ethanporcaro/eric-fulltext-meta huggingface dataset:
The Importance of Perceived University-Life Balance, Hours per Week Engaged in Academic Activities, and Academic Resourcefulness
Author: Kennett, Deborah J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Time Management,Leisure Time,Undergraduate Students,Student Attitudes,Self Efficacy,Academic Ability,Educational Attainment,Student Employment,Health Behavior,Study Habits,Academic Achievement,Correlation,Grades (Scholastic),Resilience (Psychology),Student Adjustment,Sleep,Social Life,Attendance,Physical Activities,Foreign Countries

The University Life Experience Inventory was created to determine how students utilize their time between academic (class and preparatory) and nonacademic (work, social, leisure, and health) activities. In addition to completing the university life experience inventory, 239 undergraduate students completed inventories assessing academic resourcefulness, academic self-efficacy, and university adaptation and satisfaction, along with single item questions asking about perceived academic/nonacademic balance and commitment to completing one's degree. Results indicated that total number of hours spent per week in various &quot;nonacademic&quot; activities was unrelated to most of the variables including academic hours, whereas the number of hours spent per week in &quot;academic&quot; activities was positively associated with the psychosocial variables and a unique predictor of academic resourcefulness and cumulative grades. Moreover, academic resourcefulness was observed to moderate the relationship between perceived balance and academic hours, such that the average number of hours spent engaged in academic activities per week was greater for students scoring high in academic resourcefulness regardless of whether they had low or high perceptions of balance, especially compared to those students who scored low in both academic resourcefulness and perceived balance. The results suggest that teaching students requisite academic resourcefulness skills to deal with academic challenges will assist them in increasing focus on their academic studies as opposed to nonacademic activities.
Threshold Concepts in Literary Studies
Author: Corrigan, Paul T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Processes,Teaching Methods,Intellectual Disciplines,Literature,Literary Criticism,Literary Devices,Barriers,Concept Formation,Poetry,Reading Processes,Context Effect

This essay proposes a series of &quot;threshold concepts&quot; for literary studies: &quot;text&quot;, &quot;meaning&quot;, &quot;context&quot;, &quot;form&quot;, and &quot;reading&quot;. Each term carries both commonsense understandings and disciplinary understandings, which differ from each other drastically. The disciplinary understandings entail far &quot;more&quot; than the commonsense ones. Unless such differences are named and explained clearly, unacknowledged commonsense understandings may hinder students' ability to learn equally unacknowledged disciplinary understandings. The naming and describing of such contrasting sets of understandings and of the differences between them is an act of disciplinary introspection-a scholarly and pedagogical act vital for understanding and teaching any complex body of knowledge. In addition to proposing threshold concepts for literary studies specifically, then, this essay encourages and offers a model for teacher scholars in any discipline to undertake the same disciplinary work of mapping out where we stand, where our students stand, and what difficulties lie between.
Understandings of Exploratory Search for Educational Search Engine
Author: El Guemmat, Kamal
Date: 2019-04-00
Type: Journal Articles
Subjects: Information Retrieval,Discovery Learning,Electronic Learning,Search Engines,Cognitive Processes,Student Behavior,Search Strategies,Investigations,Indexing

Exploratory learning depends on several e-learning technologies to enable students to direct their learning. However, the educational search engines of e-learning platforms are inspired by exploratory learning approach. Thus, their search is characterized by learning and investigation. The purpose of this paper is to explore what is considered to be deep connection between exploratory search and educational search engine since they are two complementary subjects. This relation remains at the heart of the development of exploratory learning and investigations. The paper concludes by highlighting the importance of the learning and investigation of knowledge in exploratory search for educational search engine and give other perspectives to improve this practice.
Using Blended Learning in Postgraduate Applied Statistics Programs
Author: Bhowmik, Jahar
Date: 2019-04-00
Type: Journal Articles
Subjects: Blended Learning,Foreign Countries,Educational Technology,Technology Uses in Education,Conventional Instruction,Statistics,Teaching Methods,Student Diversity,Interaction,Student Attitudes,College Students,Integrated Learning Systems

