ethanporcaro/eric-fulltext-meta huggingface dataset:
Health Education - Health Misconceptions - Teacher Training Lessons Learnt from a Hungarian Pilot Study
Author: Lipták, Zoé Mónika
Date: 2020-00-00
Type: Journal Articles
Subjects: Health Education,Misconceptions,Knowledge Level,Preservice Teachers,Student Characteristics,Life Style,Mass Media Effects,Family Influence,Foreign Countries,Physical Health,Mental Health,Religious Factors,Social Influences,Age Differences,Parent Background,Educational Attainment

A major goal of schools is to provide students with knowledge and skills applicable (Csapó, 1998). However, teachers have to deal with the misconceptions of their students described as ideas based on experience leading to faulty understanding or naïve ideas (Martin et al., 2002). Schools are of primary importance in transmitting health-related knowledge, skills, attitudes and responsibilities, and health education provided by teachers is key in fighting against the health misconceptions students bring from their immediate environment and those transmitted by the Media. The aim of the present study was to pilot the research questionnaire designed to measure the health misconceptions of teacher trainees. The pilot sample contained 68 students. The research tool was an anonymous, self-administered questionnaire (Chronbach's Alpha: 0.878) containing open-ended questions referring to the participants' understanding of health, as well as multiple-choice questions on health misconceptions, together with background sociodemographic questions. From among the holistic dimensions of health (physical, mental, emotional, spiritual, societal, social) the physical dimension dominated the health concept of the respondents (95.2%). Looking at the sample mean, they correctly assessed that lifestyle (43%) plays the most important role in the development of their health. From among the 37 presented health statements, misconceptions could be detected in case of 23 statements (62%). The source of their existing misconceptions about health was the Media and family members. Our research intends to show which areas of health should be addressed more among future educators and thus indirectly among students, which misconceptions are worth clarifying at the outset.
Competence and Challenges: Sorority and Fraternity Life Professionals&apos; Preparation to Advise Culturally-Based SFL Organizations
Author: Garcia, Crystal E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Sororities,Fraternities,Student Organizations,Student Personnel Services,Student Personnel Workers,Minority Group Students,Professional Education,Educational Experience,Professional Associations

This qualitative narrative inquiry examined the professional preparation of sorority and fraternity (SFL) professionals working with culturally-based sororities and fraternities. Using narratives drawn from 15 professionals and guided by our conceptual framework, we unpacked important findings in terms of ways participants referenced their limited educational experiences, how they navigated learning within the confines of their professional roles, and distinctions in the value that professional associations and networks offered them. Implications for research and practice are discussed. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n3.]
Distance between Silos: Familiarity with CAS Standards among Law Student Affairs Professionals
Author: Kennedy, J. Trent
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Personnel Workers,Student Personnel Services,Legal Education (Professions),Standards,Knowledge Level,Benchmarking

The CAS Standards are commonly used in undergraduate-facing student affairs practice but rarely discussed in legal education. This study explores law student affairs professionals' awareness and use of the CAS Standards, finding a significant divergence from the rest of the field and suggesting that (in the current era of increased scrutiny) law student affairs may be a functional area ripe for greater engagement with these strong assessment and benchmarking tools. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n3.]
Integrating Wellness into Black Male Initiative Programs
Author: Morton, Felix, IV
Date: 2022-00-00
Type: Journal Articles
Subjects: Wellness,African American Students,Males,Program Development,Predominantly White Institutions,Psychological Patterns,Mental Health,Well Being,College Students,Student Development

Even though Black Male Initiative (BMI) programs have found ways to positively influence the academic and psychosocial outcomes of Black men attending Predominantly White Institutions (PWI), Black college men remain at high risk for psychological distress. Current research addressing the need for BMI programs to incorporate wellness and mental health considerations in their work with Black male students is lacking. With attention to student well-being growing on college campuses, BMIs are challenged to develop more holistic programming to raise awareness of the importance of wellness in the Black male college experience. Attention is given to Hettler's six-dimension wellness model, and recommendations are made for integrating it into BMI programs. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n3.]
Exploring Best Practices in Supervision of Graduate Students
Author: Bailey, Krista J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Best Practices,Supervision,Graduate Students,Teaching Assistants,Supervisors,Student Centered Learning,Training,Student Experience,Supervisor Supervisee Relationship,Student Personnel Workers,Student Personnel Services,Student Attitudes

