ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of Co-Teaching on the Development of Transformational Leadership Skills in Undergraduate Nursing Students: A Pilot Study
Author: Clancy, Tracey L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Nursing Education,Transformational Leadership,Qualitative Research,Interviews,Student Attitudes,Mixed Methods Research,Undergraduate Students,Leadership Role,Trust (Psychology),Team Teaching,Teaching Methods,Correlation,Course Descriptions,Scores,Experiential Learning,Foreign Countries

In contemporary nursing practice, leadership roles have changed from administrative manager to one of coach and supporter. Evidence supports the use of transformational leadership as an effective framework for advancing nursing leadership. Transformational leadership involves an appreciation for being dynamic and responsive to complexity and uncertainty; it involves a relationship and the notion of mutuality, having a shared vision, and trust. All of these qualities identified relative to transformational leadership are also embodied within an effective co-teaching collaboration. The purpose of this study was to determine what impact co-teaching in a nurse educator course had on the development of transformational leadership qualities in undergraduate nursing students. We used a mixed-methods approach, including a quantitative leadership development tool and qualitative data in the form of pre- and post-course student interviews. Data were collected from three iterations of a Nurse as Educator course over a two-year period. Findings suggest that students developed transformational leadership qualities through the experience of being co-taught. Three key implications for practices in nursing education are discussed.
Improving English Reading Comprehension Ability through Survey, Questions, Read, Record, Recite, Review Strategy (SQ4R)
Author: Khusniyah, Nurul Lailatul
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Reading Comprehension,Reading Strategies,Action Research,Reading Achievement,Statistical Analysis,Validity,Sampling,Learning Activities,College Students,Foreign Countries

The aim of this study is to examine the effect of the survey, questions, read, record, recite, review (SQ4R) strategy of the reading comprehension ability students of 2nd semester. The research study was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (11.3)&gt; t-table (1.997). It means that there is a significant difference was found in English reading comprehension ability in favour of the students who studied reading comprehension before and after the use of the SQ4R strategy.
From Forty-to-One to One-to-One: Eliminating the Digital Divide and Making Equity Actionable
Author: Mucetti, Rosanna
Date: 2017-10-00
Type: Journal Articles
Subjects: Access to Computers,Disadvantaged,Technology Integration,Educational Change,Urban Schools,School Districts,Strategic Planning,Equal Education,Case Studies,Elementary Secondary Education,Partnerships in Education,Program Implementation

This article shows how the adoption of technology may serve as a catalyst for deeper, systemic reforms. This article shares a local case of organizational learning in which a midsize California urban school district faithfully acted on a technology goal nested in its strategic plan. Through this experience, the school district demonstrated various organizational behaviors worth considering when implementing a large-scale technology initiative. First, the San Leandro Unified School District (SLUSD) provides evidence of an organization adopting technology and eliminating the digital divide to make the concept of equity actionable for students, families, and staff. Second, this case portrays how the structural, tangible changes brought forth through technology adoption in an entire school district can serve as a foundation for more complex reforms. Third, SLUSD's story exemplifies how sustaining technology success can be attained through an intentional collaborative partnership at the local level.
Students Leading Students: An Observational Study of a University Remedial Educational Program
Author: Chavez, Michael Juan
Date: 2017-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Remedial Programs,Case Studies,Peer Teaching,Mentors,Program Effectiveness,First Generation College Students,Low Income Students,Disabilities

This article provides a unique insider perspective developing leadership at the undergraduate level. A case study approach was used to examine the efficacy of a peer mentoring program for remedial students.
Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively towards Graduation
Author: Sumbera, Becky
Date: 2017-10-00
Type: Journal Articles
Subjects: Continuation Students,High School Students,Academic Achievement,At Risk Students,Qualitative Research,Instructional Effectiveness,Emotional Development,Social Development,Student Improvement,Expectation,Developmentally Appropriate Practices,Success,School Policy,Educational Policy,Transformative Learning,Prior Learning,Mixed Methods Research,Content Analysis,Phenomenology,Behavior Development,Cognitive Development

