ethanporcaro/eric-fulltext-meta huggingface dataset:
Mentors' Perceptions on the Post Mentoring Relationships in Academic Organizations
Author: Erdem, Ferda
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,Supervisor Supervisee Relationship,Qualitative Research,Followup Studies,Peer Relationship,Interprofessional Relationship,Teacher Collaboration,Interpersonal Relationship,Intimacy,Social Distance,Collegiality,Separation Anxiety,Semi Structured Interviews,Educational Environment

This qualitative study aims to reveal the new period of the relationships between the mentors and mentees who continue to work in the same academic organization after the mentoring relationship terminates. The findings of this study that was conducted in a small group of mentors who cultivated multiple mentees show that the separation phase did not occur immediately although the relationship was formally terminated. The relationships were still maintained informally as the mentees expected to be promoted in the same organization. Mentees usually become more independent at the redefinition phase, whereas certain disagreements might lead to conflict of interest. However, peer relationship did not come to the forefront whereas it is expected to be built at this stage according to the literature. These results indicate that the characteristics of the separation and redefinition phases reported in the literature may not always apply as a standard to all mentor-mentee relationships. There is a need for further qualitative studies regarding the mentoring relationship that represents an important dimension of university culture. This will contribute to in-depth understanding of different mentor and mentee experiences and observations.
Attitudinal Study of User and Non-User Teachers' towards ICT in Relation to Their School Teaching Subjects
Author: Lal, Chhavi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Teacher Attitudes,Computer Attitudes,Intellectual Disciplines,Secondary School Teachers,Positive Attitudes,Comparative Analysis,Gender Differences,Predictor Variables,Statistical Distributions,Surveys

The present study aimed to know the attitude towards ICT of user and non-user teachers of ICT. The data were collected from 40 (20 male and 20 Female) user and non-user of ICT secondary school teachers from Agra city. Attitude towards ICT was measured by Computer Attitude Scale (CAS), originally developed by Loyd and Gressard (1984). Data were treated by Mean, SD and t-test. The findings of study reveal that the ICT user teachers' attitude towards ICT is highly positive in comparison to ICT non-user teachers but they have also positive attitude towards ICT in relation to their school teaching subjects. It is clear that vast majority of secondary school teachers have positive attitude towards ICT in relation to their school teaching subjects for many reasons. Other important findings are also discussed.
A Multilevel Analysis of the Role of School Quality and Family Background on Students' Mathematics Achievement in the Middle East
Author: Kareshki, Hossein
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Family Characteristics,Socioeconomic Background,Correlation,Mathematics Achievement,Mathematics Tests,Hierarchical Linear Modeling,Predictor Variables,Parents,Parent Background,Educational Attainment,Educational Environment,Enrollment,Grade 8,Middle School Students,Middle School Teachers

The purpose of the present study is investigating the correlation between school quality and family socioeconomic background and students' mathematics achievement in the Middle East. The countries in comparison are UAE, Syria, Qatar, Iran, Saudi Arabia, Oman, Lebanon, Jordan, and Bahrain. The study utilized data from IEA's Trends in International Mathematics and Science Study (TIMSS) of 2011. Analysis of the data used the hierarchical linear modeling (HLM) and the data was analyzed in two levels: student and school. Separate models were developed for each country. The final models for most of the countries suggest similar results. Comparison of explained variance in school and family levels revealed that school is a more important factor in explaining the variance of students' mathematics achievement in all countries, excluding Syria. In most of the studied countries, some variables, such as parents' education and family economic status, show a weaker correlation with academic achievement compared to school resources, educational climate, and the number of enrolments of school.
A Walk in Our Shoes: A Discussion of Relevance and Communication in Teacher Prep
Author: Goldman, Karen L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Relevance (Education),Communication Skills,Conventional Instruction,Online Courses,Epistemology,Communities of Practice,Interpersonal Communication,Teaching Methods,Preservice Teacher Education,Computer Mediated Communication

Relevance is discussed in light of 21st c. communication skills and relevance. How do these areas impact both the face-to-face and online candidates in the MAT and MAED programs to positively impact P-12 students? Relevance theory and communication in 21st c. is clarified for working in both face-to-face and online learning environments leading current and future teachers into needed skills for education and specifically literacy. The authors offer their insights including anecdotal evidence from current successful practices.
The Redshifts in Relativity
Author: Singh, Satya Pal
Date: 2011-00-00
Type: Journal Articles
Subjects: Physics,Scientific Concepts,Theories,Scientific Principles,Astronomy,Science Experiments,Equations (Mathematics),Motion,Space Sciences,Measurement,Laboratory Equipment

