ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship of Servant Leadership and Organizational Citizenship Behavior with Mediation of Psychological Empowerment
Author: Ghalavi, Zahra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Teacher Behavior,Empowerment,Leadership Styles,Participative Decision Making,Altruism,Empathy,Role Models,Interpersonal Relationship,Teacher Leadership,Work Environment,Attitude Change,Beliefs,Self Esteem,Competence,Professional Autonomy,High School Teachers

Purpose: The purpose was to investigate the relationship between servant leadership and teachers' organizational citizenship behavior with mediating role of psychological empowerment. Research Methods: This study was an applied and correlation research method based on structural equation modeling. 281 teachers of Zahedan city were studied by stratified random sampling method. To collect information, three questionnaires were used: servant leadership (Gholipur et al., 2009), organizational citizenship behavior (Podsakoff &amp; MacKenzie, 1990) and psychological empowerment (Spreitzer, 1995). For data analysis the Pearson correlation coefficient and structural equation modeling were used. Findings: The amount of correlation coefficient of servant leadership with psychological empowerment (r=0.616, p&lt;0.01), servant leadership with organizational citizenship behavior (r=0.667, p&lt;0.01), and psychological empowerment with organizational citizenship behavior (r=0.724, p&lt;0.01) was significant. The direct effect of servant leadership on organizational citizenship behavior ([beta]=0.27, t=3.96), direct effect of servant leadership on psychological empowerment ([beta]=0.71, t=9.72), and direct effect of psychological empowerment on organizational citizenship behavior ([beta]=0.67, t=8.03) was significant. The indirect effect of servant leadership on organizational citizenship behavior was also significant with the mediator role of psychological empowerment ([beta]=0.475). Implications for Research and Practice: Therefore, it can be concluded that servant leadership has a positive and significant relationship, directly and indirectly, through the psychological empowerment mediation variable with the organizational citizenship behavior.
Fostering the Development of Expressive Performance Skills: A Gestural Approach within the Reflective, One-to-One Piano Studio
Author: Griffiths, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Music Education,Musical Instruments,Vocabulary Development,Expressive Language,Children,Adolescents,Nonverbal Communication,Reflective Teaching,Motion

Recent literature has challenged commonly held views of musical expression as a de facto measure of talent, or something that develops naturally and cannot be taught, suggesting instead that the importance of innate skill is often exaggerated and hinders a student's development. Nevertheless, there is a paucity of research detailing strategies that aid in developing the expressive skills of child and adolescent musicians, particularly pianists. With the aim of revealing such strategies, I conducted case studies with six of my pre-tertiary piano students as part of a reflective practice project, recording and analyzing their weekly lessons. Findings suggest that the implementation of an expressive gestural vocabulary might foster expressive skills, leading to more confident and fulfilling music making earlier in a student's development. The data also indicate that such an approach may not be appropriate at every stage of a student's learning trajectory, requiring modification when coaching with mindset, autonomy, practice methods, goal setting, and &quot;learning how to learn&quot; is more pressing. The research demonstrates the need to think beyond a one-size-fits-all approach in one-to-one studio teaching, a context where pedagogical lineage is often defended, leading to inflexibility and the exclusive adoption of the teach-as-taught approach within a master-apprentice framework.
Deconstructing Egocentrism through Critical Thinking in the Communication Classroom
Author: Boger, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Critical Thinking,Communication (Thought Transfer),Communication Strategies,Academic Support Services,Public Speaking,Perspective Taking,College Students

The introductory course for Communication Studies serves an important role in aiding students in their transition towards critical consumption of the knowledge and practices necessary for the development of their major-specific skill sets. However, it remains the responsibility of University Communication Centers, UCC, otherwise known as Speaking Centers, to aid in the competency with which students approach their public speaking assignments and materials. Set apart from other disciplines, Communication Studies requires its students to engage in public speaking performances in which they have a personal stake, a step of self-disclosure that many students approach with apprehension and defensiveness. Peer and near-peer tutoring, or consulting, services provided through UCCs, serve the essential task of moderating these instinctive self-representation fears through low-stakes conversations regarding how one embodies both themselves and their message content to an audience of diverse lifestyles and experiences. This task requires a depth of self-reflexivity in which many individuals may have never had the opportunity to engage. Thus, it is up to the UCC tutors to encourage students to explore the identities, ideals, and experiences that they may have never before examined under a critical lens. So the question remains, how can consultants best probe the student population to develop critical thinking skills that encourage innovative inspections of long-held individual beliefs and characteristics, effectively allowing students to understand the dissimilarity between being a critic and being a critical thinker?
Revisiting Video Data to Research Children&apos;s Involvement When Engaged in Purposeful Musical Activity
Author: Acker, Aleksandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Technology,Learner Engagement,Music Activities,Student Participation,Observation,Preschool Children,Music Teachers,Nonverbal Communication,Foreign Countries