Blended learning refers to a method of teaching and learning in which some form of online learning is used in addition to the traditional on-campus/face-to-face learning experience in an integrated manner. Postgraduate Applied Statistics programs at Swinburne University of Technology, Australia adopted the blended learning paradigm almost a decade ago to accommodate an increasingly diverse student population. This paradigm allows for &quot;flexibility in design approaches&quot;, and accommodates the range of blended learning capabilities and experience of teachers and learners. The blended learning design adopted in these programs has involved the &quot;thoughtful integration of learning and teaching approaches&quot; in both on-campus, face-to-face and online/virtual learning environments by utilising the benefits of each of these environments. These programs focus on designing learning interactions across formal teaching spaces, informal learning spaces and online learning and teaching spaces. This flexible approach has been well accepted among both online and on-campus students. This paper describes the medium impact blended learning model adopted in these courses and the feedback received from students during recent study periods. The authors make the case that implementation of a successful blended learning model can enhance students' learning experience for a mixed cohort of participants.
A Black Woman&apos;s Perspective on Understanding Transformation and Diversity in South African Higher Education
Author: Ramohai, Juliet
Date: 2019-00-00
Type: Journal Articles
Subjects: Blacks,Females,Attitudes,Diversity (Institutional),Foreign Countries,Higher Education,Sex Fairness,Gender Issues,Race,Women Faculty

Background: Today, transformation and diversity are concepts that form an integral part of the functioning of higher education institutions globally. These two concepts have drawn vast amounts of interest from scholars who work in the field of higher education studies. Aim: The current article considers the perspectives of black women academics in an exploration of the concepts of transformation and diversity. This standpoint approach brings to the fore the voices of black women in the changing higher education landscape, in an attempt to provide an understanding of prevailing gender inequalities. Setting: The study was conducted at one higher education institution, involving women academics from different faculties and different social backgrounds. Methods: The adoption of a gender approach sheds light on a social justice perspective that higher education institutions in South Africa aspire to attain. The article reports on 12 black women's configuration of transformation and diversity from a gender perspective in a country where gender in higher education has always been an issue of contention. Results: The inclusion of four white women academics in the study served the goal of contrasting their views with those of the black women, to illuminate the intersectionality of race and gender in human experiences. A thematic analysis of data highlights the complexities of understanding the role of institutional management, self-responsibility and self-awareness in transformation and diversification processes. The role of different standpoints in understanding transformation also came out strongly in the findings. Conclusion: It can, therefore, be concluded that standpoints play a crucial role in meaning making and experiences of transformation for women academics in institutions of higher learning.
Communication and Group Work in the Multicultural Classroom: Immigrant Students&apos; Experiences
Author: Benediktsson, Artem Ingmar
Date: 2019-00-00
Type: Journal Articles
Subjects: Immigrants,College Students,Student Experience,Foreign Countries,Teacher Student Relationship,Interpersonal Communication,Student Diversity,Group Activities,Student Centered Learning,Culturally Relevant Education,Multicultural Education,Student Attitudes,Teaching Methods,Social Bias

The paper is part of the qualitative research project Educational Aspirations, Opportunities and Challenges for Immigrants in University Education in Iceland, conducted in Iceland's three biggest universities. The main goal of the paper is to investigate immigrant students' experiences of communication with teachers during the learning process and their perspectives on multicultural group work. Furthermore, the paper explores immigrant students' experiences of learner-centred approach and culturally responsive teaching methods applied by some teachers. The data was collected through focus group interviews and qualitative, semi-structured individual interviews with immigrant students. The theoretical framework is mainly based on the constructivist theory, which emphasises the importance of communication and the learner-centred approach. Additionally, the theoretical framework includes multicultural education theory, which puts an emphasis on applying culturally responsive teaching methods in classrooms with diverse student populations. The analysis of the interviews revealed that the participants' experiences of communication with teachers and peers were mostly positive. However, culturally responsive teaching is still a rare phenomenon in Icelandic universities. When it comes to the participants' perspectives on group work, the experiences ranged from being highly positive to negative.
Evaluation of Pre-Service Science Teachers&apos; Argumentation Skills, Knowledge Levels and Attitudes Regarding Organ Transplantation and Donation
Author: Gurkan, Gulsah
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Persuasive Discourse,Knowledge Level,Student Attitudes,Donors,Human Body,Science and Society,Gender Differences,Institutional Characteristics,Instructional Program Divisions,High Schools,Foreign Countries

The purpose of this study was to evaluate pre-service science teachers' argumentation skills, attitudes and knowledge levels regarding organ transplantation and donation (OTD). Teachers play a fundamental role in providing information to children/adolescents and could influence their attitudes. Organ transplantation is a life-saving hope for many people, but shortage of organs for transplantation is a universal problem. Having a positive attitude and true knowledge are essential for teachers that affect students' future attitude toward this topic. The research method was descriptive and cross-sectional. The sample of research was 472 pre-service science teachers, who were sampled by using convenient sampling method and are students of Science Education Department at four different public universities. Data collection instruments were developed by researchers as valid and reliable questionnaire in order to determine the attitudes, knowledge levels and argumentation skills of pre-service teachers regarding OTD. Results observed that the pre-service science teachers' argumentation skills in a socio-scientific subject such as OTD were at a very low level, their attitudes were at a moderate level, and their knowledge level was above the average. Results of the study have shown that graduated high school type and grade level have played important roles in the positive attitudes, high argumentation skills and high knowledge level about organ donation. No significant difference was found in the attitudes and knowledge level of pre-service science teachers toward OTD in terms of gender. The gender only affected the ability of argumentation.
Smartphone Addiction, Fear of Missing Out, and Perceived Competence as Predictors of Social Media Addiction of Adolescents
Author: Tunc-Aksan, Aygul
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Addictive Behavior,Social Media,Competence,Self Concept,Adolescents,High School Students,Anxiety,Foreign Countries,Correlation

