ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward a Revised Assessment Model: Rationales and Strategies for Assessing Students&apos; Technological Authorship
Author: De Hertogh, Lori Beth
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing (Composition),Technology Uses in Education,Outcomes of Education,Writing Evaluation,Class Activities,Multimedia Materials,Evaluation Methods,Student Evaluation,College Students

I argue in this article that digital composing practices require composition teachers to rethink the way we articulate learning outcomes and conduct classroom assessment. To accomplish this, we must revise the language we use to talk about outcomes and assessment in the context of new media. We also need to better understand how technologies are changing student compositions, thus driving the need to change our learning outcomes and assessment practices. The purpose of this article is to provide rationales and strategies for doing so, as well as classroom activities that can be used to assess new media compositions.
Achieving an Institution&apos;s Values, Vision, and Mission
Author: Calder, William B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Institutional Mission,Organizational Objectives,Organizational Theories,Values,Organizational Effectiveness,Position Papers,Administrative Policy,Administrative Principles,Institutional Research,Evaluation Methods

The measures of institutional success are more meaningful through the further realization of the institution&apos;s vision and mission and how the institution is supporting its declared values through various initiatives and behaviours. Institutions and their leaders rely on these statements as foundational pillars by which to launch new programs, services, carry out applied research, sustain and enhance their operations, and to build a future capacity for change. Without meaningful evaluation of the achievement levels of values, vision, and mission (VVM) statements, how can leaders state that their institution was extraordinary or even successful? An ongoing evaluation process of these institutional statements helps to demonstrate to stakeholders how serious the institution is about its own existence. It is through meaningful evaluation that these critical statements become more relevant, tangible, and understandable.
Tackling Student Literacy and Numeracy Underpreparedness in Ontario Colleges: Access, Quality and Funding
Author: Dziwak, Kasia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Numeracy,Literacy,College Students,Developmental Studies Programs,Educational Finance,Financial Support,At Risk Students,Colleges,Reading Skills,Mathematics Skills,Postsecondary Education,Educational Attainment,Educational Quality,Outcomes of Education,Student Costs,College Entrance Examinations,Exit Examinations,Student Evaluation,Intervention,Technology Uses in Education

As more students enter postsecondary education without the numeracy and literacy skills necessary for success, Ontario colleges are facing a challenge. While enrolment-based funding drives the colleges to seek growth to ensure financial stability, the quality assurance mechanism leads them to divert millions of dollars from their operating budgets to support at-risk students through a multitude of remediation interventions. Improving the effectiveness of remediation supports is worth much attention, but it will not eliminate the need for continued investment. Overall, a system-wide funding mechanism change may be required to help colleges strike a balance between the incentives for growth and quality.
Gender, Self-Stigma, and Public Stigma in Predicting Attitudes toward Psychological Help-Seeking
Author: Topkaya, Nursel
Date: 2014-00-00
Type: Journal Articles
Subjects: Gender Differences,College Students,Social Bias,Social Attitudes,Self Concept,Help Seeking,Mental Health,Student Attitudes,Regression (Statistics),Predictor Variables,Foreign Countries

Using a sample of university students (N = 362), the role of gender and both the self-stigma and public stigma associated with one's decision to seek psychological help in predicting attitudes toward psychological helpseeking were examined. Moreover, gender differences regarding both the self-stigma and the public stigma associated with psychological help-seeking were investigated. Participants completed a demographic data form, the Self-stigma of Seeking Help Scale, the Social Stigma Scale for Receiving Psychological Help, and the Attitudes toward Seeking Professional Psychological Help Scale-Short Form. The results of the hierarchical regression analyses demonstrated that although both gender and the self-stigma associated with psychological help-seeking significantly predicted attitudes toward seeking psychological help, public stigma was not a significant predictor of attitudes toward seeking psychological help. Moreover, 24% of the variance in attitudes was accounted for by the variables of gender and self-stigma in the model. In addition, the results of the current study confirmed the findings of previous research which indicated that males are more likely to experience self-stigma and public stigma associated with psychological help-seeking when compared to females. Further results and implications were discussed.
Between Tyranny and Complicity: Thoughts on Responding to Oppressive Student Conduct
Author: Shupak, Greg
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Student Behavior,Social Bias,Behavior Problems,Teacher Role,Teaching Methods,Political Issues,Teacher Attitudes,Conflict,Intervention,Classroom Environment,Student Attitudes,Social Justice,College Students

