ethanporcaro/eric-fulltext-meta huggingface dataset:
On Early and Late Modern English Non-Native Suffix &quot;-oon&quot;
Author: Wright, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Modern Languages,English,Suffixes,Etymology,Vocabulary,Descriptive Linguistics,Romance Languages,Linguistic Input,Semantics,Sociolinguistics,Language Usage

This paper is about identifying a nuance of social meaning which, I demonstrate, was conveyed in the Early and Late Modern period by the suffix &quot;-oon.&quot; The history of non-native suffix &quot;-oon&quot; is presented by means of assembling non-native suffix &quot;-oon&quot; vocabulary in date order and sorting according to etymology. It turns out that standard nonnative &quot;-oon&quot; words (which are few) tended to stabilise early and be of y. A period of enregisterment, c. 1750-1850, is identified by means of scrutiny of non-native &quot;-oon&quot; usage in sixty novels, leading to the conclusion that four or more non-native &quot;-oons&quot; in a literary work signalled vulgarity. A link is made between the one-quarter non-European &quot;-oons&quot; brought to English via colonial trade, and the use of such &quot;-oons&quot; by non-noble merchants, traders and their customers splashing out on luxury foreign commodities. Thus, it is found that a suffix borrowed from Romance languages in the Middle English period received fresh input during the Early Modern period via non-European borrowings, resulting in sociolinguistic enregisterment in the Late Modern period.
Development of the Taxonomy of Policy Levers to Promote High Quality School-Based Counseling: An Initial Test of Its Utility and Comprehensiveness
Author: Aluede, Oyaziwo
Date: 2020-11-00
Type: Journal Articles
Subjects: School Counseling,Taxonomy,Educational Policy,Foreign Countries,School Counselors,Competence,Personnel Selection,Counselor Training,Professional Development,Counselor Evaluation,Counselor Role,Best Practices,Counseling Effectiveness

This article is the second of a two-part series that describes the development of the &quot;Taxonomy of Policy Levers to Promote High Quality School-Based Counseling.&quot; Previous article (Morshed &amp; Carey, 2020) described the development of the taxonomy using content analysis of existing published descriptions of policy levers. This article tested the utility and comprehensiveness of the taxonomy by having experts from South Korea, Nigeria, and West Virginia review policies in their regions. They analyzed the taxonomy by using it to describe the school-based counseling policy landscape in their own contexts. Overall, the taxonomy provided a useful framework for identifying policy levers that were implemented as well as the levers which were not implemented but could be used to further improve school-based counseling. A revised taxonomy adding four new levers is presented. Further research to expand the taxonomy is suggested, and its utility to guiding policy research and evaluation is explained. [For &quot;Development of a Taxonomy of Policy Levers to Promote High Quality School-Based Counseling,&quot; see EJ1274913.]
Transition Services: Building Successful Collaborations among School Professionals
Author: Frazier, Kimberly F.
Date: 2020-11-00
Type: Journal Articles
Subjects: Transitional Programs,Individualized Education Programs,Students with Disabilities,Partnerships in Education,Interdisciplinary Approach,Secondary School Students,Interprofessional Relationship,Special Education Teachers,Regular and Special Education Relationship,School Counselors,Community Resources,Employment Services

Students who have significant disabilities have the same aspirations as their non-disabled peers: living productive, enriched, and self-determined lives. Adolescent-to-adulthood transition services have the potential to help position students with disabilities to obtain the best possible outcomes, thereby helping them lead full and included adult lives. It is vital that school and community-based support professionals act in concert with students with significant disabilities and their families to develop and implement successful transition services. This article discusses how partnerships across disciplines can help position students with disabilities for the best possible outcomes during the crucial period of their transition from the United States secondary school setting to adulthood. Perspectives and suggestions are presented for working collaboratively across fields to ensure successful transitions within the scope of practice of each professional area.
Iteration in an Inquiry-Based Undergraduate Laboratory Strengthens Student Engagement and Incorporation of Scientific Skills
Author: Wiseman, Emily
Date: 2020-10-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Undergraduate Students,Science Experiments,Learner Engagement,Science Process Skills,Biology,Scoring Rubrics,Curriculum Development,Student Attitudes

