ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Self-Esteem on Leadership Orientation: A Study on Students of Sports Management Department
Author: Gunel, Ilker
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Esteem,Leadership Styles,College Students,Athletics,Foreign Countries,Regression (Statistics),Self Concept Measures

In this study, which aims to examine the effect of self-esteem levels of students who receive sports management education on their leadership orientation, the population of this study, in which the related screening method is used among quantitative research designs, consists of students studying at the Sports Management departments of the Sports Sciences Faculties of the universities in the Central Anatolia Region. The sample of the study (female = 184, male = 131) consists of 315 students of sports management department, which was reached using the convenience sampling method, and a 95% confidence interval has been used with an error margin of 5%. Data from the participants were collected with Self-Esteem Scale and Leadership Orientation Scale. Since the data has normal distribution, parametric tests have been used: correlation to measure the relationship between two variables, and regression analysis to measure the effect of the independent variable on the dependent variable. A significant positive relationship was found with the self-esteem levels of the students and their leadership orientation in general and in sub-dimensions of task-oriented and relationship-oriented. In addition, self-esteem levels were found to have a significant effect on students' leadership orientation in general and in task-oriented and relationship-oriented sub-dimensions. As a result, it was found that students' self-esteem levels and leadership orientation levels are high, and as their self-esteem levels increase, their leadership orientation in general and in task-oriented and relationship-orientation subdimensions also increase.
Creating a Speech Choir: The Bounty of Authentic Audience Experience for Students
Author: Emel, Susan Redding
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Speech Skills,Speech Communication,Audiences,Public Speaking,Teaching Methods,Group Activities,Creative Teaching,Program Effectiveness,Feedback (Response)

For most students at my university, classroom experience alone was the choice for formally developing speaking skills. My idea was to provide students with recurring authentic audience experience, attending to the audience dimension outlined by Derryberry (1989) as a critical requirement of public speaking pedagogy. Through research, a new idea was proposed: Create a Speech Choir, combining talents of the students in one performance. Though it has elements of forensics, reader's theater, choral reading, public speaking and more, it is not identical to any of these. As the team evolved, more pedagogical elements were added including service learning, attention to feedback intervention, and limited social activism in an atmosphere of collaboration and creativity. Quite unexpectedly, however, Speech Choir managed to attract both students with performance confidence and those professing high communication apprehension.
The Evolution of Communication Pedagogy
Author: Feezel, Jerry D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Communication (Thought Transfer),Educational History,Teaching Methods

This article is an overview of the major developments in the field of communication in education. From the history of the national association over 100 plus years, specific attention is paid to changes leading to the advent of this publication. Changes in nomenclature, conferences, publications, research, and educational trends are discussed. The essay is intended to provide a view of history as setting for inauguration of the &quot;Journal of Communication Pedagogy.&quot; It also is intended to invite and stimulate other scholars' reflections on the nature and evolution of the field.
Taking Interest in Students&apos; Disinterest: Best Practices for Mitigating Amotivation in the Basic Course
Author: Gilchrist-Petty, Eletra
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Best Practices,Introductory Courses,Communication (Thought Transfer),Learner Engagement,Teaching Methods

As a general education requirement, basic communication course instructors are afforded the unique opportunity to reach a variety of students. Because many students often are enrolled in the basic communication course out of necessity, student amotivation can transform what should be a dynamic and interactive classroom experience into a daunting challenge that stifles the pedagogical process. To assist in engaging students, 10 best practices for mitigating amotivation in the basic course are presented. By following these best practices, instructors can help cultivate a more engaged and interactive classroom experience for both themselves and their students.
Assessing Students&apos; Writing and Public Speaking Self-Efficacy in a Composition and Communication Course
Author: Frey, T. Kody
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Evaluation,Writing Ability,Public Speaking,Self Efficacy,Freshman Composition,Pretests Posttests

One avenue for assessing learning involves evaluating self-efficacy, as this psychological belief is a strong predictor of academic achievement. As such, the purpose of this study was to evaluate writing selfefficacy and public speaking self-efficacy in a composition and communication course. This course is structured to develop both writing and public speaking competencies; the research sought to determine whether students believed they were leaving the course feeling more confident in their capabilities within each respective academic domain. Results (N = 380) from pre- and post-test data suggest that students' reported writing and public speaking self-efficacy significantly increased over the semester. Additionally, students' mastery experiences, operationalized as informative essay and informative speech grades, were related positively to changes in self-efficacy at the end of the semester. These results offer three implications for teaching within this course design and structure.
Best Practices for Facilitating Communicaton-Centered Professional Development for Non-Communication Faculty
Author: Norander, Stephanie
Date: 2018-00-00
Type: Journal Articles
Subjects: Best Practices,Communication (Thought Transfer),Faculty Development,College Faculty,Interdisciplinary Approach,Curriculum Development,Curriculum Implementation

