ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of University Students&apos; Attitudes to Play Educational Games and Games Consisting of Physical Activity
Author: Gumusgul, Osman
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Play,Educational Games,Physical Activities,Recreational Activities,Scores

The aim of this study was to investigate attitudes of university students to play educational games and games consisting of physical activity. Totally, 514 students (187 male, 327 female) were taken part in this research. Data was gathered through Attitudes to Play Games Consist of Physical Activity Scale (Playfulness Scale) which was developed by Hazar (2014). The scale has 23 items. In evaluation part for questionnaires answered by participants, Kolmogorov Smirnov normality test, Mann Whitney-U and Kruskal Wallis tests were applied. According to the results, it was statistically determined that there were significant differences between playing games consist of physical activity attitudes and gender, practicing any sport licenced and age (p&lt;0,05); but there were not significant differences on analyses done for academic success (p&gt;0,05).
The Fight for Dyett: How a Community in Chicago Saved Its Public School
Author: Ewing, Eve L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Involvement,High Schools,Activism,Social Justice,Power Structure,Social Bias,School Closing,Citizen Participation,African Americans,School Choice,Disadvantaged,Racial Bias,Strikes

This article chronicles a community coalition's efforts to revitalize a &quot;failing&quot; school, the Walter H. Dyett High School in Chicago. It tells the story of one group of people fighting to keep a school open and, moreover, to see it reflect their vision for their community and their children's education. We see that this community's choice to resist a school's being characterized as &quot;failing&quot; is in fact about much more than the school itself: it is about citizenship and participation, about justice and injustice, and about resisting people in power who want to transform a community at the expense of the people who live there.
Catalyzing Clusters of Research Excellence: An Institutional Case Study
Author: Demes, Kyle W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Foreign Countries,Partnerships in Education,Interdisciplinary Approach,Cooperation,Cluster Grouping,Educational Researchers,Strategic Planning,Universities

Over the last decade, a wealth of empirical evidence has accumulated describing the merits of team-based, collaborative, and interdisciplinary research, including: increased productivity among researchers, greater citation impact, increased multi-sector engagement, and the generation of novel solutions to grand challenges. Funding agencies have accordingly increased the frequency of large-scale collaborative and partnered grant opportunities. However, institutional structures and processes can inadvertently limit team-based interdisciplinary research at universities. Research Clusters (which we define as interdisciplinary networks of researchers who organize to solve key challenges facing society) provide a flexible and adaptable mechanism to enable collaborative research across internal and external institutional boundaries. Versions of research clusters are now commonly a central theme in research strategic plans at universities, but there remain very few resources available to research administrators and leadership to support the development of their internal strategies and processes to support research clusters. Here, we describe our experiences developing and implementing initiatives to catalyze clusters of research excellence at the institutional level and reflect on early successes and challenges. We share our framework for identifying, evaluating, and catalyzing research clusters and provide specific examples of internal processes and analytical tools that we have developed.
AB20 and the California Model Agreement: Insights from Implementation and Streamlining of State Contracting with Academic Institutions
Author: Martinez, Paul S.
Date: 2019-00-00
Type: Journal Articles
Subjects: State Legislation,Educational Legislation,Program Implementation,Contracts,State Government,Universities,State Colleges,Government School Relationship,College Administration,Program Effectiveness,Success,State Agencies

Prior to the passing of California Assembly Bill 20 (AB20) and the implementation of the California Model Agreement (CMA) in 2015, the proposal and award process for the California public university systems and the state of California was slow-moving, administratively burdensome, and inconsistent in contracting for research, training, and public services. The CMA was developed as a streamlined and collaborative vehicle for the state to conduct business with the University of California (UC) and the California State University (CSU) systems. The CMA has passed its three-year anniversary and has, in general, been effective in both standardizing proposal applications and submissions and in reducing the time and effort required to secure agreement. This study uses a mixed methods research approach using survey and interview instruments to: 1) determine the effectiveness of the current state contracting process in California; 2) identify successes and challenges of implementing this campus-wide pre- and post-award Sponsored Projects model; 3) collect suggested improvements to the process; and 4) offer recommendations for further implementing a model agreement proposal and award process.
Preservice Classroom Teachers&apos; Opinions on Use of Educational Games in Instructions of Primary School Courses
Author: Aykaç, Murtaza
Date: 2019-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational Games,Teaching Methods,Teaching Skills,Educational Technology,Technology Uses in Education,Teacher Competencies,Elementary Education,Knowledge Level,Foreign Countries,Skill Development