Critical pedagogy scholars have long struggled to reconcile their desire for a democratic, participatory classroom with the necessity of creating a learning environment that is safe and inclusive. Indeed, in critical pedagogy theory there is a tension between enabling students to think for themselves and convincing students to read the cultural and political world in the same way as their professor. How, then, should a postsecondary educator respond to students whose classroom behavior is sexist, racist, homophobic, displays class prejudice, or is otherwise oppressive toward other students? Can pedagogical practices be developed in which the role of the teacher is neither to be an authoritarian preacher nor someone who, through their silence, sanctions students&apos; words or deeds that undermine their peers&apos; human rights? The author addresses what he sees as two of the underlying issues that are at play. First, he considers whether teachers should make their specific political opinions known to students and whether professors should take sides during in-class debates among students. The author&apos;s specific focus is on cases where one student or group of them is behaving oppressively toward one or more other students. He argues that sometimes it is necessary for a college teacher to express political opinions that differ from those held by one or more of their students and that it is misguided to think that value-free teaching is even possible. The author refers to this as interventionist pedagogy. Having staked out those positions, the second underlying issue he addresses is how teachers can make these interventions responsibly so that the classroom does not become, in effect, a re-education camp.
Exploring the Role of the Learning Strategist at a Canadian College and University: The Tale of Two Professionals
Author: Woloshyn, Vera E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Disabilities,Postsecondary Education,Student Personnel Workers,Related Services (Special Education),Role Perception,Semi Structured Interviews

In this article, we synthesize literature related to the experiences of students with learning disabilities in postsecondary settings, including support service initiatives. We also synthesize the role of the learning strategists in context of working with these students. We then explore the daily experiences of two senior learning strategists situated in a college and university. We highlight changes in role enactment over the last decade and explore their perceptions of the factors that facilitate or hinder their role enactment as well as the resulting tensions. Finally, we highlight the differences in role enactment across the two participants and discuss the associated implications for students with learning disabilities and other service providers.
An Analysis of Factors Affecting Teachers' Irrational Beliefs
Author: Tanhan, Fuat
Date: 2014-00-00
Type: Journal Articles
Subjects: Beliefs,Teacher Behavior,Performance Factors,Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Correlation,Predictor Variables,Questionnaires,Behavior Rating Scales,Attribution Theory,Teacher Attitudes,Teacher Characteristics,Foreign Countries

The survival of living beings largely depends on their abilities to recognize and adapt to their environment. This is closely related to the cognitive processes by which information is processed. As they have decisive influence on the outcomes of education, teachers who have the ability to think rationally and make rational decisions are integral to achieving the goals desired from education. The aim of this study is to apply Albert Ellis' theory to an e analysis of the factors that affect the irrational beliefs of teachers working in primary and secondary schools. The research was carried out according to a descriptive approach, following a relational design of the general survey model. The study group consisted of 370 randomly-selected and voluntarily-participating teachers working in Van. The data was collected using Personal Information Forms and the Beck Depression Inventory. The regression model was analyzed with the CHAID method of analysis. Teachers' rational and irrational beliefs were selected as the dependent variables. As a result of the CHAID analysis, depression, satisfaction with the teaching profession, seniority, and industry variables were found to be significant.
The Relationship between Instructors' Professional Competencies and University Students' School Engagement
Author: Sahin, Mehmet
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Teacher Competencies,College Faculty,Learner Engagement,Student Participation,Correlation,Measures (Individuals),Rating Scales,Factor Analysis,Regression (Statistics),Gender Differences,Educational Attainment,Specialization,Foreign Countries,Teacher Attitudes,Student Attitudes,Statistical Analysis

