ethanporcaro/eric-fulltext-meta huggingface dataset:
Prevalence of Mixed Methods Research in Mathematics Education
Author: Ross, Amanda A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Mathematics Education,Methods Research,Federal Legislation,Cognitive Processes,Mathematics Achievement,Observation

In wake of federal legislation such as the No Child Left Behind Act of 2001 that have called for &quot;scientifically based research in education,&quot; this study examined the possible trends in mixed methods research articles published in 2 peer-reviewed mathematics education journals (n = 87) from 2002 to 2006. The study also illustrates how the integration of quantitative and qualitative research enhances the findings in mathematics education research. Mixed methods research accounted for 31% of empirical articles published in the 2 journals, with a 10% decrease over the 5-year span. Mixed methods research articles were slightly more qualitatively oriented, with 59% constituting such a design. Topics involving mathematical thought processes, problem solving, mental actions, behaviors, and other occurrences related to mathematical understanding were examined in these studies. Qualitative and quantitative data were used to complement one another and reveal relationships between observations and mathematical achievement. (Contains 4 tables.)
Make Learning Matter for the Multitasking Generation
Author: Adams, Jill
Date: 2012-01-00
Type: Journal Articles
Subjects: Middle School Students,Technological Advancement,Influence of Technology,Critical Thinking,Multimedia Instruction,Reading Instruction,Writing Instruction,Early Adolescents,Access to Information,Adolescent Attitudes,Computer Simulation,Electronic Publishing,Web Sites,Computer Mediated Communication,Age Groups,Questioning Techniques,Discussion (Teaching Technique),Novels,Cartoons,Multimedia Materials

Technological advances have created amazing opportunities for people throughout the world to access and share information. These opportunities have helped to create a generation of young adolescents who want to make the most of each minute of the day, seizing opportunities to seek information and communicate at the same time. This generation is called GenM, or the "multitasking generation". GenM students believe they are adept at doing many things at the same time, or "multitasking". As research on this phenomenon begins to emerge, it is clear that educators must consider the implications of these GenM practices for their classrooms and help their students slow down and think critically about the things they read and write. This article focuses on current literature related to multitasking, including information on the characteristics of GenM learners. Pedagogical considerations for reading and writing instruction in the middle level classroom are explored, and suggestions are offered for translating traditional instructional methodologies into more multimedia-rich learning experiences for students. These strategies challenge students to learn when to slow down and critically examine the text or task at hand. (Contains 1 figure.)
Open Dialogue: Reflections on 50 Years of Teaching Psychology
Author: Hartley, James
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychology,Foreign Countries,Teaching Methods,Higher Education,Lecture Method,Laboratories,Tests,Reflective Teaching

There have been great changes in the numbers of students studying psychology at degree level in the UK since 1961--the year the author graduated. And, similarly there have been great changes in what is taught--with an ever-widening set of theoretical developments and practical applications. Nonetheless, despite these developments, the author argues that the teaching of psychology has not altered very much in its approach during the last 50 years. Lectures, tutorials, lab classes and essay-type examinations still dominate the timetable. In this article, the author shares his reflections on 50 years of teaching psychology. (Contains 9 footnotes.)
A Response to Hartley
Author: Eysenck, Michael W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychology,Teaching Methods,Reflective Teaching,Higher Education

In his article, "Reflections on 50 years of teaching psychology", James Hartley concludes that the teaching of psychology has changed relatively little over the past several decades. As someone whose teaching career covered a very similar time period, I agree in general terms with that assessment. In this article, however, I focus on some of the major changes (good and bad) that have occurred since the 1960s. Finally, a few suggestions for the future are made.
A Response to Hartley
Author: Entwistle, Noel
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Theories,Psychologists,Psychology,Teaching Methods,Feedback (Response),Higher Education,Reflective Teaching,Graduate Students,Undergraduate Students,Teacher Education,Social Sciences