This study aimed to examine preservice classroom teachers' opinions on how educational games improve their teaching skills. In accordance with this purpose, the qualitative research design was employed. The study group was composed of 60 preservice teachers course attending the Department of Primary Education in the Faculty of Education at a state university in the spring term of the 2017/2018 academic year they all who took the physical education and game teaching. A semi-structured, open-ended question form prepared in accordance with the purpose of the research and letters were used as the data collection instruments. Answers of the preservice teachers to the open-ended questions were scanned as images and transferred into digital medium. Next, the obtained data were subjected to a content analysis with the MAXQDA 12 qualitative data analysis software and the data products were analyzed with the &quot;data coding&quot; technique. The data obtained from the preservice teachers with letters were analyzed by both researchers descriptively. The findings achieved in the analysis were utilized to reinforce the findings on themes and codes achieved in the analysis of the data obtained with the semi-structured interview forms. It was concluded that educational games improved the preservice classroom teachers' competencies of planning and implementing the use of games in the instruction of primary school course attainments. It was also concluded in the study that the participants had been very little aware of educational games' definition and their contributions to student learning before the application and their awareness increased after the application.
Promoting Girls&apos; Leadership Development in Secondary Schools
Author: Fulton, Cheryl L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Females,Leadership Training,Student Leadership,Secondary School Students,School Counselors,Counselor Role,Advocacy,Sex Fairness,Youth Programs,Community Programs,Service Learning,STEM Education,Mentors,Volunteers,Athletics

Leadership programs and services have burgeoned over the past decade to encourage greater representation in leadership among girls and teens. Yet, little is known about the prevalence and type of girls' leadership programs or services adopted in secondary schools, whether they are perceived as important or effective by school counselors, or what barriers exist to prevent adoption of such programs. Based on an online survey of 239 school counselors, we explored the promotion of girls' leadership within the education system. We also offered implications for girls' leadership promotion in the schools and suggestions for future research.
Exploring How School Counselors Practice Self-Compassion
Author: Todd, Anjanette
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,Altruism,Caring,Resistance (Psychology),Counselor Attitudes,Recognition (Psychology),Self Management

Providing compassionate care is of utmost importance when school counselors serve students, especially in times of crisis. School counselors should practice selfcompassion in order to be compassionate toward others, which they may find challenging. This challenge could be caused by occupational stressors such as limited opportunities for clinical supervision, high student-counselor ratios, and a lack of clearly defined job roles. This article describes a study wherein seven school counselors explored aspects of self-compassionate behavior (Todd, 2017). A thematic analysis was used to analyze the data and identify themes. Results indicated that all seven school counselors integrated self-compassionate behaviors. Themes included: (a) perspectives related to self-compassion, (b) actions related to self-compassion, and (c) resistance in recognizing self-compassion. Based on the results of this study, an enhanced understanding of the role that self-compassion has among counselors in relation to wellbeing was explored.
Mapping Assets: High-Impact Practices and the First-Year Experience
Author: Wismath, Shelly
Date: 2019-00-00
Type: Journal Articles
Subjects: School Holding Power,College Freshmen,Foreign Countries,Academic Persistence,Educational Practices,Student Satisfaction,Student Adjustment,First Year Seminars,Transitional Programs,Success,Institutional Environment,Figurative Language,Maps,Course Objectives,Sense of Community,Skill Development,Attitude Change,Academic Support Services,Teamwork,Study Skills

