explores the use of educational technology in front-line teaching using 271BAY, an online educational platform developed by Shandong 271 Education Group. The use of 271BAY in the holistic module learning approach is discussed in detail.
Holistic Module Learning: An Experiment in Teaching Reform of Basic Education in China
Author: Zhao, Fengping
Date: 2022-00-00
Type: Journal Articles
Subjects: Holistic Approach,Teaching Methods,Cognitive Ability,Foreign Countries,Social Change,Educational Change,Models,Independent Study,Advance Organizers,Learning Processes,Task Analysis,Integrity,Relevance (Education),Inquiry,Active Learning,Cooperative Learning,Teacher Student Relationship,Talent Development,Elementary Secondary Education,National Curriculum,Curriculum Development

In the context of China's social transformation and educational reform, addressing the problems of fragmented and ineffective learning in traditional teaching modes and enhancing students' academic levels and developing their comprehensive abilities through structured classroom learning have become critical issues in educational reform. The holistic module learning model emerges in this context as the times dictate. It promotes the development of a systematic and holistic view of knowledge for all subjects by teachers and students. Students use major concepts to connect disparate knowledge, skills, and methods in order to develop a persistent and transferable understanding of knowledge and cognitive and noncognitive abilities. The purpose of this paper is to conduct a conceptual analysis of holistic module learning and to discuss its characteristics. The implementation strategies for this model are discussed, as well as the model's significance.
Effective Design and Implementation of Task-Driven Learning in High School Physics: Citing the Lesson on Composition and Resolution of Forces as a Case Study
Author: Xu, Liangliang
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Teaching Methods,Task Analysis,Instructional Design,Case Studies,Lesson Plans,High School Students,Holistic Approach,Learning Activities,Student Centered Learning,Cooperative Learning,Standards,Foreign Countries,Scientific Principles,Science Experiments

One of the primary characteristics of the holistic module learning model is task-driven learning. In this learning model, a task is a distinct activity or collection of distinct activities designed to assist students in achieving learning objectives. The purpose of this paper is to examine the effective design and implementation of task-driven learning using the composition and resolution of forces lesson as a case study. On the basis of the lesson study, the principles of task-driven learning design are summarized and some recommendations for task-driven learning implementation are made.
Optimizing Assignment Design for Primary and Secondary School Students
Author: Huang, Xiuwang
Date: 2022-00-00
Type: Journal Articles
Subjects: Assignments,Elementary School Students,Secondary School Students,Educational Research,Curriculum Development,Foreign Countries,Instructional Effectiveness

One of the most essential connections among all assignment tasks is assignment design. The design of high-quality assignments is critical to achieving successful homework outcomes. This study explores the existing research on the roles of assignment design and highlights the current state of assignment design in China's primary and secondary schools. In terms of assignment loads, content, formats, and stratification, suggestions are made.
The Long-Term Mechanism of Extracurricular Activities in Primary and Secondary Schools: Using the Four Festivals and One Party in Huai&apos;an No.1 Mountain Middle School as a Case Study
Author: Sun, Changshun
Date: 2022-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Program Evaluation,Student Development,Middle School Students,Foreign Countries

Extracurricular activities play a significant part in students' overall development, and the long-term mechanism is critical to extracurricular activities' educational efficiency. This paper describes Huai'an No. 1 Mountain Middle School's regular extracurricular events, which include four festivals and one party, as well as the tactics used to create a long-term mechanism for the school's extracurricular activities.
Academic Motivations of Preservice Music Teachers
Author: Erden Topoglu, Evin
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Preservice Teachers,Music Teachers,Gender Differences,Individual Differences,Foreign Countries,Attendance Patterns,Career Choice,Learning Motivation,Measures (Individuals)

The purpose of the present study is to determine the difference between preservice music teachers' levels of academic motivations and their genders, their high schools, lessons that they were failed, lessons that they were failed for the reason of absenteeism, and their career choice. Also, the relationship between the preservice music teachers' academic motivations and their instrument scores was investigated in the study. A total of 349 students who receive education from Faculty of Education Music Teaching Departments in Aydin, Denizli, Izmir, and Mugla attended the study. The data was gathered in the 2017-2018 academic year. The Academic Motivation Scale which was developed by Vallerand et al. (1992) and translated into Turkish by Karagüven (2012) was used in order to determine the levels of academic motivations of the participants. Six significant results were found in the study. There are significant differences between participants' academic motivations and their genders, their states of absenteeism, their high schools, the number of lessons they have failed, and their career choice. Also, positive significant but weak relationships were found between the participants' academic motivations and their instrument scores. The results were discussed in the light of the literature.
Computational Learning and Design Environment in Architecture
Author: Chougui, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Architectural Education,Building Design,Library Facilities,Computation,Computer Assisted Design,Computer Simulation

The computer has evolved from a tool to a privileged position where architectural design takes shape. Given that students are expected to work primarily in a computational environment and frequently in a collaborative way, some questions challenge and inspire us to consider new ways and methods that will aid in the creation and sharing of information and ideas. The dynamic of the architectural investigation process is the beginning point for our research, which aims to stimulate the architectural exploration process through the design and implementation of a computational environment based on a library of referents. In this paper, we try in particular to understand the characteristics of the design environment in architecture, therefore concerning the description and references of the library in the design dynamics. The referents' representation is viewed as a collection of descriptions in a distinct format. It is available to students and allows for new interpretations, interaction with their content, and eventually, knowledge acquisition during the architectural investigation process.
Examining Critical Thinking Disposition of Science High School Students: 9th Grade Example
Author: Karakaya, Ferhat
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Science Education,High School Students,Grade 9,21st Century Skills,Foreign Countries

In this study, it was aimed to examine the critical thinking dispositions of ninth grade students studying in science high schools in terms of various variables. The sample of the research consists of 98 students studying in the ninth grade of a science high school located in the Central Anatolia Region of Turkey. The UF/EMI Critical Thinking Disposition Scale was used to collect data. Within the scope of the research, the cronbach-alpha internal consistency coefficient was calculated as 0.94. As a result of the research, it was determined that there was no statistically significant difference in the critical thinking dispositions of the students studying at science high schools in terms of gender, type of school graduated and level of achievement. However, it was determined that there was a statistically significant difference in the critical thinking dispositions of the science high school students (in the dimensions of participation, cognitive maturity and UF/EMI) in terms of the vocational preference variable. According to the results of the research, it is recommended to examine the reasons for the variables that affect or do not affect the critical thinking dispositions of ninth grade students studying at science high schools.