ethanporcaro/eric-fulltext-meta huggingface dataset:
It&apos;s All about Building a Narrative
Author: O'Neill, Arthur
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Recruitment,Satire,Educational Innovation,Reputation,Marketing,College Administration,Higher Education,Institutional Mission,Global Approach

The universities said it! Arthur provides a (thinkable) scenario, via the University of Central Tasmania.
Teachers&apos; Self-Efficacy Perceptions in Terms of School Principal&apos;s Instructional Leadership Behaviours
Author: Özdemir, Gökçe
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Principals,Instructional Leadership,Teacher Administrator Relationship,Teacher Motivation,Administrator Role,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Academic Achievement,Self Evaluation (Individuals),Teacher Responsibility

The aim of this study is to analyse the effects of principals' instructional leadership on the teachers' perceptions of their self-efficacy. Mixed method, in which quantitative and qualitative techniques are employed together, was used in order to analyse the data obtained. The sample for quantitative analysis included 435 teachers working in schools in Sahinbey Province and study group for qualitative analysis included 24 teachers working in these schools. For the quantitative data, regression and correlation analysis were done; for the quantitative data, descriptive and content analysis were done. Data were obtained using Instructional Leadership Behaviours Scale (Hallinger, 2011) and Teachers' Self-Efficacy Perception Scale (Tschannen-Moran ve Woolfolk Hoy, 2001). According to the result of the study, there is a significant medium level relationship between principals' instructional behaviours and teachers' self-efficacy. In addition, instructional leadership behaviours displayed by principals contribute positively to teachers' motivation and task focality, the development of learners' ability to learn, and the self-evaluation skills of the teachers about themselves and students.
The Effect of Eight-Week Core Training Applied to High School Girls on Balance
Author: Mustu, Tufan
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Program Length,High School Students,Females,Exercise,Foreign Countries,Performance Factors,Human Body,Adolescents,Human Posture,Training Methods,Psychomotor Skills

The aim of this study is to search core exercise's affect which is done regulary with female students for 8 weeks on students' balance programs. 20 volunteer female participants who were students of Osman Nuri Yalman High school (ten of them were experimental group and ten of them were control group) were included in the study. In the survey, experimental method with pretest-posttest desing was used. Core exercise was applied on experimental group three days a week during 8 weeks on the other hand no exercise was done with control group. SPSS (Ver.20) packet program was used while analyzing data statistically. Before the analysis, normality distribution was determined by being used skewness-kurtosis and hitogram and significance level was controlled according to the greenhouse-geisser and two-way repeated measures of anova values. According to the results of the survey, significant difference was found between two groups' pre-test--post-test balance values (F(2.69, 48.36) = 42.25, p &lt; 0.05). The post-test balance values of the group in 8 directions increased significantly. When the pos-test balance values between the two groups were compared, the post- test balance values of the experimantal group participants were significantly higher than the control group participants (F(1.18) = 6.20, p &lt; 0.05). Consequently; it can be said that core training applied to the high school level female students three days a week for 8 weeks can have a positive effect on balance performance.
Designing Online Courses in Teacher Education to Enhance Adult Learner Engagement
Author: Ornelles, Cecily
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,Teacher Education,Adult Learning,Learner Engagement,Communities of Practice,Higher Education,Adult Students

Online courses are now a significant part of the higher education landscape. Faculty awareness of the needs of the changing population served, the inherent challenges in learning online, and the importance of enhancing student engagement are of paramount importance to successful online course design. Knowledge of theory and research in adult learning and student engagement, as well as Communities of Inquiry, provide a foundation for understanding teaching and learning in this context. This foundational knowledge has been synthesized in this article into a framework of critical components for engagement of adult online learners that can be used to inform development of online course assignments and activities that maximize student engagement and learning. A tool for embedding the critical components for student engagement is provided to support instructors' development of online courses.
Toward a More Inclusive Picture of Incivility in the College Classroom: Data from Different Types of Institutions and Academic Majors
Author: Strassle, Carla G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Environment,Undergraduate Students,Student Attitudes,Age Differences,Graduate Study,Academic Aspiration,Interpersonal Relationship,Racial Differences,Ethnicity,Antisocial Behavior,Student Behavior,Majors (Students),Student Characteristics,Student Employment,Fraternities,Sororities,Class Size,Weapons,Ownership

