ethanporcaro/eric-fulltext-meta huggingface dataset:
Animation Augmented Reality Book Model (AAR Book Model) to Enhance Teamwork
Author: Chujitarom, Wannaporn
Date: 2017-00-00
Type: Journal Articles
Subjects: Teamwork,Animation,Models,Specialists,Program Effectiveness,Program Evaluation,Educational Games,Computer Simulation,Computer Graphics,Content Analysis,Team Training,Training Methods,Skill Analysis,Scoring Rubrics,Observation

This study aims to synthesize an Animation Augmented Reality Book Model (AAR Book Model) to enhance teamwork and to assess the AAR Book Model to enhance teamwork. Samples are five specialists that consist of one animation specialist, two communication and information technology specialists, and two teaching model design specialists, selected by purposive sampling. The instrument used in the study was an evaluation form for the Book Model. Statistics used in the study were arithmetic mean and standard deviation. The result shows that: an AAR Book Model to enhance teamwork achieved contains four components. Firstly, requirement analysis to create animation augmented reality; including 1) Objective setting, 2) Content analysis, 3) Student analysis, 4) Environment Analysis, 5) Teacher analysis, and 6) Creating animation augmented reality as a teaching material to motivate students. Secondly, teaching method: 1) Using gamification to motivate learning and practice; 2) Assigning students to work in teams and make a presentation. Thirdly, evaluating teamwork, conducted via teachers' observation and creating an integrated scoring rubric. Lastly, analysis of feedback: All five specialists agreed that the AAR Book Model to enhance teamwork developed through this study has a highest level of suitability (x¯= 4.75, S.D. = 0.04).
Decentralization of Education in Indonesia--A Study on Education Development Gaps in the Provincial Areas
Author: Winardi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrative Organization,Educational Development,Educational Resources,Rural Areas,Literacy,Illiteracy,Educational Facilities,Data Analysis

Decentralization is acknowledged as the handover of government from central government to local government, including giving broader authority to local governments to manage education. This study aims to discovering education development gap between regions in Indonesia as a result of decentralization. This research method uses descriptive analysis that is supported by a combination of time series data and cross section data. Time series data used is the year 2014-2015, and the cross section data of 34 provinces in Indonesia. Gaps were revealed on the resources (including budgets, school facilities, and teachers), school participation, and the population that is illiterate in the area. The results showed that the persistence of the education development gap between regions. Gaps school facilities and number of teachers between regions still exists. The number of existing school facilities in some areas did not meet to accommodate all students. The ratio of the number of schools with teachers is still not meet. School participation rates in the provincial area still tend to be low, especially for the age group 16-18 and 19-24 years. There is gap between regions to reduce the population is illiterate, there are areas have a number of illiterates is still high despite the provincial area having income that is quite large. The study also found that, overall, the decentralization of education in Indonesia increase in the number of school participation and decrease the number of illiterate population in the provincial area.
The Self-Taught Career Musician: Investigating Learning Sources and Experiences
Author: Watson, Leah
Date: 2016-00-00
Type: Journal Articles
Subjects: Musicians,Foreign Countries,Qualitative Research,Sampling,Social Networks,Music,Semi Structured Interviews,Mentors,Music Education,Adolescents,Lifelong Learning,Biographies

This article reports early findings from a qualitative study of 10 full-time musicians who are self-taught, to investigate their learning biographies. The aim is to identify, define and explore learning sources and experiences across the musician's learning biography. Conducted in Melbourne, Australia, the musicians were recruited through snowball sampling through researcher's own connections, from previous work within the music industry. Analysis of transcripts from semi-structured interviews has revealed some early commonalities and patterns, although this study is still in progress. The early findings are; how they began to play music; progression from playing alone to playing with others; Adolescent learning phase; progression into full-time professional engagement; developing skills to a professional level; learning to be adaptable; learning through types of mentors; and learning from each other--both self-taught and formally taught. It is hoped that with attention paid to aspects of a self-taught musicians learning biography their sources of learning may contribute to music learning both within and outside formal settings and the achievements of self-taught musicians may be given more recognition and research attention.
Development of Program to Enhance Team Building Leadership Skills of Primary School Administrators
Author: Sairam, Boonchauy
Date: 2017-00-00
Type: Journal Articles
Subjects: Teamwork,Instructional Leadership,Elementary Schools,Teacher Administrator Relationship,Elementary School Teachers,Databases,Educational Research,Sampling,Program Evaluation,Specialists,Statistical Analysis,Leadership Effectiveness,Administrator Education,Program Development,Foreign Countries,Feedback (Response)

Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable conditions and needs for team building leadership skills of primary school administrators, 3) to develop team building leadership skills for primary school administrator enhancement program, and 4) to explore the efficiency level of team building leadership skills of primary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and team building skills. Moreover, the components of team building leadership skills were verified by 9 experts. Step 2, 379 primary school administrators of the planning programs were consulted for studying current states and desirable characteristics of team building leadership skills and needs in development of primary school administrator enhancement program. Step 3 required 9 experts to evaluate and comment on the program. Step 4 required a group of 20 primary school administrators under the Office of Ubonratchathani Education Service Area Zone 2 for efficiency assessment. Research instruments were a questionnaire and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNI[subscript modified]) and Independent t-test. The research results showed that team building leadership skills of primary school administrators' enhancement program consisted of 5 toolkits. The application of the program showed that the participants receiving the development of team building leadership skills of primary school administrators' enhancement program had higher team building leadership skills after the development than before. The primary school administrators manage teamwork more efficiently and the overall progress of team building successfully.
How Parents' and Teachers' Emotional Skills Foster Academic Performance in School Music Students
Author: Campayo-Muñoz, Emilia
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Academic Achievement,Music Education,Literature Reviews,Behavior,Emotional Response,Correlation,Psychological Patterns

This paper explores the importance and effects of parents' and teachers' attitudes on students' academic performance in music. To this end, the research literature on the effects of parental and teacher behaviour on the behaviour of their children and students is reviewed, focusing on parents' and teachers' emotional skills. The review looks at general education and more specifically at music education. The review shows a positive relationship between emotional skills and academic performance, as well as a positive correlation between the development of parents' and teachers' emotional skills and the academic performance of their children and students. Thus, parents' and teachers' emotional skills may be a vital aspect for an effective music education.
The &quot;Pizzicato Effect&quot; Program: A (Personal) Reflection
Author: Watson, Amanda
Date: 2016-00-00
Type: Journal Articles
Subjects: Music Techniques,Music,Musical Instruments,Foreign Countries,Musicians,Music Education,Volunteers,Educational Benefits,Elementary School Teachers,Elementary School Students,Reflection

This paper is a reflection on a teaching program located in a Government primary school in Melbourne and initiated by the Melbourne Symphony Orchestra (MSO). The school was selected by a coincidence. Volunteers, MSO personnel, community and corporate funding, employed classroom and specialist music teachers came together to provide teaching of orchestral string instruments to students in the school. In 2006 the MSO was divested from the Australian Broadcasting Corporation (ABC), their employing body, and they began to investigate how they could increase their presence in the community.
Improving Aural Skills within the Curriculum: A Literature Review
Author: Barlow, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Skill Development,Listening Skills,Music Education,Teaching Methods,Foreign Countries,Elementary Secondary Education,Listening Comprehension Tests,Music Reading,Summative Evaluation,Exit Examinations,Literature Reviews

Success in music theory studies appears to be simply a matter of learning the rules and applying them. This is not the case with aural skills, which include labelling a scale played on piano, or writing a rhythm heard on a drum. Student success in aural tasks is not always consistent, and the student skill seems to fade over time if there is no practice on a regular basis. Final music examinations, such as Victorian Certificate of Education and tertiary entrance exams, don't allow students to reproduce the sound during the examination. The reason for this is obvious--students cannot share results in an exam situation--but this also makes for a much more difficult task. So what is the key to steady and lasting improvement in aural skills? The following literature review explores various approaches which could be of use in the Australian classroom.
A Musician Speaks: An Interview with Ben Opie
Author: Godwin, Louise
Date: 2016-00-00
Type: Journal Articles
Subjects: Musicians,Music,Competence,Music Activities,Youth,Foreign Countries,Universities,Professional Recognition,Awards,Tutoring,Workshops,Auditory Discrimination,Creativity

