ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Individual Voice Training on Pre-Service Turkish Language Teachers&apos; Speaking Performance
Author: Bozkur, B. Ümit
Date: 2018-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Education Programs,Foreign Countries,Mixed Methods Research,Semi Structured Interviews,Language Teachers,Intervention,Phonological Awareness,Research Design,Intonation,Training,Suprasegmentals,Anxiety,Self Efficacy,Speech Skills,Student Attitudes,Public Speaking

This research investigates the effect of individual voice training on pre-service Turkish language teachers' speaking skills. The main claim in this research is that teachers' most significant teaching instrument is their voice and it needs to be trained. The research was based on the convergent parallel mixed method. The quantitative part was carried out according to the changing criterion model, which is a single subject design. In the qualitative part, the data were obtained from semi-structured interviews conducted before and after the intervention phase and the diaries kept throughout the process. Three pre-service Turkish language teachers, voluntarily participated in the study. First, the baseline level of the participants was determined, then the intervention phase was implemented accordingly (a five-week individual voice training). Each participant received one-hour individual voice training weekly, and three case evaluation sessions were conducted at intervals after each training session. At the end of five weeks, more than 90% improvement was recorded in all participants. Data analysis also revealed that their perceptions of self-efficacy increased and anxiety levels decreased in terms of public speaking. Finally, it is suggested that voice training need to be integrated into Turkish language teacher education program.
Starting Teachers&apos; Integration of ICT into Their Teaching Practices in the Lower Secondary Schools in Turkey
Author: Aslan, Aydin
Date: 2018-02-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Integration,Secondary School Teachers,Beginning Teachers,Mixed Methods Research,Social Sciences,Science Teachers,Teacher Competencies,Pedagogical Content Knowledge,Predictor Variables,Curriculum Development,Educational Change,Coding,Data Analysis,Teacher Education Programs,Multiple Regression Analysis,Interviews,Likert Scales,Surveys,Preservice Teachers

The objective of this study is to investigate the factors influencing the integration of ICT of starting teachers in lower secondary schools in the Turkish context. Both quantitative and qualitative research was implemented for this objective. The participants were selected according to a stratified two-stage sampling design. That is, they were supposed to have graduated from one of the six state universities which were determined according to the population size of the universities in relation to three highest and lowest numbers of studying pre-service teachers. They were teachers who teach Turkish, social sciences, elementary mathematics and science in the lower secondary schools to represent teachers teaching in both social sciences and science teaching branches. The study showed that perceived competence in ICT integration and pedagogical knowledge are significant predictors for starting teachers' integration of ICT into their teaching practices. Teachers should have opportunities to access to ICT resources to integrate ICT into their teachings effectively. Besides, changes are necessary in curriculum and assessment systems to enable teachers to facilitate teaching with ICT.
Parents&apos; Reasons for Sending Their Child to Montessori Schools
Author: Hiles, Elisabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Montessori Schools,Parents,Decision Making,School Choice,Enrollment,Montessori Method,Parent Surveys,Administrators,Classroom Environment,Parent Attitudes,Outcomes of Education,Early Childhood Education,Elementary Education,Family School Relationship

Although the Montessori Method of education is more than 100 years old, the number of Montessori schools in the United States has exponentially increased since 1990. Montessori methods and practices can be complex and difficult for parents to understand, even among parents whose child attends Montessori schools. Moreover, it is unclear why parents decide to enroll their child in Montessori schools. This study presents the results of a survey administered to 124 parents whose children were enrolled in 3 Montessori schools in Massachusetts. Findings indicate that 4 reasons motivated parents' choice of Montessori education: attraction to Montessori principles, perceived fit with the Montessori philosophy or school, anticipated outcomes, and attraction to the Montessori classroom. These findings indicate that, to support parents' decision-making, Montessori administrators should invest in parental and public awareness about Montessori education and provide prospective families with specific information related to school fit, classroom environment, and long-term student outcomes.
The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills
Author: Ozan, Ceyhun
Date: 2018-02-00
Type: Journal Articles
Subjects: Formative Evaluation,Student Evaluation,Academic Achievement,Student Attitudes,Self Control,Secondary School Students,Foreign Countries,Social Studies,Attitude Measures,Learning Strategies,Likert Scales,Achievement Tests,Semi Structured Interviews,Observation,Statistical Analysis,Experimental Groups,Control Groups