Retention of students in university or other postsecondary education programs is a common problem for many institutions, with retention from first year to second year of study being particularly problematic in Canada and the United States. A number of factors are known to affect retention, and a number of measures have been identified which can help improve retention. Kuh (2008) has developed a list of high-impact educational practices that increase student satisfaction, success, and retention. One key method that helps students adjust to the transition from high school to university is a first-year experience course. This article describes a course called &quot;The First-Year Experience: Mapping our Communities,&quot; designed on a theme of asset mapping. The metaphor of mapping allowed us to carefully and intentionally integrate a variety of layered pedagogical goals with a number of Kuh's high-impact strategies. The mapping metaphor extended from physical mapping of the university campus as a space to the mapping of academic and social resources, including mapping of the students' sense of self and goals, their new environment, and all the assets available to help them succeed. To provide students with a critical analysis of their own knowledge and skills and their limits, the theme of asset mapping also encompassed different world views and perspectives. Our research assesses the success of this course at meeting its many intertwined goals, based on both quantitative and qualitative data collected from students in two recent course offerings.
Faking Sociology? A Content Analysis of an Introductory Sociology Student Photography Assignment
Author: Medley-Rath, Stephanie
Date: 2019-00-00
Type: Journal Articles
Subjects: Sociology,Photography,Assignments,Introductory Courses,Student Attitudes,Course Objectives,Visual Literacy,Layout (Publications),State Universities,College Students,Social Stratification,Social Justice,Sociocultural Patterns,Social Change,Knowledge Level

I analyzed student submissions from a photography-based assignment in introductory sociology. In this exploratory study, I discuss the patterns found in student submissions to uncover what sociological concepts students observed in their everyday lives. My primary research question, therefore, was what do introductory sociology students see when they are given few guidelines as to what they &quot;should&quot; see? The intent of this research was to focus on what concepts students identified, not my interpretation of students' meaning or to gauge the effectiveness of the assignment on learning outcomes. The goal of this research was to describe what students are actually identifying as sociological and how this does or does not reflect the goals of the assignment or the course. In turn, the results of systematically analyzing student submissions can inform future iterations of the assignment and my overall teaching strategies in introductory sociology. Results indicate that students used a range of concepts, yet tended to focus on broad (e.g., norms) rather than specific (e.g., folkways) or abstract (e.g., sociological imagination) concepts. By analyzing student submissions across semesters, I can illuminate how successful students were at applying sociological knowledge to their everyday lives. Moreover, this analysis demonstrates that students were superficially meeting the standards of the assignment, but it remains unclear whether students were demonstrating a grasp of sociological knowledge or simply relying on preexisting commonsense knowledge to complete the assignment.
State-Based Curriculum Making in a Post Colonial Zimbabwe: Making Sense of Family, Religious and Moral Education in a Global Context
Author: Dube, Bekithemba
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Postcolonialism,Religious Education,Ethical Instruction,Educational Policy,Educational Change,Resistance to Change,Teacher Shortage,Barriers,Curriculum Development,Curriculum Implementation,Best Practices

The teaching and learning of religion in most post-colonial states take place on an ambivalent and contested terrain, which has resulted in the amputation of religion from some schools and contexts. The new curriculum in Zimbabwe, as a state-making project that is arguably devoid of, or has covert policy networks, has resulted in religious curriculum resistance. In this paper, we juxtapose two questions: What are the challenges of the new religious curriculum, and how can the international practice of teaching religion be infused in the curriculum to address the contested terrain and to improve the policy network among religious players? The paper is couched in decoloniality theory, of which one of the agendas is to shift the geography of knowledge. Policy networks in religious circles can exorcise coloniality, which centred religion on a contested terrain within the mainstream curriculum practice. The paper argues that the teaching and learning of religion cannot be left to the state to control; instead, there should endeavours for the policy network among religious players to be contextualised in relations that have respect for difference. There is a need to reconfigure religions, so that they face the lived realities of communities.
Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students&apos; Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies
Author: Ige, Olugbenga
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Concept Mapping,Rural Schools,Social Studies,Computer Literacy,Teaching Methods,Gender Differences,Academic Ability,Instructional Effectiveness,Secondary School Students,Foreign Countries,Values Clarification

Robust teaching strategies are needed in rural learning ecologies to deepen students' attainment of Information and Communication Technology concepts in social studies due to the demands of the information age. Accordingly, this study utilized a quasi-experimental design to compare the effects of three instructional strategies on conventional lecture method. 170 students participated in the study for ten weeks. Results affirmed that concept-mapping instructional strategy is the most appropriate strategy to teach ICT concepts in social studies rural learning ecologies. It was also observed that the treatment in this study was sensitive to gender and academic abilities.
The Implementation of the Allocation and Distribution of School Operational Assistance Program for Compulsory Education Units in Kuningan Regency, West Java Province
Author: Bahri
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Resource Allocation,Compulsory Education,Program Implementation,Financial Support,Low Income Students,Economically Disadvantaged,Elementary Schools,Middle Schools,Junior High Schools

