ethanporcaro/eric-fulltext-meta huggingface dataset:
Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers
Author: Christophersen, Knut-Andreas
Date: 2015-06-00
Type: Journal Articles
Subjects: Citizenship,Preservice Teachers,Student Motivation,Structural Equation Models,Questionnaires,Self Efficacy,Learner Engagement,Foreign Countries,Practicums,Student Behavior,Altruism,Discipline Problems

A typical preservice teacher will experience demanding teaching situations during practicum. In such situations, interpersonal support from fellow students may be an important factor if experiences gained during teaching practice are to make a constructive contribution to personal growth for the teacher. Human support from other preservice teachers can bridge a gap that can be filled only to a limited extent by practice supervisors, who also have a role in assessing the students' practice periods. The phenomenon of preservice teachers helping their co-students--even though, strictly speaking, they have no formal responsibility in this area--is called citizenship behavior here. Structural equation modeling of questionnaire data collected among Norwegian preservice teachers shows that performance approach motivation is the factor most strongly associated with citizenship behavior. Intrinsic motivation is also a significant factor, both as a direct and an indirect effect, via study absorption. The self-efficacy of preservice teachers in teaching situations also has a robust association with citizenship behavior, while experiences involving pupil engagement problems in teaching situations have a negative effect on self-efficacy. Pupil engagement problems also have an adverse impact on absorption.
Undergraduate Research Involving Deaf and Hard-of-Hearing Students in Interdisciplinary Science Projects
Author: Pagano, Todd
Date: 2015-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Deafness,Hearing Impairments,Interdisciplinary Approach,Science Projects,Inclusion,Disproportionate Representation,Information Dissemination,Disabilities,Associate Degrees,Chemistry,Biological Sciences,Program Effectiveness

Scientific undergraduate research in higher education often yields positive outcomes for student and faculty member participants alike, with underrepresented students often showing even more substantial gains (academic, professional, and personal) as a result of the experience. Significant success can be realized when involving deaf and hard-of-hearing (d/hh) undergraduate students, who are also vastly underrepresented in the sciences, in interdisciplinary research projects. Even d/hh Associate degree level students and those in the first two years of their postsecondary careers can contribute to, and benefit from, the research process when faculty mentors properly plan/design projects. We discuss strategies, including the dissemination/communication of research results, for involving these students in research groups with different communication dynamics and share both findings of our research program and examples of successful chemical and biological research projects that have involved d/hh undergraduate students. We hope to stimulate a renewed interest in encouraging diversity and involving students with disabilities into higher education research experiences globally and across multiple scientific disciplines, thus strengthening the education and career pipeline of these students.
Exploring Learner Factors in Second Language (L2) Incidental Vocabulary Acquisition through Reading
Author: Zhao, Aiping
Date: 2016-10-00
Type: Journal Articles
Subjects: Second Language Learning,Vocabulary Development,Incidental Learning,Foreign Countries,Anxiety,Learning Motivation,Language Proficiency,Mastery Learning,Reading Processes,Reading Strategies,Affective Behavior,Regression (Statistics),English (Second Language),Second Language Instruction,College Students,Likert Scales,Measures (Individuals),Language Tests,Majors (Students),Asians

This study examined the predictive role of several learner factors in second language (L2) incidental vocabulary acquisition through reading: L2 proficiency, motivation, anxiety, and mastery of strategies. Participants were 129 English learners in a comprehensive university in China. Participants read two English texts and were given an unannounced vocabulary test to assess their incidental vocabulary acquisition. Their levels of motivation, anxiety, and mastery of strategies were measured by three specifically designed instruments that targeted incidental vocabulary acquisition. A multiple linear regression analysis revealed that L2 proficiency, anxiety, and mastery of strategies were positive and significant predictors of incidental vocabulary acquisition, although motivation was not. This confirms the role that learners' linguistic, affective, and cognitive features play in L2 incidental vocabulary acquisition.
Investigating Connections among Reading, Writing, and Language Development: A Multiliteracies Perspective
Author: Paesani, Kate
Date: 2016-10-00
Type: Journal Articles
Subjects: Multiple Literacies,Literacy,Teaching Methods,Reading Writing Relationship,Second Language Learning,Second Language Instruction,Literature,Creative Writing,Grammar,College Students,French,Advanced Courses,Vocabulary Development,Language Styles,Questionnaires,Writing Assignments,Student Attitudes,Statistical Analysis,Journal Writing,Likert Scales