This three-phase, two-method qualitative study explored and identified policies, programs, and practices that school-site administrators perceived as most effective in reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). Eccles' expectancy-value theoretical framework was used to gain insight on effective school context that supported at-risk students' developmentally appropriate expectancy for success and task-value beliefs towards graduation. Results indicated that MCHS had significant policies, programs, and practices that transformed disengaged at-risk students into graduates by breaking down the barriers of students' prior negative experiences and formed new expectancy and task-value beliefs through positive learning opportunities.
Age of Turmoil: Surging Nativist Populism and Its Possible Impact on Public Education
Author: Nordgren, R. D.
Date: 2017-10-00
Type: Journal Articles
Subjects: Political Attitudes,Public Education,Neoliberalism,Public Policy,Social Isolation,Foreign Policy,Role of Education,Foreign Countries,History,Leadership,Public Officials

This examination emanates from the rise in nativist populism across the United States and Europe. Nativist populism is fueled by charismatic leaders who advocate isolationist, neoliberal policies that ostensibly aim to help the economic fortunes of those left behind by rapid globalization; however, these same policies could very well be creating even worse conditions for those individuals, their nations, and the world. One such condition is the state of public education, which plays an integral role in the creation and sustainment of social stability within nations and across the globe. This article explores the rise of nativist populism and the turmoil it creates, negatively affecting public education as well as the social stability of the United States and Europe.
Financial Literacy and Long- and Short-Term Financial Behavior in Different Age Groups
Author: Henager, Robin
Date: 2016-00-00
Type: Journal Articles
Subjects: Money Management,Age Differences,Literacy,Correlation,Retirement,Self Efficacy,Knowledge Level,Young Adults,Adults,Older Adults,Human Capital,Regression (Statistics),Behavior Patterns

The purpose of this study was to examine the relationship between financial literacy and financial behaviors among various age groups. Financial literacy was measured in three ways: objective financial knowledge, subjective financial knowledge or confidence, and subjective financial management ability. The age groups were 18-24, 25-34, 35-44, 45-54, 55-64, and 65 and older. Long-term financial behavior referred to retirement saving and investing behavior, whereas short-term financial behavior referred to spending and emergency saving behavior. In the full sample, both objective and subjective financial literacy variables were positively associated with long- and short-term financial behaviors. In the age subsamples, subjective financial knowledge or confidence was more strongly related to long- and short-term financial behavior than either objective financial knowledge or subjective financial management ability in the younger age groups. In the older age groups, objective financial knowledge was more strongly related to long-term financial behavior than either of the other two measures of financial literacy.
Learning and Cognition: The Interplay between The Subject and The Group Understanding The Processes of Problem-Based Learning
Author: Møller, Kim Malmbak Meltofte
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Learning Processes,Epistemology,Active Learning,Student Projects,College Students,Cooperative Learning,Theory Practice Relationship,Metacognition

The purpose of this article is to discuss the relationship between learning, epistemology, and intersubjectivity in the context of problem-based learning and project-oriented work at a university level. It aims to show how the collaboration of students in a group over a long period of time can put emphasis on the knowledge-practice discussion, and thereby on some of the values required to progress in science as a field and to develop knowledge. This article focuses on the ways in which the dialectical interplay between the individual's learning and the groups' learning process can be described through the development of a project in a field. This process of dialectical interplay is a matter of cognition and development of the self as well as the development of competencies and knowledge. Learning is a process based on the involvement of the self, engaging and interacting with a problem and with others. The process of learning during problem-based activities is described as the development of knowledge about something while simultaneously developing reflexivity and skills in order to understand oneself as a learning entity. In order to understand this learning process, we need a perspective on how to understand the human being and the consciousness--that learning is always about the individual and therefore requires an understanding of the ontology of the human being. This requires a discussion about the process of interacting with knowledge, and how to handle the processes of understanding, and the contradictions that appear in particular learning contexts. The grounds for the development of intersubjectivity, which is required for the engagement of interaction, thus appear to be an important component for learning. This article will examine these questions and themes from a broad phenomenological and dialectical perspective.
The Effectiveness of Financial Literacy Instruction: The Role of Individual Development Accounts Participation and The Intensity of Instruction
Author: Bhattacharya, Radha
Date: 2016-00-00
Type: Journal Articles
Subjects: Money Management,Grade 8,Knowledge Level,Low Income Students,Hispanic American Students,Pretests Posttests,Control Groups,Experimental Groups,Family Characteristics,Regression (Statistics),Predictor Variables,Academic Achievement,Instructional Effectiveness,Teaching Methods,Middle School Students

