ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of the Dyadic Relationship Scale
Author: Haskan Avci, Özlem
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,Psychometrics,Marriage,Family Relationship,Family (Sociological Unit),Marriage Counseling,Construct Validity,Reliability,Likert Scales,Interpersonal Communication,Sexuality,Conflict Resolution,Social Support Groups,Peer Acceptance,Individual Differences,Factor Analysis,Correlation,College Students

Problem Statement: The rise of premarital studies raises questions about the effectiveness of educational programs developed to prepare young couples for marriage and family life. Purpose of Study: The purpose of this study is to describe and introduce the Dyadic Relationship Scale (DRS) for use with university students. The author developed the DRS on the basis of Turkish culture. Methods: Validity and reliability studies for the DRS were conducted in 2013 with the participation of 1,115 students attending Hacettepe University, Ankara, Turkey. The data obtained were analyzed by SPSS software. Construct validity of the DRS was examined with exploratory factors and analysis. The DRS is a five point Likert scale comprising five subscales and 78 items. The five subscales measure Communication, Romanticism-Sexuality, Conflict Solving, Social Support, and Acceptance of Differences. Findings and Results: The Communication subscale has a six-factor structure and explains 64.2% of the total variance. The Romanticism-Sexuality subscale has a five-factor structure and explains 61.5% of the total variance. The Conflict Solving subscale has a five-factor structure and explains 60.1% of the total variance. The Social Support subscale has a two-factor structure and explains 63.3% of the total variance. Finally, the Acceptance of Differences subscale displays a five-factor structure and explains 60.7% of the total variance. Criterion-related validity was analyzed between the DRS and the Pre-Marital Relationship Assessment Scale. Based on the data obtained from 181 Turkish university students, a positive and significant correlation at the level of 0.824 was found when the two scales were compared. The reliability of the DRS was analyzed in two ways. First, the Cronbach alpha coefficient was calculated for all subscales of the DRS. Alpha coefficients were calculated to be 0.77 for the Communication subscale, 0.88 for the Romanticism-Sexuality subscale, 0.85 for the Conflict Solving subscale, 0.91 for the Social Support subscale and 0.79 for the Acceptance of Differences subscale. Second, reliability coefficients of the DRS, which were analyzed by use of the split-half method, were found to be 0.61 for the Communication subscale, 0.64 for the Romanticism-Sexuality subscale, 0.73 for the Conflict Solving subscale, 0.69 for the Social Support subscale and 0.64 for the Acceptance of Differences subscale. Conclusions and Recommendation: The evidence for validity and reliability shows that the DRS can be validly and reliably used for measuring dyadic relationship levels between university students. Premarital educators can use the DRS in evaluating the effectiveness of their practices.
Information Sharing in the Field of Design Research
Author: Pilerot, Ola
Date: 2015-03-00
Type: Journal Articles
Subjects: Information Transfer,Information Dissemination,Scholarship,Communities of Practice,Information Seeking,Design,Research Methodology,Literature Reviews,Semi Structured Interviews,Ethnography,Participant Observation,Researchers,Case Studies,Information Networks,Qualitative Research

Introduction: This paper reports on an extensive research project which aimed at exploring information sharing activities in a scholarly context. The paper presents and synthesises findings from a literature review and three qualitative case studies. The empirical setting is a geographically distributed Nordic network of design scholars. Method: The project is characterised by an explorative approach encompassing semi-structured interviews, document studies, and ethnographically oriented participatory observations. Apart from addressing the empirical question of how, where, when, and why the researchers in the network share information, the paper elucidates the reciprocal relationship between information sharing and the wider practice of design research. Analysis: The research questions are addressed through close reading and interrelated analysis of four previous studies. Results: When scholarly information sharing takes place organizational structures are sometimes complemented, or substituted, by flexible communities of practice such as those in the investigated network. Information sharing appears as a means to reach collective understanding, also regarding issues that stretches beyond the immediate information practices, for instance about how to act as a design scholar. Conclusions: This research clarifies and provides examples of how information sharing is embedded in and intertwined with a range of other activities, such as writing, reading and information seeking. It also presents information sharing as a contributor to the enactment of a discipline. [This paper was published in: &quot;Proceedings of ISIC, the Information Behaviour Conference&quot; (Leeds, England, Sep 2-5, 2014), Part 2, Paper isic26.]
Who Needs More Sleep? Comparing Undergraduate and Graduate Students' Sleep Habits in a National U.S. Sample
Author: Oswalt, Sara B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sleep,Undergraduate Students,Graduate Students,National Surveys,Cohort Analysis,Health Behavior,Habit Formation,Measures (Individuals),Correlation,Psychological Patterns,Student Attitudes,Incidence

