ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Stratification within Higher Education through Examining the Status of Students in Different Academic Majors in Terms of Cultural, Social and Economic Capital
Author: Hassani, Mohammad
Date: 2016-04-23
Type: Journal Articles
Subjects: Social Stratification,Social Capital,Cultural Capital,Foreign Countries,Higher Education,Majors (Students),Economic Factors,College Students,College Admission,Institutional Characteristics,State Universities,Private Colleges,Employment Potential,Social Class,Competition,Statistical Analysis,Nonparametric Statistics,Questionnaires

This study was carried out in order to explore the status of stratification within higher education through measuring cultural, economic and social capital of students in major academic disciplines across universities in Urmia, Northwestern Iran. The findings indicate that there are stratification structures in the presence of students in humanities, engineering, agriculture, science, medicine and its related fields, there is also significant differences between the cultural and economic capital of students in these majors, whereas there is no significant difference among them in terms of social capital. Moreover, the results suggest stratification also exists in terms of the students' place of study (State, Azad, Payamenoor, Medical Sciences Universities, Non-profit), the type of university (public/private) and type of study (tuition-based/tuition-free). As a result, students admitted to Islamic Azad, Payam-e-Noor and Non-profit Universities enjoy a higher cultural and economic capital in comparison with State University students. These students after graduating and in order to enter work market, act better than lower class students in competitive field of employment and earn more success. As such, the higher educational system reinforces the class structure of society and it can be concluded that the type of university has played an important role in stratification.
Accountability for Student Learning: Slow and Steady Progress or Persistent Resistance?
Author: Morse, Andrew Q.
Date: 2014-00-00
Type: Journal Articles
Subjects: Accountability,Student Evaluation,Undergraduate Students,State Universities,Outcomes of Education,Evidence,Educational Assessment,Case Studies,Semi Structured Interviews,Bachelors Degrees,Data Collection,Data Analysis,Compliance (Legal),Accreditation (Institutions),Standards,Critical Thinking,Field Tests,Educational Improvement,Educational Change,Resistance to Change

The purpose of this study was to explore the present status of efforts to assess student-learning outcomes within the bachelor's degree granting institutions of the campuses in one system of public higher education. Further, the purpose of this study was also to understand what challenges and criticisms academic leaders report about the call to provide learning outcome evidence. Themes and findings of the study suggest that accountability for student learning is a persistent accountability challenge within higher education institutions.
Should I Stay or Should I Go? Perceived Barriers to Pursuing a University Education for Persons in Rural Areas
Author: Friesen, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Barriers,Postsecondary Education,Higher Education,Rural Areas,Social Influences,Cultural Influences,Individual Characteristics,Semi Structured Interviews,Foreign Countries,Phenomenology,Proximity,Costs,Psychological Patterns,Family Influence

A university education can provide an individual with greater employment options, higher income potential, and improved health and quality of life, yet young persons from rural areas remain less likely to attend university than their urban counterparts. This study explores the perceived personal, social, and cultural factors that might create barriers for young persons from rural areas. Semi-structured interviews were conducted with 17 individuals living in rural areas in Alberta, aged 18 to 23 years, who had not attended university. Using interpretative phenomenological analysis, we identified 11 major themes, which were then organized into a conceptual model to illustrate the interacting nature of these factors and their influence on a person's decision to pursue a university education. An examination of this model and its associated themes may help reveal the possible barriers young persons from rural areas experience when deciding whether or not to attend university.
Early Contributions to the Evolution of the Canadian Scientific Integrity System: Institutional and Governmental Interaction in the Policy Diffusion Process
Author: Schoenherr, Jordan Richard
Date: 2016-00-00
Type: Journal Articles
Subjects: Integrity,Foreign Countries,Higher Education,Research,Scientific Concepts,Comparative Analysis,Models,Ethics,Cheating

Academic institutions and research funders have in the last decade devoted considerable effort to developing policies to support academic integrity and prevent misconduct. In this study, we consider the extent to which various initiatives of Canadian federal and provincial (Québec) funders have affected the development of institutional research integrity/misconduct (RIM) policies. Examining the creation and modification dates of 32 institutional RIM policies, we find that federal but not provincial initiatives appear to have the greatest impact on the development of RIM policies. Idiosyncrasies in the creation dates, as well as lack of evidence of a systematic pattern in modification dates, suggest a complex system that is often insulated from certain government initiatives. These results lead us to conclude that there should be greater consistency in the development or updating of RIM policies to ensure the appropriate treatment of misconduct and to encourage behaviour that meets the highest standards of research integrity.
Math Matters: Comparison of the Mathematics Requirements for Bachelor of Arts and Bachelor of Science Degrees in Canada
Author: Nahornick, Ashley
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Mathematics,Mathematics Education,Bachelors Degrees,Degree Requirements,Required Courses,Data Collection,Data Analysis,Comparative Analysis,Universities,Academic Standards