This study was conducted to explore the relationship between university students' school engagement and instructors' professional competencies. The study group consisted of 314 students from the Faculty of Art at Çankiri Karatekin University. The participants filled in the Scale for Professional Competence of Instructor (SPCI) and the Scale for School Engagement (SSE). The data were analyzed using descriptive methods, explanatory and confirmatory factor analyses (EFA/CFA), ANOVA, the Pearson correlation coefficient, and multivariate regression. Findings showed that according to the opinions of the participants, both the instructors' professional competencies and the students' school engagement were at moderate levels. They also revealed that students' views regarding instructors' professional competencies did not differ in terms of gender and grade, but there was a significant difference in terms of department. Additionally, the study demonstrated a significant correlation between instructors' professional competencies and school engagement. However, regression results indicated that sub-scales of the SPCI were not significant predictors of school engagement.
Chaos Theory and Its Application to Education: Mehmet Akif Ersoy University Case
Author: Akmansoy, Vesile
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,College Faculty,Teacher Attitudes,Qualitative Research,Content Analysis,Statistical Analysis,Social Sciences,Failure,Student Experience,Student Attitudes,Educational Environment,Student Behavior

Discussions have arisen regarding the application of the new paradigms of chaos theory to social sciences as compared to physical sciences. This study examines what role chaos theory has within the education process and what effect it has by describing the views of university faculty regarding chaos and education. The participants in this study consisted of 30 faculty members with teaching experience in the Faculty of Education, the Faculty of Science and Literature, and the School of Veterinary Sciences at Mehmet Akif Ersoy University in Burdur, Turkey. The sample for this study included voluntary participants. As part of the study, the acquired qualitative data has been tested using both the descriptive analysis method and content analysis. Themes have been organized under each discourse question after checking and defining the processes. To test the data, frequency and percentage, statistical techniques were used. The views of the attendees were stated verbatim in the Turkish version, then translated into English by the researchers. The findings of this study indicate the presence of a &quot;butterfly effect&quot; within educational organizations, whereby a small failure in the education process causes a bigger failure later on.
Investigation of Multicultural Education Courses: The Case of Georgia State University
Author: Basbay, Alper
Date: 2014-00-00
Type: Journal Articles
Subjects: Multicultural Education,Investigations,Case Studies,Qualitative Research,Observation,Interviews,Content Analysis,Course Descriptions,Course Evaluation,Course Organization,Relevance (Education),Course Objectives,Teaching Methods,Learning Processes,Measurement,Evaluation,Cultural Awareness,Knowledge Base for Teaching,Teacher Competencies,Cultural Pluralism,Teacher Education Curriculum,College Programs,Preservice Teacher Education

Multicultural education includes the design of learning environments according to different cultural characteristics and learners' respectful attitudes towards these characteristics. One of the teachers' expected competencies in multicultural education is recognizing learners' cultural characteristics and being respectful of these during the teaching process. In this manner, examining how institutions that train teachers conduct their activities regarding multiculturalism, and to what extent diversity is considered in these education programs, gain importance. The present study was conducted on Georgia State University's Faculty of Education in order to determine the general structure of the courses that are related with multicultural education, the organization of the teaching process, and how the evaluation processes are structured. Qualitative data analysis was used in the present study. On the basis of the descriptive case study method, document analysis, observation and interview techniques were used. In order to collect data, ten different courses' syllabi were investigated, interviews were conducted with five instructors, and three separate courses offered during the 2011-2012 fall semester were observed. Content analysis was used in order to analyze the data. According to the results, five themes emerged: settlement, importance, goal and content organization, the teaching and learning process, and measurement and evaluation. The findings of the study discovered that the courses were built on awareness, knowledge, and skill competencies in order to help teacher-candidates deal with any difficulties they might face during their work life. Based on instructors' statements, positive changes in students' attitudes towards diversity and different cultural values were found to be the most important gains in these courses.
Adaptation of the Kaufman Survey of Early Academic and Language Skills to Turkish Children Aged 61 to 72 Months
Author: Uyanik, Ozgun
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Test Construction,Public Schools,Test Validity,Test Reliability,Language Skills,Academic Ability,Factor Analysis,Factor Structure,Preschool Education,Construct Validity