Sleep disorders and deficits are a national U.S. health concern, and college students report more sleep difficulties than the general population. Most published studies examine college students as a homogenous population or focus on professional (e.g. medical) students. This study compares sleep patterns of undergraduate and graduate students from a national U.S. sample using the American College Health Association-National College Health Assessment (ACHA-NCHA) II survey. Graduate students on average reported better sleep behaviors; however, graduate students' sleep habits were still poor and these students could also benefit from intervention.
Institutional Commitment to Community Engagement: A Case Study of Makerere University
Author: Mugabi, Henry
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Institutional Mission,School Community Relationship,Citizen Participation,College Curriculum,Administrative Organization,College Administration,Case Studies,Teacher Evaluation,Student Participation,Qualitative Research,Semi Structured Interviews

Although the earliest medieval universities began as teaching-only institutions, the university as an institution has since experienced revolutions in the way its functions are conceived. Currently, the university embraces three functions: teaching, research and community engagement. Although the teaching and research functions of the university are much more established than its third function, the importance of community engagement is acknowledged in the academic literature and, to varying degrees, by governments, higher education agencies and universities. For example, a review of the mission statements of Ugandan universities shows that, besides teaching and research, the universities aspire to contribute to the socio-economic transformation of society. Unfortunately, such assertions reveal little about the actual commitment of the universities to community engagement because there is a dearth of literature about community engagement at African universities. Accordingly, the purpose of this paper is to examine the institutional commitment of Ugandan universities to community engagement. However, the discussion will focus on a single university, Makerere University. Data was generated through document reviews and qualitative semi-structured interviews. The review shows that the university (1) recognises community engagement as one of its core functions; (2) has integrated some aspects of community engagement into its curriculum and policies; and (3) has organisational structures and personnel to organise and provide community related activities and services. Nonetheless, community related activities remain largely unsupported and the contributions of the faculty to community engagement are insufficiently rewarded.
The Tail Wagging the Dog; An Overdue Examination of Student Teaching Evaluations
Author: Miles, Patti
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Teacher Evaluation,Class Size,College Faculty,Gender Differences,Grades (Scholastic),Student Evaluation of Teacher Performance,Hypothesis Testing,Regression (Statistics),Teacher Effectiveness,Statistical Analysis,Statistical Significance

Purpose: The purpose of this research is to examine the impact of several factors beyond the professor's control and their unique impact on Student Teaching Evaluations (STEs). The present research pulls together a substantial amount of data to statistically analyze several academic historical legends about just how vulnerable STEs are to the effects of: class size, course type, professor gender, and course grades. Design/methodology/approach: This research is utilizes over 30,000 individual student evaluations of 255 professors, spanning six semesters, during a three year time period to test six hypotheses. The final sample represents 1057 classes ranging in size between 10 and 190 students. Each hypothesis is statistically analyzed, with either analysis of variance or a Regression model. Findings: This study finds support for 5 out of 6 hypotheses. Specifically, these data suggest STEs are likely to be closest to &quot;5&quot; (using a 1-5 scale with 5 being highest) in small elective classes, and lowest in large required classes taught by females. As well we find support for the notion that higher expected course grades may lead to higher STEs. Practical implications: The practical significance of this research is important. First this research utilized a large data set spanning several years and hundreds of professors and thousands of students and rigorous statistical analysis to assert several important findings. Indeed STEs are impacted significantly by class type, class size, the gender of the professor and the expected course grade. With these findings we suggest a more comprehensive mechanism is in order for evaluation of teaching effectiveness. Social implications: This research could have great social implications if widely read across academic circles. Indeed the tail is wagging the dog; or the student is influencing teaching across America's universities. It is time to examine teaching effectiveness through a different lens, because using teaching evaluations to determine promotion and tenure, sparse bonus allocation, and teaching awards may be short sighted. Research limitations: While this research is statistically accurate, it is limited by the notion that the data was collected from one large area. As such, care should be taken in generalizing these results to other areas that may have different demographic composition, funding etc. Originality/value: To the best of the authors' knowledge this research is the first of its kind to statistically analyze such a large body of data and provide a useful guide to help evaluate professors utilizing what information is available.
Graduate Students, Study of Environmental Literacy and Sustainable Development
Author: Özgurler, Safa
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Environmental Education,Sustainable Development,Sustainability,Beliefs,Familiarity,Knowledge Level,Student Interests,Student Attitudes,Foreign Countries,Semi Structured Interviews,Content Analysis