The progress of modern cosmology took off in 1917 when A. Einstein published his paper on general theory of relativity extending his work of special theory of relativity (1905). In 1922 Alexander Friedmann constructed a mathematical model for expanding Universe that had a big bang in remote past. The experimental evidences could come in 1929 by the pioneering work on nebular red shifts by Edwin Hubble and Milton Humason. Doppler's red shift for light also comes as a deduction of special theory of relativity which provides a fundamental formalism for observational astronomy. It can also be deduced from cosmological red shift arising from the curvature of space time warp of the Universe depending on the evolution model opted for the Universe. The gravitational red shift comes as a consequence of the principle of equivalence in presence of weak gravitational field which expresses the identity of the gravitational and inertial mass. The gravitation itself is a manifestation of curvature in space time. Massive objects show noticeable bending of light near it which explains well the apparent images formation when added with the gravitational fall of the photons towards the object. Special and general theory of relativity can be realized as the best mathematical narrations of the cosmic dance. This paper highlights the experimental evidences in favor of relativity and their applications in cosmology which could be possible with the invention of ultra high precision instruments in the latter half of the last century.
A Low-Cost Teaching Model of Inguinal Canal: A Useful Method to Teach Surgical Concepts in Hernia Repair
Author: Ansaloni, Luca
Date: 2014-00-00
Type: Journal Articles
Subjects: Medical Students,Medical Education,Surgery,Clinical Experience,Experimental Groups,Control Groups,Teaching Methods,Teaching Models,Performance Based Assessment,Achievement Gains,Instructional Effectiveness,Anatomy,Cost Effectiveness,Material Development,Science Course Improvement Projects,Simulation,Intermode Differences,Foreign Countries

Objectives: Inguinal canal anatomy and hernia repair is difficult for medical students and surgical residents to comprehend. Methods: Using low-cost material, a 3-dimensional inexpensive model of the inguinal canal was created to allow students to learn anatomical details and landmarks and to perform their own simulated hernia repair. In order to test the efficacy of this model a trial with volunteer medical students of the University of Bologna randomly assigned either to a frontal classical academic lesson with a simple slide support or to construct the 3-dimensional inguinal canal model was performed. At the end of each lesson the same multiple choice test was submitted to students of the two groups with the aim of evaluating differences in performances. Results: All students belonging to the experimental group succeeded in building the 3-dimensional model appropriately under teacher supervision in less than 15 minutes and performed significantly better than the control group at the multiple choice test. Conclusions: This teaching model for inguinal canal anatomy was effective, inexpensive, simple to set up and well received by medical students. Further studies are needed to evaluate the applicability of the teachings into the clinic/surgical activity.
Cavendish Experiment in Physics Textbooks: Why Do Authors Continue to Repeat a Denounced Error?
Author: Slisko, Josip
Date: 2011-00-00
Type: Journal Articles
Subjects: Textbooks,Physics,Science Instruction,Science History,Scientific Principles,Scientists,Textbook Content,Science Experiments,Textbook Evaluation,Misconceptions,Accuracy

Since long time ago, many authors advocated for more presence of physics history in physics teaching and learning in order to give students a better vision of the &quot;nature of science&quot;, in other words, to let them learn not only established physics knowledge but also the ways of how physicists managed to get that knowledge. Generally, historical episodes are either not treated in physics textbooks (and consequently in teaching) or their treatment is reduced to a minimum: scientists' names and years. When an episode is treated with more details then some of those details are erroneous. In this article we analyze how physics textbooks authors treat one of the most famous experiments in physics history: Cavendish's determination of the density of Earth. Authors of all revised textbooks continue to repeat erroneous information, claiming that Cavendish measured the gravitational constant. As the erroneous nature of that claim for the Cavendish experiment was demonstrated many times in pedagogical and other journals, it is normal to ask: why do the authors continue to repeat it? Our hypothesis is that the &quot;culture of teaching&quot; is different from the &quot;culture of research&quot; regarding the appearance and correction of errors. We believe that only way to fight against errors in textbooks is to establish better mechanisms of veracity control, similar to those in research journals.
Advising a Bus Company on Number of Needed Buses: How High-School Physics Students' Deal With a &quot;Complex Problem&quot;?
Author: Balukovic, Jasmina
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,High School Students,Transportation,Vignettes,Problem Solving,Thinking Skills,Science Process Skills,Foreign Countries,Student Surveys,Mathematics,Physics,Competence