This paper discusses the value of using video recordings to support reflective practice. We investigated how video can be used to revisit events to evaluate the teaching and learning experience. Video data were used in a child-initiated music project emerging from planned group activities by a music teacher. The quality of the children's engagement in the music group was viewed through an observation format that focused on levels of involvement. The context for the research consisted of formal structured music sessions. The video allowed us to identify responses from the children to the group activities and to interpret signs of shared in-depth learning. We unpack the video data by using the involvement rating scale from the early childhood observation scales, Reflect, Respect, Relate. Through this exercise we were able to observe and analyse examples of the children's musical understandings. We conclude that utilising video to retrospectively evaluate involvement has the potential to enhance understanding of the quality of learning.
The Effects of Test Question Order on Task Persistence
Author: Miller, Ronald Mellado
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Higher Education,Multiple Choice Tests,Test Format,Persistence,Electronic Learning,Student Motivation,Prediction,Test Construction

Technology use is increasing in higher education, particularly for test administration. In this study, Capaldi's (1994) sequential theory, which postulates that the specific order of reinforcements and nonreinforcements influences persistence in the face of difficulty or failure, was applied to online multiple choice testing situations in regard to easy and difficult questions. Preliminary data appear to confirm that the order of easy and difficult questions on a test has an impact on student efforts in completing the test. These data may be especially important in the context of online learning, where the teacher is physically absent, as well as in situations where tests are administered through technology-based learning platforms. In all cases, test performance plays a role in student motivation.
Classroom Management at Preschool Level: An Overview from Pre-Service Teachers&apos; Perspectives
Author: Koçyigit, Mehmet
Date: 2020-10-00
Type: Journal Articles
Subjects: Classroom Techniques,Preschool Education,Preschool Children,Behavior Problems,Preservice Teachers,Student Teaching,Student Attitudes,Peer Relationship,Intervention,Prevention,Coping,Foreign Countries

This study set out to examine student misbehaviors confronted in preschool classrooms, intervention types to these misbehaviors, and the problematic areas that pre-service teachers experienced in preschool classroom management during teaching practice based on senior preservice preschool teachers' observation and experiences during teaching practice course. To this end, in this case study, data were collected from six pre-service preschool teachers through a semi-structured form and weekly meetings. The data were analyzed through descriptive analysis. Some of the basic findings of the study indicate that: peer violence, bad language, not participating to activities and constant yelling/crying are the most prevalent misbehaviors at preschool level; relaxing/punishment corner, one-to-one talking/forcing to apology, and raising voice are the most frequent intervention types. The number of students and catering to children's levels are the most frequent problems the pre-service teachers experience in teaching practice. The problems are related to intrinsic and extrinsic factors. The results are discussed with the literature and recommendations are made.
Assessment of Lecturers&apos; Perceptions of Postgraduate Students&apos; Academic Motivation and Emotions in South-West, Nigeria
Author: Ogunjimi, Mayowa Olurotimi
Date: 2020-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Graduate Students,Student Motivation,Achievement Need,Academic Achievement,Emotional Response,Gender Differences,Foreign Countries

This study assessed lecturers' perceptions of postgraduate students' academic motivation and emotions in South-west, Nigeria. The researchers employed descriptive survey research design for the study. The population of the study comprised all university lecturers in South-west, Nigeria while the target population consisted of all lecturers taking postgraduate studies in Federal Universities across South-west, Nigeria. The study sample consisted of 100 respondents purposively selected from five Federal Universities (University of Lagos, University of Ibadan, Federal University of Agriculture, Abeokuta, Federal University of Technology, Akure and Obafemi Awolowo University) in South-west. Lecturers' Perception of Postgraduate Students Academic Motivation and Emotions Questionnaire of 4-point Likert type, developed by the researchers with Cronbach Alpha reliability coefficient value of 0.83 was used for data collection. The data collected were analysed using frequency, percentages and multivariate analysis of variance. The findings showed that the perceived academic motivation of postgraduate students was average and emotion towards academic activities was stable. Also, the study showed a non-significant difference in male and female lecturers' perception of postgraduate students' academic motivation and emotion. It was, therefore, recommended that academic activities at the postgraduate level should be such that will raise the motivation level and stabilize the emotion of the students.
Basic School Pupils&apos; Attitude towards the Use of BridgeIT Mobile Application for Learning Mathematics
Author: Malik, Nasrudeen Ayinde
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Mathematics Instruction,Performance,Mathematics Achievement,Elementary School Students,Gender Differences,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Elementary School Mathematics,Computer Oriented Programs