Communication-across-the-curriculum (CxC) programs commonly support non-communication faculty by crafting robust professional development learning experiences. This article presents 10 best practices for facilitating professional development designed to support the teaching and learning of communication competencies in non-communication disciplines. These practices draw on lessons learned from a successful professional development course facilitated by the CxC program at the University of North Carolina at Charlotte. Grounded in a situated communication pedagogy framework, these best practices reflect a communication-centered approach to professional development, thus extending scholarly discourse and practices surrounding CxC programs, communication pedagogy, and professional development of faculty.
Best Practices for Retaining Public Speaking Students
Author: Weismann, Kimberly M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Best Practices,School Holding Power,Public Speaking,College Students,Introductory Courses,Teaching Methods

This article draws on existing communication research and praxes to share the best practices for retaining students enrolled in the introductory public speaking course. Among the many important pedagogical practices that communication scholars have documented, this article highlights the value of 10 best practices: instructor use of immediacy and confirmation; instructor inclusion of written prescriptive feedback, peer feedback workshops, low-stakes assignments, applied assignments, and individual speech preparation tools; and instructor participation in out-of-class communication, online office hours, and classroom-connectedness.
The Basic Course: Informing Communication Pedagogy through Teacher Training and Program Assessment
Author: Simonds, Cheri J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Introductory Courses,Communication (Thought Transfer),Program Evaluation,Faculty Development,College Faculty,Learner Engagement,Outcomes of Education

In serving as a training ground for future communication educators, the basic course is uniquely placed to explore issues of communication pedagogy. Communication pedagogy is a domain of study that informs communication teachers of the best practices in teaching communication competencies. As a basic course director in the Department of Communication at Illinois State University, the role of the author is to provide communication teachers with the tools they need to effectively teach the introductory communication course. To be effective in this role, it is important to research methods of teacher training and program assessment. In this article, the author will provide two examples of how her basic course scholarship has informed communication pedagogy in both teacher training and program assessment.
Online Teaching Effectiveness: A Case Study of Online 4-Week Classes in a Graduate Information Systems Program
Author: Adkins, Joni K.
Date: 2021-06-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Electronic Learning,Online Courses,COVID-19,Pandemics,Synchronous Communication,Computer Mediated Communication,Video Technology,Program Length,Summer Programs,Graduate Study,Information Systems,Preferences

The COVID-19 pandemic in Spring 2020 caused college classes to be changed from face-to-face classes to online classes. For some students, this was their first introduction to online courses. The pandemic resulted in many summer classes also to be online. Two graduate information systems courses typically taught in face-to-face four week summer classes were changed to online for the summer 2020 session. The courses used both recorded videos for asynchronous instruction and daily class Zoom sessions for synchronous meetings. In addition, breakout rooms, help sessions, group projects, and peer review were also used in these courses. This case study outlines how various aspects of the classes were changed and shares the results of student surveys regarding their experiences.
An Investigation into Barriers Impacting against Faculty Blended Learning Adoption
Author: Antwi-Boampong, Ahmed
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Barriers,College Faculty,Teacher Attitudes,Adoption (Ideas),Knowledge Level,Technological Literacy,Program Implementation,Internet,Integrated Learning Systems

Blended Learning has not attained campus-wide integration and adoption as the preferred teaching delivery mode by faculty members a few years after the management of a public university in Ghana decided to move from face to face delivery to the blended mode. This study investigates the barriers impacting faculty Blended Learning in Ghana. The study uses an exploratory qualitative approach to investigate the barriers to faculty non-adoption of blended learning. It also investigates their perceptions and experiences. A total of 22 faculty members from four faculties of the university were purposively selected and interviewed for this study. The data were coded and analyzed using a constant comparative analytical method. Thematic analysis was then applied to generate themes for the findings. The study found four themes that inductively constitute barriers to faculty BL adoption. These are infrastructure, faculty concerns, institutional, technical support barriers. The study provides insights into the lived experiences of faculty members relative to the impediments they face in adopting BL. Thus, administrative managers need to avert their attention to institutional related barriers, faculty related concerns, technical barriers, and infrastructure-related barriers when implementing BL.
An Inventory of Privacy Curricula Offerings in Higher Education
Author: Steinhagen, Dustin
Date: 2021-06-00
Type: Journal Articles
Subjects: Privacy,Information Security,College Curriculum,Universities,Foreign Countries,Data Use,Compliance (Legal),Interdisciplinary Approach,Geographic Regions,Undergraduate Study,Graduate Study,Academic Degrees,Labor Force Development