The advantages of active learning approaches have prompted national recommendations for the development of inquiry-based laboratories to replace traditional laboratory classes. However, there is little consensus for the most-effective implementation strategies. Frequently, a single inquiry-based exercise is incorporated at the end of a traditional course and students have little opportunity to repeat the experience before moving on to new courses. To test whether multiple-rounds of inquiry would be beneficial, we incorporated three rounds of inquiry-based experiments during a redesign of a traditional upper-level undergraduate developmental biology laboratory class. After the second and third round of inquiry, students gave slideshow presentations of their projects and received peer and instructor feedback. We then designed and validated a scoring rubric to assess student use of scientific skills. Substantial improvements were observed in five of seven categories of scientific skills when comparing student performance from the third round of projects to the second round. Surprisingly, these gains were not diminished when students in the course were given the rubric to use as a guide. Anecdotal evidence and responses to student questionnaires revealed substantial levels of student interest and engagement in the course. Overall, these results indicate that incorporating iterative rounds of inquiry-based laboratories is a promising strategy for teaching scientific skills, enhancing student engagement, and promoting learning.
Portraits of Undergraduate Discipline-Specific Thinking: Guiding Students from Novice to Proficient Learner
Author: Stovey, Patricia
Date: 2020-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Centered Learning,Historiography,History Instruction,Cognitive Processes,Metacognition,Thinking Skills,Teaching Methods,Knowledge Level,Expertise

This case study presents our experiences, insights, and the pedagogical techniques used to guide undergraduate students toward discipline-specific thinking. It demonstrates the role of student-centered practices in moving students from what we categorize as novice to proficient, a common goal in rite-of-passage courses across the disciplines. Our study follows two semesters of students in undergraduate college-level Historiography and Historical Methods courses to identify common stumbling blocks encountered when learning contextualiziation (our discipline-specific thinking skill). We analyze students' habits of mind, cognitive behaviors, and assumptions when learning to think differently. We present a qualitative portrait demonstrating the range of student cognitive behaviors as they attempt to move towards proficiency. As experts immersed in our fields of study and its practices, we can sometimes forget that what comes second-nature to us is far from natural to our students--regardless of their enthusiasm. We may overestimate the background knowledge that our students have, and underestimate the brain bandwidth required when trying--for the first time--to think differently.
Students&apos; Perceptions of a Token Economy in an Undergraduate Science Flipped Class-Room
Author: Gomez, Cara J.
Date: 2020-10-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,College Science,Token Economy,Flipped Classroom,Learner Engagement,Student Motivation,Anxiety,Teacher Student Relationship

Engaging students in higher education is a critical aspect of student learning (Barkley, 2009; Coates, 2005).Flipped classroom are being reported in the literature as a means to engage students in the learning process, compared to traditional lectures (O'Flaherty &amp; Phillips, 2015). However, flipped classrooms are difficult to implement without students taking an active role in the learning process (Long, Cummins, &amp; Waugh, 2017). Token economies, which are widely used in primary school settings but rarely reported in higher educational settings, enable instructors to provide students with rewards to reinforce targeted student behaviors (Hine, Ardoin, &amp; Call, 2018; McClurg &amp; Morris, 2014), and may be useful in the flipped classroom model. In this mixed methods case study, the researchers collected survey and focus group data from 48 undergraduate students who attended a science course with a token economy to determine the students' perceptions of the token economy and satisfaction of the novel rewards offered. The findings indicated that over 90% of the students participated in the token economy and 74% of students indicated that the reward system reinforced the student behaviors necessary for an effective flipped classroom. The students also discussed how the token economy provided motivation and additional opportunities to master course content, decreased student anxiety, and enhanced the student-teacher relationship.
Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching
Author: Gayman, Catherine M.
Date: 2020-10-00
Type: Journal Articles
Subjects: Teaching Methods,Group Discussion,Active Learning,Scores,Undergraduate Students,Study Guides,Tests,Peer Teaching,Retention (Psychology)

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.
Who Improves Most? The Differences in First-Year Students&apos; Learning Attitudes and Behaviors Measured by College Success Factor Index
Author: Krsmanovic, Masha
Date: 2020-10-00
Type: Journal Articles
Subjects: College Freshmen,Educational Attitudes,Student Attitudes,Student Behavior,Pretests Posttests,First Year Seminars,Student Responsibility,Competition,Planning,Expectation,Wellness,Time Management,Family Involvement,Academic Persistence,Out of State Students,Foreign Students,Preservice Teachers