The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes toward lessons, and self-regulation skills in the fifth-grade social studies class. Mixed method research was used to conduct the study. The research group consisted of 45 students in the fifth grade of a secondary school in Erzurum in the academic year 2014-2015, and a teacher who performed the practices. Experimental procedures were carried out for 28 weeks. Social studies performance tests, attitude inventories for social studies classes, self-regulatory learning skills scales, semi-structured interview forms, and observation forms were all used as data collection instruments. As a result of the research, it was determined that the experimental group in which the formative assessment practices were performed had a significantly higher academic achievement levels and better attitudes toward the class than the students did in the control group. With regard to the students' self-regulation skills, although the formative assessment had a positive effect, no significant difference was found between the experimental and control groups. According to the researcher's observations and the interviews conducted with the teacher and students, it was determined that the general view on the application of formative assessment was notably positive.
Developing Graduate Career Readiness in Australia: Shifting from Extra-Curricular Internships to Work-Integrated Learning
Author: Jackson, Denise
Date: 2018-00-00
Type: Journal Articles
Subjects: Career Readiness,Workplace Learning,Foreign Countries,Integrated Activities,Internship Programs,Job Placement,Work Environment,Partnerships in Education,Extracurricular Activities,Employment Potential,College Graduates

There is broad acknowledgement that higher education should produce career-ready graduates and the role of practical experience--such as part-time employment, unregulated extra-curricular internships and work-integrated learning (WIL)--in achieving this. WIL is critical for developing the non-technical skills, disciplinary expertise and career self-management competencies required to prepare graduates for the world-of-work. Although Australia appears committed to growing WIL, many employers engage in extra-curricular internships while there is a lack of industry partners available to meet student demand for WIL. Extra-curricular internships may, therefore, be considered the 'black market' to WIL and could be constraining the achievement of targeted growth in Australia's National Strategy for WIL. This paper highlights that extra-curricular internships may not be governed by the good practice principles critical to a quality work-based learning experience. It explores possible reasons for stakeholder preference for unregulated, extra-curricular internships and presents strategies to shift their engagement to WIL.
Examining the Impact of Strength and Conditioning Internships on Exercise and Sport Science Undergraduate Students
Author: Desai, Farzanah
Date: 2018-00-00
Type: Journal Articles
Subjects: Muscular Strength,Physical Fitness,Internship Programs,Exercise,Foreign Countries,Semi Structured Interviews,Focus Groups,Athletes,Team Sports,Undergraduate Students,Supervision,Sports Medicine

The aim of this study was to evaluate undergraduate exercise and sport science students' learning experiences in a strength and conditioning internship. There was a special emphasis on the interns' personal development, the influence of supervision (academic supervisor functioning as a dual professional) and feedback on their development as a strength and conditioning professional. Seventeen exercise and sport science interns participated in a focus group discussion. Four themes were identified from analysis of the interns' perception of their internship experience: positive supervision relationship, student ownership, satisfaction and development of professional skills. The findings of this study provide both academic and workplace supervisors with practical methods in which they can successfully cultivate effective strength and conditioning professionals. While the research findings provide guidelines on an effective model for strength and conditioning internships based on interns lived experience, the key findings are applicable to a range of cooperative learning environments particularly in health science and wellness.
Quantifying the Impact of Entrepreneurship on Cooperative Education Job Creation
Author: Andrade, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Cooperative Education,Job Development,Foreign Countries,Work Experience Programs,Postsecondary Education,Job Placement,Student Placement,Engineering Education,Internship Programs,Student Evaluation,Undergraduate Students,Education Work Relationship,Student Attitudes,Program Evaluation,Alumni,Salaries,Statistical Analysis

This paper investigates the impact of entrepreneurship on cooperative job creation in a large North American post-secondary institution. The data-driven analysis is enabled by two unique datasets: a list of companies started by the institution's engineering students and faculty, and a database of the institution's cooperative education (co-op) placements. Over the past 10 years, companies started by the institution's engineers have created at least 9,000 co-op placements for the institution's students, paying a total of at least $115 million in salaries (Canadian dollar; CAD$). Furthermore, students working for these companies were more likely to receive high performance evaluations than their peers and were more likely to be satisfied with the cooperative experience. Finally, students who went on to start companies did not always take entrepreneurship courses or excel academically, but they were rated highly by their workplace supervisors.
Lead Time: An Examination of Workplace Readiness in Public Relations Education
Author: Peltola, Arlene
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Relations,Career Readiness,Employment Potential,Workplace Learning,Integrated Activities,Professionalism,College Graduates,Structured Interviews,Qualitative Research,Content Analysis