Privacy workforce development is a growing need as organizations struggle to find qualified privacy professionals such as Data Protection Officers and privacy engineers. Little has been written about the availability of formal privacy education opportunities that could satisfy this demand. This study inventoried the current state of formal privacy education at institutions of higher education. The inventory included information on 115 privacy programs and 333 privacy courses offered at 99 institutions around the world. Analysis revealed that privacy education is dominated by legal and compliance curricula at the graduate level, with other data privacy opportunities available in smaller quantities.
Do Turkish Student Teachers Feel Ready for Online Learning in Post-COVID Times? A Study of Online Learning Readiness
Author: Ates-Cobanoglu, Alev
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Readiness,Preservice Teachers,Online Courses,Educational Technology,Technology Uses in Education,Intellectual Disciplines,Internet,Access to Computers,Technological Literacy,Blended Learning,Distance Education,Teacher Education Programs,COVID-19,Pandemics

The purpose of this descriptive study is to investigate on-line learning readiness levels of student teachers according to several variables. By using purposive sampling method, the sample consisted of 270 (200 female and 70 male) student teachers in Turkey. Data collection tools include (i) Student Demographics Form with 18 items, (ii) On-line Learning Readiness Scale with 18 items and five factors. Statistically, the quantitative data were analyzed via ANOVA, t-test and ANCOVA. The findings suggest that mean of on-line learning readiness levels of student teachers is at good level. On-line learning readiness levels of student teachers are significantly different according to their departments [F(4,265)=3.450, p=0.09]. Namely, the mean scores for the students from Elementary Education and Pre-school Education departments were significantly higher than those from Social Science Education department. Besides, student teachers who has Internet access had higher on-line learning readiness scores (M= 67.27, SD=9.86) than did those without access (M= 60.14, SD=10.64), t(268)=3.16, p=0.002. There are also significant differences between student teachers' on-line learning readiness scores per their perceived information and communication technology use competency and departments after differences in accessibility to the Internet is controlled (p&lt;0.001). As mentioned by International Society for Technology in Education in 2019 standards, on-line learning readiness needs to be considered in detail to assist learners in using digital media in 21st century for learning; teaching; gathering, producing, sharing information for educational purposes. In conclusion, it is suggested that practitioners should increase online, distance or blended (both on-line and face-to-face) learning experiences of their students who are prospective teachers of the 21st century learners. Therefore, it is strongly suggested contributing development of learning and teaching skills of student teachers by getting them more familiar with on-line learning environments especially in post-COVID times.
Cognitive Learning Strategies in an Introductory Computer Programming Course
Author: Mahatanankoon, Pruthikrai
Date: 2021-06-00
Type: Journal Articles
Subjects: Cognitive Processes,Learning Strategies,Introductory Courses,Computer Science Education,Programming,Programming Languages,Factor Analysis,Undergraduate Students,Persistence,Self Efficacy

Learning a computer programming language is typically one of the basic requirements of being an information technology (IT) major. While other studies previously investigate computer programming self-efficacy and grit, their relationships between &quot;shallow&quot; and &quot;deep&quot; learning (Miller et al., 1996) have not been thoroughly examined in the context of computer programming. Exploratory factor analyses using data collected from undergraduate information technology students, who just completed their first programming class shows distinct shallow and deep learning in computer programming. While shallow learning supports previous research, deep learning has three sub-scale activities: practice by examples, analytical thinking, and diagramming. The results also reveal that computer programming grit and self-efficacy have low to moderate correlations with shallow and deep learning, requiring further examination. Preliminary regression analyses also find that shallow learning positively influences computer programing grit and self-efficacy. Shallow learning strategies may be more widely employed during the initial stages of computer programming, while deep learning strategies may be more prevalent in higher-level computer programming courses. IT educators can examine this shift in strategies by observing students as they progress from introductory to advanced computer programming courses.
The Importance of Faculty/Staff Support during Times of Crisis
Author: Jones, Kiku
Date: 2021-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Student Relationship,Well Being,Distance Education,Assignments