Utilizing a pretest-posttest quasi-experimental research design, this study investigated the impacts of the participation in a First-Year Seminar (FYS) course on student learning attitudes and behaviors. Using the sample of 1,231 freshmen students in a large, public, research university in the Southeast, the study examined if FYS participation promoted students learning attitudes and behaviors in the following ten areas: responsibility, competition, task-planning, expectation, wellness, time-management, college involvement, family involvement, precision, and persistence. Additionally, the study tested for the differences in changes of students learning attitudes and behaviors among five student populations enrolled in the seminar: first-time in college, summer bridge, international, out-of-state, and teacher pre-professionals. Hotelling's T2 test revealed statistically significant differences in learning attitudes and behaviors between pre and posttests for each of the 10 measured factors, while a two-way mixed design MANOVA indicated that changes in students' learning attitudes and behaviors were not significantly different for any of the factors depending on the subgroup. The lack of between-group differences demonstrated that the FYS course participation was equally beneficial for students from all populations examined in the study.
Analysis of the Graduate Studies in Different Disciplines Prepared for Music Education in Turkey
Author: Oztutgan, Zuluf
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Study,Music Education,Masters Theses,Intellectual Disciplines,Databases,Content Analysis,Doctoral Dissertations,Medicine,Preschool Education,Correlation,Mathematics Education,Empathy,Teaching Methods,Sociology,Foreign Countries

This qualitative research is a descriptive study aiming to analyze the graduate studies in different disciplines prepared for music evaluation and to reveal the current situation in Turkey. The sample of the study involves 25 graduate theses in different disciplines which are in the database of the National Thesis Center and defended in line with music education field. These theses were examined with content analysis and 10 criteria as follows: thesis type, its university, recearcher's gender, publication year, title of advisor, its institute, its department, research area, research model and research class. The findings were interpreted in tables by calculating the frequency and percentage. The findings reveal that 76% of the examined theses in the scope of this study are master's (MA), 20% doctorate (PhD) and 4% specialty in medicine theses. Most of the MA theses were prepared in Hacettepe University, and most of the PhD theses were prepared in Ankara University and the specialty in medicine thesis was completed in Gaziosmanpasa University. In addition, most of these theses were written by female researchers and the number of theses in different disciplines prepared for music education in Turkey is not numerous. Music education and preschool education were associated, and most of the PhD theses had equal distribution in the fields of Education Policies, Preschool Education, Mathematics Education, Empathic Skills and Sociology. Lastly, it was revealed that most of the theses were prepared based on descriptive model and quantitative approach.
Examination of Self-Confidence and Metacognition Levels of High School Students Case of Karabuk Province
Author: Aslan, Huseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Self Esteem,Metacognition,Success,Gender Differences,Age Differences,Parent Background,Educational Attainment,Geographic Location,Institutional Characteristics

The aim of the study is to determine the relationship between self-confidence and metacognition of high school students and to contribute to the development of students. The study conducted in accordance with this purpose is correlational research. 420 students from different high schools participated in the study. 48.1% (202) of the students are female and 51.9% (218) are male. It consists of 7 different high schools where the students participated in the study and studied in the province of Karabük. The research findings were expressed as n, (%), mean and standard deviation, and were considered significant at p &lt;0.05 significance level. All statistical calculations were made in SPSS 22.0 V. statistics package program. Considering all the findings and related researches obtained, it is seen that metacognitive skill plays an important role in students' success. In addition to this, it was observed that the success levels of students who developed the metacognitive strategy increased. In modeling, teachers can draw the attention of students to this area by presenting slices from their own lives and enable them to learn their skills in this area. Based on this, education that will improve students' metacognitive skills should be provided in all educational processes.
Examining for Leisure Barriers for Female Students Studying in the Faculty of Sports Science
Author: Kizilkoca, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leisure Time,Barriers,Females,Undergraduate Students,Knowledge Level,Student Characteristics,Friendship,Time,Student Interests,Age Differences,Instructional Program Divisions,Intellectual Disciplines,Psychological Patterns

The aim of our study was to examine the levels of leisure barriers of female undergraduate students in the Faculty of Sports Sciences in terms of some demographic characteristics. The participants of our study are 120 randomly selected female undergraduate students who studied at Firat University Faculty of Sports Sciences in 2020. In order to determine the personal characteristics of the participants in the study, a personal information form (Age, Class, Department and Branch) and a scale of leisure barriers developed by Alexandris and Carroll (1997a) and adapted to Turkish by Gürbüz, Öncü, and Emir (2012) were applied. It is seen that the leisure barriers scale scores of female undergraduate students studying in the departments of the Faculty of Sport Sciences of Firat University are above average with an average of 2.79 in the individual psychology sub-dimension and, 2.77 in the lack of knowledge sub-dimension, 3.17 in the facility sub-dimension, 2.58 in the lack of friends sub-dimension, 3.09 in the time subdimension, and 2.85 in the lack of interest sub-dimension according to the findings of the study. It was observed that it was higher than the average with an average of 2.88, considering the general mean score of the leisure barriers scale.
A Comparative Study of the Leadership Behavior of Freshman and Final Year Undergraduate Students
Author: Musa, Mihriay
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership,Leadership Styles,College Freshmen,College Seniors,Foreign Countries,Physical Education,Gender Differences,Self Esteem,Teamwork,Credibility,Problem Solving,Responsibility,Individual Differences

