ethanporcaro/eric-fulltext-meta huggingface dataset:
E-Learning Self-Efficacy of Operating Room Nurses of a Selected Hospital in Cebu, Philippines
Author: Aventurado, Paul John G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Nurses,Surgery,Self Efficacy,Electronic Learning,Educational Technology,Hospitals,Foreign Countries,Technological Literacy,Teaching Methods,Training

The conventional methods of education and training for operating room experience have been rendered impractical due to both the shortage and fast turnover of nurses in hospitals. Experts in the field of education are promoting e-learning modalities as a potential solution. However, issues were raised regarding the readiness of nurses to engage in e-learning due to lack of standardized competencies for practice, inconsistency in the integration of informatics courses in education, and lack of experts in the field. Literature reveals that self-efficacy is a major component of e-learning readiness. A descriptive-survey design was utilized to assess the elearning self-efficacy of operating room nurses in a selected hospital in the Philippines. The Modified E-learning Readiness Assessment Tool (MERAT) captured the elements of the construct along with its sub-domains: computer, internet/online, and software utilization self-efficacy. The frequency distribution and item means were computed. Item analysis revealed that the respondents have positive e-learning self-efficacy based on item means obtained ranging from 3.29 to 4.58 on a 1.0 to 5.0 scale. A secondary analysis was conducted by clustering the e-learning self-efficacy indicators based on the nature of the competency and data trends. It revealed that the participants perceived themselves to be &quot;Very Good&quot; in terms of complex computer skills, online etiquette, troubleshooting computer-related issues, and usage of an e-learning platform, and &quot;Excellent&quot; in terms of basic computer and online skills. The results of this study implied that e-learning initiatives might be used to augment education and training of operating room nurses despite issues on manpower and competency base. It is further recommended that research explore other domains of e-learning readiness and determine the impact of this modality in the field of health care.
Tools to Support Collaboration in Educating Emergent Multilingual Students: Jumpstart and Electronic Performance Log
Author: Bouchard, Margaret
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),Bilingual Education,Expertise,Communities of Practice,Computer Mediated Communication,Paraprofessional School Personnel,Teacher Collaboration,High School Teachers,Faculty Development,Urban Schools,Adolescents,Student Diversity,Shared Resources and Services,Progress Monitoring,STEM Education,Program Effectiveness

Teaching English language learners, referred to as emergent multilingual students here, is a complex endeavor including ESL and bilingual teachers, content teachers, and paraeducators, among others, for example special education teachers and reading specialists, to name a few. As a result, the Illinois State Board of Education's (ISBE) guidance for the development of ESL and bilingual education stresses that &quot;intentional and consistent collaboration between all teachers and school personnel serving English learners is a vital component to all effective English learner programs&quot; (ISBE, 2016b). To achieve this level of concerted collaboration within ESL education, ISBE's guidance suggests that educators utilize technology to remove barriers to collaboration and to increase the potential to crowdsource expertise. A 2016 report titled &quot;The Collaboration Imperative&quot; (ISBE, 2016a), written by ESL and bilingual education experts to advise the Illinois State Superintendent of Education, singles out ineffective collaboration among teachers and other stakeholders as a significant challenge to educating emergent multilingual students. To increase the effectiveness of instruction for emergent multilingual students, the ISBE report recommends the creation of digital communities of practice to increase quality collaboration at the district level. This paper provides an example of tools that can be used to increase not only collaboration but also the effectiveness of the role of paraeducators in educating emergent multilingual students. It begins with a brief review of pertinent literature and the theoretical context of activity theory, which serves as the basis for the authors' work. The authors then share their experience providing professional development in a secondary school. They describe their extensive engagement in the context, which enabled them to deeply reflect on their own experiences providing professional development and prompted the development of digital learning tools for ESL educator collaboration. Finally, the newly developed digital tools are detailed, and example scenarios demonstrate how they could be used.
eHealth Literacy of High School Students in the Philippines
Author: Camiling, Mark Kenneth S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,High School Students,Health Education,Health,Access to Information,Information Seeking,Search Strategies,Information Literacy,Private Schools,Public Schools,Student Attitudes,Institutional Characteristics