Since 2003, international project PISA evaluates 15-year old students in solving problems that include &quot;decision taking&quot;, &quot;analysis and design of systems&quot; and &quot;trouble-shooting&quot;. This article presents the results of a pilot research conducted with 215 students from first to fourth grade of a high school in Sarajevo (Bosnia and Herzegovina). The students, in an imaginary, real-life like scenario, had to advice a bus company about number of buses needed for operating a 24-hour service between two cities. Research instrument was structured in a way, which permits exploring how students deal with a &quot;complex problem&quot; (in PISA terminology it would be problem type &quot;analysis and design of systems&quot;) in real-life setting. Negative research results show that students mainly (1) use either verbal or visual reasoning mode; (2) have poor &quot;sense-making&quot; approach in analyzing a simple dynamical system and (3) have underdeveloped an important competency for working in knowledge-based economy (decision-taking based on evidence and arguments). A positive result is that majority of students found interesting the problem in question. Some brief recommendations about the presence and role of &quot;complex problem&quot; in physics teaching are offered in conclusions.
Active and Reflective Learning to Engage All Students
Author: McCoy, Bryan
Date: 2013-00-00
Type: Journal Articles
Subjects: Learner Engagement,Active Learning,Case Studies,Reflection,Classroom Environment,Classroom Techniques,Preservice Teacher Education,Inservice Teacher Education,Teaching Methods,Learning Strategies,Time Management,Scaffolding (Teaching Technique),Thinking Skills,Self Evaluation (Individuals),Vignettes,Educational Practices,Educational Strategies,Faculty Development,Observation,Middle School Teachers

This article describes how teachers effectively manage learning through active engagement of all students throughout each class period. A case study is presented which demonstrates how students learn through active and reflective engagement with ideas, the environment, and other learners (National Middle School Association, 2010). The case study demonstrates the complex task of facilitating integrated, thematic collaborative learning. The case is based on a middle level classroom, but the concepts can be naturalistically generalized by readers to elementary or secondary settings. The case study can be used with pre-service and in-service teachers in a variety of professional development contexts. It can be useful to help educators differentiate between classroom management and behavior management. This paper advances what is known about managing integrated, thematic learning through connecting the theoretical literature with an actual case where these principles are applied.
The Effects of Four Decades of Recession on Higher Education Enrollments in the United States
Author: Wright, Dianne A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Economic Climate,Enrollment,Higher Education,Statistical Analysis,Gender Differences,Ethnicity,Unemployment,Undergraduate Students,Graduate Students,Age Differences

The United States experienced six economic recessions between 1970 and 2009. The impact of economic recession on higher education enrollment was examined using seasonally adjusted data from the U.S. Census and the U.S. Department of Labor Bureau of Labor Statistics, Unemployment Level-Civilian Labor Force. One-way analysis of variance, factorial Anova, and t-tests revealed that overall enrollments during recession years were not statistically different. Rather, higher education enrollments registered a steady rise over the four decades. However, enrollments differed by gender and ethnicity. In fact, powerful linkages were found to exist between gender and enrollment, and ethnicity and enrollment to recessions and unemployment and undergraduate enrollment. In sum, the study results indicated that recessions between 1970 and 2009 had very little restraining power on U.S. higher education enrollments.
Adults Role in Bullying
Author: Notar, Charles E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Bullying,Adults,Role,Parent Role,Teacher Role,Prevention

Do adults play a role in bullying? Do parents, teachers, school staff, and community adult leaders influence bullying behavior in children and teenagers? This article will focus on research regarding all adults who have almost daily contact with children and teens and their part in how bullying is identified, addressed, and prevented. This article provides a summary of the literature on the adult role in bullying and provides a starting point for future research.
Growth Trajectories of Task Value and Self-Efficacy across an Academic Semester
Author: Johnson, Marcus Lee
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Motivation,Self Efficacy,Questionnaires,Semester System,Introductory Courses,Educational Psychology,Hypothesis Testing,Student Development,Models,Feedback (Response),Educational Practices

Many scholars have argued that motivation is dynamic and malleable across time and contexts. In this article, we investigated changes in undergraduates' task value and self-efficacy across an academic semester. Sixty three undergraduate students completed the Motivated Strategies for Learning Questionnaire across five time points in their introductory educational psychology class. We predicted that, across the semester, students' expressiveness of these constructs would change. Using growth curve modeling, we found both constructs to fluctuate in a cubic fashion. The implications of these findings are discussed.
Effect of Concept Attainment Model on Acquisition of Physics Concepts
Author: Kumar, Amit
Date: 2013-00-00
Type: Journal Articles
Subjects: Physics,Scientific Concepts,Concept Formation,Science Instruction,Instructional Effectiveness,Science Achievement,Conventional Instruction,Grade 9,Pretests Posttests,Achievement Tests,Gender Differences,Interaction,Statistical Analysis,Experimental Groups,Control Groups,Comparative Analysis,Intelligence,Foreign Countries