The problems of pupils' understanding, performance and attitude towards mathematics cannot be overlooked. This study investigated the basic school pupils' attitude towards the use of BridgeIT mobile application for learning mathematics in Lagos State, Nigeria. The study was a descriptive research of a survey method. A simple random sampling technique was used to select 1,310 from 13,100 pupils from the 131 schools using BridgeIT in Lagos State. The researchers designed questionnaire, validated by two mathematics teachers from BridgeIT schools, three mathematics educators and one educational technology was used for collecting data. The questionnaire reliability index was 0.76 obtained with the use of Guttmann Split half procedure. The two research questions raised were answered using percentages while the hypothesis generated was tested using Mann-Whitney U test at 0.05 level of significance. Findings of the study showed that the pupils' attitude towards the use of BridgeIT mobile application for learning was positive with 89%. Also, no significant difference in the attitude of pupils based on gender. Based on the findings, it was recommended that the use of BridgeIT mobile application for learning should be extended to other states and possibly to other nations.
Evaluation of an NSF Research Experience for Teachers (RET) Program for STEM Development: Water-Energy Education for the Next Generation (WE[superscript 2]NG)
Author: Schneider, Katie
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,STEM Education,Elementary Secondary Education,Water,Energy,Interdisciplinary Approach,Field Trips,Workshops,Books,Clubs,Program Effectiveness,Self Efficacy,Teacher Effectiveness,Teacher Attitudes,Active Learning,Summer Programs,Conservation (Environment),Energy Conservation

In recent decades much attention has been given to the optimization of professional development to support education reform; especially as it relates to science, engineering, technology and mathematics (STEM) fields. Many studies have shown that the most effective STEM professional development programs include active inquiry opportunities that take place over long durations. The Colorado School of Mines (CSM) has developed, and hosts, a professional program that works to address these needs. The &quot;Water-Energy Education for the Next Generation&quot; (WE[superscript 2]NG) is a National Science Foundation funded Research Experience for Teachers (RET). The WE[superscript 2]NG program is a six-week summer training that immerses K-12 educators in state-of-the-art research at CSM through the highly interdisciplinary lens of the water-energy nexus. The WE[superscript 2]NG model also includes industry field trips, content and pedagogy workshops and book club focusing on science communication. Program effectiveness is evaluated through surveys given to participants before, during and after the program. Pre- and post-program surveys indicate that WE[superscript 2]NG supports teacher confidence and growth in teachers of all grade levels and that participant satisfaction outcomes are likely related to the ratio of elementary, middle and high school teacher participants. Surveys given during the program reveal consistently positive feedback and that satisfaction with collaborative program elements is related to program duration. Overall, survey results illustrate that the WE[superscript 2]NG RET program is an effective professional development model for K-12 STEM educators.
Academic Resilience in College Students: Relationship between Coping and GPA
Author: Tope-Banjoko, Tiwatope
Date: 2020-10-00
Type: Journal Articles
Subjects: Resilience (Psychology),College Students,Coping,Grade Point Average,Phenomenology,Metacognition,Predictor Variables,Identification (Psychology),African American Students,STEM Education,Academic Achievement,Self Esteem,Surveys,Self Control,Cognitive Processes,Emotional Response

The Phenomenological Variant of Ecological Systems theory (PVEST) proposes that an individual's identity is formed as a result of the daily life events they experience and their cultural background (McGee &amp; Spencer, 2013; McGee &amp; Spencer, 2012; Spencer, 2011; Spencer et. Al, 2015). PVEST uses a systems-oriented human development perspective to maximize our understanding of not only resilience but also vulnerability and risk factors often experienced by marginalized youth (Talley, Scherer &amp; Hill, 2018). According to PVEST, the approach these individuals utilize to cope with these experiences, either adaptive or maladaptive contribute to identity formation. In this study, Mindfulness was explored as one possible adaptive coping mechanism to determine how well it predicts academic success. By operationalizing Mindfulness as an adaptive coping mechanism, we posited that adaptive coping would contribute positively to academic identity, measured as cumulative grade point average. The aim of this study was to determine how well mindfulness, cognitive-emotional regulation and self-handicapping behaviours predict academic success in African American STEM students. This research is part of a larger longitudinal intervention aimed to increase retention of STEM majors. There was a total of 400 African American STEM students who participated in the study. Participants filled out questionnaires that measured self-handicapping, cognitive-emotional regulation, and mindfulness. The results reiterated the importance of incorporating self-regulation and mindfulness practices in education.
Implementation of Blended Learning for a Large Size Engineering Mechanics Course
Author: Sul, Jung-Hoon
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Change,Large Group Instruction,Engineering Education,Undergraduate Students,Foreign Countries,Learner Engagement,Curriculum Development,Student Evaluation,Integrated Learning Systems,Tests,Course Organization,Instructional Effectiveness,Academic Achievement

