ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating a Counter-Space through Listening to and Learning from a Korean Pre-Service Teacher's Experiences
Author: Kang, Jihea
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Student Experience,Females,Language Proficiency,Limited English Speaking,Racial Bias,Phenomenology,Foreign Students,Personal Narratives,Elementary Education,Observation,Interviews,Teaching Experience,Professional Development,Competence,Student Adjustment,Student Participation,Subcultures,Social Isolation,Resistance (Psychology),Coping,Asians

The author uses a life-historical counter-storytelling approach to examine a Korean female pre-service teacher's experiences in a U.S. teacher preparation program. The participant encountered challenges due to her perceived language proficiency and communication and participation style in a U.S. higher educational context. Further, the author report how the participant responded to her challenges: (1) by feeling pressure to internalize deficit-oriented narratives and assimilate into dominant cultural norms, and (2) by resisting against the racial stereotype. This study shows that teacher educators need to create counter-spaces for linguistic and ethnic/racial minority pre-service teachers in teacher preparation.
Most Common Formal Grammatical Errors Committed by Authors
Author: Onwuegbuzie, Anthony J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Authors,Error Analysis (Language),Error Patterns,Research Reports,Academic Standards,Writing Strategies,Writing for Publication,Grammar,Incidence,Guidelines,Citations (References),Participant Characteristics,Content Analysis,Statistical Analysis

Empirical evidence has been provided about the importance of avoiding American Psychological Association (APA) errors in the abstract, body, reference list, and table sections of empirical research articles. Specifically, authors are significantly more likely to have their manuscripts rejected for publication if they commit numerous APA violations--and, thus, do not write with discipline--in these sections. In addition to adhering to APA, writing with discipline also includes avoiding what I call &quot;formal grammatical errors.&quot; Thus, in this study, I analyzed formal grammatical errors committed in 117 manuscripts submitted to the journal &quot;Research in the Schools&quot; over a 6-year period. Among other results, I identified the 35 most common formal grammatical errors. The use of colloquial words/phrases (e.g., &quot;the author did a good job&quot;) (76.1%) represented the most common grammatical error. Further, I identified a link between the number of grammatical errors and the subsequent disposition of a manuscript (i.e., accept vs. revise and resubmit vs. reject). Finally, I identified the formal grammatical errors that best predicted whether or not a manuscript was rejected by the editor. I contend that an efficient way for authors to learn how to write with discipline is to focus initially on these most common formal grammatical errors. Further, I contend that these errors provide useful starting points for persons who teach scholarly writing. Finally, authors of the APA Publication Manual might use this information to determine which grammatical rules and guidelines to emphasize.
Ontology of Public Health in University Curriculum: Exploring Basic Elements of an Interdisciplinary Field of Knowledge
Author: Islam, Zahirul
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Health,College Curriculum,Interdisciplinary Approach,Fundamental Concepts,Curriculum Development,Meta Analysis,Literature Reviews,Concept Formation,World Views,Educational Theories,Scientific Methodology,Problem Solving,Educational Practices,Praxis

Public health has constituted itself as a distinct academic discipline. The present paper attempts to understand ontology of this discipline. A study has recently been carried out which concerns, first, conceptualization of ontology of public health, secondly, nature of public health, and thirdly, curriculum development. Ontology is a philosophical doctrine that refers to an understanding about the basic elements theorized about. As the paper unveils, the tenet of public health is that the health state is not a matter of &quot;individual&quot; only; rather this is a question of the &quot;collective&quot; too. Diverse aspects take forms of intellectual construction which are transformed into the subject of the discipline. They are categorized as worldview, theory, methodology, instrumentation, and application. The constructions are internalized in the discipline's nature to be &quot;epistemic,&quot; &quot;interdisciplinary&quot; and &quot;componential.&quot; In order to produce knowledge, the discipline involves an epistemic process consisting of &quot;priori&quot; and &quot;posteriori&quot; approaches. Public health, though the prevailing thoughts and practices are derived from biomedical paradigms, contains an interdisciplinary trait that draws from the fields of formal, organic, inorganic and social sciences. The discipline comes to be appeared as an integral whole being componential. The aforementioned categories of intellectual constructions are viewed as the basic elements of public health. Elements exist and operate in a center/periphery binary relationship. Center (worldview), while it holds the whole structure of the discipline together, limits the movement of rest elements and keeps them in the periphery. The paper concludes by pointing out few issues for developing curriculum for universities.
Investigation of Reflective Teaching Practice Effect on Training Development Skills of the Pre-Service Teachers
Author: Töman, Ufuk
Date: 2017-06-00
Type: Journal Articles
Subjects: Reflective Teaching,Preservice Teachers,Teaching Methods,Foreign Countries,Teaching Skills,Action Research,Skill Development,Instruction,Faculty Development,Qualitative Research,Preservice Teacher Education,Teacher Education Programs,Content Analysis

