ethanporcaro/eric-fulltext-meta huggingface dataset:
Educating for Peace in Higher Education
Author: Oueijan, Harvey N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Peace,Foreign Countries,College Faculty,Change Agents,Social Change,Higher Education,Conflict Resolution,Political Science,Outcomes of Education

Peace education has become an important issue nowadays and a major concern for researchers and educators all over the world. Peace education has been introduced into many educational institutions either as separate programs or integrated within the various subject materials. Hoping to trigger some positive changes, post-war countries started adopting such programs. Research shows that the sooner children get introduced to the knowledge of peace and practice the skills related to it, the greater the chance they will become positive change agents in the future. While peace programs are being introduced into schools worldwide, it seems that attempts to do so in higher education are still minimal. Consequently, I believe that school teachers have become more qualified to educate their students for peace than university professors although one cannot deny that many universities are now offering courses or even degrees in peace studies such as conflict resolution and transformation. However, where offered, such programs are by exclusively the departments of political science in a few universities. As such, I argue that, as in many schools, peace related student learning outcomes should be introduced into almost every general education course, if not all, offered by every department at higher education institutions. As a result, learners who do not have the chance to get introduced to such programs throughout their school years will have the chance to do so at the university level.
Analysis of Prospective Turkish Language and Literature Teachers&apos; Self-Efficacy Perceptions on Critical Reading
Author: Eskimen, Ayse Derya
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Reading,Self Efficacy,Turkish,Literature,Departments,Preservice Teachers,Student Attitudes,Foreign Countries,Gender Differences,Age Differences,Parent Background,Educational Attainment,Family Income,Reading Habits,Libraries,Neighborhoods,Undergraduate Students

The purpose of this study is to determine self-efficacy perceptions of prospective Turkish language and literature teachers on critical reading with respect to a myriad of variables. On the basis of obtained findings, this study seeks to provide a conclusion and suggestions for future studies. Data relevant of this study were collected via administering &quot;Critical Reading Self-efficacy Perception Scale&quot; developed by Karadeniz. In data analysis, descriptive statistics were employed; data collected via the scale were interpreted by using independent sampling &quot;t&quot; test and one-factor variance analysis (ANOVA). Gathered results were then tabulated. This research was conducted during the fall term of 2017-2018 academic year among 150 prospective teachers studying in Turkish Language and Literature Teaching Departments of two major city universities. It was concluded that self-efficacy perceptions of prospective teachers on critical reading varied insignificantly with respect to enrolled university, gender, grade level, age, education level of parents, family income level and frequency of reading books. Nonetheless it differed significantly with respect to annual ratio of book reading and availability of a library in their residential location.
Determining the Effects of Microscope Simulation on Achievement, Ability, Reports, and Opinions about Microscope in General Biology Laboratory Course
Author: Kara, Yilmaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Laboratory Equipment,Science Laboratories,Science Education,Preservice Teachers,Preservice Teacher Education,Computer Simulation,Computer Software,Biology,Science Teachers,Science Activities

In this study, it was aimed to investigate the effects of microscope simulation software on prospective science teachers' laboratory achievements, microscope use, laboratory reports and views on microscope which was prepared for general biology laboratory. The case study design was adopted for the research. The participants were 49 science teacher candidates. Almost half of them assigned as comparison group while the others are assigned as implementation group. While the comparison group continued to have laboratory activities through traditional method, the implementation group had laboratory activities with the support of interactive microscope software. The data of the study was collected through the achievement test for biology laboratory, observation form for microscope use, assessment scale for laboratory reports, and views on microscope form. The qualitative data was analyzed through the inductive analysis processes while the quantitative data was analyzed through statistical methods. As a result, the microscope simulation had no effect on laboratory achievements and laboratory reports but help to develop ability to use microscopes. As a result, the development of educational software which can be used at the higher education levels as well as the primary and secondary education levels have high potential to bring positive results.
Examination of Reading Texts Taking Place in 3-8th Grades&apos; Science Textbooks
Author: Tekkol, Ilkay Askin
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Textbooks,Foreign Countries,Reading Comprehension,Science Education