This qualitative study explored the supervision practices of graduate assistant supervisors at two large research institutions. Six themes emerged as best practices: graduate assistant supervisors took a student-centered approach, provided thorough training, cultivated a learning-focused experience, established effective communication, built strong relationships with the supervised students, and reflected upon and invested in their own supervision style and supervisory experience in order to practice a situational approach. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n3.]
The Effects of the Attributional Style on the Mathematics Performance of Senior Secondary School Students
Author: Lapite, Akolade Olubunmi
Date: 2022-08-00
Type: Journal Articles
Subjects: Mathematics Achievement,Secondary School Students,Student Attitudes,School Districts,Foreign Countries,Attribution Theory,Scores,Correlation,Gender Differences,Socioeconomic Status,Mathematics Education,Mathematics Tests

The purpose of this study was to explore the effects of the attributional style on the mathematics performance of senior secondary school students. The study involved a sequential explanatory mixed-method approach (QUANTITATIVE + qualitative). The quantitative part of the study involved 300 students drawn from 2 schools chosen in 2 education districts in Lagos State, Nigeria. The major data generation instruments for the study were the Attributional Style Questionnaire (ASQ), the mathematics performance scores of students, and focus-group interviews. Focus-group interviews with 20 students (10 students per school) were used in the qualitative part of the study. Quantitative data were analysed by calculating correlation coefficients, conducting multiple regression analyses, and performing a one-way analysis of variance to compare the subscales across gender and socio-economic status. Conversation analysis was used to analyse the qualitative data generated. The findings reveal no significant relationships between the attributional style and mathematics performance. Gender-based differences were found in the stability and globality scales, students' socio-economic status, and their attitudes towards mathematics. Future research on all the variables used in this study could be replicated on different samples. Researchers could consider exploring the use of an attributional style questionnaire on academic issues using a similar sample as in this study.
The Impact of Residential Life on the Development of Long-Term Relationships in Higher Education
Author: Lukens, Abigail
Date: 2022-00-00
Type: Journal Articles
Subjects: Dormitories,Resident Advisers,On Campus Students,Friendship,College Environment,Proximity,Interaction

Higher education provides a transformative experience for students, allowing the opportunity for continuous change and the development of skills needed to grow independently and interdependently with students around them. Similarly, higher education equips students with the tools to continue changing and flourishing after graduation. For many higher education institutions, residential life departments are tasked with the responsibility of fostering the holistic development of students living on-campus. Residential life departments provide transformational experiences for students, including the role of developing college friendships. Yet, when considering the traditionally held benefits of on-campus student housing, ambiguity exists among higher education administrators and researchers regarding the permanence and long-lasting impact of these friendships after a student leaves the institution. This study explored the structural and programmatic impact of on-campus housing at liberal arts colleges on the transition of student friendships into long term meaningful relationships post-graduation. Moreover, this study utilized a qualitative research approach to explore how the campus environment influenced long-term, meaningful relationships. Strange and Banning's (2015) campus ecology framework was used as the primary theoretical lens to understand the influences of physical, organizational, human aggregate, and constructed campus environments. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n3.]
Educators&apos; Perceptions of the Life Orientation Programme in Schools and Its Effect on HIV/AIDS
Author: Fatoba, Abiodun Folakemi
Date: 2022-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Program Descriptions,Sexuality,Acquired Immunodeficiency Syndrome (AIDS),Sex Education,Program Implementation,Teacher Qualifications,Health Behavior,Contraception,Intervention,Program Effectiveness,Foreign Countries,Prevention

The life orientation programme (LOP) was introduced to all schools in South Africa to help learners to, among others, take cognisance of their sexual lives. Before the programme was introduced in the 2006, many learners had become infected with human immunodeficiency virus (HIV). The programme was introduced based on the perceptions that some learners were struggling as a result of the epidemic. The main aim of this study was to evaluate educators' perceptions of their ability to successfully implement the objectives of the programme. In the study we used open-ended questions to explore 8 educators' perceptions on the programme. Of the 8 educators who responded to the questions in the questionnaire, only 2 were interviewed based on their willingness and commitment to life orientation (LO) in schools. The findings suggest that only 1 of the 8 educators had the relevant training and qualification to teach LO at school. Although the educators considered the programme to have a moderate influence on the learners' sexual behaviour, we highlight compromise and uncertainty about the veracity of such claims. The introduction of LO to South African schools cannot be underestimated because of its well-timed intervention. However, all involved must be committed to ensure successful implementation of the programme.
Exploring the Relationship between Alienation from Academic Profession and Organizational Deviance: The Mediation Role of Job Satisfaction
Author: Agalday, Bünyamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Alienation,Career Choice,Higher Education,Teaching Conditions,Educational Environment,Job Satisfaction,Organizational Climate,Antisocial Behavior,Work Environment,Predictor Variables,Work Attitudes