This study was conducted to examine the leadership levels of university students by comparing them according to various variables. In our research, both qualitative and quantitative methods were used with the scanning model. The universe of the study consisted of the freshman and final year undergraduate students studying at Akdeniz University in the 2019-20 academic year. A simple random sampling method was used to determine the study group. The research sample determined in this way was composed of 175 students studying in the first and last years of the Faculty of Sport Sciences, Teaching, Coaching, Management, and Recreation Departments, respectively. In this study, the Leadership Qualities Scale, which was developed by Cansoy and Turan (2016) and consists of 28 questions, was used. Kruskal Wallis H test and Mann-Whitney U tests, which are nonparametric, were used to analyze the data. The leadership level of the students was found to be high. A difference was determined in leadership sub-dimensions. To eliminate these differences; self-confidence levels of teaching, sports management, and recreation department students; the level of responsibility of the students of teaching, coaching and recreation departments; the reliability levels of male students and the persuasion skills of first-year students should be increased.
Development of an Attitude Scale of Mathematics and Science Teachers towards Mistake and Instant Feedback to the Mistake: A Validity and Reliability Study
Author: Turkdogan, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Attitude Measures,Teacher Attitudes,Mathematics Teachers,Science Teachers,Error Correction,Feedback (Response),Test Validity,Test Reliability,Preservice Teachers,Student Attitudes,Factor Analysis

The purpose of the research is to develop a valid and reliable attitude scale that can measure the attitudes of math and science teachers (315) and teacher candidates (105) towards mistakes and instant feedback. In the validity studies, the exploratory factor analysis was made with the SPS1S 8.0 package program after that the confirmatory factor analysis was made with Lisrel 8.8 software. To develop the scale; 1. Creation of Item Pool, 2. Obtaining Expert Opinion, 3. Creation of Pre-Trial Form, 4. Factor Analysis is made. According to factor analysis; Kaiser Meyer Olkin (KMO) rate; 0.808; Bartlett test result: 2148,354; Cronbach alpha reliability coefficient for the whole scale: 0.829. According to confirmatory factor analysis: Root Mean Square Error of Approximation (RMSEA) 0.022 (&lt;0.05); p-Value for Test of Close Fit .00 (&lt;0.05), standardized root mean square residual (SRMR) 0.014, Goodness of Fit Index (GFI) 0.75, Adjusted Goodness of Fit Index (AGFI) 0.69; Normed Fit Index (NFI) 0.91; Relative Fit Index (RFI) 0.78; Incremental Fix Index (IFI): 0.83; Parsimony Goodness of Fit Index (PGFI): 0.62; Degrees of Freedom: 760; Root Mean Square Residual (RMR): 2.07 and NonNormed Fit Index (NNFI): 0.88. According to research findings, attitude scale is valid and reliable so it can be used to determine math and science teachers and teacher candidates positive and negative attitudes toward mistake and giving instant feedback to mistake.
The Effect of Sports Science Students&apos; Social Media Addictions on Redundant Purchasing Behavior
Author: Doganer, Seckin
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education,College Students,Social Media,Addictive Behavior,Consumer Economics,Purchasing,Foreign Countries,Socioeconomic Status

The aim of this research is to determine the causes of redundant purchasing behavior of university students and the effects of social media usage on redundant purchasing behavior. Quantitative research method is used in the research and relational screening model is preferred. &quot;Social media addiction&quot; and &quot;sustainable consumption behavior scale&quot; were used in the research. The research group consists of 221 men and 181 women in total, 402 students who studying at Ankara University Faculty of Sport Sciences. In the research, the pre-control of the data was provided and the distribution of normality was examined primarily. From the parametric tests to the data that appear to provide normal distribution; t-Test, One-Way Anova and Correlation tests were applied. According to the findings, it was found that women had a high redundant purchase behavior compared to men. It has been determined that the use of credit cards increases redundant purchases in students and affects daily life. It was observed that unrestrained shopping perception is high among students who are not licensed athletes. As the high income students' redundant purchasing behavior is high, as the time spent on social media increases, social media addiction and redundant purchasing behavior also increase. As a conclusion, it is observed that consumption behaviors are closely related to social media addiction and sustainable consumption behaviors. The suggestions of the findings obtained were tried to be given in the research, including future research.