A recent (2017) study of the United States Bureau of Labor Statistics indicates that the unemployment rate for 20-24-year-olds, the age when many graduate from university and enter the workforce, is nearly twice that of all other age groups. The startling statistic suggests that more can be done to better prepare undergraduates for the workplace. This three-year study explores gaps in workplace preparation as identified by practitioners in the field of public relations. Based on job bank data from the Public Relations Society of America and interviews of industry leaders, this research emphasizes the imperative of student exposure to authentic work experiences for boosting graduate employability and further informing curriculum content and format. What practitioners feel to be important, what industry trends demand and what is achieved in the classroom broadly align with the best practice principles for work-integrated learning (WIL) programs.
The Influence of Values on Supervisors&apos; Satisfaction with Co-Op Student Employees
Author: Nevison, Colleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Values,Supervisors,Cooperative Education,Foreign Countries,Correlation,Job Satisfaction,Supervisor Supervisee Relationship,Surveys,Academic Achievement,Student Employment,Employer Employee Relationship,Student Characteristics,Qualitative Research,Regression (Statistics)

While a growing body of literature in cooperative education (co-op) has seen an increased focus on what makes for a quality work term for the student, few studies investigate the satisfaction of the co-op supervisor. This paper seeks to address how supervisors perceive the role of the co-op student in the workplace and understand how these values influence satisfaction with a hired co-op student. A self-report survey was sent to supervisors who had hired co-op students from one Canadian academic institution. The results showed a significant correlation between attributes valued by the supervisor and supervisor rating of the student when those attributes were exhibited; however, this was only the case after the attributes were weighted for importance. The results demonstrate the importance of expectations in influencing satisfaction and reinforce the need for preparation of the student for the workterm, a clear alignment of expectations between the student and supervisor, and the value of onboarding in creating a successful work term.
A Systematic Approach to the Evaluation of the Student Experience in Work-Integrated Learning
Author: Venville, Annie
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Experience,Integrated Activities,Foreign Countries,Workplace Learning,Feedback (Response),Summative Evaluation,Systems Approach,Professional Development,Evaluation Methods,Mixed Methods Research,Student Surveys,College Students

The importance of work-integrated learning (WIL) experiences in the development of work ready graduates is well known. Despite the centrality of WIL to graduate employability, the vast majority of studies relating to student feedback tend to focus on the evaluation of learning and teaching in the classroom context. This article reports on the development and implementation of a university wide systematic approach to the collection of student feedback on learning in the workplace. It is anticipated that the approach and development of the summative survey tool described in this article will enhance the capacity of the tertiary sector to routinely capture student feedback on the experience of learning in the workplace and assist the development of models of best practice in work-integrated learning. We argue that ensuring quality in the student experience of work-integrated learning is core University business.
Effectiveness of a Required Health-Related Fitness Course on Dietary Behaviors among Community College Students
Author: Evans, Melissa S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Health Related Fitness,Community Colleges,Two Year College Students,Food,Eating Habits,Mixed Methods Research,Student Attitudes,Wellness,Health Behavior,Dietetics,Health Promotion,Physical Activities,Physical Education,Physical Activity Level,Behavior Change,College Students,Program Effectiveness,Pretests Posttests,Multivariate Analysis

Purpose: The purpose of this mixed-methods study was to: (a) evaluate the effectiveness of a required Health-Related Fitness (HRF) course in changing dietary behaviors among community college (CC) students, and (b) explore student perceptions about the effectiveness of HRF curriculum activities in changing behaviors. Methods: Pre- and post-semester data were gathered from 76 CC students (aged 18-34) enrolled in four HRF courses on a CC campus in Texas. Pre- and post-survey questions included demographic and dietary behavior questions from the College Student Health Survey. Descriptive statistics were used for demographic data, while repeated measures Multivariate Analysis of Variance (MANOVA) analyses were used to analyze dietary behaviors. Dietary behaviors were measured by fruit and vegetable (FV) consumption, meal patterns (breakfast, fast food, restaurant eating), and sugar sweetened beverage intake (soda, diet soda, fruit drinks, sports drinks, coffee drinks, and other sweetened beverages). Frequency statistics were conducted on themes emerging from open-ended questions (post-survey). Results: No significant changes were found in FV consumption. There were meaningful changes in dietary patterns, including significant increases in breakfast eating, significant decreases in sports drink consumption, and decreases in other sugar-sweetened beverage categories. Most students (96.1%) reported that the HRF course was beneficial. Participants' curriculum recommendations included additional instructional time regarding selection and preparation of healthier foods. Sustainability suggestions included tracking, motivation, support, and continuing education. Conclusions: Significant changes among meal patterns and sugar-sweetened beverages represent positive shifts, yet additional instructional time and course activities may be warranted to increase FV consumption. The HRF course appears to be a valuable intervention for teaching healthy lifestyle behaviors to the young adult population. Recommendations: Additional research is needed to compare different age groups, gender and ethnic differences, and four-year vs. CC students. Longitudinal studies can be helpful in determining long-term influences of HRF courses on students' health behaviors. Focus groups can also be implemented to capture additional information regarding students' perceptions about the HRF course and modifications to enhance learning and promote lasting healthy behavior change. Additionally, experiential learning activities can be integrated to enhance retention of learning and develop students' self-efficacy for adopting healthy dietary behaviors.
Using Social Network Analysis to Evaluate Academic Assistance Networks in a Holistic Education Secondary School
Author: Setari, R. Renee
Date: 2018-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Montessori Schools,Secondary School Students,Student Surveys,Teacher Surveys,Secondary School Teachers,Helping Relationship,Help Seeking,Individual Characteristics,Knowledge Level,Montessori Method,Likert Scales,Coding,Social Networks,Network Analysis,Multiple Regression Analysis