This study aimed to examine the effect of alienation from the academic profession (AAP) on organizational deviance (OD) and the mediating role of job satisfaction (JS) in this relationship. A quantitative correlational design was employed. Structural equation modeling was used to analyze the data gathered from 257 academics in Turkey. The results show that AAP, directly and indirectly, affected OD. This research indicates that AAP is important in OD. Results also highlighted the direct effect of alienation from academic profession on JS and JS on OD. In addition, JS had a mediator effect between AAP and OD. Consequently, to prevent academics from displaying deviant behaviors, it is important to increase their JS by avoiding the perception of alienation.
College Students with Invisible Illnesses and Disabilities: Disclosure, Hiding, and Support
Author: Kline, Boenell
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Students,Self Disclosure (Individuals),Student Needs,Stress Variables,Social Bias,Helping Relationship,Interpersonal Relationship,Social Support Groups

College students with invisible disabilities (SWIDs) represent a hidden population whose experiences are largely unexamined. The purpose of this exploratory study was to learn about their disability disclosure experiences and the assistance they might find most useful in relation to their invisible illness or disability (IID). The study included 237 participants reporting 59 IIDs. Results indicated first disclosures were to friends and roommates and subsequent disclosures were to friends and faculty members. Additionally, most participants felt the need to hide their IID at college (64.1%). Qualitative findings pointed to the influence of stressful situations and judgmental comments on participants' hiding their IID. In addition, the study revealed SWIDs' conceptions of support, the features that enabled disclosure, and supports needed when SWIDs struggle with their IID. Implications and ideas for future research were proposed. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n3.]
Improving Secondary School Students&apos; Physics Achievement through Scaffold Simulated Analogical Reasoning Strategy
Author: Aragaw, Aysheshim Mengistu
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Achievement,Physics,Grade 10,High School Students,Science Instruction,Logical Thinking,Thinking Skills,Group Discussion,Energy,Magnets,Foreign Countries,Instructional Effectiveness

This study was aimed to investigate the effect of simulated analogical reasoning blended with group discussion method on secondary school students' physics achievement. A total of 120 grade 10th students from three different high schools found in Debre Tabor Town, Ethiopia was selected and assigned as three experimental groups randomly to be treated through simulated analogical reasoning blended with group discussion method, concrete analogical reasoning method blended with group discussion method and alone in the learning of contents of electricity and magnetism. A quasi-experimental design was used. Electricity and magnetism performance test was employed to collect data. One-way ANOVA result indicated that students who used simulated analogical reasoning blended with group discussion method achieved a significant larger mean score in their performance test than other groups. To this end, this teaching method is more effective to enhance students' achievement than other model of analogy-based instructions.
A Journey to Adolescent Flourishing: Exploring Psychosocial Outcomes of Outdoor Adventure Education
Author: Blaine, Judith
Date: 2022-08-00
Type: Journal Articles
Subjects: Outdoor Education,Adventure Education,Adolescent Development,Individual Development,Daily Living Skills,Outcomes of Education,Student Attitudes,Learning Experience,Teaching Methods,Sociocultural Patterns,Foreign Countries,Educational Policy,Interpersonal Competence,Friendship,Environmental Education,African Culture,Reflection,Constructivism (Learning)

There is an increasing appreciation that, in order to prepare learners for success in life, they require a holistic education providing not only academic skills, but also psychosocial competencies (Zins &amp; Elias, 2006). Outdoor adventure education (OAE) shows potential as a way of developing these life skills, which are not easy to incorporate into the school curriculum (Sibthorp &amp; Jostad, 2014). The aim of this qualitative study was to explore the psychosocial outcomes and perceived value of a school-based OAE programme (&quot;Journey&quot;) for adolescents in South Africa. Data from a convenience sample of 144 Grade 10 learners' post-&quot;Journey&quot; surveys, letters to the school principals and interviews with members of the focus groups (n = 20), were thematically analysed using template analysis. Applying the acronym, &quot;FLOURISHING,&quot; the analysis suggests that while &quot;Journey&quot; was beneficial for the psychosocial development of most learners, not all perceived value from their experiences. We propose that positive psychosocial outcomes could be enhanced by adopting a strength-based approach to OAE. This study provides a unique sociocultural perspective, corroborating the beneficial effects of OAE and could have implications for pedagogical policy and practice within South Africa (SA) and further afield.
Perceptions of the &quot;Book Creator&apos;s&quot; Role as a Forefront of SEL during the COVID-19 Pandemic
Author: Sachyani, Dana
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Emotional Learning,Student Attitudes,COVID-19,Pandemics,School Closing,Distance Education,Foreign Countries,Peer Teaching,Cooperative Learning,Evaluation,Feedback (Response),Alternative Assessment