The Internet has become a chief health information source. It is posited that people who use the Web for health information must possess requisite eHealth literacy to avoid misuse. eHealth literacy refers to the skills in searching, retrieving, understanding, evaluating, and applying online health information to alter or maintain well-being. This research employed mixed methods of data collection, following a three-phase explanatory sequential design: (1) survey and eHealth literacy test, (2) focus group discussion, and (3) observational study, to describe the state of eHealth literacy of high school students in terms of their online health information seeking behaviors, search, retrieval, and evaluation strategies, actual eHealth literacy levels, and perceived eHealth literacy levels. Furthermore, the research aimed at investigating the relationships among school type, actual eHealth literacy levels, and perceived eHealth literacy levels. Results show that students are adept in searching and retrieving online health information. However, their evaluation strategies are suboptimal as they lack ability to check for content accuracy and source credibility. Findings also reveal a significant relationship between school type and perceived eHealth literacy levels, X[superscript 2] (2, N=263) =14.21, p=0.00, [alpha]=0.05. Private school students tend to score their perceived eHealth literacy levels higher. There is also a significant difference between actual eHealth literacy levels and perceived eHealth literacy levels, with students rating their perceived eHealth literacy levels (M=32.45, SD=6.10, N=40) higher than their actual eHealth literacy levels (M=29.13, SD=2.92, N=40), t(40)=4.16, p=0.000, [alpha]=0.05. It is concluded that while students are adept in computer and traditional literacies, they still need to further develop health and information literacies to effectively evaluate and apply the searched and retrieved online health information.
Influence of School Heads&apos; Direct Supervision on Teacher Role Performance in Public Senior High Schools, Central Region, Ghana
Author: Ampofo, Samuel Yaw
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Supervision,Teacher Competencies,High School Teachers,Administrator Role,Time Management,Lesson Plans,Planning,Faculty Workload,Teaching Skills,High Schools,Teacher Evaluation,Feedback (Response)

This study assessed the influence of school heads' direct supervision on teacher role performance in public senior high schools. The study adopted the embedded mixed methods design. Slovin's formula, the proportional allocation method, and simple random and purposive sampling were used to select a sample of 617 respondents comprising 295 teachers, 222 class prefects, 86 Heads of Department, 13 school heads and 1 Regional Director for the Inspectorate Division of the Ghana Education Service. Data were collected through questionnaires and interview guides. Quantitative data were analyzed using frequencies, means and multiple regression whereas patterns and themes were developed for the analysis of qualitative data. The study found that school heads allocated very little time for supervision of lesson planning and delivery of teachers. The study established that school heads' lesson planning supervision (p= 0.043&lt; 0.05) and lesson delivery supervision (p= 0.035&lt; 0.05) had a significant influence on teacher role performance. Therefore, the study recommends the Ghana Education Service to dedicate a greater portion of the promotion requirement of the school heads to evidence of direct supervision of teachers and a reduction in the teaching load of Heads of Department by the school head to enable them play more instrumental roles in the instructional supervision process.
Lip Syncs: Speaking…with a Twist
Author: Buechel, Laura Loder
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Learning Activities,Second Language Learning,Second Language Instruction,Learning Motivation,Pronunciation Instruction,Teaching Methods,Speech Communication,Language Fluency,Cooperative Learning,Video Technology,Scaffolding (Teaching Technique)

The activity described in this article is a concept created by the author while watching a lip-syncing show. While doing this lip-sync activity in her English language class, she has found that they motivate learners to understand a listening text, support pronunciation practice, and--perhaps most importantly--allow learners to have fun while developing their speaking confidence and fluency. Lip-syncing activities, such as the one described in the article, can build class spirit, develop collaboration skills, and encourage language development.
&quot;The Tonight Show&quot; Vocabulary-Review Games
Author: Keegan, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,Creativity,Language Usage,Intensive Language Courses,College Students,Test Preparation,Language Tests,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Story Telling,Classroom Communication,Homework,Programming (Broadcast),Television

As a teacher of an intensive class for college-level students that focuses on learning the Test of English for International Communication (TOEIC) vocabulary, Kelly Keegan wanted to create and play vocabulary-review games that encourage flexibility and spontaneity in authentic contexts. This article describes how she created games that give students opportunities to use the specific TOEIC words in conversation and storytelling. Additionally, the games are lighthearted and allow students to get to know each other. An avid fan of Jimmy Fallon, Keegan describes how she adapted two games played with celebrity guests on &quot;The Tonight Show Starring Jimmy Fallon&quot; to use in her English-language-learning classroom, giving her students the opportunity to practice using their vocabulary in creative and interactive ways.
Decision Making Model of Vietnamese Students Studying Higher Education in England
Author: Hoang, Minh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Vietnamese,Decision Making,Study Abroad,College Choice,Parent Influence,Qualifications,Second Language Learning,English (Second Language),Employment Potential,Tuition,Student Costs,Student Satisfaction

