ethanporcaro/eric-fulltext-meta huggingface dataset:
Deriving Empirically-Based Design Guidelines for Advanced Learning Technologies that Foster Disciplinary Comprehension
Author: Poitras, Eric
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Expertise,Reading Comprehension,Design Requirements,Reading Strategies,Social Sciences,Prior Learning,Social Scientists,Journal Articles,Reading Research,Novices,Skill Development,Reading Skills,Social Science Research,Coding,Reading Instruction,Instructional Design,Computer System Design,Statistical Analysis,Mixed Methods Research,Demonstrations (Educational),Educational Experiments,Intelligent Tutoring Systems,Protocol Analysis,Case Studies,College Faculty

Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical data were gathered in a mixed-methods explanatory sequential design that examined the reading comprehension strategies used by an expert social scientist while reading a professional-level text. Process data were collected through a concurrent think-aloud protocol and coded according to reading comprehension processes. We combined both quantitative and qualitative analyses to identify, describe, and explain patterns in the expert's use of reading strategies. Our findings indicate that highly-skilled reading is characterized by critiquing text information, relating information to prior knowledge, and evaluating one's own understanding of text information. Findings are used to inform the design of worked-examples and a pedagogical agent embedded within the Highly-Skilled Reading Tutor. (Contains 4 tables, 2 footnotes and 3 figures.)
The Impact of Lack of Resources on Declining Students' Enrolments in Design and Technology in Botswana Junior Secondary Schools
Author: Gaotlhobogwe, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Secondary Schools,Student Attitudes,Focus Groups,Interviews,Foreign Countries,Technology Education,Enrollment,Secondary School Students,Case Studies

Lack of resources has resulted in declining students' enrolment in design and technology in Botswana junior secondary schools by up to 6% per year over 10 years, despite positive encouragement by the government. Based on the PATT (pupils' attitude towards technology) theoretical framework this study indicated how a lack of resources in Botswana junior secondary schools impacted upon students' attitudes towards design and technology. Research from most parts of the world indicates that attitudes toward technology is increasingly becoming an important area of research as the impact of technology on society increases. Technological impact on society has resulted in a shift of perceptions about the role of technology education the world over. Views of students expressed during focus group interviews and analysed through a hybrid of a data driven inductive approach and deductive a priori template of codes approach indicated that lack of resources impacted upon students' enjoyment and performance of Design and Technology. (Contains 5 figures.)
Student Teachers of Technology and Design: Can Short Periods of STEM-Related Industrial Placement Change Student Perceptions of Engineering and Technology?
Author: Gibson, Ken S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Attitudes,Industry,Engineering,Foreign Countries,Engineering Education,STEM Education,Case Studies,Technology Education,Mathematics Education,Science Education,Scientific Principles

This is a report, on a small-scale case study, of a programme of short industrial placements (5 day block) for student teachers of technology and design in Northern Ireland. Such placements increase student awareness and understanding of the nature of Engineering and Technology and therefore better prepare them to teach these subjects, as integral elements of STEM (Science, Technology, Engineering and Mathematics). The aim was to discover if a short period of industrial placement would change student perceptions of industry, engineering and technology. Prior to the placement, undertaken in collaboration with industrial partners, the students revealed preconceived ideas about engineering, technology and industry. During placement students had opportunities to &quot;work-shadow&quot; engineers and technologists and to contest their predetermined views and opinions. This study reveals that previously held views were challenged in terms of definitions contested, roles and function considered, perceptions challenged, and awareness increased.
Developments in Neurofeedback: Should Health Educators Be Paying Attention?
Author: Cleary, Michael J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Attention Deficit Hyperactivity Disorder,Anxiety Disorders,Pain,Autism,Seizures,Drug Addiction,Medicine,Patients,Brain,Biofeedback,Training,Children,Outcomes of Treatment,Health Education,High Schools

