ethanporcaro/eric-fulltext-meta huggingface dataset:
Ecosystems of Media Training and Competence: International Assessment of Its Implementation in Higher Education
Author: Álvarez-Arregu, Emilio
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,International Assessment,Program Implementation,Mixed Methods Research,Questionnaires,Competency Based Education,Media Literacy,Training Methods,Communities of Practice,Social Networks,Relevance (Education),College Students,Student Surveys,Minimum Competency Testing,Foreign Countries

In a globalized and media society with unprecedented technological development, institutions of higher education are adapting their training models to face this new challenge. This study aimed to determine students' self-perception of their media competence and the differential influence of an ecosystemic model of training that is being implemented experimentally. The research methodology is mixed, as both a quantitative (descriptive and inferential analysis) as well as a qualitative analysis (are made of the contents of the open reports). A total of 808 university students enrolled in the 2015-16 course in different university centres and countries (Faculty of Teacher Training and Education, and Faculty of Economics-Business of University of Oviedo (Spain) and Technological Institute of Mexico), completed a questionnaire about media competence and wrote open reports about their experience with ecosystemic models. The results showed that university students have a favorable self-perception of their level of media competence, and they consider it important to develop by means of transversal training and ecosystemic training models. Significant differences between the students of the different degrees also emerged depending on whether or not an ecosystemic approach was used to develop the subjects. In conclusion, the study shows that these models favor teaching-learning processes in the university by adapting the technology to the users and improving their media competence.
A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program
Author: Jenkinson, Kate A.
Date: 2018-01-00
Type: Journal Articles
Subjects: Student School Relationship,Student Leadership,Physical Activities,Transitional Programs,Intervention,Secondary School Students,Interpersonal Competence,Self Efficacy,Predictor Variables,Mentors,Foreign Countries,Social Cognition,Leadership Training,Program Implementation,Outcomes of Education,Regression (Statistics),Statistical Analysis

This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy (PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school by 49 Year 10 student leaders and 206 Year 7 students. Year 7 school connectedness decreased in both the control and intervention schools (p&lt;0.001). Baseline social self-efficacy was the largest single predictor of change in Year 7 school connectedness (p&lt;0.001). PASE increased in both schools over the 8-weeks (p=0.054), with the intervention school improving more. School connectedness may require greater time to elicit positive changes and integrated curriculum approaches that include ongoing peer mentoring are warranted. As school connectedness is a protective factor for many public health outcomes, a stealth approach requires further investigation particularly exploring the role of process motivators.
An Investigation of Preservice Teachers&apos; Beliefs about the Certainty of Teaching Knowledge
Author: Ferguson, Leila E.
Date: 2018-01-00
Type: Journal Articles
Subjects: Investigations,Preservice Teachers,Student Attitudes,Beliefs,Knowledge Level,Foreign Countries,Mixed Methods Research,Teacher Education Programs,Preservice Teacher Education,Questionnaires,Elementary School Teachers,Secondary School Teachers,Teacher Educators,Epistemology

Beliefs about the certainty of teaching knowledge may influence how preservice teachers engage with and learn from knowledge sources in teacher education, and their subsequent practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six elementary and lower-secondary preservice teachers in Norway responded to the Beliefs about the Certainty of Teaching Knowledge (BECK) scale in the first and second year of study, respectively. Participants believed knowledge about teaching and learning was more tentative and evolving at T2 than at T1 (t (65) = 2.0, p = 0.049, Cohen's d = 0.23). We uncovered beliefs about the ways knowledge and practice will change, reasons for change, and the rate of change in teaching knowledge. The results suggest preservice teachers hold specific beliefs about the certainty of teaching knowledge that should be addressed by teacher educators.
Embedding Play-Based Learning into Junior Primary (Year 1 and 2) Curriculum in WA
Author: Jay, Jenny A.
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Students,Primary Education,Play,National Standards,Academic Standards,Public Schools,Educational Practices,Qualitative Research,Case Studies,Semi Structured Interviews,Inclusion,National Competency Tests,Educational Assessment,Student Behavior