This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Observation forms were used to collect the data for study. The qualitative data obtained were analysed using the content analysis method. Data on the distribution of teachers according to their level for teaching skills and statistical analysis frequency (f) and percentage (%) is used. The work of reflective thinking, planning is a course for pre-service teachers participating in this study to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the insufficient field. Processes that were put forward in the later stages in the development of teaching skills. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.
Gender Inequality and Role-Strained among Male Nursing Students in Selected Nursing Institution, Lagos, Nigeria
Author: Folami, Florence F.
Date: 2017-06-00
Type: Journal Articles
Subjects: Gender Differences,Nursing Education,Questionnaires,Sex Role,Self Concept,Career Choice,Foreign Countries,Gender Discrimination,Males,Nursing,Masculinity,Student Attitudes,Gender Bias,College Faculty,Teacher Student Relationship,Social Isolation,Racial Bias,Strategic Planning

Gender discrimination remains problem in the world as a whole and unfortunately, nursing profession is not immune to this problem. Gender discrimination is rejection or restriction made on the basis of socially constructed gender roles which prevents a person from relishing full human rights. Role strain has been defined as when an individual is likely to experience tension in coping with the rations of dissenting roles. Role strain can occur when the men in nursing are observed by lecturers and peers to occupy a female role distinct with their masculine gender which may lead to diminishment of their individual contribution. Simple random sampling method was used to select nursing institutions that was included in the study and convenience sampling method was used to select the respondents that partook in the study. The study population is male nursing students from 200 level-500 level of the selected nursing institutions. A questionnaire including measures of gender role identity and perceived gender relevance of careers was administered to 205 male student nurses from three nursing institutions. The results showed that 32% of the respondents had not experienced gender bias during nursing school, whereas 68% reported gender bias from the lecturers and the nursing staff. This study has implications for nursing profession that address the current predicament in the nursing field caused by discrimination and social isolation that man face. Therefore, Nursing and Midwifery council of Nigeria should develop a strategic plan to addresses the eradication of discrimination and racism in and by the nursing profession.
A Developmental Study on Evaluating the Performance of Preschool Education Institution Teachers with 360 Degree Feedback
Author: Dagal, Asude Balaban
Date: 2017-06-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Teachers,Feedback (Response),Foreign Countries,Principals,Factor Analysis,Content Validity,Test Reliability,Teacher Evaluation,Preschool Children,Administrators,Parents,Correlation,Statistical Analysis

In accordance with the subject of this research, three different scales to measure preschool teachers' performances with respect to school principals', parents' and children's point of view were developed for the research. 51 principals, 893 parents and 256 children participated in the research. &quot;Teacher Performance Evaluation Scale-Administrators' Form&quot; (TPESAF), &quot;Teacher Performance Evaluation Scale-Parents' Form&quot; (TPESPF) and &quot;Teacher Performance Evaluation Scale-Children's Form&quot; (TPESCF) are the scales that were prepared and used by the researcher. The data obtained were analysed by &quot;SPSS 13 for Windows&quot;. The main results of the research are as follows: Research, an exploratory factor analysis was carried out for each of the scales developed. In order to show the validity of the scales, the overall and sub-test content validity analysis and differentiation power of the (TPESAF), (TPESPF) and (TPESCF) were calculated. Following the factor analysis which gave the scales their final shape, statistical reliability analysis was carried out. In this study, Cronbach Alpha coefficients of the (TPESAF), (TPESPF) and (TPESCF) and their sub-tests' means and standard deviations were calculated. Furthermore the test re-test reliability analysis was carried out. The scales were found to be reliable according to the reliability analysis (Cronbach Alpha Coefficients of Principal's Form: 0,94, Parents' Scale: 0,93, Children's Scale: 0,84).
The Effects of Unit Exercises on the Hand Grip Strength of Arm Wrestlers
Author: Yonca, Sezer S.
Date: 2017-06-00
Type: Journal Articles
Subjects: Muscular Strength,Human Body,Physical Fitness,Young Adults,Team Sports,College Athletics,Males,Exercise,Athletes,Foreign Countries,Statistical Analysis,Experimental Groups