Education matters. Every year, more students are pursuing postsecondary education. In fact, during the 2012-2013 academic year, over two million students were studying in Canadian postsecondary institutions, making it even more important to ensure that our students are getting the education and training they need to succeed. Notably, it is not uncommon for university students to struggle with mathematics or even to say, &quot;I'm bad at math.&quot; Yet, at the heart of mathematics are critical thinking and careful questioning--skills needed in most jobs. In this paper, I feature a study exploring mathematics requirements at Canadian postsecondary institutions. Specifically, the study examines mathematics requirements for general Bachelor of Arts and Bachelor of Science degrees. The goal of the study is to offer potential suggestions to improve more students' mathematical abilities and better prepare them for future endeavours.
Coaches' Perspectives on Their Roles in Facilitating the Personal Development of Student-Athletes
Author: Banwell, Jenessa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletic Coaches,Teacher Attitudes,Teacher Role,Student Development,College Students,Athletes,Semi Structured Interviews,Intercollegiate Cooperation,Qualitative Research,College Athletics,Academic Achievement,Self Concept,Daily Living Skills,Teacher Influence,Mentors,Interpersonal Relationship,Reflection,Individual Development

The purpose of this study was to investigate coaches' perspectives on the personal development student-athletes experience through interuniversity sport. Additionally, it explored the ways in which coaches understand, enable, and facilitate the personal development of student-athletes. Eight in-depth, semi-structured interviews were conducted with male and female head coaches of Canadian Interuniversity Sport programs. A qualitative analysis of the data revealed that the coaches perceived the enhancement of student-athletes' personal development to be an important part of their role. Despite this claim, the coaches had difficulty in defining personal development and articulating how they facilitated opportunities for athletes' personal development through sport. The findings from this study have implications for future interuniversity sport programming.
Comparison of the Content of Web Sites of Higher Education Institutions Providing for Sports Management Education: The Case of Turkish and English Universities
Author: Katirci, Hakan
Date: 2016-04-23
Type: Journal Articles
Subjects: Comparative Analysis,Web Sites,Comparative Education,Foreign Countries,Athletics,Management Development,Higher Education,Content Analysis,Program Descriptions,Cross Cultural Studies,Universities

Considering various themes, this study aims to examine the content of web sites of universities that provide sports management education in higher education level in Turkey and in England. Within this framework, the websites of the higher education institutions that provide sports management education are analyzed by using the content analysis (categorical) method which is common in qualitative studies. Findings of the study reveal the inadequacy of visual and verbal internet materials in the websites of Turkish Universities. Additionally, while all the themes put forward in Aligning a European Higher Education Structure in Sport Science (AEHESIS), alignment program are present in English Universities, there are some inadequacies in the websites of Turkish Universities.
Exploring Prospective English Language Teachers' Perceptions of the &quot;Internet&quot; through Metaphorical Conceptualizations
Author: Yaman, Ismail
Date: 2016-04-23
Type: Journal Articles
Subjects: Phenomenology,Preservice Teachers,Qualitative Research,English (Second Language),Second Language Learning,Figurative Language,Second Language Instruction,Language Teachers,Teacher Education Programs,Internet,Information Sources,Computer Simulation,Student Attitudes,Foreign Countries,Content Analysis

This qualitative phenomenological study aims to explore prospective English language teachers' perceptions of the &quot;Internet&quot; through metaphors. The study has been conducted with the participation of 143 Grade 1 and Grade 2 students attending the English Language Teaching (ELT) Programme at Ondokuz Mayis University. A form with a simple Internet-related metaphor question has been employed as the major data collection tool and metaphorical analysis has constituted the chief data analysis technique. The reliability of the study has been calculated as 91%. The first stage of the qualitative analyses carried out under this study has yielded a total of 127 valid metaphors and, following the unification of the identical ones, 79 distinct metaphors produced by the participants. The metaphor with the highest frequency has been &quot;Internet is 'an infinite world'&quot; (f = 12). The second stage of the qualitative analyses has yielded 9 conceptual categories of metaphors: Internet as &quot;something that damages people&quot;, Internet as &quot;an enormous realm&quot;, Internet as &quot;something that helps people&quot;, Internet as &quot;a real source of information&quot;, Internet as &quot;something that contains both positive and negative things&quot;, Internet as &quot;something that provides escape from real world&quot;, Internet as &quot;something that commands people&quot;, Internet as &quot;something that connects people&quot;, and Internet as &quot;something that reflects the user&quot;. These findings have been discussed in relation to the existing literature; and considering the limitations of this study, suggestions have been introduced for prospective studies.
Leaving the Nest: Evaluating the First National Flight of the Online Ethics Course CHRPP (Course of Human Participant Protection)
Author: Stockley, Denise
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Ethics,Research Administration,Educational Policy,Educational Practices,Quality Assurance,Tutorial Programs,Curriculum Design,Participant Satisfaction,Likert Scales,Usability,Learning Modules,Behavioral Objectives,Student Diversity,Program Development,Online Surveys,Regression (Statistics)