Governments and their policy decisions inevitably influence the pedagogical practices of teachers. There have been considerable curriculum changes and national reforms in Australia with the implementation of two very different national curricula documents in the early childhood sector in the last decade. The political landscape in Western Australia is even more complex with the mandating of the National Quality Standard (NQS) in all public schools from Kindergarten to Year two. The introduction of the NQS has impacted on the teaching and learning in the early years of school, and in particular, the inclusion of play-based teaching strategies. The tensions that arise from the juxtaposition of these mandated documents is significant to teachers in Years 1 and 2 who in past years have been used to a more didactic and structured approach to early learning. The researchers in this study have sought to explore relevant and current issues impacting on junior primary teachers' pedagogy and practice in relation to the use of play to engage children in learning. Using qualitative methodology, a case study design was chosen and included semi-formal interviews as well as data collected at teacher collaborative meetings. The research identified the necessary supports required for implementing play in the early years of school as well as the challenges experienced by the teachers.
Dimensions of Work Engagement and Teacher Burnout: A Study of Relations among Iranian EFL Teachers
Author: Faskhodi, Arefe Amini
Date: 2018-01-00
Type: Journal Articles
Subjects: Teacher Burnout,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Correlation,Teacher Attitudes,Teaching Experience,Inservice Teacher Education,Preservice Teacher Education,Work Attitudes,Measures (Individuals),Statistical Analysis,Questionnaires,Psychometrics

Among different teacher-related variables burnout can have irrevocable effects on the whole educational system. Due to the importance of considering all positive and negative related variables, and also lack of attention to positive criteria in the area of work-related factors, this study is the first attempt in Iran in the field to include engagement as a positive factor involved. The purpose of the present study is to investigate any possible relationship between work engagement and teachers' sense of burnout, as well as associations between work engagement, burnout, and teachers' years of experience. The correlational analyses indicate a significant and negative relationship between work engagement and burnout. Moreover, the higher the participants' experience is, the greater the amount of their work engagement is. On the contrary, as the number of years of teaching increases, the level of burnout decreases. On the other hand, negative relationship exists between burnout and their experience. The results offer a number of implications for in-service and pre-service teacher training systems.
Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach
Author: Crawford, Renée
Date: 2018-01-00
Type: Journal Articles
Subjects: Teaching Methods,Team Teaching,Blended Learning,Units of Study,Preservice Teachers,Teacher Education Programs,Evidence Based Practice,Music Education,Methods Courses,Music Teachers,Secondary School Teachers,Knowledge Base for Teaching,Foreign Countries

In an era of accountability government and industry bodies are mandating that teacher education programs provide evidence of their impact. This paper provides an example of evidence-based practice, exploring how a team teaching and blended learning approach influenced the development of pre-service teachers (PSTs) competency skills and knowledge. This approach was introduced to an initial teacher education (ITE) specialist music secondary methods unit to ensure that the tertiary learning context aligned with contemporary innovations in schools and provided authentic learning and teaching opportunities. Using an embedded advanced mixed methodology, this research had two phases. Phase 1 explored the development of competency skills and knowledge as perceived by PSTs during the ITE music methods unit. Phase 2 investigated the practical application of these skills and knowledge in professional educational contexts post the completion of the unit. Compelling evidence suggests that by making pedagogy tangible, PSTs will be provided with opportunities to develop knowledge constructs and skills relevant to the ever changing demands of the profession.
Test of Achievement in Quantitative Economics for Secondary Schools: Construction and Validation Using Item Response Theory
Author: Eleje, Lydia I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Item Response Theory,Secondary Schools,Foreign Countries,Secondary School Students,Test Items,Achievement Tests,Economics Education,Statistical Analysis,Student Reaction,Pilot Projects,Mathematical Concepts,Academic Achievement,Models