The aim of this research is to evaluate the change in the hand grip strength of the male arm wrestlers before and after a unit of exercise. The participants of the research consist of sportsmen (n=16) of Firat University arm wrestling team in 18-25 age group. Within the scope of the research, all of the tests and measurements (age, length, body weight, sports age, hand grip strength) were carried out on the experimental group before they started training and the same tests were repeated just after the exercises. A unit of exercise program consisted of warm up, cool down, and 5 sets of weight lifting with 12 repetitions and intensity of 70% that were in that day's plan and program applied by the trainer. While descriptive statistics were adopted in the statistical analysis, to identify the significance level between the hand grip strength before and after the exercise paired sample t-test analysis was used. The significance level was shown as a = 0.05 in the analyses. While the right hand grip strength of the sportsmen (n=16) was statistically significant at 51.1062 ± 1.69709 before and 49.0437 ± 1.71770 (p=0.000) after the exercise, the left hand grip strength was statistically significant at 46.9000 ± 1.16179 before and 45.8063 ± 1.30078 (p=0.000) after the exercise. In conclusion, it was observed that there is a statistically significant negative decline in the hand grip strength of the arm wrestling sportsmen after a unit of exercise and it can be said that it is because of the exhaustion expected after the exercise.
Views, Achievements and Implementation of Preschool Teachers Regarding Movement Education Workshop
Author: Mirzeoglu, A. Dilsad
Date: 2017-06-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Movement Education,Workshops,Qualitative Research,Action Research,Foreign Countries,Females,Content Analysis,Physical Activities,Physical Activity Level,Athletics,Focus Groups,Semi Structured Interviews,Psychomotor Skills,Motor Development,Preschool Curriculum

The aim of this study was to determine the views, achievements and actions of preschool teachers regarding the workshop on movement education. In this study qualitative research design and action research approach were used. The participants comprised 10 voluntary female preschool teachers working in the Central district of Bolu province. In order to collect data, the drawings of the participants, open-ended questions and focus group interviews were used. Content analysis technique was used on the analysis of data obtained in the study. According to the findings, the preschool teachers thought that the attendance of workshop improved self-development. Teachers stated that workshop caused the improvement of their knowledge, skills and self-confidence about movement education and help them to overcome the problems they experienced with teaching this subject. However, they determined that with the use of more gross muscle activity in class and outdoor space (garden), they could design a variety of activities and materials, and stated that in this way the students would also become more active individuals. Another important effect of the workshop on the teachers was the encouragement of the teachers to collaborate between the members of their own professional group in the creation of the activities. Thus, this kind of workshops should be seen as important for preschool teachers and should become prevalent in their practice.
Massachusetts Offers Trilingual Reading Saturdays to Increase Reading Skills and Confidence
Author: Vesey, Kathleen M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Programs,Multilingualism,Reading Instruction,Reading Skills,Reading Improvement,Deafness,Hearing Impairments,American Sign Language,Parent Participation,Young Children,Family Involvement,Parent Child Relationship,Reading Aloud to Others,Story Reading,Story Telling,Program Descriptions

This article describes the experiences of some of the many families of the deaf and hard of hearing children who come to Shared Reading Saturdays at Northern Essex Community College (NECC) in Lawrence, Massachusetts. The program, which includes monthly gatherings and is coordinated by the NECC's Gallaudet University Regional Center, features deaf individuals helping hearing parents learn how to read with their children in American Sign Language (ASL) in response to research that indicates young children whose families read with them on a regular basis do better academically and achieve more success in school (Trelease, 2001). Approximately 12 families from throughout the Greater Merrimack Valley region of Massachusetts attend the program. The children range in age from infancy to 11 years old. They are joined by their parents and siblings--and often by their grandparents, aunts, and uncles. The sessions give the adults the communication tools to read with their children, and organizers hope that they do so multiple times per week. The day begins with light refreshments. Then the deaf and hard of hearing children and their siblings assemble by age to participate in organized activities with volunteers and staff related to a book that has been selected for the month. At the same time, adult family members meet with a deaf instructor and learn to read the story out loud and use ASL. The instructor models reading using ASL and provides additional information related to reading to deaf and hard of hearing children (Schleper, 1997). Following the instruction, the families break into small groups and practice signing the story with the assistance of a deaf tutor. When practice time is over, the children join their families to read the story together. The deaf tutors observe and then offer tips on reading in ASL, communicating with the deaf and hard of hearing children, and storytelling. The program is now in its thirteenth year.
Working Together Differently: Addressing the Housing Crisis in Oregon
Author: Ramaley, Judith A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Housing,College Role,School Community Relationship,Urban Universities,Leadership,State Universities,Citizen Participation,Decision Making,Aging (Individuals),Cooperation,Change,Urban Areas,Neighborhoods

