ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Recreational and Sportive Activities on the Quality of Life of Mothers with Autistic Children
Author: Alp, Hulusi
Date: 2019-08-00
Type: Journal Articles
Subjects: Recreational Activities,Athletics,Quality of Life,Mothers,Autism,Children,Foreign Countries,Physical Activities,Forestry,Historic Sites,Recreational Facilities,Aquatic Sports,Pretests Posttests,Control Groups,Program Effectiveness,Experimental Groups

The aim of this study was to determine the effects of recreational activities and sports on the quality of life of the mothers of autistic children. The population of this study is the mothers of autistic children living in Isparta. A total of twenty (20) mothers were chosen using random sampling method and split into control and application groups with equal number of samples (10). Mothers in the application group attended a fifteen (15) days program with 8 hours of specially planned activities per day. The activities consisted of nature walks, trips to historical and artistic sites and social tours (zoo, historical ruins, picnic etc.) as well as sportive activities (swimming). WHOQOL-BREF (TR) Quaility of Life Assessment Instrument was used as a pre-test before the study and as a post-test after the study for evaluating the results of the study. Results were analyzed using SPSS statistical analysis software. Mean rank differences of independent variables between groups and mean differences within groups were compared using a non-parametric test. The alpha level for Type 1 errors was 0.05 (a=0.05). The results revealed a statistically significant difference between the mothers of autistic children in the control and the application groups and the quality of life of the mothers in the application group increased (p&lt;0.05). There was no significant difference in quality of life of the mothers in the control group (p&gt;0.05). Therefore, specially planned recreational and sportive activities improved the quality of life of the mothers with autistic children. The fact that no significant difference was observed in the control group can be due to the community of the mothers' daily workload.
Examination of Trait Anxiety States of University Students Doing Sports in Team and Individually in Terms of Some Variables
Author: Zengin, Serkan
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Athletes,Team Sports,Anxiety,College Athletics,Likert Scales,Age Differences,Age Groups,Stress Management

Research has been conducted for the students studying at Akdeniz University Faculty of Sports Sciences. In the research, it was aimed to investigate the trait anxiety states of students studying at Akdeniz University Faculty of Sports Sciences and a survey model was used in the study. This study is consisted of two parts; there are 6 items in determination of demographical variables in the first part. &quot;Trait Anxiety Inventory&quot; Scale consisting of 20 questions developed by Spielberger was used in the second part. Likert type four-point was used in the scale items given in the second and third parts (showing the statements &quot;Almost Always&quot;, &quot;Sometimes&quot;, &quot;Usually&quot;, &quot;Almost Never&quot;). Once the comparison of trait anxiety levels by the age groups is examined among the results of the study, it is seen that trait anxiety levels of participants differ at a statistically significant level by the age groups (p&lt;0,05). It was concluded that the trait anxiety level of the participants in the age group of 20-21 and age group of 22-23 is significantly higher than the participants in the age group of 23+ (P&lt;0,05). In conclusion, it is considered that those who do individual sports feel more anxiety states since the responsibility only belongs to themselves. Trainings minimizing the anxiety should be further offered to the individuals doing such sports. Individual team athletes who are at national team level may be more supported.
Examining the Effect of Teachers&apos; Perception of Psychological Empowerment on the Stress Level They Perceive
Author: Sanli, Önder
Date: 2019-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Stress Management,Stress Variables,Anxiety,Foreign Countries,Correlation,Elementary School Teachers,Middle School Teachers,High School Teachers,Measures (Individuals),Empowerment,Predictor Variables

The aim of this study is to find out if there is a correlation and what kind of a correlation there is between how primary, secondary, and high school teachers perceive psychological empowerment provided for them and their perception of stress. The data for this study are based on the opinions of 680 teachers who were selected by random sampling among the teachers lecturing in the city of Malatya, Turkey, during the 2017-2018 school year. The &quot;Psychological Empowerment Scale&quot; which was developed by Spreitzer (1995) and adapted into Turkish by Gümüslüoglu &amp; Karakitapoglu (2009), and the &quot;Perceived Stress Scale&quot; which was developed by Cohen, Kamarck &amp; Mermelstein (1983), and adapted into Turkish by Eskin &amp; Harlak, Demirkiran &amp; Dereboy (2013) have been employed as data collection tools. After analyzing the data obtained during the study, it has been revealed that the average of all the dimensions on the perceived stress scale corresponds to the &quot;moderate&quot; level, or &quot;sometimes,&quot; while the average of all the dimensions on the psychological empowerment scale corresponds to the high level, or &quot;very often.&quot; It has been found that there is a significant correlation between the &quot;gender&quot; variable and the &quot;self-determination&quot; dimension. Another significant correlation has been observed between &quot;seniority&quot; variable and &quot;competence&quot; dimension and psychological empowerment &quot;in general.&quot; In addition to evaluating the values of the dimension of &quot;self-determination&quot; on the empowerment scale based on the &quot;gender&quot; variable, it has been found that the average of male teachers' perception is higher than of female teachers'. Finally, it has been concluded that the teachers' perception of &quot;impact&quot; significantly predicts their perception of &quot;insufficient competence.&quot;
Evaluation of Elementary Science Teachers&apos; Perceptions Regarding Inclusive Education Applications
Author: Ilik, S. Senay
Date: 2019-10-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Science,Student Attitudes,Inclusion,Science Teachers,Foreign Countries,Special Education,Inservice Teacher Education