Ben Opie is a Melbourne-based oboist with a diverse and eclectic career performing across the entire repertoire for oboe. He has performed in Europe, the Middle East, North America, and Australia as a soloist, collaborator, and an orchestral musician. His work across the globe has earned him multiple awards and recognitions in music. As a leader in his field, Opie regularly tutors students from the Australian Youth Orchestra and Melbourne Youth Music, and presents masterclasses at the Australian National University. Louise Godwin conducts this interview with Ben Opie about his experience running music workshops in detention centres. The interview forms part of their bigger conversation about the skills, attributes, and competencies musicians need to connect with communities through music making.
Out of School Learning Environments in Social Studies Education: A Phenomenological Research with Teacher Candidates
Author: Topçu, Ersin
Date: 2017-00-00
Type: Journal Articles
Subjects: After School Programs,Outdoor Education,Preservice Teachers,Student Teacher Attitudes,Social Studies,Phenomenology,Learning Activities,Semi Structured Interviews,Museums,Cultural Centers,Educational Facilities,Islam,Content Analysis,Program Effectiveness,Outcomes of Education,Economic Factors,Foreign Countries

In this study, it was aimed to determine the remarks of teacher candidates on the place and importance of out of school learning environments in Social Studies education. Phenomenological method, which is one of the qualitative research designs, was used in this study. The work group of the study consists of 73 teacher candidates who conduct out of school activities (43 of them are Social Studies teacher candidates and 31 of them are Classroom teacher candidates). Semi structured interview form was used as data collection tool. Activity phase of the study was conducted in museums, Islamic-Ottoman social complexes, castles and historic mosques in Kastamonu, Sakarya, Kars and Eregli (a district of Zonguldak). Gathered data of the study was examined by using content analysis method, and it was presented with cause and effect relation. When results of the study were evaluated, it was concluded that teacher candidates believe that out of school learning activities embody the knowledge and increase memorability by integrating learning into living. Besides, according to teacher candidates, there are many obstacles ahead of out of school activities particularly economic reasons and reluctance of teachers and the structure/content of Social Studies lesson is very suitable for such activities.
The Role of Resilience, Delayed Gratification and Stress in Predicting Academic Performance
Author: Cheng, Vivienne
Date: 2015-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Delay of Gratification,Predictor Variables,Psychology,Undergraduate Students,Questionnaires,Multiple Regression Analysis,Likert Scales,Check Lists,Foreign Countries,Anxiety,Academic Achievement,College Freshmen,Predictive Validity

Transition to university is an important and potentially stressful life event for students. Previous studies have shown that resilience, delay of gratification and stress can affect the academic performance of students. However, none have shown the effect of these factors in predicting academic performance, hence the current study aimed to look at the predictive power of the combined effect of these factors on first-year undergraduate student's academic performance. One-hundred-and-seventy-six first-year Psychology undergraduates from the University of Birmingham were recruited. All participants completed five scales (Demographic questionnaire, CD-RISC-25, Perceived Stress scale, College Students' Stressful Event Checklist, and Academic Delay of Gratification scale). Linear Multiple Regression was conducted using the Stepwise method to assess for predictors of students' academic performance. Results indicated that UCAS scores (previous academic performance) were the only significant predictor for first-years' academic performance.
Student Representations of Psychology in the UK
Author: Banyard, Philip
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Student Attitudes,Student Surveys,Online Surveys,Statistical Analysis,Secondary School Curriculum,Student Interests,Barriers,Course Evaluation,Change Strategies,Student Educational Objectives,Relevance (Education)

Psychology is a popular choice for UK students in their secondary school curriculum. Policy makers and elite universities, however, express concern about the subject. The British Psychological Society (2013) commissioned a detailed study of the provision of school curricula in psychology and as part of this work a survey of students was conducted. There were 870 responses to an online survey which used similar questions to a previous survey in 2001. The quantitative data showed a consistent set of responses across the two surveys and confirmed the high regard for the subject held by students. The student representation of psychology in the UK is of a subject that is interesting, engaging, challenging and relevant. The risk for the continued high regard of students for this subject comes from a bias towards historical account in the syllabuses, the attitude to the subject of policy makers and the advice given to students about subject choice by universities.
Teaching Psychological Research Methods through a Pragmatic and Programmatic Approach
Author: Rosenkranz, Patrick
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Psychology,Research Methodology,Action Research,Pragmatics,Units of Study,Qualitative Research,Psychometrics,Test Construction,Rating Scales,Hypothesis Testing,Transfer of Training,Anxiety,Evaluation Methods,Social Media,Focus Groups,Questionnaires,Student Attitudes,Undergraduate Students,Ambiguity (Context)