This study analyzes the experience of pre-teacher students using the Book Creator (BC)--a digital tools, during emergency remote education of COVID-19. The inductive analysis of the interviews aims to answer the question: What competences of social-emotional learning (SEL) were manifested from the students' perspective as a result of the implementation of the BC while conducting emergency remote education? This inductive analysis exposed three main themes that are attributed to SEL as it is described in the literature review. The first theme--a collaborative space for peer learning such as learning with the BC. The second theme-moral dilemmas affiliated with a collaborative learning space. The third theme-continuous multi-media feedback that was made possible because of the various means of expression possible with the BC. The results of this study indicate that prudent use of technology can aid in teaching processes, teaching and evaluating students experiencing emergency remote-education as part of their individual and group experience of learning skills that are relevant for SEL.
&quot;A Hard Shuffle to Get It All Done&quot;: Challenges Faced by Commuter Students in Historically White Sororities and Fraternities
Author: Giacalone, Michael D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Commuting Students,Undergraduate Students,Sororities,Fraternities,Student Experience,White Students,Student Organizations,Policy,Sense of Community,Student College Relationship

Commuter students face a number of challenges, yet how they influence the experience of those who join sororities and fraternities is unknown. The purpose of this study is to explore those challenges, the strategies participants used to overcome them, and how policies and practices influenced their experience through interviews with eight alumni of historically White sororities and fraternities (HWSFs) that attended primarily commuter institutions. The findings suggest the participants in this study had many &quot;typical&quot; challenges associated with commuting, employed a variety of strategies to overcome those challenges, and were affected by chapter and national organization policies and practices over those at the campus level. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n3.]
Promoting the Full Potential of Open Educational Resources (OER) in the Lebanese Educational Community
Author: Assaf, Joumana
Date: 2022-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Distance Education,Educational Technology,Foreign Countries,Knowledge Level,Educational Policy,Electronic Learning,Open Education,Instructional Materials,Copyrights,College Faculty,Elementary School Teachers,Secondary School Teachers,Intellectual Property

The worldwide use of open educational resources (OER) has highly increased during the recent years. However, there is no clear idea about how these resources are utilized by teachers in Lebanon. Hence, this study aims at examining the extent to which the concept of OER is well known among the teachers. It also investigates the practices of OER users and explores the barriers to powerful use and sharing of OER among teachers. Nevertheless, this is quantitative research designed for analyzing the data collected from 308 teachers through an online questionnaire. The results showed that 60% of the respondents have heard about OER. Moreover, they revealed that OER users showed misunderstanding of the concept of OER due to their lack of knowledge about the open licenses. Hence, a national policy for e-learning is needed to leverage open education and ignite the power of OER by encouraging teachers to be producers of knowledge.
The Awareness of Difficulties in Solving Rational Inequality and a Solution Proposal
Author: Cetin, Omer Faruk
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Barriers,Mathematical Concepts,College Students,Concept Formation,Program Effectiveness,Numbers,Foreign Countries,Secondary School Mathematics,Preservice Teachers,Algebra,Learning Activities,Error Patterns,Misconceptions

This research aimed to determine the difficulties that the students experience in inequality solutions that contain inequality in general and rational (proportional) expressions, and to solve these difficulties with an activity. Totally 108 students, who were enrolled in the Department of Mathematics and Science Education, consisted respectively of 43 in the 2015-2016, 32 in the 2016-2017, and 33 in the 2017-2018 academic year, participated in the research. It was started with an activity to make students realize the difficulties they experienced and become aware of the stages which they had difficulty. After the activity, the difficulties, and the stages that students had difficulties were determined. At that point, they were informed about the solutions for the difficulties they faced and shown a road map for coping with the stages they had difficulties. At the end of the research, the rational inequality questions were asked to the students in the mid-term and/or final exams, and it was observed that the majority of students did not experience any of the problems which they had experienced before the activity. Another result of the study was that the students had less difficulty in the inequalities related to the concept of greatest integer, which they received only in university education.