The purpose of this study is to investigate the problems and suggestions of the elementary science teachers having students with special needs in the inclusive education applications. The present study is a descriptive study which determines the opinions of elementary science teachers regarding inclusive education. Thirty-seven in-service science teachers who have been working in schools where inclusive education is applied in different cities of Turkey participated in the study. Data were collected through structured interview form. Thirty-seven interview forms were completed with thirty-seven teachers working in the elementary schools. In an explicit coding process, the researchers grouped each data unit under a category according to common features. In the axial coding process, themes with characteristics similar to categories were classified and determined. When the themes emerged and in the selective coding process, the researchers tried to give meaning to these synthesized patterns. After the data was collected and analyzed, the following four main themes emerged: How do they deal with the inclusive student, the problems encountered in the classrooms where there are inclusive students, the methods applied, and the solutions suggested.
Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher&apos;s Perceived Confidence and Competence to Teach Physical Education within Authentic Learning Environments
Author: Eather, Narelle
Date: 2019-08-00
Type: Journal Articles
Subjects: Dialogs (Language),Feedback (Response),Preservice Teachers,Self Efficacy,Teacher Competencies,Student Improvement,Physical Education,Authentic Learning,Educational Environment,Peer Evaluation,Undergraduate Students,Instructional Effectiveness,Foreign Countries,Teacher Student Relationship,College Faculty,Formative Evaluation

This novel study investigates the effectiveness of two dialogical feedback methods, peer dialogue assessment and dialogical feedback provided by an academic, when they are used as assessment as learning tools in undergraduate physical education courses. Education students from the University of Newcastle, Australia (n=288), participated in this investigation and completed eight weeks of face-to-face on-campus physical education studies followed by a 3 or 4 week in-school teaching program (~1.5 hrs/week). Students engaged in either peer dialogue assessment or dialogue provided by an academic at the completion of each concurrent teaching session with their respective peer group or academic. Both feedback groups exhibited equivalent and significant improvements in teaching self-efficacy, teaching competence and teaching confidence. This study provides support for embedding formative assessment tasks in an authentic teaching environment in undergraduate physical education courses, and using dialogical feedback (peer or academic) to facilitate reflection and furthering learning in this context.
&quot;Creature&quot; Teachers &quot;Monster&quot; Mathematicians: Students&apos; Views about Mathematicians and Their Stated Attitudes to Mathematics
Author: Hatisaru, Vesife
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics,Professional Personnel,Mathematics Instruction,Student Attitudes,Secondary School Students,Secondary School Mathematics,Mathematics Teachers,Freehand Drawing,Portraiture,Foreign Countries,Grade 6,Grade 7,Grade 8,Visualization

The present study aimed to examine lower secondary students? images of mathematics comprised of stated attitudes to and perceived needs for mathematics, and their views about mathematicians and their work. A group of 1284 lower secondary students drew a picture of mathematicians and described their drawings. The students? drawings fell into two distinct groups: drawings where students depicted a mathematician at work, and drawings where students depicted a mathematician as a mathematics teacher. In both cases students drew both negative (&quot;creature&quot; or &quot;monster&quot;) depictions and positive (&quot;smiley&quot;) depictions. This article presents the data on &quot;creature&quot; teachers or &quot;monster&quot; mathematicians in relation to the students? stated attitudes to mathematics. Trends that emerged for this sample suggested that more students who represented creature teachers disliked mathematics or had mixed feelings related to the need to learn mathematics.
Cross-Age Math Tutoring of Kindergarten and First Grade Students by Middle School Tutors
Author: Haynes, Kathi
Date: 2019-00-00
Type: Journal Articles
Subjects: Cross Age Teaching,Tutoring,Kindergarten,Grade 1,Tutors,Remedial Mathematics,Middle School Students,Middle School Mathematics,Mathematics Skills,Direct Instruction