A Test to measure achievement in quantitative economics among secondary school students was developed and validated in this study. The test is made up 20 multiple choice test items constructed based on quantitative economics sub-skills. Six research questions guided the study. Preliminary validation was done by two experienced teachers in secondary school economics and one expert in test construction. The pilot testing was conducted to ensure compatibility of the test items while test try-out on 515 students yielded the data for item analysis. Analysis were attained through SPSS and Bilog MG using Item Response Theory (IRT) three-parameter logistic model (3PL) to establish item difficulty, item discrimination, and the guessing value. The empirical reliability of the test was 0.86. The test was found to be of good quality, valid and highly reliable. The test is ready and can now be used to assess students' achievement in quantitative economics in Nigeria and other countries.
Improving Preservice Teachers&apos; Phonemic Awareness, Morphological Awareness and Orthographic Knowledge
Author: McNeill, Brigid C.
Date: 2018-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Phonemes,Literacy Education,Spelling,Error Analysis (Language),Teacher Education Programs,Morphology (Languages),Metalinguistics,Spelling Instruction,Comparative Analysis,Faculty Development,Phonological Awareness,Instructional Effectiveness,Course Content,Experimental Groups,Control Groups,Morphemes,Foreign Countries

Few studies have examined the effectiveness of methods to develop preservice teachers' phonemic, morphological and orthographic awareness for spelling instruction. Preservice teachers (n = 86) participated in 10 hours of metalinguistic coursework. The coursework focused on: phonological awareness, orthographic awareness, morphological awareness and utilising such information in spelling assessment. Measures from previous research were utilised to compare participants' performance with other preservice and inservice teachers of varying experience and expertise. The research cohort outperformed the preservice comparison group and their scores approximated that achieved by inservice teachers who had participated in 30 hours of professional development focused on building metalinguistic knowledge for spelling instruction. The results suggest that the coursework was effective at building students' phonemic, morphological and orthographic awareness and this information could be applied to support analysis of spelling errors. Implications for the effective preparation of literacy teachers within preservice programmes are discussed.
In-Service Teachers&apos; Training: The Case of University Teachers in Yangon, Myanmar
Author: Ulla, Mark B.
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Teaching Skills,Capacity Building,Interviews,Knowledge Level,Learning Experience,Faculty Development,College Faculty,English (Second Language),Second Language Learning,Student Centered Learning,Language of Instruction,Phenomenology,Teacher Attitudes,Qualitative Research,Content Analysis

Research studies show a number of significant contributions of professional development programs towards teachers' teaching skills. This paper explores the views of eight (8) university lecturers in a university in Yangon, Myanmar with regards to the teacher capacity building and language enhancement training program they attended from 2014-2016. The interview data, which were subjected to qualitative content analysis were taken from the participants' personal knowledge and experience of the teacher training program. The data were read many times, coded, and assigned to different themes. Findings revealed two themes; appreciation and hardships. Although teacher participants were glad to be part of the training program, they also coped with some challenges. Some important implications for the enhancement of the teacher training programs and language education in Myanmar were discussed and future research directions were also offered.
Effective Behaviour Management Strategies for Australian Aboriginal and Torres Strait Islander Students: A Literature Review
Author: Llewellyn, Linda L.
Date: 2018-01-00
Type: Journal Articles
Subjects: Literature Reviews,Indigenous Populations,Minority Group Students,Behavior Modification,Student Behavior,Behavior Problems,Foreign Countries,Pacific Islanders,Power Structure,Teacher Role,Teacher Student Relationship,Family School Relationship,Knowledge Level,Teacher Characteristics,Culturally Relevant Education,Discipline,Cultural Awareness

This paper reports findings from a systematic literature review conducted to identify effective behaviour management strategies which create a positive learning environment for Aboriginal and Torres Strait Islander students. The search criteria employed resulted in 103 documents which were analysed in response to this focus. Results identified eight themes underpinning strategies for effective behaviour management. Despite the suggested actions, the review highlights that little empirical research has been conducted to validate effective classroom behaviour management strategies; strategies which may also be used to inform teacher education. Considering the high representation of Indigenous students in statistics related to behaviour infringements and other negative school outcomes, this review affirms the urgent need for research to investigate and establish empirically what constitutes effective behaviour management for Indigenous students.
Modeling and Mapping Personal Learning Environment of Thai International Higher Education Students
Author: Sharafuddin, Mohamed Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Higher Education,Foreign Countries,Tourism,Hospitality Occupations,Regression (Statistics),Social Networks,Grounded Theory,Educational Environment,Questionnaires,Learning Experience,Independent Study,Foreign Students,Concept Mapping,Models,Qualitative Research,Statistical Analysis