In this article, the author shares his response to James Hartley's "Reflections on 50 years of teaching psychology". The author finds it very interesting to read James Hartley's reflections on the teaching of psychology and he thought it would be worth adding a rather different perspective, while agreeing with Hartley's main conclusions about the relative lack of change in teaching practices. The author's experience is of teaching psychology to teachers, mainly at MEd level and in initial teacher education, but he also taught undergraduate psychologists. It always surprised him how little ideas from education psychology, or even the more general theories of learning, seemed to have influenced psychologists' thinking about the practice of teaching and learning. The problem, as Hartley so clearly pointed out, is that the additional pressures being faced by colleagues in all departments makes it difficult for them to justify the time and effort required to make significant changes in the curriculum or experiment with more innovative ways of teaching. The author suggests that educators have to help students to think and act like professionals and develop a lasting feel for the subject and love of learning, and that can be guided by the relevant research findings.
A Response to Hartley
Author: Sternberg, Robert J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychology,Feedback (Response),Teaching Methods,Higher Education,Social Sciences,Foreign Countries

In this article, the author shares his response to James Hartley's &quot;Reflections on 50 years of teaching psychology&quot;. Hartley concludes that the teaching of psychology has changed relatively little over the past several decades. The author states that his way of teaching now is very different from his way of 1975. This essay is about the difference. It is the result of more than three decades of research informing teaching through a theory called the &quot;theory of successful intelligence&quot;. The author contends that Hartley is correct that, in general, the teaching of psychology has not changed much in 50 years. But it can and should. It is time to teach in a way that allows all motivated students to succeed, not just those who happen to learn in traditional ways. (Contains 2 tables.)
A Response to Hartley
Author: Knapper, Christopher
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Educational Research,Educational Technology,Psychology,Teaching Experience,Teaching Methods,Educational Change,Higher Education,Social Sciences,College Science,Publications,Foreign Countries

In his article, &quot;Reflections on 50 years of teaching psychology&quot;, James Hartley concludes that the teaching of psychology has changed relatively little over the past several decades. Hartley begins his paper on a personal note with recollections of his first university teaching experience at Keele University. In his paper Hartley comments on the many changes in the Keele psychology department over the past 40 years. There has been some suggestion that technology might offer a solution for some of pressures, and indeed systems such as WebCT and Moodle have proved effective for course management and have streamlined a lot of routine teaching tasks. But on the whole the author agrees with James Hartley that most educational technologies have served to reinforce traditional (didactic) teaching practices rather than empowering the sort of teaching and assessment changes that educational research suggests are needed. Another factor in changing teaching is the academic reward structure which increasingly emphasises research and publications, even if it means neglecting undergraduate students. (Contains 2 footnotes.)
A Response to Hartley
Author: Jones, Tim
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychology,Teaching Methods,Undergraduate Students,Student Motivation,Student Attitudes,Career Education,Social Sciences,Higher Education,Feedback (Response)

In responding to Hartley (2011), this paper considers his concluding remarks as recommendations for the future of teaching undergraduate psychology and challenges the position that the teaching of psychology hasn't altered vastly during the last 50 years. In doing so, it is acknowledged that the content and delivery of higher education psychology is externally constrained, but argues that departments have flexibility to innovate, excite and enthuse students whilst aligning teaching practices and assessment with employability skills. Further the article is positioned against the backdrop of rapid changes and challenges facing the sector.
A Response to Hartley
Author: Radford, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Psychology,Teaching Methods,College Science,Universities,Peer Evaluation,Feedback (Response),Reflective Teaching

In responding to Jim Hartley, with whom I very largely agree, I first reflect on my own experience of teaching Psychology in an institution which was successively college of technology, polytechnic and university. In the second a new and fruitful method of assessing higher education essentially by peer review was developed, only to be destroyed in the third. Psychology teaching has been affected by factors common to the whole sys tem such as increase in numbers particularly of women, enormously greater bureaucracy and control, and changes in funding. This leads me to question the nature and purpose of degrees in Psychology, and to suggest the possibility of radical changes in higher education, not so much to prescribe a realistic solution as to demonstrate the possibility of thinking "outside the box".
Author's Response to Peer Commentary
Author: Hartley, James
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Technology,Psychology,Reflective Teaching,Teaching Methods,Foreign Countries,Peer Evaluation,Higher Education,Feedback (Response),Academic Achievement

This article presents the author's response to peer commentary on his article entitled &quot;Reflections on 50 years of teaching psychology.&quot; The author is pleased that most of them share some of his concerns about the lack of progress in the teaching of psychology over the last 50 years, and he welcomes the fact that they then go on to raise individual points and discuss different ways forward. In this response to peer commentary, the author reiterates that in his article he sounded a warning about the idea that new informatiation technologies will save the day. He still thinks that they have the power to do things differently and perhaps more efficiently but he is not sure that they &quot;always&quot; improve student learning.
Two Cultures, Two Dialogists and Two Intersecting Theories
Author: Ravenscroft, Lesley
Date: 2012-00-00
Type: Journal Articles
Subjects: Models,Educational Change,Psychology,Foreign Countries,Teaching Methods,Identification,Theories,Classroom Environment,Teacher Educators,Young Children,Elementary Education,Individualism