Teaching a subject like physics needs special teaching methods. It has been felt that in spite of strenuous efforts of physics teacher, students fail to grasp the certain concepts of subject, which lead disinterest among students towards physics. More ever students are often unable to apply their knowledge to advance studies. Therefore there is a need to study the effectiveness of the teaching methods in physics. This study is based on facts collected from two schools in Mohindergarh (Haryana). The main aim of this study is to bring out the relative effectiveness of concept attainment model of teaching and conventional method of teaching on the achievement of students for acquisition of physics concepts in class IX. Our study reveals that there is a significant difference between concept attainment model (CAM) method and traditional method (TM) on the achievement of students in understanding of physics concepts. Of these methods concept attainment model is more effective than traditional method.
Bibliometrics: Help or Hoax for Quality?
Author: Galetto, F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Bibliometrics,College Faculty,Teacher Effectiveness,College Instruction,Educational Quality,Quality Control,Statistical Analysis,Models,Reliability

Higher Education Institutions should provide students good teaching with good professors who have good knowledge of the matter they are teaching. Unfortunately, many times, the opposite happens: career leaps depend on &quot;bibliometric indexes&quot; (Impact Points, &quot;h&quot;-index, &quot;s&quot;-index, &quot;RG&quot;-index, &quot;s&quot;-index...).Until today, incompetent lecturers teach wrong ideas because they do not know Probability Theory and Reliability Theory. There is a must: professors must use the Scientific Approach when they teach, they must know what scientificness entails. Cases of incompetent teaching are presented: the Bass model, invented by Bass in 1969, is used here to show how Bass itself made errors in the first time, and later, many professors copied, with irrational attitude, his ideas and diffused them to much more many students, all over the world. The same is for the fuzzy theory applied to Quality, for inventory management, for six sigma.
Legitimacy of Teaching English Composition as a Non-Native Speaker
Author: Bulamur, Ayse Naz
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Writing Instruction,Foreign Nationals,English Instruction,Writing (Composition),Student Attitudes,College Students,Cultural Differences,Ethnicity,Turkish,Native Language,Teaching Assistants,Classroom Communication,Pronunciation,Teacher Attitudes,Teaching Experience,Teaching Methods,Grammar,Error Patterns,Language Proficiency,Self Concept

I examine how American students respond to foreign instructors, who teach English Composition and Research Writing. I discuss how minority teacher's cultural, lingual, and ethnic differences interfere with classroom dynamics in the United States. I rely on my experiences as a Turkish instructor of composition at the University of Wisconsin, Milwaukee (2004-2010) to talk about how international teaching instructors have the position of authority in classroom.
Level of Self-Efficacy of Prospective Mathematics Teachers on Competencies for Planning and Organizing Instruction
Author: San, Ismail
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Teacher Competencies,Planning,Self Efficacy,Surveys,Foreign Countries,Teacher Qualifications,Check Lists,Teacher Characteristics,Student Teacher Attitudes,Career Choice,Family Influence,Teacher Influence,Access to Information,Mass Media,Internet,Evaluation Methods,Statistical Analysis,Interviews,Naturalistic Observation,Tests,Questionnaires

The purpose of this study was to determine the level of self-efficacy of prospective mathematics teachers (PMTs) on the competency &quot;planning and organizing instruction&quot; that is one of the teacher competencies identified in 2009 by Ministry of Education. The sample of this study consists of 111 total prospective teachers (PTs) study in mathematics department of Faculty of Science and Faculty of Education, in Inonu University, in Turkey. To determine the level of self-efficacy on teacher competencies of PMTs, &quot;Scale for Self-efficacy on the Competence of Planning and Organizing Instruction&quot; was prepared and used by researcher. &quot;Subject-Specific Competencies&quot; published by Ministry of Education (2009) was used to prepare the scale. In this study, the levels of self-efficacy of PMTs on planning and organizing instruction and the variables that affect the levels were tried to determine. According to data, the level of self-efficacy on teacher competencies of PMTs both is adequate and has some differences in terms of some demographical variables. In addition, a few new teacher competencies were identified by researcher using the PMTs' views