ethanporcaro/eric-fulltext-meta huggingface dataset:
Benefits of Using the &quot;NADE Self-Evaluation Guides&quot; for Program Development, Improvement, and Evaluation
Author: Neuburger, Jane
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Evaluation (Groups),Program Development,Program Improvement,Program Evaluation,Best Practices,Validity,Accreditation (Institutions),Tutors,Tutoring,Academic Achievement,Program Validation

The &quot;NADE Self-Evaluation Guides&quot; are a compendium of best practices in four areas: (1) Tutoring Services; (2) Course-based Learning Assistance; (3) the Teaching &amp; Learning Process; and (4) Developmental Coursework, also recently known as transitional, co-requisite, accelerated, or bridge programs, all of which are preparatory-to-college post-secondary coursework. Each of these Guides has over 100 listed best practices, some deemed essential and others recommended, gleaned by a canvass of those in the field and from workshops across the nation to ensure the continuing validity of salient points. They provide a blueprint for developing a program, a reminder of essential items in revamping a program, and/or items to consider for annual or long-term planning. Used for departmental discussions, it provides a non-threatening method to include pertinent stakeholders in assessing programs, evaluating strengths, and mapping out areas in need of improvement. This article outlines the benefits of using the Guides for developing, improving, and evaluating a program.
Focus on Student Success: Components for Effective Summer Bridge Programs
Author: Gonzalez Quiroz, Alicia
Date: 2018-04-00
Type: Journal Articles
Subjects: Summer Programs,Success,Best Practices,Focus Groups,Data Analysis,Hispanic American Students,Community Colleges,Intervention,Control Groups,Experimental Groups,Statistical Analysis,Program Effectiveness,Program Evaluation,Program Implementation,Program Development,Academic Achievement,Transitional Programs,College Readiness,School Orientation,Two Year College Students,Academic Persistence

Using research focused on best practices, focus group information, and data analytics, the Title V: Focus on Student Success (FOSS) Grant created a model for the development, implementation, and evaluation of a summer bridge program. Results included increased academic performance indicators in first-year Hispanic college students. Validation for this work is based on 4 years of data at Laredo Community College, a 2-year public Hispanic Serving Community College along the Texas (United States)--México border.
Accreditation: A Value-Added Proposition
Author: Casazza, Martha
Date: 2018-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Value Added Models,Accountability,Educational Improvement,Formative Evaluation,Summative Evaluation,Statistical Analysis,Academic Achievement

This article begins by thinking about the process of accreditation in general and examining whether it is a transactional or value-added activity. The overall systems of U.S accreditation and National Association for Developmental Education (NADE) accreditation are reviewed.
NADE Accreditation: The Right Decision for the Current Time
Date: 2018-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Data,Decision Making,Academic Achievement,Developmental Programs,Educational Change,Transitional Programs

The National Association for Developmental Education (NADE) Accreditation process is more relevant and important than ever to the discussion of students' success and completion of meaningful credentials. In the current politically-charged climate, NADE Accreditation helps programs demonstrate not only to themselves and their administrations, but to their states and systems, the effects of changes made to their programs. NADE Accreditation promotes standards for research and practice in Developmental/Transitional Education. This article discusses the importance of NADE Accreditation.
Qualifications of Subject Teachers in Special Education Schools
Author: Rasmussen, Meryem Uçar
Date: 2018-04-00
Type: Journal Articles
Subjects: Teacher Qualifications,Foreign Countries,Special Education,Special Schools,Qualitative Research,Semi Structured Interviews,Questionnaires,Knowledge Base for Teaching,Disabilities,Symptoms (Individual Disorders),Educational Resources,Faculty Development,Negative Attitudes,Peer Influence,Teacher Characteristics,Educational Attainment,Career Choice,Barriers,Content Analysis

Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey participated. Qualitative research methods were used and the research data was collected using a semi-structured interview technique in the form of a questionnaire, collecting information about the teachers' knowledge on the field of special education, what problems they encounter and what needs they might have. The data was analyzed using content analysis. The results show that the subject teachers in this study do not possess adequate knowledge about the students' different disabilities and their characteristics. Beside the lack of knowledge the teachers also express a lack of tools, materials, and workshop rooms for art and music, a school gym, extra time, training, support services, in service programs, and collaboration with colleagues. Furthermore the teachers express insufficient qualifications in making lesson plans, teaching, assessing, managing the classroom, changing student behavior, and parent training. The teachers in the study expressed that the lack of training support and services, the lack of peer support and negative attitudes from colleagues and school administrators to subject teachers reduced their motivation and prevented them from teaching efficiently. All in all the lack in requirements can be divided into three respective ranking areas 1) teacher knowledge, 2) classroom materials, tools and equipment and 3) training, management and peer support. Even though the subject teachers express a seeking for support, the inadequate fulfillment of the requirements within the areas as mentioned above affect the teaching negatively and prevent the subject teachers from teaching children with special needs efficiently.
Examining the Internet Addiction Levels of High School Senior Students
Author: Aydemir, Hasan
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Addictive Behavior,Gender Differences,High School Students,Student Surveys,At Risk Persons,Scores,Self Control,Social Isolation,Antisocial Behavior,Behavior Problems,Statistical Analysis