The focus of classroom incivility research thus far has been at the individual discipline and large public or specialty institution level, which limits the generalizability of findings. Surveying undergraduates (N = 150) at different types of schools (2-year public, 4-year public and 4-year private) and majors on their perceptions of incivility in college classrooms found that older students and students planning on attending graduate school rate uncivil behaviors as more serious, and white students who are not gun owners are more likely to report seeing such behaviors more frequently. Suggestions for future research and novel methods to reduce incivility are discussed.
Bringing Reading into the Classroom: Using Active Learning to Practice the Invisible Skill
Author: Hovland, Ingie
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Habits,Teaching Methods,Active Learning,Reading Processes,Intellectual Disciplines,Classroom Techniques,College Students,Reading Lists,Reading Comprehension,Concept Mapping,Christianity,Foreign Policy,Foreign Countries,Course Descriptions,Questioning Techniques,Lesson Plans

Reading is an &quot;invisible&quot; skill, making it challenging to address in a college classroom. Yet, it is fundamental to disciplinary thought. Inspired by the &quot;signature pedagogies&quot; conversation, I wanted to find ways to make more visible in my classroom what I do when I work with readings. This gave rise to several questions: How can I make reading practices in my discipline more transparent to students? How can they develop the habits of mind necessary to link this particular way of reading to a particular way of disciplinary thinking? In fact, how can students be held accountable for doing the reading in the first place? This article reflects on how I placed reading at the core of my class design. I include discussion of the overall purpose of reading, assessment of reading, the reading list, reading logs, and in-class active learning exercises that engage with the readings.
An Evaluation of a Course Aimed at Reducing Public Speaking Anxiety among University Students
Author: Quinn, Sally
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Speaking,Anxiety,Undergraduate Students,Course Evaluation,Self Esteem,Course Content,Audiences,Reflection,Student Attitudes,Measures (Individuals),Communication (Thought Transfer),Course Descriptions

Public speaking is a highly important skill for a graduate to achieve, and despite many students reporting high public speaking anxiety, this is rarely addressed in current undergraduate degree courses. The following paper evaluates the effectiveness of a course aimed at reducing students' levels of public speaking anxiety via a relatively simple and resource minimal approach. Twenty-nine students completed 9 sessions aimed to improve public speaking confidence. Across the sessions, students progressed from conducting informal presentations in front of small numbers of students towards formal presentations of academic content in front of increasingly larger audiences. In a latter session, students were also encouraged to reflect on their experience of the course and to note any skills they had developed. Delivery of the public speaking program resulted in significant reductions in scores on two standardized measures of public speaking anxiety, the Audience Anxiousness Scale and the Personal Report of Communication Apprehension. It is suggested that University departments should consider offering courses for students which allow them to practice public speaking.
Developing an Effective Interactive Online Educational Leadership Supervision Course
Author: Hartman, Jenifer
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Instructional Design,Online Courses,Leadership Training,Supervision,Course Evaluation,Interpersonal Competence,Skill Development

Increasing numbers of university students seek to take coursework in an online format. However, it is a challenge to successfully translate a highly interactive face-to-face course, such as educational supervision in the educational leadership preparation program, to the online format. Course objectives require candidates to demonstrate effective interpersonal supervisory skills and behaviors. This article describes the frameworks for designing effective online coursework and how they were applied to develop the supervision course to enable candidates to meet the course goals. Specific types of active engagement strategies, assignments, and technology used are described. The aim of the article is to provide a case study that is detailed and specific to inform others faced with the same challenge of teaching highly interactive, interpersonal behaviors and skills in online courses.
Examining Teaching Approaches, Academic Culture, and Self-Efficacy Beliefs of Instructors at a Palestinian University
Author: Alenius, Pauliina
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Work Environment,Teacher Attitudes,Teaching Methods,College Faculty,Foreign Countries,Student Centered Learning,Universities,Collegiality,Educational Environment,Institutional Mission,Ethics,Factor Analysis,Correlation,Student Motivation,Student Behavior