This study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students' understanding and use of resources such as grammar, vocabulary, genre, and style. Qualitative and quantitative findings show that students recognize reading-writing connections and their contribution to language development; they perceive reading and writing as contributing to their understanding of language and text-based features; and they can apply to varying degrees textual resources learned through reading to creative writing tasks. The implications of these findings lend support to a growing body of research that explores the feasibility and outcomes of literacy-based approaches to teaching and learning in university-level foreign language contexts that have as their goal development of students' advanced FL competencies.
Readings on L2 Reading: Publications in Other Venues 2015-2016
Author: Harris, Shenika, Ed.
Date: 2016-10-00
Type: Journal Articles
Subjects: Journal Articles,Publications,Archives,Foreign Language Books,Second Language Learning,Reading Lists,Reading Research,Information Sources,Annotated Bibliographies

This feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of &quot;Reading in a Foreign Language&quot; (&quot;RFL&quot;). It treats any topic within the scope of &quot;RFL&quot; and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive.
Challenging Segregational Practices in a Spanish Secondary School: Results from an Ethnographic Research
Author: Sanchez-Valero, Joan-Anton
Date: 2016-10-10
Type: Journal Articles
Subjects: Ethnography,Secondary School Students,Multiple Literacies,Inclusion,Special Needs Students,Interviews,Heterogeneous Grouping,Labeling (of Persons),School Segregation,Grade 12,Expectation,Research Projects,College Faculty,Foreign Countries

This article presents partial results of a multi-sited ethnographic study about the role of multiple literacies in young people's learning in and outside school. In one of the five participant secondary schools, fourth grade students were segregated in groups according to their special needs. We start with a critical review on segregated and inclusive education. Subsequently, we describe our ethnographic research about learning practices in and outside secondary schools with students in their last year of compulsory education. The results present the relationships between students who were either &quot;failing&quot; or &quot;being successful&quot; in school as well as the institutional reaction to our inclusive experience.
Comparison of the Physical Education and Sports School Students' Multiple Intelligence Areas According to Demographic Features
Author: Aslan, Cem Sinan
Date: 2016-10-10
Type: Journal Articles
Subjects: Physical Education,Multiple Intelligences,Comparative Analysis,Demography,Intelligence Tests,Statistical Analysis,Gender Differences,Income,Place of Residence,Institutional Characteristics,Grades (Scholastic),Parent Background,Professional Identity,College Students,Predictor Variables,Student Attitudes,Foreign Countries

The aim of this study is to compare the multiple intelligence areas of a group of physical education and sports students according to their demographic features. In the study, &quot;Multiple Intelligence Scale&quot;, consisting of 27 items, whose Turkish validity and reliability study have been done by Babacan (2012) and which is originally owned by McClellan and Conti (2008) has been used as the data collection tool. Moreover, together with the scale, students have been asked for fulfilling another information form of 10 items which are aimed at revealing their demographic structures. Scale has been applied to 285 students of 113 females and 172 males. Obtained data has been downloaded into SPSS (Ver. 22), a statistical packet program, and then evaluated. During the evaluation process, frequency and percentage values, ANOVA and Student-t test statistical methods have been used. Level of Alpha was set as 0.05 for statistical significance. Average age value of the participants is 21.37 ± 2.39 year, which is shared between the female and male as 20.67 ± 1.96 and 21.84 ± 2.54, respectively. In conclusion, there has been significant differences found among the intelligence areas according to the variables of gender, hometown and income level whereas, there haven't been any differences according to the variables of the colleges they graduated from, their grades in the school of physical education and sports, the educational level of their parents, being a licensed sportsman and training age.
Comparison of Sports Sciences and Education Faculty Students' Aggression Scores
Author: Atan, Tülin
Date: 2016-10-10
Type: Journal Articles
Subjects: Aggression,Scores,Athletics,College Students,Individual Characteristics,Majors (Students),Student Surveys,Comparative Analysis,Physical Education,Education Majors,Statistical Analysis,Foreign Countries,Student Behavior,College Faculty,Likert Scales,Nonparametric Statistics