This research article is part of a periodic study conducted to understand, model, map and to develop an integrated approach for effective and interactive self-learning phases of Thai International Hospitality and Tourism higher education students. Questionnaire containing both qualitative and quantitative questions was distributed at the beginning of the semester to understand the students' personal learning environment during their self-learning phases. After obtaining mutual agreement with the students, the researcher diffused the course related contents and assignments through observed personal learning environment and the changes that took place in it. Thereafter, the students? learning experience was measured again by the end of the semester with another quantitative questionnaire. Paired sample t-test and regression analysis were conducted to analyze the outcomes. The results revealed that there was statistically significant difference between the past and the present self-learning phases of personal learning environment on using micro blogging, academic material search engines, group chats, collaborative office suites (Social Networking Tools), Microsoft office suite and other traditional methods such as using teaching learning resources and infrastructure provided by institution (books, handouts, lecture notes and university library). The multiple linear regression results revealed that, the above mentioned self-learning phases of PLE attributes has significant and positive impact on overall learning experience.
Burnout Levels of Handball Players with Respect to Age, Gender and Experience
Author: Toros, Turhan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Team Sports,Athletics,Burnout,Age Differences,Gender Differences,Experience,Measures (Individuals),Statistical Analysis,Achievement,Questionnaires

The aim of this study was to investigate burnout levels of handball players in terms of age, gender and experience. In this study, 116 female and 128 male, totally 244 handball players with the mean age 22.39 ± 1.98 year participated voluntarily. Maslach Burnout Inventory that originally developed by Maslach and Jackson (1981) and adapted to Turkish population by Ergin (1992) was used for measuring the burnout levels of handball players. The data of this research analyzed with SPSS package program and to test the internal consistency of the scale, Cronbach Alpha coefficient was calculated. According to the binary group comparisons, it was determined that the data were not normally distributed and therefore Mann Whitney U test was used. And also, The Kruskall Wallis H test was used for the multiple group comparisons. According to Mann Whitney U test results, there were no significant differences in emotional burnout (p = 0.088, p&gt;0.05), depersonalization (p = 0.411, p&gt;0.05) and personal accomplishment (p = 0.503, p&gt;0.05) between male and female handball players. According to Kruskall Wallis H test results, there were no significant differences in emotional burnout (p = 0.152; p&gt;0.05), depersonalization (p = 0.310; p&gt;0.05) and personal accomplishment (p = 0.301, p&gt;0.05) sub dimensions according to age and no significant difference was found in the subscale of personal accomplishment (p = 0.641; p&gt; 0.05) according to the experience variable. But, there were statistically significant difference in emotional burnout (p = 0.003; p&lt;0.05) and depersonalization (p = 0.008; p&lt;0.05) sub-dimensions according to experience variable. As a result, burnout level and depersonalization are thought to be important in terms of the experience of handball players.
An Oral Component in PhD Examination in Australia: Issues and Considerations
Author: Kiley, Margaret
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Evaluation Methods,Verbal Tests,Exit Examinations,Testing Problems,Performance Factors,Needs Assessment,Qualitative Research,Statistical Analysis,Interviews

While there has been considerable research on doctoral examination there is little that examines the various roles of the oral component and what issues one might consider if introducing or revising that aspect of the thesis examination process. This matter is of particular importance in Australia where it is not usual to have an oral component as part of the final assessment. However, there are a number of Australian institutions considering the introduction of an oral component. This paper, based on the literature and three research projects initiated by the Centre for the Study of Research Training and Impact (SORTI) at The University of Newcastle, Australia, addresses a number of the key issues that would need to be addressed if an Australian institution were to introduce an oral component to the doctoral thesis examination process.
Developing a Sustainable Academic Workforce in Paramedicine
Author: O'Meara, Peter
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Allied Health Occupations Education,Emergency Medical Technicians,Medicine,Medical Services

Paramedics are an integral part of the Australian healthcare system and are increasingly requested to provide a growing array of services in support of improved community health. Currently there are over 6,000 undergraduate paramedic students. A pressing challenge is the development and sustainability of a dedicated group of university paramedic academics. Urgent action is needed to: develop reliable sources of research funding; create smooth pathways for paramedic clinicians into academia; and, develop effective coalitions between ambulance agencies, paramedic professional groups and universities to ensure a sufficient number of paramedic academics are available to meet the educational needs of the profession.