We examine improvements in financial knowledge for 8th-grade participants in our financial fitness camp, part of our multifaceted financial literacy program. Eighty-three students enrolled in the camp, and 59 had individual development accounts (IDA). We address several issues raised in the literature by focusing on low-income, predominantly Hispanic students, varying the treatment intensity, comparing outcomes for students in our IDA program with those who are not, addressing the potential endogeneity of IDA participation, and testing for selection bias. Financial knowledge increased by approximately 12 percentage points from camp participation. Standardized Language Arts scores, rather than treatment intensity or IDA participation, most affected gains in financial knowledge. There was no evidence of selection bias. Parents with high &quot;present bias&quot; were less likely to enroll their students in the camp, implying that integrating financial literacy education in the regular school curriculum will better serve students in such families.
Assessing College Student Needs for Comprehensive Financial Counseling
Author: Choi, Shinae
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Student Needs,Counseling,Money Management,Help Seeking,Stress Variables,Correlation,Debt (Financial),Student Loan Programs,Gender Differences,Student Surveys,Credit (Finance),Student Characteristics,Expenditures,Loan Repayment,Statistical Analysis

To meet college student needs for financial counseling, it is important to assess why they seek counseling and the extent to which differing financial situations are tied to financial stress. This study examined these issues with a sample of 554 college students who participated in financial counseling and found financial problems in various situations were each linked to increased financial stress. Financial stress was positively associated with having student loans and other forms of debt and was higher for female students and lower for those having investments. From a needs assessment perspective, it is apparent that college students may be able to benefit more from comprehensive financial counseling than from financial advising that is tailored primarily to a single issue.
Rethinking Process through Design
Author: Newcomb, Matthew
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Processes,Design,Empathy,Feedback (Response),Writing (Composition),Teaching Methods,Writing Strategies

We take a look at work on writing processes by examining design processes. Design processes offer a greater emphasis on empathy with users, feedback and critique during idea generation, and varied uses of materials. After considering work already done on design and composition, we explore a variety of design processes and develop our own five-stage writing design process. The stages are explained with classroom examples.
Epistemology Shock: English Professors Confront Science
Author: Barnard, Ian
Date: 2017-00-00
Type: Journal Articles
Subjects: Epistemology,English Teachers,College English,English Instruction,College Faculty,Humanities,Scientific Methodology,Rhetoric,Scholarship,Instruction,Learning

This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of &quot;facts&quot; and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.
Special Research Column: Empathetic Genres, Empathetic Spaces, and Mentoring: Examining Contemporary Research on First-Generation College Students in First-Year Writing
Author: Borchert, Jessica Jorgenson
Date: 2017-00-00
Type: Journal Articles
Subjects: First Generation College Students,Teaching Methods,Academic Persistence,Learner Engagement,Intervention,Reflection,Writing (Composition),Empathy,Student Characteristics,Cultural Influences,Writing Assignments,Student Needs,Mentors,College Readiness

This article focuses on contemporary research on first-generation college students bringing to light pedagogical interventions that can be used in the classroom to help engage and retain these students. The pedagogical interventions focus on reflective and personal writing in the classroom, creating safe spaces, and opening up opportunities for mentorship for first-generation college students. Many interventions exist for retaining first-generation college students at the university level, such as TRIO programs, but examining ways to engage these students in the classroom is also a beneficial practice.
Building Administrator&apos;s Facilitation of Teacher Leadership: Moderators Associated with Teachers&apos; Reported Levels of Empowerment
Author: Moran, Kelly
Date: 2017-11-00
Type: Journal Articles
Subjects: Teacher Leadership,Facilitators (Individuals),Administrator Role,Leadership Role,Teacher Empowerment,Performance Factors,Gender Differences,Institutional Characteristics,Administrator Characteristics,Assistant Principals,Principals,Instructional Program Divisions,Tenure,Work Experience,Likert Scales,Multivariate Analysis,Teacher Surveys,Administrator Surveys,Elementary Secondary Education