Since the early 1970s, neuroscientists recognized that it was possible for patients to re-regulate brain wave activity. Much of this early work focused on helping persons with epilepsy control their seizures and was later extended toward helping children with attention deficit hyperactivity disorder (ADHD) with concentration. This brainwave training is called quantitative electroencephalography (QEEG) biofeedback or neurofeedback. Today, there is increasing scientific evidence that neurofeedback training can help address a variety of cognitive and behavioral issues in children and adults; particularly in the area of ADHD. In addition, neurofeedback is being employed in the treatment of those persons with alcohol and drug dependency, anxiety disorders, traumatic brain injury, chronic pain, depression, and autism spectrum disorders. Further, there appears to be a growing public awareness and support of this technology. This article explores the history of QEEG, reviews the biological basis for neurofeedback training, identifies how this technology appears to help clients with a variety of psychological and physiological disorders, and offers a critique concerning the state-of-research regarding neurofeedback efficacy. Strategies on the part of health educators to responsibly engage emergent developments in the field of neurofeedback are offered. (Contains 2 tables.)
Using a Design-Orientated Project to Attain Graduate Attributes
Author: Moalosi, Richie
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Projects,Labor Market,Lifelong Learning,Active Learning,Problem Solving,Education Work Relationship,Foreign Countries,Work Environment,Creative Thinking,Teaching Methods,Teamwork,Research Skills,Independent Study,Theory Practice Relationship,Case Studies,Entrepreneurship,Educational Attainment,Employment Potential,Higher Education,Employment,Employees

Nowadays universities are required not only to impart knowledge of specific disciplines but also generic graduate attributes such as communication, problem-solving, teamwork, creative thinking, research and inquiry skills. For students to attain these generic skills, educators are encouraged to use learner-centred approaches in teaching. Project-based learning is one such an approach which promotes self-directed and lifelong learning capabilities, equips students with transferrable knowledge and skills that are essential to the work environment, intertwines theory and practice, gives students the opportunity to gain a deep understanding of concepts and potentially allows them to solve the society's problems. A case study was conducted at the University of Botswana with Design students to assess the attainment of the graduate attributes after designing packages for a small entrepreneur producing frozen vegetables. The results indicate that the following graduate skills were either rated very good or excellent: self-directed, lifelong learning, critical and creative thinking, problem-solving, organisational and teamwork, communication, entrepreneurship, information and communication technology knowledge and skills. This shows that project-based learning can impart the skills and knowledge that the labour market needs. The results also provide an opportunity for educators to critically reflect on the type of projects given to students in relation to the attainment of graduate attributes. (Contains 1 table and 9 figures.)
Collaborative Design Practices in Technology Mediated Learning
Author: Seitamaa-Hakkarainen, Pirita
Date: 2012-00-00
Type: Journal Articles
Subjects: Expertise,Structural Elements (Construction),Building Design,Architecture,Databases,Content Analysis,Case Studies,Foreign Countries,Elementary School Students,Technology Education,Computer Assisted Design

The present article examines how practices of computer-supported collaborative designing may be implemented in an elementary classroom. We present a case study in which 12-year-old students engaged in architectural design under the guidance of their teacher and a professional designer. The students were engaged in all aspects of design processes, such as analysing the design of existing houses, analysing the building site, determining building volume, design facades, and floor plans; they formed seven teams, each of which had its own house to design. The data-analysis relied on the Knowledge Forum database, consisting of students' notes, pictures, sketches, and photos. The participants' quantitative contributions to the database were analyzed with Analytic ToolKit which underlies Knowledge Forum. A qualitative content analysis was performed to the KF notes produced by the student teams; a theory and data-driven approach for categorizing the content of the notes was employed. The results revealed that the student teams considered various design constraints and familiarized themselves with their own building site and regulations regarding their permitted building volume. They constructed environmental models and scale models, and made the calculations of gross floor volume; scale drawings were inserted to KF's Environmental Model view as pictures and texts. The results indicated that parallel working with conceptual (design ideas) and material artefacts (architectural models, prototypes of apartments, figures) supported one another. The intent was that involving students in modeling practices would help them build domain expertise, epistemological understanding, and skills to create and evaluate knowledge. Further, implications for designing technology-mediated collaborative design processes are discussed. (Contains 1 table and 8 figures.)
On Young People's Experience of Systems in Technology
Author: Svensson, Maria
Date: 2012-00-00
Type: Journal Articles
Subjects: Young Adults,Technological Advancement,Systems Analysis,Phenomenology,Influence of Technology,Technological Literacy,Adolescent Attitudes,Technology Education,Semi Structured Interviews,Foreign Countries