Universities are being asked to prepare our students to navigate successfully in a complex and interconnected world and to contribute to the solution of difficult problems at work and in the communities where they live. Our universities must do the same. We must adapt our approaches to education, scholarship and community involvement in order to play a meaningful role in addressing the increasingly complex and wicked problems that our communities face. The housing crisis in Portland, Oregon offers an especially important example of a wicked problem that has developed slowly, will be very costly to resolve and involves a lot of uncertainty due to unpredictable social, economic and environmental factors. In 2015, policymakers in communities throughout Oregon began talking about a housing crisis as people searching for affordable housing found themselves competing with both the growing popularity of Oregon as a place to live and a real estate investment boom. Rents rose at a rate of $100/month and over 24,000 units were needed to meet the demand in 2015. The problem remains acute in 2016. This article uses community efforts to understand and address the housing crisis as a focus to explore the changing roles of the university in participating in and contributing to these new social networks, multi-stakeholder initiatives and collaborations.
Student Success for All: Support for Low-Income Students at an Urban Public University
Author: Potter, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Universities,Low Income Students,College Students,Student Personnel Services,Partnerships in Education,Data,School Culture,Change,Money Management,Self Evaluation (Groups)

Although federal financial aid has increased in recent years, the costs of college tuition and living expenses have increased even more, leaving larger numbers of students with unmet need. Restructuring of financial aid, however, is insufficient to address the problem of diverging attainment gaps between low-income students and their more advantaged peers. Low-income students share patterns and traits that put them at greater risk of dropping out of college. In response, the Lumina Foundation published the report &quot;Beyond Financial Aid,&quot; which identifies six strategies for supporting low-income students, offers examples of how those strategies may be implemented, and provides an institutional self-assessment tool. At Metropolitan State University of Denver, a cross-functional team of faculty and staff at MSU Denver gained considerable insight by using and discussing the &quot;Beyond Financial Aid&quot; assessment tool. The action plan that emerged from the team's work consists of five goals: (a) Take advantage of easy wins; (b) use data to know our low-income students; (c) increase broad-based support for low-income students; and (d) foster culture change; and enhance financial literacy. Additionally, MSU Denver has leveraged partnerships to strengthen support for its low-income students as a natural extension of the University's regional stewardship mission.
Teaching Baltimore Together: Building Thematic Cooperation between Classes
Author: Collins, Samuel Gerald
Date: 2017-00-00
Type: Journal Articles
Subjects: Thematic Approach,Urban Areas,Activism,Racial Discrimination,Sociology,Anthropology,Criminology,Educational Cooperation,College Instruction,Case Studies,State Universities,School Community Relationship,Student Reaction,College Students,Outcomes of Education

One year ago, Baltimore citizens took to the streets to protest not only the death of Freddie Grey, but the structural inequalities and structural violence that systematically limit the opportunities for working-class African Americans in Baltimore. The protests, though, were not just confined to Baltimore City. Borne on sophisticated understandings of intersectionality and political economy, the moral imperatives from the Baltimore Uprising resonated with students at our university in Baltimore County, where campus activists moved to both support the people of Baltimore while using the moment of critical reflection to critique racial inequalities on campus. Since students were displaying a holistic, anthropological understanding of race and inequality in Baltimore, we decided to structure our classes accordingly and brought together several courses in the Department of Sociology, Anthropology and Criminal Justice in order to examine the interrelationships between power, race, class, public space and urban development. We taught common texts, visited each other's classes, and planned events that brought students together with community leaders in Baltimore to discuss common concerns and to learn from each other. This paper reports on that experiment and suggests that a pedagogical model premised on drawing thematic linkages between existing courses is one way to address current events that impact us all while allowing students to direct the course of their own education.
Creating a University Driven &quot;Ingepreneurial&quot; Ecosystem in West Baltimore: A Strategy for Rust Belt Revitalization
Author: Williams, Ronald C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Universities,Urban Renewal,Economic Development,Entrepreneurship,School Community Relationship,Black Colleges,Community Development,Innovation

The legacy of deindustrialization and associated underemployment continues to plague many former industrial communities. In these spaces, universities serve as anchors providing gateways for individual economic empowerment, and as &quot;brain centers&quot; charged with generating solutions for societal problems. This paper explores the development of &quot;The Center for Strategic Ingepreneurship&quot; (CSI) at Coppin State University in Baltimore, Maryland. Strategic Ingepreneurship is seen here as a practical, innovative, solution-based approach to address underperforming job creation. The Center will serve as a university-based entity to facilitate the development and dissemination of ingepreneurial knowledge and skills through research, teaching, and practice.