Universities in England are now paying more attention to the Vietnamese student market for purposes of campus diversity and recruitment. The primary purpose of this paper is to have a better understanding of Vietnamese students' motives and drives to study abroad. More specifically, this study targets students studying in a public research university in England. To examine Vietnamese students' decision-making processes for choosing a university, the research is conducted in two stages: focus groups and then structured interviews. Findings reveal that the primary reason why Vietnamese students want to study abroad is because of parents' demands and English higher education qualifications. Secondly, it is because they want to achieve better qualifications to improve job prospects. Students do not fully trust agencies; however, they receive the most significant amount of information from agencies and subsequently verify their information with friends, alumni, and other independent authorities. Regarding choosing a university, the first and most influential factor is tuition fees and living costs, followed by course modules. In general, students are satisfied with course modules and services at the university. Although the findings are limited to the sample respondents that were Vietnamese students at this particular university, they are useful for university management and international recruitment offices to improve services provided to students during the recruitment process. This study provides a better understanding of factors influencing Vietnamese international students' decision-making process.
Fostering Students&apos; Emotion Regulation during Learning: Design and Effects of a Computer-Based Video Training
Author: Engelmann, Petra
Date: 2019-11-00
Type: Journal Articles
Subjects: Correlation,Intervention,Self Control,Video Technology,Computer Assisted Instruction,College Students,Anxiety,Teaching Methods,Outcomes of Education,Foreign Countries,Learning Processes

Emotions have an essential impact on students' learning outcome. Empirical findings show negative correlations between negative emotions and learning outcome. Negative emotions during learning are quite common and become more frequent over the course of an academic career. Thus, regulating these emotions is important. Existing studies indicate that university students lack the ability to successfully regulate their emotions during learning. However, interventions to foster university students' inherent emotion regulation during learning are missing. In an attempt to identify interventions, this study investigates the effect of a video-based emotion regulation training for university students on emotion regulation strategies, emotions, and learning outcome. One hundred and sixteen university students either received training in emotion regulation (n = 60) or in workplace design (n = 56) before learning in a computer-based learning environment about probability theory. The emotion regulation training lead to improved emotion regulation (more cognitive reappraisal, less suppression) and less frustration and anxiety, but did not affect learning outcome. The results confirm that university students experience significant emotion regulation difficulties and suggest that they need intensive training in emotional regulation.
&apos;I Really Enjoy It&apos;: Emotional Engagement of University Peer Mentors
Author: Beltman, Susan
Date: 2019-11-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,College Students,Emotional Response,Student Attitudes,Student Experience,Foreign Countries,Time

Peer mentoring programs are commonly used to facilitate the transition of new students into higher education settings. Peer mentors' experiences and emotions during mentoring are important but under-researched. We report exploratory work to address this gap in a two-phase study using a grounded theory approach. In Phase 1 mentors in an Australian university responded to online (n=35) or face-to-face (n=10) questions about their emotions during a peer mentor program. Emotions were found to be primarily positive, mentors varied in the extent to which they express emotions, and emotions relating to different time points were evident. In Phase 2, we examined temporal dimensions of emotions in more depth with peer mentors in a German university and added anticipated future emotions to existing categories. Connections between mentors' emotions and their own early experiences at university were explored, with another category of recalled prior emotions being added. Our findings are consistent with previous research regarding the positive and negative emotional aspects of being a peer mentor and further contribute to the understanding of the complexity of emotions in mentoring, specifically peer mentoring in higher education settings.
Improving Emotion Perception and Emotion Regulation through a Web-Based Emotional Intelligence Training (WEIT) Program for Future Leaders
Author: Köppe, Christina
Date: 2019-11-00
Type: Journal Articles
Subjects: Emotional Response,Emotional Intelligence,Training,Web Based Instruction,Technology Uses in Education,Business Administration Education,College Students,Program Effectiveness,Stress Management,Foreign Countries