In 2008, Queen's University launched an online tutorial called CHRPP, the Course in Human Research Participant Protection, and published a paper about its purpose, design, and usability in Balkwill, Stevenson, Stockley, and Marlin (2009). CHRPP was originally created to raise awareness among research students about the federal policy regarding research ethics and to encourage ethical research practices. Self-assessments and interactive activities were built into the tutorial to help achieve our goals. Since the first publication CHRPP has been updated based on user feedback from a user satisfaction survey. The generally positive reception of this innovative tutorial led to it serving as the basis of a new national research ethics tutorial hosted by the Government of Canada's Panel on Research Ethics. This paper summarizes the evolution of CHRPP from a homegrown solution for one institution to an essential piece of Canada's national research ethics education program.
How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction
Author: Choi, Beomkyu
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Learning Processes,Learning Strategies,Satisfaction,Online Courses,Asynchronous Communication,Metacognition,Time Management,Educational Environment,Correlation,Help Seeking,Multiple Regression Analysis,Electronic Learning,Student Surveys,Questionnaires,Likert Scales

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses participated in this study. The result revealed that &quot;metacognitive strategy&quot; and &quot;time and study environment&quot; had positive correlations with learners' satisfaction, while &quot;help seeking&quot; had a negative correlation. The findings of a multiple regression analysis showed that &quot;metacognitive strategy&quot; and &quot;peer learning&quot; led to learners' satisfaction in an online learning environment. The findings of this study contribute to a better understanding of how successful learning occurs in an online learning environment, and provide recommendations on designing an effective online learning.
Student Communication and Study Habits of First-Year University Students in the Digital Era
Author: Gallardo-Echenique, Eliana
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Interpersonal Communication,Study Habits,Teacher Student Relationship,Peer Relationship,Social Media,Friendship,Preferences,Computer Mediated Communication,Independent Study,Home Study,Questionnaires,Statistical Analysis,Rating Scales,Help Seeking,Use Studies

This paper reports on research into the study habits of-university students, their use digital technologies and how they communicate with each other and their professors. We conclude that most students feel comfortable with digital technologies and that they use social media for connecting and interacting with friends rather than for academic communication. Students prefer face-to-face communication for both academic/school and social communication and they prefer to learn by themselves, work independently and to study at home.
Revised-Attitudes toward Research Scale (R-ATR); A First Look at Its Psychometric Properties
Author: Papanastasiou, Elena C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Attitude Measures,Behavior Rating Scales,Psychometrics,Factor Analysis,Goodness of Fit,Research Needs,Item Analysis,Undergraduate Students,Educational Research,Student Research,Questionnaires,Test Validity,Test Reliability,Student Attitudes,Foreign Countries

The purpose of this study was to establish the psychometric properties of the Attitudes Toward Research scale (ATR), including the validity of the scale through confirmatory factor analysis. After slightly altering the scale by deleting 19 items, and by narrowing down the subscales to four, the fit of the model was established. The revised version of the ATR scale (R-ATR) includes 13 items, which measure Research usefulness, Research anxiety, and Positive predisposition towards research. Overall, the analyses performed on the R-ATR suggest that it has strong psychometric properties, and that it can prove helpful to researchers interested in examining issues related to research methods attitudes, as well as to practitioners to be used for evidence-based practice.
Assessing the Watson-Barker Listening Test (WBLT)-Form C in Measuring Listening Comprehension of Post-Secondary Hispanic-American Students
Author: Worthington, Debra L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Listening Comprehension Tests,Psychometrics,Factor Structure,Test Items,Hispanic American Students,College Students,Factor Analysis

The Watson-Barker Listening Test (WBLT) is one of the most popular measures of listening comprehension. However, participants in studies utilizing this scale have been almost exclusively Anglo-American. At the same time, previous research questions the psychometric properties of the test. This study addressed both of these issues by testing the psychometric properties of the scale with Hispanic-American postsecondary students. Results suggest that the measure does not meet the proposed five-factor structure and that the items hold little relationship to one another. Thus we recommend researchers and educators choose alternative means of measuring listening comprehension.
Neuromathematical Trichotomous Mixed Methods Analysis: Using the Neuroscientific Tri-Squared Test Statistical Metric as a Post Hoc Analytic to Determine North Carolina School of Science and Mathematics Leadership Efficacy
Author: Osler, James Edward, II
Date: 2016-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Leadership Effectiveness,High School Graduates,STEM Education,Neurosciences,Motivation,Self Efficacy,High Schools,Questionnaires,Statistical Analysis,Models,Qualitative Research