The aim of this study is to explore the level of environmental literacy of the graduate students in Amasya University; their approach to environment and environmental issues; and to investigate their beliefs about the sustainable development. The sample of the study is 5 graduate students studying at Amasya University, 3 female and 2 male, in 2012-2013 academic year. The interviews, each of which lasted about 20-25 minutes, were conducted with graduate students. The data collected was analyzed by using content analysis. According to the findings, environmental knowledge of graduate students is not at a high level but their approach to environment and environmental issues, interest of environmental education is at a high level. In addition, they have positive awareness about sustainable development. Graduate students are the teachers or the academics of the future. Therefore, these students' environmental knowledge and attitudes towards environment, sensitivity and interest have a great importance with regard to the solution of environmental problems. With this in mind, further studies like this might be conducted. This study is significant to prepare a background for the studies in this field and to make contribution to the literature.
Nature of Environmental Education in Bangladesh: A School Level Assessment with Reference to the National Curriculum
Author: Chowdhury, M. A. Taiyeb
Date: 2014-01-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,National Curriculum,Textbooks,Textbook Content,Textbook Evaluation,Educational Quality,Climate,Curriculum Development,Course Content,Educational Policy,Educational Improvement,Surveys,Documentation,Content Analysis,Elementary Secondary Education

This paper attempts to identify the nature of formal environmental education in Bangladesh at school level with particular reference to the national curriculum. The main objective of the study is to assess the contents of the school textbooks for each standard, and to see whether the diversified themes covered are a good representation of contemporary environmental issues or not. Attempt has also been made to examine the organizational aspects of the prescribed text books for each standard. The overall finding is that the school textbooks on environment are found not only ill organized, but also there is a lack of integrity for logical progression; there is ample scope to include emerging issues such as climate change and human adaptation in the Curriculum. Revision of the Curriculum, re-orientation and reorganization of the textbooks with an interdisciplinary and holistic approach are strongly recommended.
Broadening Student Learning Experiences via a Novel Cross-Disciplinary Art and Anatomy Education Program--A Case Study
Author: Speed, Caroline J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Medical Education,Medical Students,Educational Experience,Art,Anatomy,Learner Engagement,Educational Benefits,Study Abroad,Integrated Curriculum,Student Surveys

This study explored student learning and engagement in a novel cross-disciplinary education program, in particular whether medical students learning experiences can be enhanced through interaction and exchange of knowledge with students of varying disciplines. The program, entitled AnaRtomy, studies the historical relationship between art and anatomy. A cohort of medical, physiotherapy and fine arts students from Monash University, Australia completed the three week AnaRtomy program in Italy. The benefits of cross-disciplinary learning were substantial as students from different courses learned from each other and gained new perspectives into art and anatomy. The AnaRtomy program supports cross-disciplinary learning and successfully enhances student engagement and learning experiences giving students the opportunity to study abroad and learn through experience.
What Kind of Actions Are Appropriate? Eco-School Teachers' and Instructors' Ranking of Sustainability-Promoting Actions as Content in Education for Sustainable Development (ESD)
Author: Stagell, Ulrica
Date: 2014-00-00
Type: Journal Articles
Subjects: Sustainability,Environmental Education,Statistical Analysis,Nongovernmental Organizations,Moral Values,Teaching Methods,Teacher Attitudes,Social Structure,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Comparative Analysis,Gardening,Recycling,Energy Conservation,Rating Scales,Course Content,Political Attitudes,Citizen Participation,Transportation,Merchandise Information,Eating Habits,Life Style,Questionnaires