The aim of this study was to compare the aggression scores of Sports Sciences Faculty and Education Faculty students and also to examine the effects of some demographic variables on aggression. Two hundred Sports Sciences Faculty students (who engage in sporting activities four days a week for two hours) and 200 Education Faculty students (who do not engage in sports) participated in the study. The Aggressiveness Inventory was used to determine the aggression scores which has three subdimensions, such as disruptive aggression (DA), assertiveness (AS) and passive aggression (PA). General Aggression Scores (GAS) was examined. DA, PA and GAS scores were not found to be significantly different between two faculties (p&gt;0.05); only the AS scores of Physical Education students were higher than the scores of Education Faculty students (p&lt;0.05). In conclusion, participation in sports increases assertiveness but the level of aggression does not change because of gender. Assertiveness levels increased as the educational class study increased. Smoking and drinking increased the levels of DA and GA.
Children's Perspectives of Play and Learning for Educational Practice
Author: Theobald, Maryanne
Date: 2015-12-00
Type: Journal Articles
Subjects: Play,Children,Attitude Measures,Preschool Children,Foreign Countries,Learning Strategies,Early Childhood Education,Video Technology,Workshops,Ethnography,Teacher Researchers,Preschool Teachers,Interpersonal Communication,Student Attitudes

Play as a learning practice increasingly is under challenge as a valued component of early childhood education. Views held in parallel include confirmation of the place of play in early childhood education and, at the same time, a denigration of the role of play in favor for more teacher-structured and formal activities. As a consequence, pedagogical approaches towards play, the curriculum activities that constitute play, and the appropriateness of play in educational settings, have come under scrutiny in recent years. In this context, this study investigates children's perspectives of play and how they understand the role of play and learning in their everyday activities. This article reports on an Australian study where teacher-researchers investigated child-led insights into what counts as play in their everyday classroom activities. Children (aged 3-4 years) described play as an activity that involved their active participation in &quot;doing&quot; something, being with peers, and having agency and ownership of ideas. Children did not always characterize their activities as &quot;play&quot;, and not all activities in the preschool program were described as play. The article highlights that play and learning are complex concepts that may be easily dismissed as separate, when rather they are deeply intertwined. The findings of this study generate opportunities for educators and academics to consider what counts as &quot;play&quot; for children, and to prompt further consideration of the role of play as an antidote to adult centric views of play.
A Blended Learning Approach to the Teaching of Professional Practice in Architecture
Author: Lane, Murray
Date: 2015-06-00
Type: Journal Articles
Subjects: Blended Learning,Architecture,Architectural Education,Masters Programs,Graduate Students,Foreign Countries,Student Attitudes,Online Courses,Electronic Learning,Student Surveys,Questionnaires,Likert Scales,Statistical Analysis,Technology Uses in Education,Professional Education

This paper reports on a number of blended learning activities conducted in two subjects of a Master of Architecture degree at a major Australian university. The subjects were related to &quot;professional practice&quot; and as such represent a little researched area of architectural curriculum. The research provides some insight into the student perceptions of learning opportunity and engagement associated with on-line delivery modes. Students from these two subjects were surveyed for their perceptions about the opportunity for learning afforded by the on-line components, and also for their perceived level of engagement. Responses to these perceptions of traditional and on-line modes of delivery are compared and analysed for significant differences. While students were generally positive in response to the learning experiences, analysis of the results shows that students found the traditional modes to assist in their learning significantly more than on-line modes. Students were neutral regarding the opportunity for engagement that on-line modes provided. Analysis of the students' gender, age and hours of paid work was also conducted to ascertain any relationship with attitudes to the flexibility of on-line delivery; no significant relationship was detected. This study has shown that students were generally resistant to on-line engagement opportunities and their ability to support learning.
Investigating Gender and Racial/Ethnic Invariance in Use of a Course Management System in Higher Education
Author: Li, Yi
Date: 2015-06-00
Type: Journal Articles
Subjects: Gender Differences,Database Management Systems,Structural Equation Models,Predictor Variables,Student Records,Ethnic Groups,Racial Differences,Academic Achievement,Technology Uses in Education,Undergraduate Students,Factor Analysis,Equal Education

This study focused on learning equity in colleges and universities where teaching and learning depends heavily on computer technologies. The study used the Structural Equation Modeling (SEM) to investigate gender and racial/ethnic heterogeneity in the use of a computer based course management system (CMS). Two latent variables (CMS usage and scholastic aptitudes)--with two moderation covariates (gender and ethnicity)--were used to explore their associational relationships with students' final grades. More than 990 students' CMS data were collected from courses at a Midwest public university in the United States. The final model indicated that there was gender and racial/ethnic invariance in the use of the CMS. Additionally, CMS use was significantly positively associated with students' academic achievement. These findings have policy and practical implications for understanding the correlation between technology use and academic achievement in colleges and universities. This study also pointed out future research directions for technology use in higher education.
Exploring Elements That Support Teachers Engagement in Online Professional Development
Author: Prestridge, Sarah
Date: 2015-09-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Faculty Development,Technology Uses in Education,Technology Integration,Inservice Teacher Education,Independent Study,Investigations,Reflection,Interpersonal Communication,Delivery Systems,Usability,Training Methods,Foreign Countries