This paper presents some possibilities for applying the linguistic and psychological theories of two dialogists, Mikhail Bakhtin and Jacques Lacan, to the classroom. There is a short summary of how the two theories may interact with each other and then a discussion of their two opposing views of identity formation. Bakhtin was a Russian, coming from the collectivist paradigm and Lacan's theories were arcane combinations of Freud's emphasis on the needs of the individual and French post-Revolutionary individualism. Lacan insisted that one could only become &quot;whole&quot; at the cost of incompleteness for another. Bakhtin opined that completeness could only be achieved within experiences shared and co-constructed by others. This paper concludes with the question of how teachers can ensure the positive experience of co-construction rather than one person paying a cost for the other's identity-formation and whether it is possible to fully implement insights from a collectivistic paradigm in an education system where the stated aim is to enable each individual to meet his/her potential. (Contains 1 figure and 1 footnote.)
Incarceration and Women's Health: The Utility of Effective Health Education Programming--A Commentary
Author: Robertson-James, Candace
Date: 2012-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Health Education,Females,Public Health,Well Being,Comparative Analysis,Trauma,Foster Care,Children,Unemployment,Socioeconomic Status

The health and well-being of incarcerated women is a significant public health concern. Compared with non-incarcerated women, incarcerated women in the United States are more often from minority populations, younger (between the ages of 18 and 34 years), of low socioeconomic status, unemployed and mothers to children under 18 years of age. More than 80% of women are incarcerated for nonviolent offenses, including drug-related crimes. The incarceration of women poses an additional burden as women prisoners are more likely than male prisoners to have had sole responsibility for their children prior to incarceration. Whereas parental incarceration is difficult for children regardless of which parent is incarcerated, separation from an incarcerated mother is especially traumatic. Two-thirds of incarcerated women have children under the age of 18, and children of women offenders are more likely to be placed in foster care. This commentary explores the health of incarcerated women as well as the need for and challenges of effective health education and promotion programming for these women.
The Role of Health Education in Addressing Uncertainty about Health and Cell Phone Use--A Commentary
Author: Ratnapradipa, Dhitinut
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Education,Risk,Public Health,Telecommunications,Life Style,Meta Analysis

Although the fundamental principles of health education remain unchanged, the practice of health education continues to evolve in response to the rapidly changing lifestyles and technological advances. Emerging health risks are often associated with these lifestyle changes. The purpose of this article is to address the role of health educators when scientific uncertainty exists about these emerging topics. Specifically, how can health educators ensure that their information is both current and credible, and what can health educators do to educate the public about minimizing potential risk factors.
Perceived Parenting Style and the Eating Practices of College Freshmen
Author: Barnes, Seraphine Pitt
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,College Freshmen,Health Education,Economically Disadvantaged,Nutrition,Parenting Styles,Child Rearing,Multiple Regression Analysis,Eating Habits,Adolescents,Universities,Research,Statistics,Student Attitudes,Internet,Surveys,Investigations,Diseases

Background: Unhealthy eating contributes to morbidity in adolescents and college students and is an antecedent of premature mortality in adulthood. It has been suggested that the increase in independence (i.e., living away from parents) of adolescents contributes to their poor eating behaviors. Some literature reports that specific parenting styles may reduce the probability of engaging in poor eating practices. Purpose: We investigated the association between college freshmen's eating practices and their perceptions of parenting style. Methods: An Internet-based survey was used to sample 264 college freshmen between the ages of 18 and 20 years from a large southeastern university. Data analysis used univariate and bivariate statistics along with multiple regression analysis. Results: Student eating practices fell short of optimal dietary recommendations. Whereas the literature suggests that parenting style predicts healthy eating during early adolescence, it did not predict healthy eating in this sample of college freshmen, accounting for less than 1% of the variance in eating practices. Nevertheless, responses to an open-ended question suggested that some students believed that parents had influenced their current eating behaviors. Discussion: We found little evidence of any latent effects of parenting style on eating behaviors among college freshmen. Translation to Health Education Practice: Despite positive parental influences, as it relates to health eating, continued reinforcement at the individual (e.g., skill enhancement with regard to meal preparation), interpersonal (e.g., role modeling healthy eating practices among peers), community (e.g., establishing farmers' markets) and organizational (e.g., increased access to healthy food options in cafeterias) levels is needed. (Contains 5 tables.)
American Indian Women and Screening Mammography: Findings from a Qualitative Study in Oklahoma
Author: Tolma, Eleni
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Education,Females,American Indians,Public Health,Cancer,Holistic Approach,Ethnic Diversity,Decision Making,Intervention,Self Motivation,Interviews,Beliefs,Cultural Traits