Only a few studies have examined work cultures, teaching approaches and self-efficacy beliefs of academic teachers outside Europe, North America, and Asia. This mixed-method study investigated the following research questions: 1) What kinds of approaches to teaching and self-efficacy beliefs can be identified among academics in the selected Palestinian university?, 2) Are there disciplinary or career-stage differences in the teachers' approaches to teaching or concerning their self-efficacy beliefs?, 3) What features of academic and teaching culture can be identified among these academics? and 4), Which factors affect teaching and learning in this institution. Quantitative data were collected from 119 teaching staff through an online, self-reported questionnaire. Qualitative data consisted of four focus group interviews with 18 teaching staff. The results showed that teaching staff reported high self-efficacy beliefs, whereas the teacher-centered approach was slightly more dominant than the student-centered approach. In qualitative data, the social and religious mission of teaching was highlighted; universities should primarily educate ethically conscious people who would serve their communities and society. The academic culture encompassed many features of contrived collegiality in which collaboration relies mainly on formal practices and is based less on informal, voluntary collaboration among teachers.
Supervisors&apos; Perceptions of Primary Resources and Challenges of the Doctoral Journey
Author: Cornér, Solveig
Date: 2019-00-00
Type: Journal Articles
Subjects: Supervisors,Doctoral Students,College Faculty,Supervisor Supervisee Relationship,Foreign Countries,Communities of Practice,Doctoral Dissertations,Barriers,Swedish,Scholarship,Educational Resources,Competence,Doctoral Programs

The focus of this study was to explore doctoral supervisors' perceptions of the factors contributing to doctoral studies. The study draws on the job demands-resources (JD-R) framework to analyze supervisors' perceptions of core resources and challenges at different levels of doctoral education. The data comprise 15 semi-structured interviews with professors in their roles as supervisors in economics, medicine, natural sciences, engineering, humanities and social sciences at three Finnish universities. The supervisors identified a variety of resources and challenges related to structures, organization of doctoral studies, the scholarly community, supervisory relationships, and individual competence. Slightly more challenges than resources were identified. The challenges described were related to structural elements and embedded in the research community, whereas many of the perceived resources were associated with social aspects of work. The results highlighted the importance of different supervisory resources such as a good supervisor-student relationship, support of the research team, and international contacts, as ingredients of high-quality supervision in the doctoral process. The study also showed that many of the challenges require focusing on and developing the whole community rather than individuals.
Metacognition and Motivation in Anatomy and Physiology Students
Author: Finn, Kevin
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Grounded Theory,Learning Processes,Anatomy,Physiology,Health Occupations,Allied Health Occupations Education,Introductory Courses,Student Attitudes,Undergraduate Students,Grades (Scholastic),Student Behavior,Cooperative Learning,Course Descriptions,Career Planning

The purpose of this study was to use a grounded theory, qualitative approach to gain a deeper understanding of students' self-regulated learning processes in a required first-year gateway Anatomy and Physiology (A&amp;P) course that is critical for success in health care-related academic programs and professions. At the end of a two-semester sequence in A&amp;P, students were recruited to participate in individual 30-minute semi-structured interviews based on questions related to their metacognitive beliefs and behaviors. Investigators reviewed verbatim transcripts from 25 primarily first-year students and identified four major themes: 1) career orientation, 2) relevance of Anatomy and Physiology, 3) success as the ability to earn good grades, as well as retention and ability to apply materials, and 4) student behaviors referring to the learning and metacognitive strategies reported by students. Within the theme of student behaviors, four sub-themes emerged: collaborative work with peers, self-responsibility, self-awareness, and evolution as learners. The results of this study will help investigators to design and implement strategies to improve success in this course for pre-health professional students.
The Impact of Teacher Self-Disclosure on Student Participation in the University English Language Classroom
Author: Jebbour, Mohsine
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Disclosure (Individuals),English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Correlation,Teacher Student Relationship,Student Participation,Course Content,Undergraduate Students,Student Motivation,College Faculty,Language Teachers,Humor

Previous studies have implemented a quantitative method to explore the relationship between teacher self-disclosure and student participation in the educational context, particularly in communication courses. In this study, a qualitative method in data collection and analysis is used to fill this methodological gap to observe whether teachers' use of self-disclosures to explain the course content encourages student participation during the teaching-learning process in the university English language classroom in Morocco. Four teachers of English agreed to support this study by planning to include relevant self-disclosures in class. The research method for data collection is direct observations of undergraduate students in six English language courses in the department of English studies. Based on the results, this study suggests that teachers' use of self-disclosures to explain the course material served as an effective instructional practice, without using questioning techniques or cold-calling, to motivate the learners to self-select turns to interact with their teacher and reciprocate their personal information while engaging in occasional laughter.
The Oaks Leadership Scholars Program: Transformative Leadership in Action
Author: Bruce, Jacklyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Leadership Training,Communities of Practice,Undergraduate Students,Agricultural Education,Active Learning,Student Projects,Social Justice,Program Development,Program Improvement