One goal of Erdkinder schools is for students and teachers to provide academic assistance to their peers, particularly to less-knowledgeable ones. However, traditional educational evaluations do not provide a means to investigate the exchange of academic help. This study piloted the use of social network analysis to describe academic assistance relationships within a Montessori secondary school. Using a network survey, social network data concerning the exchange of academic help were collected from 23 students and 8 teachers. The results show that while students provide help to both fellow students and teachers, teachers are the main source of assistance for students. In some subjects, a few students and teachers neither provided nor received assistance, indicating another area for improvement. The results of a multiple regression quadratic assignment procedure (multiple regression-QAP) show that for most subjects, their willingness to help others was not significantly influenced by their own personal level of knowledge. Thus, more-knowledgeable individuals do not provide more assistance to less-knowledgeable peers. To adhere to Erdkinder principles, this school should encourage more-knowledgeable students to recognize their responsibility to help others and to actually help those who need support. This pilot yielded valuable information, and social network analysis warrants further study within holistic education.
The Attitudes, Beliefs, and Norms Framework: A Tool for Selecting Student-Centered, Theory-Informed Affective Learning Objectives in Health Education
Author: Johns, Judith A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Health Education,Curriculum,Teaching Methods,Health Behavior,Beliefs,Social Attitudes,Affective Behavior,Taxonomy,Theories,Student Centered Learning,Student Attitudes,Best Practices,Smoking,High School Students

Purpose: According to the Centers for Disease Control and Prevention, effective health education curricula feature instructional strategies and learning experiences built on theoretical approaches that have effectively influenced health-related behaviors among youth. The attitudes, beliefs and norms (ABN) domain is proposed as an alternative to Krathwohl's taxonomy of the affective domain, which is of limited utility in planning health education. Methods: The ABN framework, based upon the ABN domain, provides a blue print for selecting theory-informed affective learning objectives. Conclusions: Use of the ABN framework facilitates the identification of rigorous and measurable learning objectives based upon the constructs of health behavior theory.
Animal
Author: Jaeger, Cora
Date: 2018-00-00
Type: Journal Articles
Subjects: Animals,Childrens Literature,Children,Literary Styles,Race,Ethnic Stereotypes

Tracking the depictions of animals in children's literature through history reveals not only what authors think about animals, but also what they think about the human experience and of childhood itself. As the word &quot;animal&quot; can be used both to mark the similarities and the differences between beasts and men, it makes sense then that animals depicted in children's literature may do the same. Animals in children's literature may be wholly animalistic, they may act as symbols, they may traipse around in human clothes and perform human actions, or they may also represent racial and other differences. Similarly, child characters may be so feral they act as animals or desire to be one. Considering such depictions of animals (and animalistic children) in children's literature provides the opportunity for thinking about how children understand and negotiate their identities in the world.
Empathy
Author: Palmer, Jordan
Date: 2018-00-00
Type: Journal Articles
Subjects: Empathy,Counseling,Consciousness Raising,Education,Interpersonal Relationship,Ethics,Social Attitudes

Empathy is a hotly contested keyword for educational purposes, with the field of counseling recording over 27 different definitions. The term has its roots in aesthetic appreciation of artistic endeavour, although it has evolved into an appreciation of matters from another's perspective. As such, it is a powerful tool for anti-bullying and anti-oppression pedagogical discourses. As &quot;empathy&quot; involves a potentially non-consensual gaze on another individual, the term continues to be contested not only from its possible and potentially asymmetrical applications in teaching to a potential for gendered, racial, or cultural bias in what groups or people are seen to be empathic or worthy of empathy.