ethanporcaro/eric-fulltext-meta huggingface dataset:
I Ola Kohala, Kohala Lives
Author: Kakalia, Tiffnie
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Middle School Students,High School Students,Higher Education,Self Concept,Citizenship Responsibility,Pilot Projects,Program Descriptions,Health Education,Health Occupations,Medical Education,Pharmaceutical Education,Rural Areas,Medical Students,Career Choice,Physicians,Hawaiians,School Community Relationship,Cultural Influences,Place Based Education,Educational Objectives,Educational Experience,Medical Services,Academic Achievement

I Ola Kohala is an educational pilot project that strengthens opportunities for middle and high school students in North Hawai?i to explore opportunities in higher education and health professions through strengthening cultural identity and civic responsibility. The program is also focused on delivering quality rural health education for health professions students, including pharmacy students from the University of Hawai?i at Hilo Daniel K. Inouye College of Pharmacy (DKICOP) and medical students at the University of Hawai?i at Manoa John A. Burns School of Medicine (JABSOM). The project's purpose is to strengthen the pipeline for local students to pursue higher education and consider careers in health and promote physician retention in North Hawai?i by connecting with the medical community at JABSOM. Designed and funded by the medical school's Department of Native Hawaiian Health's Native Hawaiian Center of Excellence (NHCOE), the project worked closely with community partners to develop an educational curriculum that enabled participants to better understand the critical connection between cultural traditions and the importance of higher education as it relates to health concerns within their community. All activities took place in the Kohala district to strengthen participants' sense of place and nurture the practice of aloha ?aina. The long-term goals of the I Ola Kohala project are to provide participants with connections to resources that further their education and potential to pursue careers in the health professions, increase the number of medical student experiences in North Hawai?i, and empower the Kohala community to build educational pathways to promote students' educational success. The hope is that these types of programs will allow physicians in training to learn about rural communities and may potentially influence their desire to provide health care for underserved populations.
Socially-Shared Metacognitive Regulation Episodes between Undergraduate Engineering Students during a Collaborative Genre Analysis Task in an English for Academic Purposes Course
Author: Seiradakis, Emmanouela
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Engineering Education,Collaborative Writing,Web Sites,Web 2.0 Technologies,English for Academic Purposes,Task Analysis,Scaffolding (Teaching Technique),Foreign Countries,Teaching Methods

Recent findings suggest that genre-based tasks such as move analysis when underpinned by the theory of metacognition can familiarize undergraduate students with newly encountered academic genres such as the research article. However, there still is a limited understanding about how and when novices engage in socially shared metacognitive regulation processes (SSMR) during online collaborative genre analysis tasks. The purpose of this study was to identify when and how a small group of undergraduate engineering students engaged in SSMR processes during a collaborative online move analysis wiki task. Results suggest SSMR was frequently triggered when participants faced a task-related problem and manifested as an expression of doubt and conflicting ideas or when participants attempted to reach a consensus on seemingly difficult genre analysis aspects.
New, Old Wisdom--Sprituality, Creativity and Science Reimagined: Ancestral Wisdom for These Times
Author: Meyer, Meleanna Aluli
Date: 2019-00-00
Type: Journal Articles
Subjects: Hawaiians,Indigenous Knowledge,Social Justice,Health Services,Wellness,Trauma,History,Health Personnel,Consortia,Organizations (Groups),Indigenous Populations,Artists,Visual Arts,Health,Physicians,Medical School Faculty,Medical Education,Program Descriptions,Interdisciplinary Approach

Educational perspectives from Hawaiian points of view in all areas of Native Hawaiian health are timely and critical to share today, as remarkable and unprecedented collaborations within the Hawaiian community are addressing not only the overall health and wellness of Hawaiians, but a range of additional culturally grounded issues, such as healing from intergenerational/historical trauma, visioning for an alternative system of healthcare, and social justice. Examples of such collaborative efforts include Na Limahana O Lonopuha, a consortium of health professionals from a wide range of disciplines; the diverse range of community, cultural and health related groups involved in the E Ola Mau a Mau project with Papa Ola Lokahi; as well as Kukulukumuhana, another gathering of organizations and members from the community, all of whom are working tirelessly to confront persistent health disparities and improve the health and wellness of Native Hawaiians. The deep and ambitious work of reimagining how Hawaiian institutions and providers could begin the work of making substantive change in systems thinking laterally, which would more closely align with cultural healing practices, is the direction Hawaiians are moving toward together. This coalescing of organizations and individuals is also happening in educational circles as many have worked for years to bring parity and cultural awareness to learning within the school environment and beyond. This article describes the invitation for visual artists to join this conversation and the role of the visual arts to offer ways for Hawaiian communities to see and experience concepts such as historical trauma, health, and healing in novel, dynamic, and lively ways. This article tells the story of how the visual arts can contribute to healing and also be viewed as part of a comprehensive cross sector prespective for achieving health and wellness.
Mind the Gaps: Professional Perspectives of Technology-Based Teaching and Learning in the Foundation Phase
Author: Hannaway, Donna
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Teaching Methods,Learning Processes,School Districts,Case Studies,Teacher Attitudes,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Barriers,Educational Benefits,Faculty Development,Teacher Education,Educational Policy,Primary Education