Engineering mechanics is a core course for mechanical engineering university students. In recent years, the lecturers of a second-year undergraduate engineering mechanics course faced many new challenges arising from ever-increasing class sizes, as well as evolving learning styles and expectations of new generation students due to advances in technology. This paper describes the evolution of a mechanics course in the School of Mechanical and Manufacturing Engineering at the University of New South Wales using blended learning. Significant changes were implemented to: (1) reduce the administrative burden associated with the large number of students; (2) maintain student interest and engagement throughout the semester; and (3) successfully deliver the learning outcomes. Student participation was observed to increase with integration of additional information and communication technology, as well as implementation of online assessments into the course structure. Surprisingly, implementation of the blended learning did not improve student academic performance in the summative assessments. This paper reflects what we have learned in the development of this blended learning mechanics course.
Accounting Students&apos; Ethical Awareness and Ability to Make Ethical Decisions
Author: Anggraini, Francisca Reni Retno
Date: 2020-10-00
Type: Journal Articles
Subjects: Accounting,Ethics,Decision Making,Foreign Countries,Learning Experience,Ethical Instruction,College Students,Business Administration Education

Accountants, like any other occupations, need to comply with several ethics in accounting profession in order to carry out their job properly. This study is obtained by a survey method involving 256 accounting students in Indonesia. Two independent variables in this study include experience and ethical awareness level, and the dependent variable is the ability to make ethical decisions. While experience is measured based on the students' length of study, the ethical awareness level is measured based on the instruments used by Lin and Zhang (2011). The purpose of this study is to see as to whether the accounting students' learning experience and ethical awareness substantiate their ability to make ethical decisions. The results show that (1) learning experience has a positive effect on the level of ethical awareness of the students, (2) learning experience has a positive effect on their ability to make ethical decisions, and (3) there is an influence of the ethical awareness level on the ability to make ethical decisions with a moderate level of significance. Thus, the implication of this study is that intensification of the students' curricular and extracurricular activities during the learning experience is necessary to enhance their ethical awareness with which they will be better equipped to make ethical decisions.
The Impact of Weblogs on Teaching Translation: Yemeni Learners&apos; Attitudes and Perceptions
Author: Alalimi, Marwan
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Translation,Semitic Languages,Females,Electronic Publishing,Web Sites,Educational Technology,Student Attitudes,Program Effectiveness,Cooperative Learning,Writing Skills,College Students

This study aimed to elicit EFL learners' attitudes and perceptions on the implementation of weblogs in the course of translation from and into Arabic/English. The study adopted the descriptive research design, and a questionnaire was used for data collection. The participants were eleven female students in their fourth year in the English department. They were taught a translation course from and into Arabic/English by the researcher. Utilizing weblogs in the course of translation was an out-class project as a supportive material to a traditional translation class. Translation assignments were posted on the weblog weekly by the instructor, and learners were asked to visit the weblog, translate the posted text, and give feedback to their peers' translations. At the end of the program, learners were handed out the questionnaire to find out their attitudes and perceptions on the effectiveness and usefulness of using weblogs in translation. Results showed that the learners have positive attitudes towards implementing weblog in translation class.
Measuring Language Learners&apos; Success Oriented Motivation
Author: Polat, Murat
Date: 2020-10-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Achievement Need,Academic Achievement,College Students,Student Motivation,Public Colleges,Young Adults,Correlation,Language Proficiency,Majors (Students),Gender Differences,Foreign Countries

Turkish language learners' motivation is affected by a number of internal and external factors such as the reasons why they learn a language, when and how long they learn it and what happens if they fail to learn it well enough to pass the required tests in a specific time. In Turkey, most university students (if they are not proficient) have to learn a foreign language for at least one year in language schools of the universities they are admitted to. Some of these students receive this language education voluntarily, whereas the others have a compulsory language education; therefore, motivation of the learners towards language learning is highly critical. In this study, success-oriented motivation of students at a language school was investigated in terms of their gender, language levels, faculties, achievement scores, university choice rankings and their willingness to learn a foreign language. 678 students from 10 different faculties of two state universities in Eskisehir participated in this study. The students' motivation of success was measured with &quot;Success Oriented Motivation Scale&quot; and the results revealed that there is a positive and significant relationship between success-oriented motivation and language proficiency scores.