Immersed in a technologically complex world, young people make sense of a multi-faceted set of events in everyday life. This article investigates the variation in how Swedish young people experience technological systems and is based on interviews focusing three systems concerning transport, energy and communication--contextualised in relation to bananas, electricity, and mobile phones. A phenomenographic analysis results in five qualitatively distinct categories, describing different ways of understanding technological systems: &quot;Using single components, Using the system output, Influencing the system, Interacting with the system, and Integrating the system&quot;. The results support that different ways of understanding technological systems implies different ways of understanding the complex nature of technology. The results also point to possible ways of developing teaching for technological citizenship. (Contains 2 tables and 3 footnotes.)
Active Intervention Program Using Dietary Education and Exercise Training for Reducing Obesity in Mexican American Male Children
Author: Lee, Sukho
Date: 2012-00-00
Type: Journal Articles
Subjects: Obesity,Body Composition,Intervention,Physical Activities,Mexican Americans,Goal Orientation,Program Effectiveness,Hispanic Americans,Mexicans,Children,Exercise,Parents,Health Education,At Risk Persons,Equipment,Males,Training

This study evaluated the effectiveness of a 10-week active intervention program (AIP), which incorporates dietary education with exercise training, among 30 healthy Mexican American male children, aged 8-12 years, in Laredo, Texas. Participants were randomly divided into 3 groups: education (EDU), dietary education to participants and parents and individualized step goal setting using pedometers; education with exercise (EEX), dietary education, step goal setting with pedometers, and personal training; and control (CON), no education, step goal setting, or exercise. AIP significantly improved select anthropometric, nutritional, clinical, and non clinical parameters. Participants in the EEX group had a significant reduction in percent body fat, visceral fat (as measured by magnetic resonance imaging [MRI]), improved perception of the importance of physical activity, and greater average step/day as compared to the EDU and CON groups. The results affirm the effectiveness of exercise training combined with dietary education to lower the prevalence of obesity in this high risk ethnic group. (Contains 3 tables and 3 figures.)
Assessing the Efficacy of a School Health Education Advocacy Lesson with College Students
Author: Wallen, Michele
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Comprehensive School Health Education,Program Effectiveness,Multiple Regression Analysis,Norms,Factor Analysis,Advocacy,Pretests Posttests,Public Schools,High Schools

Purpose: The researchers evaluated the efficacy of an advocacy lesson to assess change in intentions to advocate for school health education. This study also measured changes in participants' understanding the importance of school health education and perceived effectiveness in applying advocacy skills. Methods: A convenience sample of college students participated in an advocacy lesson. Pre and posttests to assess changes in intentions to advocate for school health education and student perceptions of effectiveness of the lesson were completed by 161 students. Summed factor mean scores were compared using paired samples t-tests. Multiple linear regression analysis was used to determine the extent to which changes in participants' attitudes, subjective norms, and perceived behavioral control predicted their intentions to advocate for school health education. Results: Changes in attitude and subjective norms served as significant predictors of intention to advocate for school health education. Participants perceived the lesson to be effective in building advocacy skills, creating awareness of the impact of school health education, and understanding of quality school health education. Discussion: Study implications suggest this advocacy lesson can help students understand the importance of quality health education, increase perceived abilities to effectively advocate, and increase intentions to advocate for school health education. (Contains 5 tables.)
Independently Living Rural Seniors and Emergency Preparedness: A Pilot Study in Southern Illinois
Author: Whitney, Emily
Date: 2012-00-00
Type: Journal Articles
Subjects: First Aid,Health Promotion,Transportation,Emergency Programs,Housing,Rural Areas,Social Services,Older Adults,Health Education,Health Services,Surveys,Feedback (Response)

Rural-dwelling older adults often have difficulty obtaining needed medical and social services due to factors such as physician shortages, lack of transportation, and financial limitations. These factors are further exacerbated during an emergency. Understanding these challenges is important to implement successful health promotion interventions and protect human life. Purpose: The purpose of this pilot study was to assess independently dwelling rural senior citizens' knowledge, attitudes, and behaviors regarding emergency preparedness. Methods: A 39-item instrument was administered to 85 independently dwelling seniors throughout a rural county in Illinois. Results: The majority, 56%, indicated not having an emergency plan, and one-third reported not having bottled water or a first aid kit in the home. Discussion: Less than half of the respondents were knowledgeable regarding what types of items, such as food, water, and medications should be included in a 72-hour kit, and many participants did not have these items stored. Most participants felt that local health departments should provide warnings, food, shelter, transportation, help to the injured, and medications during an emergency. This finding is important, as rural health departments are not typically equipped to provide any of these. Rural health departments should clarify what services are provided by which agencies and collaborate with local social service organizations to help seniors be more prepared. (Contains 2 tables.)
Effects of Text Messaging on College Students' Perceptions of Personal Health
Author: Hudson, Heather K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Verbal Communication,Health Education,Student Attitudes,Focus Groups,Physical Health,Adolescents,Hygiene,Teaching Skills,Communication Skills,Decision Making,Telecommunications,Higher Education