Research methods teaching in psychology is pivotal in preparing students for the transition from student as learner to independent practitioner. We took an action research approach to re-design, implement and evaluate a module guiding students through a programmatic and pragmatic research cycle. These revisions allow students to experience how diverse psychological methods can be united within a programme of research, whilst working as collaborators. In three sequential studies, researching the same topic, the module integrates qualitative methods with psychometric scale development and finally, hypothesis testing. The evaluation highlighted that students developed a diverse range of transferable skills, but experienced uncertainty associated with the research process and anxiety attributed to the less definitive guidance provided by staff. Interestingly, the reflection prompted by the evaluation methods facilitated student appreciation of this process and its value in preparing them for their final year project.
To What Extent Is Mathematical Ability Predictive of Performance in a Methodology and Statistics Course? Can an Action Research Approach Be Used to Understand the Relevance of Mathematical Ability in Psychology Undergraduates?
Author: Bourne, Victoria J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Predictor Variables,Statistics,Action Research,Psychology,Majors (Students),Undergraduate Students,Mathematics Tests,Factor Analysis,Mathematical Concepts,Semantics,Comprehension,Mathematics Achievement,Scores,Multiple Choice Tests,Foreign Countries,Statistical Analysis,Correlation,Research Skills

Research methods and statistical analysis is typically the least liked and most anxiety provoking aspect of a psychology undergraduate degree, in large part due to the mathematical component of the content. In this first cycle of a piece of action research, students' mathematical ability is examined in relation to their performance across different assessments. A maths test, including only components relevant to psychological research and analysis, was designed and subsequently completed by 427 students. Factor analysis revealed three distinct facets: understanding of mathematical procedures; interpretation of findings; and understanding the semantics of mathematics. Only the procedural and interpretative factors were predictive of overall course performance. Higher scores on both factors predicted better performance on multiple choice questions assessment and an unseen exam, whereas only the interpretation factor predicted performance on a critical thinking assignment and a lab report. The findings are considered with a view to developing another cycle of action research that more actively involves students.
How Can iPad Apps Enrich Postgraduate Psychology Research?
Author: Kucirkova, Natalia
Date: 2014-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Oriented Programs,Technology Uses in Education,Graduate Students,Student Research,Psychology,Research Methodology,Personal Narratives,Data Collection,Information Dissemination,Innovation,Educational Benefits

In this short Opinion piece, I outline how iPad apps can facilitate theory development, data collection, data representation and dissemination of postgraduate psychology research. I reflect on how apps supported my own postgraduate research practice and how one particular app--Our Story--enriched the individual stages of my research enquiry. I argue that iPad apps are part of an emerging metaphor according to which postgraduate psychology is a dynamic and iterative research process, rather than a linear static model.
Classic Papers in Psychology: From Theory to Practice
Author: Hartley, James
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychology,Theory Practice Relationship,Citations (References),Citation Analysis,Bibliometrics,Authors,Research Reports,Faculty Publishing

Who are the most prestigious authors cited in today's psychology textbooks and journals? And where are (or where were) they based? This short note reports on the answers gained to such questions by using the Web of Science Core Collection to find the authors of the most highly cited papers in psychology published between 1927 and 2012. The findings suggest that well-known historic figures of the past have now been replaced with tool makers.
Effects of a Six-Session Introductory Psychology Programme on Year 9 Pupils' Interest in Psychology and Approaches to Learning
Author: Norris, Emma
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychology,Student Interests,Learning Strategies,Introductory Courses,Secondary School Students,Pretests Posttests,Questionnaires,Student Attitudes,Attitude Change,Program Effectiveness,Intervention,Correlation,Vocational Interests,Foreign Countries

Psychology is a popular UK A-level, despite many pupils having no previous taught experience of it. Prior introduction to psychology teaching could help pupils make more informed choices to study it. This study evaluates a six-session introduction to psychology programme for 20 Year 9 pupils called &quot;Myth-Busting the Brain.&quot; A pre-/post-programme questionnaire investigated pupil interest towards future psychology study, interest in the programme and approaches to learning. There was no significant difference between timepoints in interest in psychology, nor the programme itself between pre-and post-programme assessment. Overall interest in psychology was significantly correlated with interest in the programme at pre- and post-assessment. No significant changes in learning approaches were found between assessment points. However, psychology and programme interest were significantly correlated to deeper pupil learning approaches. This suggests that introductory psychology programmes may be more appealing to students with deeper learning styles. A programme of this length may not be feasible in typical teaching; hence future research could assess the effects of single sessions on psychology interest.