To address the problem of low achieving math students, a cross-age math tutoring intervention paired middle school tutors with kindergarten and first grade students with low math skills. This instrumental group case study explored the effects of the intervention on the math skills of the students through teacher interviews and the testing program of &quot;Aimsweb Plus&quot; (Pearson, 2017) before and after the tutoring intervention. Most of the teachers of the tutees reported measurable math gains possibly from the tutoring and most of the teachers observed improved attitude towards math work for the young tutees. Most teachers of the tutors did not report any measurable math gain from tutoring young students. All the teachers of the tutors recommended the cross-age tutoring experience as the middle school students seemed to show increased leadership skills, confidence, or found helping others a positive experience.
Managing Bad Teachers: The Hows and the Whys
Author: Higginbottom, Katie
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Elementary Schools,School Effectiveness,Equal Education,Inclusion,Board of Education Policy,Decision Making,Social Justice,Conflict Resolution,Foreign Countries,At Risk Students,Negative Attitudes,Job Performance,Teacher Administrator Relationship,Work Environment,Student Diversity,Teacher Placement

C.B. Peterson Elementary School is identified as an at-risk school, as per the North West District School Board's (NWDSB) criteria. In light of rising diversity issues, the school board has released an Equity and Inclusion Policy, which is a top priority to C.B. Peterson's administration team. This new policy adds to the work intensification faced by these administrators. This case describes the candid discussions between the administration team during their first private meeting to make staffing decisions that reflect the Equity and Inclusion Policy for the upcoming school year. However, staffing a more socially just school, that is in compliance with the NWDSB's new priorities, will add hours to administrators' workload. Tensions arise when conversations about &quot;how&quot; to staff for a socially just school lead to disagreements. Discussions include where to strategically place effective, ineffective, and altogether bad teaching staff in order to have the greatest and least impact on students, respectively. Teaching activities in this case study focus on strategies for dealing with teachers who refuse to adapt their practice to current policies/initiatives as well as strategies for conflict management.
Proactively Mitigating School Leaders&apos; Emotionally Draining Situations
Author: Pollock, Katina
Date: 2019-00-00
Type: Journal Articles
Subjects: School Administration,Coping,Principals,High Schools,Parent School Relationship,Instructional Leadership,Teacher Administrator Relationship,Family Work Relationship,Administrator Responsibility,Burnout,Mental Health,Learning Activities,Vignettes

This case study focuses on emotionally draining situations for school leaders in the context of work intensification. Specifically, this study draws upon real-life reports from Canadian studies to present a fictitious scenario. This case depicts a high school principal who must simultaneously deal with student discipline, interact with parents, conduct classroom walk-throughs, complete tasks associated with being an instructional leader, and work with teachers--to name a few. Readers are encouraged to connect research to practice through several teaching activities that include: a &quot;jigsaw discussion approach,&quot; a &quot;think-pair-share approach,&quot; a &quot;forum theatre approach,&quot; and a &quot;pro and con grid&quot; approach.
No Time, Less Money: A Collaborative Response to Intensification
Author: Bayles, Bob
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Workload,School Districts,Teacher Associations,Surveys,Educational Cooperation,Collective Bargaining,Student Evaluation,Elementary Secondary Education,Class Activities,Principals,Administrator Education

After the completion of a difficult round of negotiations, Prairie Spirit School Division (PSSD) and the Prairie Spirit Teachers' Association (PSTA) convened a committee to investigate causes of teacher workload intensification. The committee perceived an increase in the amount and complexity of teachers' and administrators' workload but required reliable data to inform an appropriate response. This case narrative describes the collaborative efforts of the PSTA and PSSD to address workload intensification with limited resources. The committee contracted a consulting firm to assist in developing an online survey of more than 700 PSTA members to identify causes of intensification. The respondents reported a significant increase in workload over the previous three years, particularly in the areas of assessment, grading, and reporting; differentiating instruction to meet diverse learning needs; and finding classroom resources. The majority of the respondents positively rated their physical and mental health but indicated a need for increased support(s) for stress management and physical activity. While working to translate the data into solutions, the committee articulated the importance of collegial collaboration and recognized the difficulty in prompting struggling teachers and administrators to reach out to each other for help. The committee identified causes of intensification and the need to understand the factors that promote or restrict collegial collaboration. The case narrative is followed by four activities to help educational leadership students explore the complexity of workload intensification.
Selection of an Optimal Cytotoxicity Assay for Undergraduate Research
Author: Mangis, J. W.
Date: 2019-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Scientific Research,Cytology,Biochemistry,Science Experiments,Laboratory Experiments,Science Process Skills,Measurement Techniques,Cancer