We evaluated a Web-Based Emotional Intelligence Training (WEIT) program that was based on the four-branch model of emotional intelligence (EI) and which aimed at improving emotion perception (EP) and emotion regulation (ER) in future leaders. Using a controlled experimental design, we evaluated the short-term (directly after the WEIT program) and long-term (6 weeks later) effects in a sample of 134 (59 training group [TG], 75 wait list control group [CG]) business students, and additionally tested whether WEIT helped to reduce perceived stress. For EP, WEIT led to a significant increase in the TG directly after training (whereas the wait list CG showed no change). Changes remained stable after 6 weeks in the TG, but there were no significant differences between the TG and CG at follow-up. By contrast, ER did not show an increase directly after WEIT, but 6 weeks later, the TG had larger improvements than the CG. The results mostly confirmed that emotional abilities can be increased through web-based training. Participants' perceived stress did not decrease after the training program. Further refinement and validation of WEIT is needed.
A Review of Heterogeneous Interpretations of Emotional Reactivity
Author: Eman, Saima
Date: 2019-11-00
Type: Journal Articles
Subjects: Emotional Response,Definitions,Vocabulary,Personality Traits,Empathy,Psychological Patterns,Research Reports,Hyperactivity,Concept Formation,Classification

'Emotional reactivity' (ER) is an important construct in the analysis of individual temperamental differences, and has accounted for significant variance in studies with respect to its definition. Between 1920 and 2015, the meaning of ER has varied from physiology of emotional reactions, to stress, depression, and as a sub-type of empathy. This paper highlights the confusion in the literature about the meaning of ER and raises questions about the current use of the term ER as a valid construct. It clarifies heterogeneity within ER through the creation of a framework to explain different subtypes of ER and suggests new labels designed to help researchers specify the constructs underpinning the term ER.
Winding down the Stressed Out: Social and Emotional Learning as a Stress Coping Strategy with Norwegian Upper Secondary Students
Author: Tharaldsen, Kjersti Balle
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Intervention,Social Development,Emotional Development,Stress Management,Coping,Secondary School Students,Emotional Response,Student Attitudes,Self Management,Goal Orientation

A universal school-based intervention was developed to enhance coping with school-related stress by building students' social and emotional competence. The intervention was carried out in six classes in three upper secondary schools in southwestern Norway, and covered mindfulness, self-regulated learning, and social competence. Three focus groups were conducted with a stratified selection of general education students (n=24) and one focus group with primary school teachers (n=6). Summative content analysis was conducted using NVivo Software. Findings indicate that the students perceived the core themes useful, and believed that the intervention increased their coping with school-related stress and to some extent improved their learning environment. Teachers' perceptions supported these findings to some degree. Future directions for universal school-based interventions to build social and emotional competencies are suggested.
The Effect of Engagement in a Kindness Intervention on Adolescents&apos; Well-Being: A Randomized Controlled Trial
Author: Binfet, John-Tyler
Date: 2019-11-00
Type: Journal Articles
Subjects: Well Being,Intervention,Pretests Posttests,Prosocial Behavior,Middle School Students,Scores,Comparative Analysis,Educational Environment,Helping Relationship,Social Development,Emotional Development,Gender Differences,Foreign Countries,Interpersonal Relationship,Computer Mediated Communication,Student Attitudes,Correlation

A current trend in kindness research is to assess the effect of being kind on participants' well-being. To do this, participants are asked to complete a series of kind acts and the corresponding impact on their well-being is measured. As participation in school-based interventions can vary, the aim of the current study was to assess the extent of adolescents' engagement in a kindness intervention and the resultant effect on their well-being. An intervention study was conducted in which 383 sixth through eighth graders planned and completed three kind acts per week for four weeks, with pre- and post-test assessments of well-being administered. Adolescents' acts of kindness reflected the themes of helping with chores, being respectful, complimenting/ encouraging others, and giving objects or money. No significant differences between control and intervention groups at post-test on any well-being measures were found, after controlling for pre-test scores. However, upon analysis of participants' engagement in the intervention (intervention uptake), it was determined that half of the participants (n=87) implemented less than 60% of their kindness intervention. Participants were thus clustered into three groups: zero, low, and high implementers. ANCOVAs revealed that high implementers had the lowest self-reported negative affect and highest self-reported kindness to others. Implications for adolescent prosocial development are discussed.
My Classroom: Turkey
Author: Van De Wege, Melissa
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Language Teachers,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teacher Education,Foreign Countries,Preservice Teachers,Teacher Motivation,Elementary Secondary Education,Educational Policy

Learn how teacher Özlem Khan, a faculty member at Hacettepe University in Ankara, has established herself as an important contributor to the field of English language teaching in Turkey, particularly working with preservice teachers and preparing them to have productive careers.