In this research, reading texts in science textbooks of 3-8th grades were analyzed in terms of some variables. As these texts were analyzed, the units where these texts took place in the textbooks, contents of the texts, supporting the texts by some visual materials, specifying sources and naming the texts were taken into consideration. Moreover, the texts were analyzed in terms of type, source and visual elements. According to the research results, it was observed that all of the texts used in 3-8th grades' science textbooks were informative texts. Texts did not show equal distribution according to grades and units. Nearly half of the texts were supported by visual elements. Small number of texts pointed to references. However, these references did not have adequate variety.
Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture
Author: Trotter, Lane D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Strategic Planning,Governance,Economic Development,Educational Change,Access to Education,Educational Legislation,Policy Analysis,Colleges,Universities,College Faculty,Research,Innovation,Organizational Culture,Educational Policy,Collegiality,Risk,School Business Relationship

As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces' institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.
Beyond Face Value: A Policy Analysis of Employment Equity Programs and Reporting in Ontario Public Colleges
Author: Kipang, Shani
Date: 2018-00-00
Type: Journal Articles
Subjects: Policy Analysis,Public Colleges,Disproportionate Representation,Diversity (Faculty),Employment,Equal Opportunities (Jobs),Foreign Countries,College Students,Faculty Recruitment

Given their unique pedagogical mandate and structure, Canadian public colleges play a central role in serving groups traditionally under-represented in the post-secondary system. Yet as enrolment from these groups continues to rise, it is unclear to what extent the diversity of student bodies is reflected among faculty. In fact, while issues of faculty diversity and employment equity have gained increasing attention within Canadian universities, they have been largely overlooked within colleges. In an effort to address this gap, we have reviewed the employment equity related policies of Ontario's five largest publicly funded colleges (otherwise known as Ontario Colleges of Applied Arts and Technology, or OCAATs). With a focus on personnel data collection and recruitment--two policy areas we will argue are particularly underdeveloped in the sector--this paper provides recommendations for future research and priorities for organizational policy development.
Counsellor-in-Residence: Evaluation of a Residence-Based Initiative to Promote Student Mental Health
Author: Beks, Tiffany A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mental Disorders,Mental Health,Counselor Training,Counseling Services,Health Services,Health Promotion,Foreign Countries,Foreign Students,Undergraduate Students,Graduate Students,Gender Differences,At Risk Students,Program Evaluation,School Counselors,School Counseling,Literacy

Many universities have implemented campus-based initiatives addressing students' mental health with the goal of promoting well-being. One such initiative is the newly developed Counsellor-in-Residence (CIR) program at the University of Calgary, which targets students' mental health by providing residence-based counselling services and mental health programming. In this process evaluation, students completed three waves of data collection conducted over the academic year. Each wave measured students' mental health literacy, using the Mental Health Literacy Scale (O'Connor &amp; Casey, 2015), and resiliency, using the Connor-Davidson Resilience Scale-25 (Connor &amp; Davidson, 2003). Males reported lower mental health literacy than females (p &lt; 0.001), and international students reported lower mental health literacy than domestic students (p &lt; 0.001). No differences in resilience levels were found between groups. These findings suggest that male and international students experience additional barriers to accessing campus-based mental health services. Implications for residence-based mental health programming that target male and international students are discussed.
Experiences of Food Insecurity among Undergraduate Students: &quot;You Can&apos;t Starve Yourself through School&quot;
Author: Maynard, Merryn
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Food,Hunger,Undergraduate Students,Barriers,Anxiety,Low Income Students,Physical Health,Mental Health,Student Adjustment,Student Attitudes,Social Bias,Coping,Eating Habits

Canadian post-secondary students are vulnerable to food insecurity, yet lack of examination of this issue has prevented identification of policy and program solutions. This mixed-methods study aimed to characterize the experience of food insecurity among undergraduate students by eliciting barriers to food security, strategies used to manage food and money shortages, and perceived implications for health and academic achievement. Surveys and in-depth interviews were conducted with 14 students who demonstrated compromised financial access to food. Students normalized experiences of food insecurity as typical of post-secondary education but expressed anxiety and frustration with financial inaccessibility to healthy food, and described negative implications for their physical and mental health and their ability to perform well in school. Ongoing attempts to adapt or adjust to food insecurity had limited success. Findings highlight the need to challenge the &quot;starving student&quot; ideology, which normalizes the lack of access to healthy food during higher education.
Humanities PhD Graduates: Desperately Seeking Careers?
Author: McAlpine, Lynn
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,College Graduates,Humanities,Foreign Countries,Employment Patterns,Employment Experience,Job Satisfaction,Job Security,Time to Degree,Financial Support,Training,Career Choice,Teaching (Occupation),College Faculty,Tenure,Job Training,Incidence