This study aims to describe the allocation and distribution policy of the School Operational Assistance Program (SOAP), which is also known as the &quot;Bantuan Operasional Sekolah&quot; funds for compulsory education units in Kuningan Regency, West Java Province, Indonesia. This study is a qualitative research that uses primary and secondary data. Primary data are obtained from informants, namely, structural officials of the Ministry of Education and Culture, Ministry of Home Affairs, and Ministry of Finance. Secondary data comprise official documents, such as the special allocation fund and institutional profiles, activity reports, and research results and relevant information. Results reveal that SOAP had been implemented in accordance with the provisions contained in the SOAP handbook.However, weaknesses should be addressed by school principals as the recipients and managers of the SOAP funds. Results of the evaluation reveal that in 2017, the SOAP funds for all 41 state junior high schools in Kuningan District amounted to nearly IDR 22,134,027,000. The largest proportion of 30% was allocated for the salaries of honorary teachers, employees (locally referred to as &quot;guru tidak tetap&quot; and &quot;pegawai tidak tetap&quot;), and freelance workers; 25% for service goods expenditure; 20% for teaching and learning activities; 15% for student activities; and 10% for building maintenance.
The Role of Parents&apos; Interests and Attitudes in Motivating Them to Homeschool Their Children
Author: Baidi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Parent Attitudes,Motivation,Home Schooling,Interests,Teaching Methods,Trust (Psychology),Tutors,Child Safety,Student Needs,Educational Attitudes,Family Work Relationship,Values,Educational Quality

This study attempts to determine how interests and attitudes of parents in motivating them to homeschool their children. The study was conducted in Surakarta Indonesia in 2017. This research used correlational design assigning 100 respondents in non-probability sampling. Data were collected using a questionnaire to record the interest, attitude and motivation of parents to homeschool their children. Data were processed using multiple linear regression analysis. Results show that interests and attitudes can foster parents' motivation to send their children to homeschooling by 42.2%. Interest variables can improve motivation by 0.165 and attitude variables increase motivation by 0.099. Factors affecting parents' interest in sending children to homeschooling are: the influence of the surrounding environment, family support, better learning methods and an active role in children's education, higher trust in tutors in homeschooling, and healthy competition in pursuit of achievement. In addition, factors affecting attitude of parents to send their children to homeschooling, include safer child security, special needs of children, disagree with the curriculum applied by the government in formal schools, work demands, family values, and lack of quality education provided by formal schools.
Bridging the Dichotomous Gaps between Trade Unions and Management of Tertiary Institutions in Nigeria
Author: Omodan, Bunmi Isaiah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Unions,Postsecondary Education,College Administration,Universities,Leadership Styles,Work Environment,Job Satisfaction,Participative Decision Making,Compensation (Remuneration),Training,Morale

The study examined the relationship between activities of trade unions and management of tertiary institutions in a bid to provide empirical solution to the lingering industrial actions by the staff unions in various tertiary institutions in Nigeria. The population comprises all tertiary institutions in Ekiti State, Nigeria. Four hundred and fifty subjects consisted of 390 members of unions that were selected using proportionate sampling techniques and 60 top management staff of the selected institutions was selected purposively. Two self-designed instruments namely, &quot;Trade Unions and management of Tertiary Institutions Questionnaire&quot; (TUMTIQ) and &quot;Management of Tertiary Institutions Questionnaire (MTIQ)&quot; were used to collect relevant data from the subjects. The researchers and another expert in educational management and test and measurement did the face and content validity. In addition, the test-retest method of reliability was adopted with a reliability coefficient of 0.66 and 0.72 respectively. The data collected were analysed using descriptive and inferential statistics and the three hypotheses were tested at 0.05 level of significance. The study revealed that there was a significant relationship between activities of trade unions and leadership style of management of tertiary institutions. The study also showed that there was a significant relationship between trade unions' dissatisfaction with conditions of service and management of tertiary institutions. Based on the findings of the study, it was recommended that management of tertiary institutions should adopt a leadership style that is all-inclusive through a participatory system of management. Government should also provide funding for management to enhance conditions of service in the form of a better pay package, in-service training, overseas trips and their welfare packages for staff.