This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an online mentor. The online professional development program did not provide course based or sequential learning activities. Rather it was design to enable individual learning pathways and draw on the many professional learning opportunities available through web 2.0 tools and Internet resources. The focus was to explore the process of online ICT professional development to contribute to the conceptualization of how teachers learn in the 21st Century. Findings indicate that teachers need to engage in three elements: investigation, reflection, and constructive dialogue; build a sense of group and individual online presence; and be supported by mentorship that responds to the various cognitive and affective demands of autonomous learners.
Challenges for Educational Technologists in the 21st Century
Author: Mayes, Robin
Date: 2015-09-00
Type: Journal Articles
Subjects: Educational Technology,Barriers,Technology Integration,Educational Opportunities,Ethics,Information Security,Privacy,Access to Computers,Access to Information,Elementary Secondary Education

In 1972, Edsger Dijkstra claimed that computers had only introduced the new problem of learning to use them effectively. This is especially true in 2015 with regard to powerful new educational technologies. This article describes the challenges that 21st century educational technologists are, and will be, addressing as they undertake the effective integration of new technologies into K-12 educational systems and learning environments. The expanding Internet, ever more powerful mobile devices, and other innovations make the task of designing effective formal and informal learning challenging, especially in light of the high rate of change in these new technologies. While these technologies introduce many benefits, they are also causing serious threats to system security and personal privacy. Furthermore, as these technologies continue to evolve, ethical issues such as equal access to resources become imperative. Educational technologists must expand their forward-thinking leadership and planning competencies so as to ensure effective use of new technologies.
A Non-Formal Student Laboratory as a Place for Innovation in Education for Sustainability for All Students
Author: Affeldt, Fiona
Date: 2015-09-00
Type: Journal Articles
Subjects: Nonformal Education,Laboratory Experiments,Educational Innovation,Sustainability,Chemistry,Laboratory Training,Differentiated Staffs,Evaluation Methods,Elementary Secondary Education,Course Descriptions,Foreign Countries

In many Western countries, non-formal education has become increasingly recognized as a valuable addition to the traditional educational system. In recent years, a special form of non-formal student laboratories (Schülerlabor) has emerged in Germany to promote primary and secondary practical science learning. This paper describes a developmental project on Schülerlabor learning environments for all students with a particular focus on sustainability education in the context of chemistry-related topics. The goal of reaching all students puts intentional pressure on the development process of learning environments. It forces the Schülerlabors to create a detailed model of differentiation, which can reach all learners of different interests and abilities. This also includes low-achievers and students who have disadvantaged educational biographies. In this sense, the structuring of non-formal learning environments simultaneously becomes a process of innovation with respect to both the curriculum and the teaching methods. In this paper, we present a corresponding model of differentiation and a specific example focusing on the learning about protecting and preserving metal objects in science education. Preliminary results and implications from the accompanying evaluation are also discussed.
The Budgeting Mechanism in Development Companies
Author: Kovaleva, Tatiana M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Budgeting,Organizational Culture,Corporations,Strategic Planning,Operations Research,Organizational Theories,Business Administration,Administrative Principles,Content Analysis,Budgets

Relevance of the researched problem is caused by the fact that today there is a requirement for a unique, generalized, theoretically and methodically elaborated budgeting mechanism disaggregating the aims of strategic level to the level of structural units of the company. The aim of article is to develop methodical provisions and practical recommendations to harmonize a budgeting mechanism of development companies on the basis of direct interrelation of current budgeting and strategic objectives of company development. The leading approach to a research of this problem is the classical approach allowing revealing sources and directions of financial resources application of commercial organizations and also ensuring their balance. The main results of a research are the expansion of a budgeting concept as a type of financial planning, the author's technique of budgeting is suggested that is based on the indicators of assets turnover ratio, sales profitability and return on assets as the main characteristics of activity efficiency of a development company. Materials of the article can be useful in financial management enhancement and forming an effective budgeting mechanism in development companies.