Background: As technology today is pervasive, this study seeks to examine how technological changes influence Foundation Phase learners, specifically the impact of technology on teaching and learning. Aim: This study establishes professional perspectives of technology-based teaching and learning (TBTL) in the Foundation Phase from the vantage point of two district officials from the Gauteng Department of Education. Setting: This study was set in a chosen district in the Gauteng province because the environment was identified as data rich, which implies that the participants were able to share information based on the large number of Foundation Phase schools that they service. Methods: Qualitative case study methods such as interviews, opinion pieces and field notes from district officials servicing Foundation Phase schools were examined through the theoretical lens of the Technological Pedagogical and Content Knowledge model. Results: The data gathered proved worthwhile in presenting the perspectives of TBTL in the Foundation Phase from one district in South Africa with regard to the benefits, barriers and gaps thereof. Conclusion: Implications for technological infrastructure, a Foundation Phase TBTL policy framework, teacher preparation training and in-service training, and support in finding appropriate content were given.
Learning through Play in Grade R Classrooms: Measuring Practitioners&apos; Confidence, Knowledge and Practice
Author: Isaacs, Shafika
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Early Childhood Education,Preschool Teachers,Self Esteem,Knowledge Level,Play,Teaching Methods,Program Effectiveness,Observation,Foreign Countries

Background: This article reports on the evaluation of a professional development programme for underqualified Grade R practitioners, many of whom work under challenging conditions. Aim: The study aimed to evaluate the practitioners' confidence, knowledge and practice of play. Setting: The programme involved a 5-week training programme for 1000 Grade R practitioners across three Eastern Cape districts. Methods: The study included three data sources: (1) self-reported shifts in confidence and practice solicited through closed Likert-type questions, (2) responses to open-ended questions on knowledge of play and (3) lesson observations of case study practitioners, using a lesson observation protocol to distil quantitative shifts in the practice of case study practitioners (n = 10), compared with control practitioners (n = 4). Results: The evaluation found positive shifts in practitioners' self-reporting on their confidence and knowledge of play. However, evidence of their knowledge of play was mixed. Practitioners offered very general conceptions of play, with specific attention on the expected 'form' of play. The use of materials for play, and changed classroom practice from whole class to small groups, were most strongly evident. Because it was short course of 5 weeks, lesson observations of case study practitioners were less positive, with no significant difference between treatment and control lesson observations. Conclusion: The study opens a window into the implementation of the 5-week professional development programme and the instrumentation used to reflect on practitioners' confidence, knowledge and practice of play. The discussion reflects critically on improving the instrumentation in future for measuring shifts in practitioner confidence, knowledge and practice of play.
Music Instruction and Reading Performance: Conceptual Transfer in Learning and Development
Author: Muthivhi, Azwihangwisi E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Skills,Transfer of Training,Music Education,Concept Formation,Elementary School Students,Educational Benefits,Reading Ability,Males,Single Sex Schools,Middle Class,Foreign Countries,Learning Processes,Teaching Methods,Educational Policy,Pedagogical Content Knowledge