The purpose of this study is to gain a deeper understanding of the relationships between workload, faculty/staff support and mental wellbeing of students during a pandemic. Specifically, we are interested in better understanding the moderating effects of faculty/staff support on the negative relationship between workload and mental wellbeing of students. The findings of the study show significance in the conditional effects. At the highest levels of support, faculty/staff support moderates the relationship between workload and mental wellbeing of students. Faculty/Staff should be prepared to provide high levels of support for students during normal times, but also during times of crisis. Universities should look to provide training to help prepare them.
Analysis of the Relationship between the Personality Traits of University Students and Their Grit Levels
Author: Ekinci, Nezir
Date: 2021-06-00
Type: Journal Articles
Subjects: Personality Traits,College Students,Persistence,Predictor Variables,Gender Differences,Foreign Countries

This research aims to examine the relationships between personality traits and the grit levels of university students. Participants of the study are 379 students (304 females, 75 males). The age range of the study group is 18-25. Five-Factor Personality Scale, Short Grit Scale, and Personal Information Form were used as data collection tools in the study. Analysis of the data was performed using the Pearson product moments correlation with the SPSS program and t-test techniques for independent groups. According to the findings obtained from the study, a positive significant relationship was found between liability, openness to experience, extraversion and adaptation personality traits, and grit levels. It's also found that a negative relationship between neuroticism and grit levels. In terms of gender, there was no significant difference between male students and female students in grit levels. However, in terms of gender, it was observed that there was a significant difference between male students and female students in terms of adaptation and openness to experience. The research findings were discussed within the scope of the literature and recommendations were made according to the results.
An Investigation on Burnout, Test Anxiety, Test Motivation, and Test Attitude of Prospective Mathematics Teachers in Turkey
Author: Takunyaci, Mithat
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Burnout,Student Attitudes,Test Anxiety,Student Motivation,Preservice Teachers,Mathematics Teachers,Correlation,Teacher Education Programs,Gender Differences,Instructional Program Divisions,Measures (Individuals)

Student burnout can lead to lower motivation to do required coursework and higher absenteeism. The purpose of the study was to examine whether a significant correlation exists between burnout, test anxiety, test attitude, and test motivation of prospective mathematics teachers studying at mathematics teacher program in an education faculty of a state university in Turkey. This study also sought to examine whether there is a significant difference between burnout, test anxiety, test attitude, and test motivation of prospective mathematics teachers, according to gender and grade level. Data were collected from 340 students. We found a significant positive correlation between test attitude and test motivation, between burnout and test anxiety; also the results of ANOVA showed that there was a statistically significant difference in prospective mathematics teachers' burnout and test anxiety, according to grade level. These findings support prospective mathematics teachers' test attitude had a significant positive correlation with test motivation, their burnout had a significant positive correlation with test anxiety and there was a significant difference between burnout and test anxiety, according to grade levels.
Implementing a Large-Scale Curriculum: Educators&apos; Self-Assessments and Beliefs
Author: Watson, George
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Common Core State Standards,College Readiness,Career Readiness,Teacher Attitudes,Knowledge Level,Teacher Characteristics,Gender Differences,Instructional Program Divisions,Educational Attainment,Time Management,Age Differences,Cultural Capital,Teaching Experience,Teacher Collaboration,Elementary Secondary Education,Language Arts,Mathematics Teachers

This study focused on educators' beliefs about implementing a large-scale curriculum called Common Core State Standards (CCSS), or as they are identified in one state, College- and Career- Readiness Standards. Building-level educators in the state of West Virginia were surveyed using a modified Stages of Concern instrument that measures attitudes toward an innovation at a given point in its implementation (Hall et al, 1977). The research questions for the study were: (1) What is the comfort level of educators with new curriculum standards four years after adoption? and (2) What are the relationships among gender, grade level taught, the highest degree earned, and age on educators' comfort level and concern toward a new curriculum set of standards? For research question one, the data showed that mathematics and English language arts teachers held a high awareness of the standards and were not overly concerned about the standards regarding time management. For research question two, simple regression results revealed significant relations between five of the seven stages of concern and some demographic variables: &quot;awareness&quot; with grade level taught and gender, &quot;informational&quot; with the highest degree obtained, &quot;personal&quot; with age, &quot;management&quot; with grade level taught, and &quot;collaboration&quot; with age. In general, educators who had more years of teaching, higher educational credentials, and were older were more likely to know where and how to obtain additional resources as well as get assistance, possibly as a result of their experiences and sociocultural capital gained over the years on the job. Administrators' views were in alignment with teachers regarding their awareness of the standards and time management, and administrators were slightly more concerned with the consequences of the new standards and with teacher collaboration.