In this study it is aimed to analyze the smartphone addiction, fear of missing out (FoMO), and perceived social and academic competence that predict social media addiction on high school students. Study group consists of 296 (136 females and 160 males) high school students studying in Anatolian High Schools and Vocational High School in Mersin during the 2017-2018 academic year. Simple random sampling was used. In the study, descriptive survey method was used. As data collection tools, Personal Information Form, Social Media Addiction Scale, Smartphone Addiction Scale, Fear of Missing Out Scale (FoMO), Perceived Competence Scale developed by Ozer et al. were used. In analyses of data, regression was used. According to stepwise regression analysis, smartphone addiction ([beta] = 0.34), fear of missing out ([beta] = 0.26) and perceived academic competence ([beta] = -0.12) predict social media addiction level on high school students. As the result of the study, smartphone addiction, fear of missing out, and perceived academic competence predict social media addiction on high school students. When the smartphone addiction level and fear of missing out decrease, and also perceived academic competence improve, students' smartphone addiction levels reduce. [This study was presented as an oral presentation at the V. International Eurasian Educational Research Congress (Akdeniz University, Antalya, Turkiye, May 2-5, 2018).]
Prediction of Risky Behaviors in Adolescents: Effect of Character Strengths and Being Virtuous
Author: Kabakci, Omer Faruk
Date: 2019-00-00
Type: Journal Articles
Subjects: Predictor Variables,High School Students,Student Behavior,Behavior Problems,Risk,Adolescents,Dropouts,Grade 9,Gender Differences,Personality Traits,Antisocial Behavior,Drinking,Smoking,Eating Habits,Suicide,Counseling

The purpose of the present study is to determine if high school students' character strengths composed of twenty-four different strengths, virtues including six dimensions and demographic characteristics predict risky behaviors. The participants of the study were 380 students aged between 14-19 years and enrolled in general high schools. The data was collected by using the Values in Action Inventory of Strengths for Youth and the Risky Behaviors Scale. From the findings, it was determined that the risk of school drop-out score was higher in the ninth grades and the male students had more risky behaviors compared to their female counterparts. Moreover, it was also determined that the risky behaviors were significantly related to many character strengths. Besides this, as a result of the regression analyses, it was found that the character strengths predicted risky behaviors composed of the areas of anti-social behaviors, use of alcohol/cigarette, eating habits, suicide tendency and school dropout at different levels. The findings were discussed within the context of adolescents' psychological counseling needs and suggestions were proposed.
Development of a New Framework to Guide, Assess, and Evaluate Student Reflections in a University Sustainability Course
Author: Whalen, Kate
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Sustainability,Guidelines,Experiential Learning,Student Evaluation,Reflection,Scoring Rubrics,Comparative Analysis,Evaluation Methods,Taxonomy,Grounded Theory,Life Style,Environmental Education,Foreign Countries,Pilot Projects

Many institutions of higher education increasingly place a focus on various forms of experiential education, including personal reflections. While much work has been done in this and related areas, the resources currently available are not sufficient to effectively guide, assess, and evaluate student learning through reflection. Guiding students through the process, assessing their work, and providing an evaluation presents challenges for educators. This article discusses a new framework, a robust rubric, and a guide that students and evaluators can use to support experiential learning through reflection. The framework and resources are based on a grounded investigation of student reflections that were compared to various models from the literature. The framework and resources discussed in the article were developed over a period of five years and with more than 1,600 students. Our purpose here is to describe the development of this framework, to provide a description of the rubric and guide, and to share the lessons learned. This framework and accompanying materials will, we hope, be a useful resource for educators and students wishing to support experiential learning through the use of reflection.
Understanding the Processual and Contextual Aspects of Science by Means of the History of Photosynthesis
Author: Saka, Arzu
Date: 2019-00-00
Type: Journal Articles
Subjects: Science History,Botany,Preservice Teachers,Reading Materials,Scientific Principles,Biology,Science Teachers,Foreign Countries,Science Instruction,Knowledge Level,Scientific Research,Scientific Concepts,Instructional Effectiveness,Instructional Materials