Background: Breast cancer is an important public health issue within the American Indian (AI) community in Oklahoma; however, there is limited information to explain the low screening mammography rates among AI women. Purpose: To identify the motivational factors affecting an AI woman's decision to obtain a mammogram. Methods: Through the use of the Theory of Planned Behavior, 24 elicitation interviews were conducted with eligible for mammography AI women obtaining services at an Oklahoma-based tribal clinic. Results: Most women had mixed attitudes toward screening mammography. Environmental-related factors also were cited as barriers in getting a screening mammogram and women recommended improved accessibility to mammography screening. Participants identified family members, friends and their personal physician as critical social referents. No specific culturally related beliefs or taboos were noted. Discussion: This study provides new theoretically guided insights into the motivation of AI women to obtain screening mammography. Future interventions to promote mammography screening among AI women may yield more effective results if key social referents are included in the decision-making process. Translation to Health Education Practice: Public health practitioners need to incorporate a socio-ecological approach to the design of a related intervention, and acknowledge the diversity in terms of cultural affiliation and beliefs within the AI population they serve. (Contains 2 tables and 1 figure.)
Potential Paradoxical Effects of Myth-Busting as a Nutrition Education Strategy for Older Adults
Author: Ansburg, Pamela I.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Patient Education,Health Education,Mythology,Nutrition,Young Adults,Older Adults,Cognitive Psychology,Misconceptions,Nutrition Instruction,Aging (Individuals),Schemata (Cognition),Cognitive Processes

Medical myth-busting is a common health education strategy during which a health educator highlights common misconceptions about health and then presents evidence to refute those misconceptions. Whereas this strategy can be an effective way to correct faulty health beliefs held by young adults, research from the field of cognitive psychology suggests that normal age-related changes in cognition may diminish the educational efficacy of medical myth-busting for older adults. In the coming years, health educators are going to have increasing numbers of older adult clients. Although health educators are often trained to understand how age-related disease processes affect older adult clients' ability to learn and remember, currently there is little emphasis placed on teaching health educators how normal aging impacts their clients' cognition. We hope that by detailing how normal cognitive aging can reduce the efficacy of a common patient education strategy, we motivate health educators to learn more about how their clients' normal age-related changes in cognition might demand modified educational approaches.
Advantages and Limitations of the e-Delphi Technique: Implications for Health Education Researchers
Author: Donohoe, Holly
Date: 2012-00-00
Type: Journal Articles
Subjects: Delphi Technique,Research Tools,Health Education,Research Methodology,Guidance,Internet,College Students,Surveys,Public Health,Health Behavior,Prevention

In the last 30 years, the application of the Delphi technique has been increasing. With the recent availability and established popularity of Internet-based research tools, the Internet has been identified as a means for mitigating Delphi limitations, maximizing its advantages, and expanding the breadth of its application. The discourse on the application of &quot;e-Delphi&quot; has been speculative in nature, however, with pragmatic analysis of Internet-based Delphi administration being limited in scope. Concomitantly, methodological guidance for conducting the e-Delphi in health education is limited, with best-practice implementation strategies yet to emerge. This paper advances the understanding of the e-Delphi technique, contributes to the evolution of this Internet-based research methodology, and provides guidance for the e-Delphi researcher in health education. Further, it offers a contribution to the discourse about Internet-based inquiry generally, and on using the e-Delphi technique in health education specifically. The authors illustrate that e-Delphi has a range of benefits that are effective and efficient in assuaging traditional Delphi limitations; nevertheless, a set of methodological issues remain unaddressed and make apparent the need for future research investments to better understand and alleviate challenges presented for e-Delphi research in health education. (Contains 1 figure and 2 tables.)