Four focus groups of undergraduate students (n = 32) were conducted to elicit perceptions regarding how text messaging affects personal health. Participant responses were coded and themed into five health dimensions: physical, mental, social, emotional, and spiritual. Results of focus groups showed several main themes linked each dimension of health, except for spiritual health. Emergent themes regarding physical health were perceived to be more negative than positive. Perceptions of effects on emotional, social, and mental health were mixed. Social health was consistently impacted the most. Participants favored short-term positive effects of texting, regardless of their potential long-term negative consequences. Participants noted many negative consequences of texting in inappropriate situations. Most, however, admitted to text messaging regardless of how severe they perceived an outcome might be to their health and/or future. Implications for school health and health education include teaching skill-building lessons on decision-making using texting as an example to enable students to make healthier text messaging choices. To acknowledge and enhance positive effects of text messaging, educators can have students demonstrate clear verbal communication skills, which may minimize miscommunication. These practices may help students avoid negative consequences of text messaging and help students communicate more effectively while text messaging. (Contains 1 table.)
Framing the Teaching Philosophy Statement for Health Educators: What It Includes and How It Can Inform Professional Development
Author: Ratnapradipa, Dhitinut
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Education,Public Health,Teaching Methods,Professional Development,Learning Processes,Personnel Selection,Student Promotion,Teacher Educators,Higher Education

Teaching philosophy (TP) statements are increasingly required within academia for hiring and promotion purposes. For health educators, a TP can be a valuable resource for academicians as well as practitioners, linking educational theory with teaching techniques, philosophy with practice. The process of formulating a TP statement provides the opportunity to fully reflect on who you are as an educator and what you hope to accomplish in the learning process. The brief statement is intended to be a written reflection of your instructional and practical philosophy in both learning and the discipline of health education/public health. As an educator, the TP statement provides a roadmap for you throughout your career, documenting where you are and where you hope to grow, identifying both your pedagogical strengths and weaknesses. This paper is intended to provide insights gained through the preparation of TP and from professional and teaching experiences. (Contains 1 table and 1 figure.)
The Changing Landscape of Disability in Childhood
Author: Halfon, Neal
Date: 2012-00-00
Type: Journal Articles
Subjects: Incidence,Disabilities,Children,Disease Incidence,Epidemiology,Accessibility (for Disabled),Public Policy,Health Conditions,Trend Analysis,Chronic Illness,Severity (of Disability),Disability Identification,Context Effect,Child Health,Child Development,Social Change,Cross Cultural Studies,Measurement Techniques,Statistical Data,Performance Factors,Barriers,Health Promotion,Social Indicators,Social Influences

Americans' perceptions of childhood disability have changed dramatically over the past century, as have their ideas about health and illness, medical developments, threats to children's health and development, and expectations for child functioning. Neal Halfon, Amy Houtrow, Kandyce Larson, and Paul Newacheck examine how these changes have influenced the risk of poor health and disability and how recent policies to address the needs of children with disabilities have evolved. The authors examine the prevalence in the United States of childhood disability and of the conditions responsible for impairment, as well as trends in the prevalence of chronic conditions associated with disability. They find that childhood disability is increasing and that emotional, behavioral, and neurological disabilities are now more prevalent than physical impairments. They stress the importance of, and lack of progress in, improving socioeconomic disparities in disability prevalence, as well as the need for better measures and greater harmonization of data and data sources across different child-serving agencies and levels of government. They call on policy makers to strengthen existing data systems to advance understanding of the causes of childhood disabilities and guide the formulation of more strategic, responsive, and effective policies, programs, and interventions.The authors offer a new and forward-looking definition of childhood disability that reflects emerging and developmentally responsive notions of childhood health and disability. They highlight the relationship between health, functioning, and the environment; the gap in function between a child's abilities and the norm; and how that gap limits the child's ability to engage successfully with his or her world. Their definition also recognizes the dynamic nature of disability and how the experience of disability can be modified by the child's environment. (Contains 70 endnotes, 4 tables and 1 figure.)