The aim of this study is to present pre-service biology teachers with reading texts about the research of Van Helmont and Joseph Priestley relate to the subject of photosynthesis, for their familiarization with the processual and contextual aspects of science and their understanding of the nature of science, and to reveal the extent to which these texts contribute to the teacher candidates. The study was carried out by &quot;action research method&quot;. The sample consisted of 66 biology pre-service teachers studying at Karadeniz Technical University between the years of 2016 to 2018. In this study, two separate reading texts were prepared in order to increase pre-service teachers' processual and contextual understanding, and after the teacher candidates had read the texts, they were asked to answer the related questions. Percentage and frequency values were determined by grouping the answers as &quot;correct, partially correct, incorrect and unanswered&quot;. The fact that in this study, only 47% of the pre-service teachers were able to form a correct hypothesis means that their skills in this regard are in need of development. Candidates experienced some difficulty in interpreting statements that were not given explicitly in the text. The candidates' level of critical thinking is at a good level. It has been determined that they have post-modern view as epistemological belief. There is a need for designing instructional materials covering conceptual, processual, contextual dimensions of science in different subjects at university level and presenting them to biology teachers in book format.
Acquisition of Pedagogical Knowledge by Instructors of Veterinary Medicine
Author: Shivley, Jacob M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Land Grant Universities,Veterinary Medical Education,College Faculty,Teaching Styles,Reputation,Teacher Attitudes,Institutional Characteristics,Faculty Development,Teacher Workshops,Interpersonal Competence,Skill Development,Veterinary Medicine,Health Personnel

Background: When practitioners of veterinary medicine enter academia as faculty or clinical instructors, they are asked to perform research, provide service and outreach, and educate students, yet the teaching component is a struggle for many. It has been posited that academic clinicians develop a teaching style similar to those they observed while in school but this has not been confirmed with empirical evidence. Aim: The aim of this research was to determine how veterinary instructors obtained pedagogical knowledge prior to their faculty appointment. Setting: The sample consisted of veterinary faculty at a college of veterinary medicine from the southeastern United States. The land-grant university that the veterinary school is associated with is one of only a few schools to earn both research and community engagement rankings from the Carnegie Foundation for the Advancement of Teaching. Methods: Online surveys were administered to a stratified sample of veterinary faculty and instructors. A mixed-methods approach was utilised to collect and analyse both close-ended and open-ended data. A coding process provided labels for emerging themes, concepts and examples and each research question was answered with descriptive detail. Results: Descriptive results showed that most instructors (93%) did not receive formal teacher training but derived their pedagogical knowledge from role models prior to teaching. Many faculty members (70%) attended university-sponsored workshops offered by their institutions to build upon and improve their teaching skills. Conclusion: Overarching themes reflected observational learning &quot;in situ&quot; and a general emphasis on non-cognitive skill development, particularly regarding interpersonal skills.
Teacher Training for Religious Education: Engaging Academics through the Dialogical Self Theory
Author: Bakker, Cok
Date: 2019-00-00
Type: Journal Articles
Subjects: Religious Education,Christianity,Foreign Countries,World Views,College Faculty,Professionalism,Catholics,Curriculum Development,Teacher Attitudes,Teacher Education Programs,Cultural Pluralism,Metacognition,Self Concept,Churches,Secondary School Teachers,Teaching Methods

Background: In the Netherlands, most of the academic curricula for teacher training in religious education (RE) focus on shortfalls of students, like a lack of knowledge about the plurality of worldviews and the diversity in interpretations of the Christian tradition. In our research project, the focus is not on the students, but on the university professors and lecturers who teach the subject of RE: professors and lecturers who train and educate students to teach RE. Aim: The main aim of the project was to gain a better insight into the inherent complexity of the professionalism of academics, that is, their own positionality in the plurality of the Roman Catholic traditions they adhere to in relation to their capabilities and commitment to the current curriculum -- the 'old' one -- and the new curriculum to be developed, in the context of the Dutch plural society. Setting: Respondents in this research were university professors and lecturers of the Teacher Training Institute of Tilburg University, located at Utrecht, the Netherlands. Methods: For this investigation, we used a research instrument based on the dialogical self theory and its self confrontation method for organisations to gain insight into professionals' own and their colleagues' positionality regarding teaching RE. Results: Preliminary results show that the self confrontation method for organisations has shown itself to be a challenging instrument to invite academics involved in the process of data construction and data analysis. Conclusion: Based on these results, we recommend to include the research population in a validation process to increase the sustainability of the results and to maximise engagement in the implementation phase of the new curriculum.