Background: This article reported on the developmental consequences of music instruction in Foundation Phase level of South African school context, specifically in relation to learners' learning and acquisition of early reading abilities. Against the background of the recent upsurge in research interest on the subject of conceptual and skills transfer among primary school learners in South Africa, the article uses contemporary advances in theory to interrogate empirical research on the benefits of music instruction for successful acquisition of reading abilities. Aim: The study aimed to interrogate the question -- and resuscitate debate about -- how conceptual skills in one subject discipline could transfer to benefit the learning and development of related conceptual skills in a different but related subject discipline. Setting: The setting for the research was a boys-only public primary school located in a middle-class suburb of Cape Town, South Africa. Methods: Document analysis and observation of reading activities and the performance records of Foundation Phase learners was carried out by the first author, and the performance of a group that was part of the school's music instruction programme was compared with that of a group that was not part of that programme. Results: The results suggested that participation in school music instruction might benefit primary school learners' development of early reading abilities. Conclusion: This is especially so when instructional activities are purposefully structured to benefit cognate conceptual skills, with crucial implications for policy development and the organisation of subject matter content knowledge in primary schooling in contemporary South Africa.
Reliability, Factor Structure, and Measurement Invariance of a Web-Based Assessment of Children&apos;s Social-Emotional Comprehension
Author: McKown, Clark
Date: 2019-07-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Interpersonal Competence,Emotional Intelligence,Test Reliability,Factor Structure,Psychometrics,Children,Elementary School Students,Perspective Taking,Problem Solving,Self Control

The purpose of this study was to evaluate the psychometric properties and measurement invariance of a web-based, self-administered battery of assessments of social-emotional comprehension called &quot;SELweb.&quot; Assessment modules measured children's ability to read facial expressions, infer others' perspectives, solve social problems, delay gratification, and tolerate frustration. In an ethnically and socioeconomically diverse sample of 4,419 children in kindergarten through third grade who completed SELweb: (a) scores from assessment modules exhibited moderate to high internal consistency and moderate 6-month temporal stability; (b) composite assessment scores exhibited high reliability; and (c) assessment module scores fit a theoretically coherent four-factor model that includes factors reflecting emotion recognition, social perspective-taking, social problem-solving, and self-control. In addition, the present study supports configural and metric invariance across time, sex, and ethnicity. Analyses suggest partial scalar invariance across time, sex, and, to a lesser degree, ethnicity.
Conceptual Knowledge of Confidence Intervals in Psychology Undergraduate and Graduate Students
Author: Crooks, Noelle M.
Date: 2019-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Psychology,Statistics,Confidence Testing,Intervals,Misconceptions,Computation,Hypothesis Testing,Performance

In recent years, there have been calls for researchers to report and interpret confidence intervals (CIs) rather than relying solely on p-values. Such reforms, however, may be hindered by a general lack of understanding of CIs and how to interpret them. In this study, we assessed conceptual knowledge of CIs in undergraduate and graduate psychology students. CIs were difficult and prone to misconceptions for both groups. Connecting CIs to estimation and sample mean concepts was associated with greater conceptual knowledge of CIs. Connecting CIs to null hypothesis significance testing, however, was not associated with conceptual knowledge of CIs. It may therefore be beneficial to focus on estimation and sample mean concepts in instruction about CIs.
A Modified Analytical Framework for Describing M-Learning (As Applied to Early Grade Mathematics)
Author: Roberts, Nicky
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Models,Intervention,Mathematics Instruction,Foreign Countries,Handheld Devices,Elementary School Mathematics,Early Childhood Education,Young Children,Comparative Analysis

Background: There has been little Southern African research attention on the potentials of m-learning to support quality mathematics learning for young children and their caring adults. This article argues that m-learning research has shifted from claims of being promising to claims of effect in educational settings of both classrooms and homes. This is particularly the case in mathematics, where there is increasing evidence of positive (although modest) improvement in learning outcomes. Aim: This article modifies an analytical framework for initial descriptions of m-learning interventions. Comparison between interventions in the Southern African Development Community (SADC) context is then possible. Setting: Three large-scale m-learning interventions focused on early grade mathematics in the SADC countries. Methods: Targeting the early grades and building on an existing framework for describing m-learning interventions, three large-scale m-learning interventions from within the SADC were purposively selected. The three interventions exemplify a possible way to describe the learning theory and pedagogical emphasis underlying the design of their mathematics programmes. Results: The cases themselves contribute to understanding the m-learning landscape and approaches to early grade mathematics in the SADC in more detail. Conclusion: A modified analytical framework is offered as a means of describing m-learning in ways that attend to children's and caregivers' use of mobile devices, as well as the underlying learning theories.
Profile of Factors Influencing Academic Motivation among Grade 6 and 7 Learners at a State School
Author: Yiga, Sarah I.N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Academic Achievement,Elementary School Students,Middle School Students,Grade 6,Grade 7,Teaching Styles,Role Models,Family Environment,Peer Influence,Teacher Student Relationship,Trust (Psychology)