Undergraduate research is a valuable tool to demonstrate both the dedication and time required to be a successful biologist. One area of research that has intrigued students over the last several years is cytotoxicity. However, at smaller undergraduate institutions, the time, training, and funding available for these research studies may be limited. Direct counting of cells is tedious and leads to mistakes, and although there are now several colorimetric toxicity assays, some have several steps and require near-perfect pipetting skills. To identify the most reproducible and affordable method(s) for undergraduate students to perform cell-based toxicity studies, we compared three colorimetric assays to counting viable cells directly. Using a breast cancer model system, students applied cantharidin to two different breast cancer cell lines, MCF-7 and MDA-MB231, and performed MTT, resazurin, and crystal violet colorimetric assays or counted viable cells directly. We hypothesized that the MTT assay would be the most reproducible assay. Our results indicate that the crystal violet assay was not as reproducible as direct counting of cells, and therefore, not the best assay to use for toxicity tests. In contrast, the MTT and resazurin assays were highly reproducible and relatively low cost, and thus ideal assays for student research.
Superintendents&apos; Work (Intensification) in a Shifting Policy Climate: Enacting a Student Discipline Strategy
Author: Faubert, Brenton
Date: 2019-00-00
Type: Journal Articles
Subjects: Superintendents,Discipline,Discipline Policy,School Policy,Policy Formation,Faculty Development,Educational Legislation,Suspension,Expulsion,Minority Group Students,Disproportionate Representation,Case Studies,Case Method (Teaching Technique)

In this case narrative, senior superintendents reckon with the challenges of implementing a revised strategic policy for student discipline in an intensified work environment. Challenges include: (a) providing professional learning to familiarize leaders and educators with regulatory requirements; (b) a problematic trend of school and district leaders avoiding long-term suspensions; (c) the disproportionate number of minoritized students who are suspended/expelled; and (d) securing the resources needed to realize the punitive and preventative elements of the strategy. The case description is followed by three exercises--case framing, reflective practice, and action plan--that instructors can use in graduate-level courses and professional development workshops.
Free Music Improvisation: An Ethnography of Brazilian Improvisers
Author: Schroeder, Franziska
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Activities,Creative Activities,Musicians,College Students,Ethnography,Teaching Methods,Student Attitudes

A four-month research period into the practice of free music improvisation in Brazil during February-June 2014 allowed intriguing insights into how musicians think about, play and teach the music practice that is referred to as 'free improvisation.' An overview of the term 'free improvisation' with some historical context on its development will be provided to aid the reader to better situate the ethnographic study of 50 Brazilian improvisers during 2014. The ethnography was carried out by the author who speaks fluent Portuguese, using a participatory action research (PAR) framework, with the main aim of enquiring whether or how the practice of free improvisation is taught in the Brazilian higher education system. The research was set at several higher education institutions in Brazil, which included the Federal University of Rio de Janeiro (UFRJ), The Universidade Federal do Estado do Rio de Janeiro (UNIRIO), The University of São Paulo (USP), The Federal University of Minas Gerais (UFMG), The Federal University of Bahia (UFBA), with two shorter, single day visits to The Federal University of Rio Grande do Norte in Natal (UFRN) and The Escola Livre de Música in Unicamp (ELM). Before providing a summarised interpretation of some of the interviewed improvisers, I will examine the improvisational spirit, this improvisatory worldmaking approach (the 'jeitinho brasileiro') that is often considered to be integral to the Brazilian way of life. I conclude the article by linking the skills of listening, so essential in the practice of free music improvisation, to the work of French composer and pedagogue Alain Savouret and his concept of the 'virtuosity of the ear.'
The Impact of Principals&apos; Work on Their Well-Being
Author: Walker, Annette R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Family Work Relationship,Secondary Schools,Foreign Countries,Wellness,Stress Management,Mental Health,Anxiety,Administrator Responsibility,School Administration,Working Hours,Coping,Health Promotion,Learning Activities,Symptoms (Individual Disorders),Perception

This case examines both Ethan's workload and well-being issues. Ethan is floundering amid the growing demands and challenges associated with his work at Norwood Secondary School, Ontario, Canada. Although Ethan has been seeing a doctor to improve his well-being, he realizes that he needs to create a better work-life balance to successfully manage his school and better his health. This case study has four teaching notes: the first and second activities invite participants to discuss how Ethan's work-related challenges impact his well-being; the third activity looks at misrecognition, while the fourth activity explores the strategies Ethan can use to improve his well-being issues.