The aim of this research is s to adapt and apply t the Kaufman Survey of Early Academic and Language Skills (K-SEALS) to Turkish children in the city of Ankara. In the study, a descriptive screening model was used. The population of the study consisted of children who showed normal developmental characteristics and who were enrolled at public preschools. These public preschools were located in the central districts of Ankara under the auspices of the Ministry of National Education. The stratified sampling method was used for the study, and the sample consisted of 423 children aged 61 to 72 months. Validity and reliability studies were conducted based on the data provided by the adaptation of the K-SEALS test. Accordingly, ten items that were found to be inadequate in distinguishing language and academic skills among individuals were removed. The results of a confirmatory factor analysis showed that the majority of the items suggested that the one-dimensional factor structure of a combination of Early Academic and Language Skills was generally found to represent a one-dimensional factor structure. Kuder Richardson (KR-20) values were evaluated for the reliability of the test scores in the applied groups. The fact that KR-20 values were found to be between 0.852 and 0.982 revealed that the internal consistency of the test was high; furthermore, test-retest values were found to vary between 0.783 and 0.939 which indicated that the test had a consistent structure over time. Therefore, the results of the K-SEALS were considered to be valid and reliable for the Turkish children in our sample.
The Effect of the Values Education Programme on 5.5-6 Year Old Children's Social Development: Social Skills, Psycho-Social Development and Social Problem Solving Skills
Author: Dereli-Iman, Esra
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Development,Foreign Countries,Values Education,Experimental Groups,Program Effectiveness,Interpersonal Competence,Interviews,Measures (Individuals),Statistical Analysis,Control Groups,Problem Solving,Pretests Posttests,Prosocial Behavior,Behavior Problems,Preschool Children,Emotional Development,Quasiexperimental Design,Factor Analysis

The aim of this study was to examine the effect of the Values Education Programme (developed for pre-school children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending pre-school. The Values Education Programme was applied in the experimental group of 33 students, with session time lasting 30 minutes in each 11 week session. In this research the following was used in order to measure the dependent variables: Family Registration Form, Values Education Programme Assessment Interview developed by the researcher, Social Skills Evaluation Scale, Psycho-social Behaviour Scale for Pre-school Children (developed by the Turkish Psychology Association Committee on Pre-school), and the Wally Child Social Problem-Solving Detective Game Test. In the analysis process, descriptive statistics, t-test for independent groups, paired-samples t-test, frequencies, descriptive statistics, and typology analysis techniques were used. At the end of the values education programme, it was seen that the experimental group's social skills, psycho-social development, and social problem solving skills points rose from the pre-test towards the post-test and, that it increased at a significant pace compared to the control group's social skills, psycho-social development and social problem solving skills points. Also, after completing the three month training programme, it was found that there were no significant differences between the points of the experimental group's and control group's pre-test retention test. Conversely, parents indicate that values education program increased children's appropriate behaviours and decreased undesired the behaviours of children.
An Investigation of Prospective Teachers' Attitudes toward Educational Reforms in Turkey
Author: Duman, Guler
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Semi Structured Interviews,Preservice Teachers,Student Attitudes,Conferences (Gatherings),Knowledge Level,Teacher Education Programs,Phenomenology,Qualitative Research,Statistical Analysis

The main purpose of the present study is twofold: (a) to investigate the awareness and attitudes of prospective teachers from different departments and class levels regarding current educational reforms in Turkey and the reasons why they do or do not adhere to these reform activities, and (b) to gain thorough knowledge about information resources that they use and the problems that they encounter while learning about and sharing current educational reforms. The study was conducted with 23 prospective teachers drawn from the Education Faculty of Akdeniz University, and it used a two-stage sampling method. A semi-structured interview form developed by the researchers was employed as the data collection instrument. The interview form included four demographic and 12 open-ended questions. The tape-recorded interviews were transcribed and verbatim transcriptions were analyzed via quantitative data analysis. The results indicated that freshman and sophomore prospective teachers adhered to the education reform developments less frequently than their juniors and seniors. Most of the prospective teachers who rarely followed educational reforms indicated that they did not have enough time to do so due to their heavy schedule, but they concentrated on educational reforms in their own field of study since they had concerns for the future. Prospective teachers often had insufficient and false information about educational reforms; they indicated interest in obtaining more reliable information through conferences featuring presentations by experts. Further studies conducted with prospective teachers enrolled in additional departments or pedagogical formation courses would provide a more complete understanding of attitudes toward educational reforms.