National and international statistics show that across disciplines there are many more PhD graduates than academic positions. In fact, more than half of graduates find their careers outside the academy--though the kinds of positions they accept, their work satisfaction, and the relevance of their PhDs is much less clear. As regards scholarly studies on post-PhD careers, most have examined social scientists and scientists with little attention to humanities doctoral graduates. This study addresses this gap by exploring the career experiences of Canadian PhD humanities graduates through descriptive statistics and narrative analysis. Specifically, it highlights the PhD experiences and post-graduation career trajectories of 212 Canadian humanists from 24 universities who graduated between 2004 and 2014. The study offers insight into humanities career challenges, including during the PhD, the range of non-academic careers that humanists find, as well as their work satisfaction and the perceived relevance of the PhD.
Knowledge Mobilization as a Tool of Institutional Governance: Exploring Academics&apos; Perceptions of &quot;Going Public&quot;
Author: Cain, Kate
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Neoliberalism,Accountability,Transfer of Training,Governance,College Role,Criminology

In Canada there are growing discussions concerning the role of publicly funded universities and the impact of academic research. The integration of neoliberal practices and market rationalities place pressure on universities to &quot;go public&quot; in order to demonstrate relevance and accountability. Researchers are encouraged or even required to engage the public through knowledge mobilization activities. Our study provides an empirical analysis of knowledge mobilization in order to understand its perceived impact on public criminology, and more broadly the production and dissemination of criminological research. We argue that the institutional shift toward knowledge mobilization is perceived as a tool of institutional governance to demonstrate organizational accountability that shapes the production and dissemination of criminological knowledge.
Comparative Analysis of Mathematical Knowledge in Physics Textbooks
Author: Takaoglu, Zeynep Baskan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Secondary School Science,Physics,Science Instruction,Mathematics,Grade 9,Grade 10,Grade 11,Grade 12,Textbook Content,Knowledge Level,Mathematical Concepts,High Schools

When different disciplines that physics lesson is related are examined, it is seen that mathematics becomes prominent as one of the most used fields. Physics textbooks are the most significant resources to clarify this relationship. Therefore, in this study, it is aimed to analyze the involvement of mathematical knowledge in physics textbooks used during 2011-2012 and 2016-2017 academic year in Turkey and to evaluate them according to mathematics subject distribution. In line with this aim, 9th, 10th, 11th, and 12th-grade textbooks used in physics lessons during 2011-2012 and 2016-2017 academic years are examined through document analysis method. According to the research results, it is found that mathematical knowledge is mostly located in Force and Movement chapters in both physics textbooks belonging to two different years. The involvement of mathematical knowledge in the chapters can result from the fact that Force and Movement chapters are the most suitable chapters for daily practices of mathematics. Besides, it occurs that the most used mathematical knowledge is the category of numbers and operations. This is because of the fact that basic level knowledge is used more because all mathematical knowledge is based on numbers and four operations. In this respect, that mathematical knowledge involved in physics textbooks is very excessive stands as the most significant evidence for that there is a strong connection between physics and mathematics.
An Analysis of Sketch Inhibition within Contemporary Design Education
Author: Thurlow, Lisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Design,Inhibition,Higher Education,Symptoms (Individual Disorders),Concept Formation,Creative Thinking,Etiology,Cognitive Processes,Technology Uses in Education

Sketch inhibition is regularly alluded to by educators as a phenomenon within design higher education, and one having increasingly marked effects on industry - but has garnered little attention from academics. This paper provides a meta-analysis of the literature and evaluation of the anatomy and functions of sketching during design ideation across a variety of disciplines. It demonstrates the importance of sketching for cognitive support, as a language, a means of reflection, and storage of information. It presents initial findings from the literature related to symptoms; from avoidance to an over reliance on digital tools and considers its causes, ranging from psycho-social, to technological. Fine art exercises have proven beneficial to its management, however further investigation is recommended to establish depth and enable a framework for its management within HE.
Predictors of Student Success in Canadian Polytechnics and CEGEPs
Author: Ramey, Heather
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,Academic Achievement,Technical Institutes,Postsecondary Education,Demography,Stress Variables,Learner Engagement,Self Concept,Academic Persistence,Age,Sex,Parent Background,Mothers,Goal Orientation,Information Seeking