This study examines the leadership efficacy amongst graduates of The North Carolina School of Science and Mathematics (NCSSM) for the classes of 2000 through 2007 from a neuroscientific and neuromathematic perspective. NCSSM alumni (as the primary unit of analysis) were examined using a novel neuromathematic post hoc method of analysis. This study is grounded in the theoretical construct that non-cognitive psychological (also called motivational) factors are core components of leadership efficacy (self-efficacy), indicative of NCSSM graduates (who had high academic performance and attained STEM [Science, Engineering, Technology, and Mathematics] degrees). In this neuroscientific mixed-methods analysis, a quantitative phase was conducted to collect the data captured by the Mind Garden Leadership Efficacy Questionnaire. A Post Hoc qualitative analysis was conducted in the second phase of the data analysis, using the applied neuromathematic Trichotomous-Squared Test methodology (that has an associated qualitative researcher-designed Inventive Investigative Instrument (Osler, 2012a) embedded within the statistical methodology). An additional outcome of the research investigation was the development of a new assessment methodology called the &quot;Mason Leadership Efficacy Model&quot;.
Effect of Reflective Teaching Training and Teaching Aptitude on Teaching Skills among Elementary Teacher Trainees
Author: Vijaya Kumari, S. N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Reflective Teaching,Vocational Aptitude,Teaching Skills,Elementary Education,Skill Development,Instructional Effectiveness,Observation

Teachers serve education, which is an effective instrument of man making. The teachers learn this art through Preservice teacher education programme. Teaching has been a reflective process from the beginning. Reflection is used in all sectors of teacher education, including Vocational and Adult education, for a number of years. Despite numerous articles, there is a little solid empirical evidence that supports the view that it results in superior teaching practices among Elementary teacher trainees. This Research study focuses on the orientation of various processes of capturing Reflection. It also considers the development of Teaching Skills of pre-service teachers' throughout their practicum. In relation to these, it analyzes the effect of Teaching Aptitude in developing Teaching Skills among Elementary Teacher Trainees. The samples for this experimental research study were Elementary Teacher Trainees selected randomly from Teacher-Training Institutions of Uttara Kannada district, Karnataka, India and were grouped into High and Low Teaching Aptitude groups by administering the standardized Teaching Aptitude Test. 2x2 factorial design was used as an experimental design. Data collection consisted of measuring Teaching Skills by observing lessons and rating the Teaching Skills during the Practicum. The findings of the present study revealed that reflective teaching strategy has significant effect in developing teaching skills. There is no significant effect of teaching aptitude in developing teaching skills as the interaction of reflective teaching strategy and teaching aptitude also has no significant effect on teaching skills. The study suggests that the elementary teacher-trainees perceived the knowledge of reflective teaching after training. This knowledge on reflective process increased their self-awareness towards their teaching skills, which enhanced their professional identity development as teachers. They focused primarily on the instructional processes, motivation, and on classroom management while reflecting on their experiences, while having emphasis on effective teaching so that desired objectives are achieved.
Investigating Pre-Service Candidates' Images of Mathematical Reasoning: An In-Depth Online Analysis of Common Core Mathematics Standards
Author: Davis, C. E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Preservice Teachers,State Standards,Teacher Educators,Teacher Education,Teacher Education Programs,Mathematical Logic,Mathematics Achievement,Mathematics Education,Methods Courses,Qualitative Research,Mathematical Concepts,Teaching Methods,Teacher Effectiveness,Educational Technology,Technology Uses in Education,Common Core State Standards

This paper details the outcomes of a qualitative in-depth investigation into teacher education mathematics preparation. This research is grounded in the notion that mathematics teacher education students (as &quot;degree seeking candidates&quot;) need to develop strong foundations of mathematical practice as defined by the Common Core State Standards for Mathematics' (CCSSM). In this investigation mathematics Pre-Service Candidates (&quot;PSCs&quot;) participated in an online 15-week methods course that infused writing prompts. This research activity probed the PSCs images of mathematical reasoning. It is based on the idea that in mathematical teacher education, teacher preparation requires teaching mathematical standards. In teaching the standards activities are required that infuse mathematical reasoning. This will aid PSCs in further infusing mathematical reasoning in their teaching both now and in the future.