The purpose of this study is to identify the characteristics and traits of individuals and buildings in which teacher empowerment is strongest, so that those schools and individuals can be further studied and emulated. An additional purpose of the study is to investigate the relationships between principals and school environment characteristics, and levels of teacher empowerment. It is hypothesized that those buildings that have only one building administrator will have higher levels of teacher empowerment as compared with buildings that have both a principal and assistant principal. Additionally, the opposite is hypothesized to be true for buildings with an assistant principal. Finally, it is hypothesized that buildings with male administrators will have higher levels of teacher empowerment than buildings with female administrators. This study will provide meaningful information to both teachers and educators as they develop plans to best implement new levels of change within their buildings and districts as a result of new legislation and local requirements.
College Students&apos; Computer Self-Efficacy, Preferences, and Benefits: A 10-Year Comparison
Author: Clayton, Suzanne R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Computer Literacy,Self Efficacy,Preferences,Business Schools,Comparative Analysis,Influence of Technology,Educational Benefits,Longitudinal Studies,Business Administration Education

As universities struggle with resource allocation, our study helps shed light onto what students' perceive as benefits of technology in their learning process. We had the exciting opportunity to compare data collected of undergraduate business students in a small Midwestern university college of business from 2004 to data we collected using a very similar instrument administered in 2014 (in our review we could not find other comparison studies of this nature). The changes in these students' self-efficacy, preferences, and benefits of technology over a ten-year period were very surprising given our current concept of students as &quot;digital natives.&quot; We find students have lower computer self-efficacy (CSE) today than students from ten years ago. In addition, our study shows that, while both current and former students consider technology beneficial to their learning process, their preferences have shifted. This study only scratches the surface and seeks first to look at the contradictory and confusing comparison results, the &quot;why&quot; will be addressed in further study.
Examining Attitudes of Students Regarding the Sports Education Model and Direct Teaching Model
Author: Bilgin, Nevruz
Date: 2017-12-00
Type: Journal Articles
Subjects: Direct Instruction,Teaching Methods,Teaching Models,Student Attitudes,Experimental Groups,Control Groups,Grade 6,Grade 7,Physical Education,Interviews,Interest Inventories,Likert Scales,Student Interests,Preferences,Foreign Countries,Secondary School Students,Statistical Analysis

The aim of the research was to investigate the effects of sports education model and direct teaching model on the attitudes of the students, and the differences among the attitudes of students. The study group of the research included 29 students from 6th and 7th grade of a secondary school in the 2015-2016 academic years. The experimental group consisted of students attended in the sixth class in which the physical education and sports lesson was conducted using the &quot;sports education model&quot; while the control group was the students in the 7th class in which the physical education and sports lesson was conducted using the &quot;direct teaching model.&quot; As a data collection tool; the &quot;Internal Motivation Inventory&quot; developed by Ryan (1982) and adapted to Turkish by Çaliskur (2013) was used. In the analysis of the data; the &quot;Mann Whitney U&quot; test was used for the significance of the differences between post-implementation attitudes of the groups. In addition, the interview questions prepared by the researchers were answered by the students and the data were recorded. As a result, significant differences were found in the students' interest/enjoyment, perceived competence, value/benefit, effort/importance and work perception dimensions, but no significant difference was detected in the perceived choice rights and pressure/tension.
Identifying the Relationships between Motivational Features of High and Low Performing Students and Science Literacy Achievement in PISA 2015 Turkey
Author: Kartal, Seval Kula
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Science Achievement,Scientific Literacy,Low Achievement,High Achievement,Regression (Statistics),Self Efficacy,Student Motivation,Secondary School Students,Likert Scales,Achievement Need,Achievement Tests,International Assessment

In this study, the predictive roles of intrinsic and instrumental motivations, science self-efficacy on success in the lower and upper quartiles of score distribution are analyzed in scientific domain of PISA 2015 Turkey sample. Since their index values cannot be calculated due to missing values, some students are excluded from the sample and the study sample is comprised of 5287 students. Regression models in which intrinsic and instrumental motivation, science self-efficacy are predictive variables and success is response variable are formed for the lower and upper quartiles of score distribution of science literacy. Models are analyzed by quantile regression analysis. It is found that self-efficacy in science, intrinsic and instrumental motivations towards science are significant predictors of science success. The predictive roles of science self-efficacy and intrinsic motivation towards science are much more effective in the upper quartile of score distribution than the lower quartile. Instrumental motivation has significant relationship with science success only in the lowest and highest 10th percentages. Based on these results, suggestions are made both for researchers and teachers regarding the classroom activities, assessment processes and possible future studies that might be conducted related with the success and motivation of the students.