Student success in post-secondary education is an ongoing concern, however, research has focused on relatively homogeneous university samples. Moreover, Canadian research on predictors of student success is limited. Following recent trends, we examined non-cognitive, personal qualities, rather than cognitive predictors (e.g., IQ), of student success. Relying on a psychosocial model, we examined age, gender, perceived stress, maternal education, identity style, perseverance, and student engagement as predictors of student success in a multi-site sample of students attending a CEGEP in Quebec (N = 239; M[subscript age] = 18.6 years; 68.2% female) and a polytechnic school in Ontario (N = 209; M[subscript age] = 20.6 years; 71.3% female). Maternal education and perseverance emerged as significant predictors in both samples. Links between informational identity and cognitive engagement and student success differed by location. Our findings suggest the need to focus on student perseverance, and to consider identity and cognitive engagement dependent on the educational context.
A Comparative Study on University Students&apos; Rational and Experiential Thinking Styles in Terms of Faculty, Class Level and Gender Variables
Author: Cosku, Yemliha
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,College Students,Thinking Skills,Gender Differences,Instructional Program Divisions,Foreign Countries,Cognitive Structures,Cognitive Style

The aim of the study was to investigate the university students' thinking styles. The research was a descriptive study in the screening model. The study was carried out with 382 students from the faculties of physical education and sports, education, science and letters, theology, business administration, engineering, forestry and agriculture at Kahramanmaras Sutcu Imam University during the spring semester of 2016-2017 academic year. They were selected by convenience sampling method. 'Personal Information Form' and 'Rational-Experiential Thinking Styles Inventory' were used as data collection tools. The research data were analyzed through use of SPSS 15.0. The study has concluded that university students' rational and experiential thinking levels moderate, in other words, students use both styles of thinking. The female and male students' rational thinking styles are similar; however, female students score higher on the experimental thinking style. It was also found that there was no significant difference between thinking style and class level and faculties.
Toward Exploiting EEG Input in a Reading Tutor
Author: Chang, Kai-min
Date: 2013-00-00
Type: Journal Articles
Subjects: Diagnostic Tests,Reading Comprehension,Reading Difficulties,Difficulty Level,Sentences,Intelligent Tutoring Systems,Reading Instruction,Brain,Elementary School Students,Adults

A new type of sensor for students' mental states is a single-channel portable EEG headset simple enough to use in schools. To gauge its potential, we recorded its signal from children and adults reading text and isolated words, both aloud and silently. We used this data to train and test classifiers to detect (a) when reading is difficult, (b) when comprehension is lacking, and (c) lexical status and word difficulty. To avoid exploiting the confound of word and sentence difficulty with length, we truncated signals to a uniform duration. The EEG data discriminated reliably better than chance between reading easy and difficult sentences. We found weak but above-chance performance for using EEG to distinguish among easy words, difficult words, pseudo-words, and unpronounceable strings, or to predict correct versus incorrect responses to a comprehension question about the read text. We also identified which EEG components appear sensitive to which lexical features. We found a strong relationship in children between a word's age-of-acquisition and activity in the Gamma frequency band (30-100 Hz). This pilot study gives hope that a school-deployable EEG device can capture information that might be useful to an intelligent tutor.
Inducing and Tracking Confusion with Contradictions during Complex Learning
Author: Lehman, Blair
Date: 2013-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Undergraduate Students,Intelligent Tutoring Systems,Learning,Instructional Effectiveness,Teaching Methods

Cognitive disequilibrium and its affiliated affective state of confusion have been found to positively correlate with learning, presumably due to the effortful cognitive activities that accompany their experience. Although confusion naturally occurs in several learning contexts, we hypothesize that it can be induced and scaffolded to increase learning opportunities. We addressed the possibility of confusion induction in a study where learners engaged in trialogues on research methods concepts with animated tutor and student agents. Confusion was induced by staging disagreements and contradictions between the animated agents, and then inviting the (human) learners to provide their opinions. Self-reports of confusion indicated that the contradictions were successful at inducing confusion in the minds of the learners. A second, more objective, method of tracking learners' confusion consisted of analyzing learners' performance on forced-choice questions that were embedded after contradictions. This measure was also found to be revealing of learners' underlying confusion. The contradictions alone did not result in enhanced learning gains. However, when confusion had been successfully induced, learners who were presented with contradictions did show improved learning compared to a no-contradiction control. Theoretical and applied implications along with possible future directions are discussed.