Based on the consideration that learning about different action alternatives and strategies are essential parts of ESD, this quantitative study focuses Eco-School teachers' and instructors' views on including different sustainability-promoting actions in teaching practices. Direct actions, and actions that take place in the private sphere were viewed by both groups as the most appropriate actions to include in teaching practices. However, actions related to individuals as consumers were seen as less appropriate by teachers than by instructors, and consequently have been less included in teaching practices. The actions considered least appropriate by both groups were two indirect actions occurring in the public sphere aiming at solutions on a structural level, &quot;engaging with political parties&quot; and &quot;engaging with NGOs.&quot; The results highlight teaching that addresses the individual's moral responsibility in the private sphere, and that different action strategies for the democratic change of social structures tend to be excluded.
EFL College Students' Perceptions of the Difficulties in Oral Presentation as a Form of Assessment
Author: Al-Nouh, Nowreyah A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),College Students,Females,Speech Skills,Public Speaking,Oral Language,Questionnaires,Likert Scales,Student Evaluation,Communicative Competence (Languages),Mixed Methods Research,Structured Interviews

Oral presentation skills are considered one of the most important proficiencies needed for higher education and future careers. Thus, the present study is interested in eliciting English as a Foreign Language (EFL) college students' perceptions of the difficulties they face in oral presentation as a form of assessment. Participants were 500 female EFL college students from different grade levels enrolled in a four-year pre-service teacher education program at the College of Basic Education (CBE) in Kuwait City, Kuwait. A five-point Likert Scale questionnaire was used and divided into three main sections: personal traits, oral presentation skills, and instructor and audience. Independent variables measured were students' ages, year at college, Grade Point Average (GPA), and nationality. In addition, a structured interview to solicit instructors' opinions was carried out. Results showed students' perceptions of the difficulties they experienced at a medium level (M = 3.10). However, significant differences in the results were found when students' nationalities and GPAs were taken into account.
Study of the Index System for Assessing Learner-Centered Online Courses
Author: Li, Mei
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Learner Controlled Instruction,Electronic Learning,Web Based Instruction,Educational Quality,Language Skills,Individualized Instruction,Peer Teaching,Transitional Programs,Integrated Curriculum,Evaluation Methods,Course Evaluation,Test Construction,Psychometrics,Formative Evaluation,College Programs,Foreign Countries

With the development of e-learning, the quality of web-based courses attracts extensive interest. This paper draws upon the results conducted amongst students enrolled in an online language course at a northern Chinese university. The design of the course aims to create the learner-centered environment: personalized learning environment, peer-learning environment, and a new School-to-Work model etc. By using a special framing, the three main factors are closely integrated in one online course design. Based on the data collected and analysis, the study indicates establishing an effective and practical assessment index system will help maintain the high quality of online learning.
Motivating Factors for Adult Learners in Higher Education
Author: Sogunro, Olusegun Agboola
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Adult Learning,Learning Processes,Achievement Need,Performance Factors,Instructional Effectiveness,Educational Quality,Relevance (Education),Classroom Environment,Feedback (Response),Academic Advising,Self Management,Andragogy,Graduate Students,Mixed Methods Research,Focus Groups,Interviews,Questionnaires,Instructional Materials,Educational Practices,Student Attitudes,Learning Motivation,Student Educational Objectives

All learners learn best when they are motivated; so do adults. Hence, the way to ensure success of students in higher education is first to know what motivates and sustains them in the learning process. Based on a study of 203 university students, this paper presents eight top most motivating factors for adult learners in higher education. These include quality of instruction; quality of curriculum; relevance and pragmatism; interactive classrooms and effective management practices; progressive assessment and timely feedback; self-directedness; conducive learning environment; and effective academic advising practices. The study concludes that these eight factors are critical to eliciting or enhancing the will power in students in higher education toward successful learning. The implications for practice and further research are also discussed.
Internationalization, Deregulation and the Expansion of Higher Education in Korea: An Historical Overview
Author: Green, Christopher
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Global Approach,Educational Policy,Public Policy,Governance,Politics of Education,Educational Quality,Federal Regulation,Admission Criteria,Quotas,Policy Formation,Quality Assurance,Compliance (Legal)

The purpose of this article is to provide an overview of internationalization policies in Korean higher education since 1993. Deregulation was a key strategy of Korean governments, but this strategy has led to an increasing oversupply of enrolment capacity. In response, the current government is implementing a system of reregulation to reduce the number of institutions and control admission quotas. Although cross-national comparisons put Korea's schooling system among the world's highest performing, deep structural and cultural challenges exist in higher education. The article recommends that future policy development and implementation should focus on three broad areas: 1) strengthening quality assurance; 2) increasing engagement with international bodies and networks; and 3) enforcing regulatory compliance.