Background: Academic achievement is influenced by a system of internal and external stimuli. Internal stimuli include interest, willingness and academic motivation. In South Africa, efforts to improve the quality of education have mostly focused on the provision of physical resources rather than emotional resources. Aim: The aim of this study was to determine the profile of four factors, namely, teacher style, role models, home environment and peer influence that can influence the academic motivation of grade 6 and 7 learners. Setting: A parallel-medium primary state school in an urban part of Bloemfontein, Free State. Methods: This was a cross-sectional observational study. Data were collected using an anonymous, self-administered questionnaire completed by the learners. The questions captured demographic data and measured the four categories of factors. Results: Overall, 115 out of 202 learners participated (response rate 56.9%). Almost all learners felt that their teachers encouraged them to do their best (96.5%), but 61.3% felt they could not confide in their teachers with personal problems. Most learners had a role model (93.8%), and 70.9% expressed that the role model's hard work was the reason for their admiration. Most learners felt that they were surrounded by supportive people (83.0%) and had a good study environment at home (80.5%). The majority of learners had a group of friends with whom they felt they belong (90.3%), and they could confide in their best friends with personal problems (61.6%). Conclusion: Teacher style, peers and home environment scored high as important factors for academic motivation.
Realizing Mauli Ola through Workforce Development: Educational Resources for Advancing Social Justice through Indigenous Collaboration
Author: Miyamoto, Robin E. S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Labor Force Development,Indigenous Populations,Hawaiians,Diseases,Diabetes,Heart Disorders,Mental Health,Depression (Psychology),Anxiety,Substance Abuse,Health Needs,Physical Health,Barriers,Health Services,Public Health,Leadership,Cooperation,Educational Resources,State Policy,State Legislation,Health Promotion,Health Education,Curriculum Development,Public Agencies,Advocacy

Over the past forty years, considerable attention and funding has been spent to improve the health status of Kanaka ?Oiwi. While gains have been made, Kanaka 'Oiwi continue to experience an average life span ten years shorter than that of the general population (Wu et al. 2017). This is caused in part by non-communicable diseases such as diabetes, stroke, and cardiovascular diseases that affect Kanaka 'Oiwi at significantly higher rates than the general population (Native Hawaiian Databook 2017). Coupled with mental and behavioral health conditions such as depression, anxiety, and substance abuse, there are multiple health needs that require attention to improve the health of all Native Hawaiians throughout the lifespan. In addition to these physical and mental health factors, there are systemic barriers to achieving health equity. &quot;The social determinants of health are the conditions in which people are born, grow, live, work and age. These circumstances are shaped by the distribution of money, power and resources at global, national and local levels&quot; (World Health Organization 2017). The purpose of this article is to describe an initiative that addresses intergenerational health disparities as a public health crisis and mobilizes experts throughout Hawai?i in a call to action to implement large scale interventions that will create structural shifts to achieve health equity and social justice. The authors describe the initiative's three-pronged approach involving collaborative leadership, a strong research base and applied health framework as requisite conditions for developing a social justice curriculum as a method of addressing the determinants of Kanaka 'Oiwi health, and realizing mauli ola (Hawaiian deity of health and life).
Analysis of Academic Self-Efficacy Levels of University Students Doing Sport Regularly and Those Not Doing Sport Regularly
Author: Ermis, Egemen
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,College Students,Team Sports,Universities,Student Attitudes,Academic Ability,Correlation,Foreign Countries,Social Status,Measures (Individuals),Exercise,Athletics,Gender Differences,Cognitive Processes

The purpose of this study is to analyze academic self-efficacy levels of university students studying in different departments according to their states of doing regular sports and some variables. 299 students, 153 females and 146 males, studying in different departments of Samsun Ondokuz Mayis University participated in the study voluntarily. &quot;Academic Self-efficacy Scale&quot; which was developed by Owen and Froman (1988) and adapted to Turkish by Ekici (2012) and which included 33 questions and 3 sub-dimensions (social status, cognitive practices, technical skills) was used in the study to find out academic self-efficacy levels of students in terms of different variables. SPSS 22.0 program was used for statistical analysis. When the results were analyzed, statistically significant difference was found only in social status sub-dimension in terms of the variables of gender and grade (p&lt;0.05). No significant difference was found in other subdimensions for both variables (p&gt;0.05). When academic self-efficacy levels were analyzed in terms of students' states of doing regular sports, statistical significance was not found in any of the subdimensions (p&gt;0.05). As a conclusion, it was found that the state of doing sports regularly did not have an influence on academic self-efficacy level. This result is thought to occur due to the fact that the experimental group in the present study does not consist of only students from the faculty of sport sciences, but also from students studying in different departments of the university.