Transformative leaders are committed to values and outcomes that serve the long-term interests of society (Caldwell, Dixon, Floyd, Chaudoin, Post, &amp; Cheokas, 2012). The Oaks Leadership Scholars Program is rooted in the premise that the transformation of self, required to become a transformative leader, can be supported through development of active and public identities of learner, ally, advocate, and activist through engagement in related behaviors and participation in Communities of Practice surrounding social justice causes. Students are nominated for the program, proceed through the application process, are interviewed, and are selected from throughout the College of Agricultural and Life Sciences at North Carolina State University based on their (&quot;their&quot; will be used interchangeably in this manuscript as both a singular or plural pronoun) engagement in learner and ally identities and their interest in, and commitment to, issues of justice and equity. Included in this article are the program's learning objectives, teaching component examples, evaluation results, and a description of future directions for the program.
Faculty Members&apos; Use of Learner-Centered Instruction at Institutions in the United States
Author: Keith, Caleb J.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Student Centered Learning,Teacher Characteristics,Work Experience,Institutional Characteristics,Teaching Methods,Age Differences,Gender Differences,Faculty Development,Awards,Black Colleges,Teacher Surveys

For over two decades, national conversation has focused on the need for learner-centered instruction in postsecondary education. Yet, in light of this conversation, relatively little is known about why faculty utilize these methods. What influences faculty members to employ learner-centered instruction in the classroom? This study utilizes data from the 2013 administration of the HERI Faculty Survey and the Integrated Postsecondary Education Data System (IPEDS) to explore characteristics that influence faculty members' use of learner-centered instructional practices in the college classroom. The findings suggest that individual faculty demographic characteristics, such as age and sex, and work experience characteristics, such as participation in faculty development activities, exert influences on the use of these teaching practices. This research contributes to gaps in the extant literature and expands knowledge about faculty members' use of learner-centered instruction through exploration of a large, national data set.
Explicit Conditional Reasoning Performance: An Examination of Educational Past, Processing Load, and Self-Efficacy
Author: Pilotti, Maura A. E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Abstract Reasoning,Thinking Skills,Prior Learning,Cognitive Processes,Difficulty Level,Self Efficacy,College Students,Mental Computation,Foreign Countries,Critical Thinking,Cognitive Tests

The main aim of the present investigation was to examine conditional reasoning skills in college students whose educational past had emphasized verbatim learning. A successive independent-samples design was utilized to explore the effects of instruction that explicitly targeted critical thinking principles in either freshman students or sophomores. Conditional reasoning scores of freshman students were not higher than those of sophomores, even when the impact of either GPA or self-efficacy was statistically controlled. Furthermore, the students in our sample performed as well as students with a similar educational past, whereas both scored below students whose education had de-emphasized verbatim learning. In addition to past educational practices, differences in performance arose from processing load. Not surprisingly, self-efficacy and processing load (as determined by a test read in the second language), but not GPA, predicted conditional reasoning scores. We conclude that demanding cognitive computations, such as those of a conditional reasoning test taken in a second language, not only reflect the test-taker's knowledge, but also are sensitive to processing load, and past educational practices, as well as self-efficacy since confidence in one's abilities translates into effort and persistence.
Characteristic of Academic Texts from Systemic Functional Linguistics Perspectives
Author: Salam, Abdul
Date: 2018-00-00
Type: Journal Articles
Subjects: Linguistics,Academic Language,Discourse Analysis,Sentence Structure,Holistic Approach,Text Structure,Masters Theses,Language Usage,Foreign Countries,Grammar,Figurative Language,Definitions,Graduate Students

Systemic Functional linguistics is related to a sign system that can be used to trace the scientific characteristic of academic texts. This study aimed at describing academic texts covering four technical terms: (1) simple, (2) dense, 3) objective, and (4) directness. Data analysis was done through three stages: (a) data reduction, (b) data display, (c) data verification/conclusion. The findings of the study indicate that there are 129 sentences consisting of 53 simple sentences with a percentage of 41,09%, 37 complex sentences with a percentage of 28.68% and 39 single sentences with a percentage of 30.23%. Thus, it can be concluded that the results of this research show that scientific characteristics of academic texts from systemic functional linguistics perspectives containing: (1) simple sentence structure, (2) dense information, (3) objective definition and identification, and (4) direct presentation. Based on the result of the research, it is suggested to conduct further research on academic texts from holistic approach that uncovers large number of texts from different resources. In addition, it is important to explore the quality of academic text from systemic functional lens.