In the present study, the internet addiction status of high school senior students in Yesilyurt county of Malatya was analyzed and examined in terms of gender variable. The study population consisted of 3442 senior students who were studying at 37 high schools in state schools in Yesilyurt County of the city of Malatya in 2016-2017 academic year. The sampling of the study consisted of 606 students selected with the Random Sampling Method from among 17 high schools. The model of the study was the Survey Model. For the purpose of determining the internet addiction levels of the students, the &quot;Internet Addiction Scale,&quot; which was developed by Gunuc (2009) was used. This scale consists of sub-dimensions like &quot;Deprivation,&quot; &quot;Difficulty in Control,&quot; &quot;Disruption in Functionality,&quot; and &quot;Social Isolation.&quot; In analyzing the data of the study, arithmetic average (X bar, frequency (f), standard deviation (sd), k-means clustering method and t-test were used. In brief, the following results were received in the present study: out of the 606 senior high school students, 85 (14,1%) were in the Addicted Group, 258 (42,6%) were in the Risk Group and 262 (43,3%) were in the Non-Addicted Group. When these results were analyzed it was determined that the majority of the students who constituted the sampling group of the study were in the Non-Addicted Group (43,3%). A significant differentiation was detected between the internet addiction scores of the students according to the gender variable in favor of the male students.
Metaphors of Social Studies Teacher Candidates on Museum Concept
Author: Tural, Aysegül
Date: 2018-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Social Studies,Knowledge Level,Museums,Figurative Language,Phenomenology,Qualitative Research,Content Analysis,Foreign Countries,Coding

In recent years, the concept of museum has attracted attention in teaching of social studies which is an interdisciplinary course that attaches importance to in-school and out-of-school processes. Metaphor is to express perceptions on a particular subject figuratively. In this research, it is aimed to reveal perceptions of social studies teacher candidates about museum concept through metaphors. For this purpose, 128 social studies teacher candidates are consulted. The research has been done by phenomenology method which is one of the qualitative research methods and the data is analyzed by content analysis. In this respect, research is a descriptive study. As a result of research, the result is obtained that teacher candidates have developed 36 valid metaphors. While teacher candidates are building metaphors for the museum; they have used mostly book, journey to history, history and life simulations.
Investigation on the Effects of 12 Days Intensive Competition on Some Blood Parameters of Basketball Players
Author: Gencer, Yildirim Gokhan
Date: 2018-04-00
Type: Journal Articles
Subjects: Competition,Athletes,College Athletics,Team Sports,Exercise Physiology,Metabolism,Statistical Analysis,Comparative Analysis,Incidence

The aim of this study is to investigate the effect of intensive basketball competitions (10 official basketball games in 12 days intensive competition period) on blood parameters of basketball players. Blood samples were taken from the basketball players of the university team. The players were training regularly and they had no regular health problems. The average age of the players was 22,80 ± 3,20 years and the average height was 185,83 ± 7,57 cm. This study was performed on 10 volunteer basketball players. Blood samples were taken before (24 hours), after (24 hours) and during the intensive competitions. Descriptive statistics (mean and standard deviation) were applied to the data, Wilcoxon two realized sample test was used to compare the values before and after the competition period. When comparing the blood values before and after the competition period, there was significant increase in prevalence of Fe, albumin, AST, ALT, LDL, HDL, MCH, MCHC and the values of UIBC, creatinine, HCT and MPV were significantly low before the competition; (P &lt;0.05). The findings show that the physiological characteristics of basketball players are influenced by intensive competitions. In the literature, the physiological effects of regular and single-session exercises have been investigated in many studies. However, the data about the physiological effects of intensive competition periods are rather limited. A better understanding of these influences will guide the event organizers and coaches to plan the competitions and it will facilitate the preparation of the sportsmen for this intensive competition periods.
College Students Who Have ASD: Factors Related to First Year Performance
Author: Shmulsky, Solvegi
Date: 2017-00-00
Type: Journal Articles
Subjects: College Freshmen,Autism,Pervasive Developmental Disorders,Academic Achievement,Anxiety,Executive Function,Grade Point Average,Longitudinal Studies,Correlation,Symptoms (Individual Disorders),Student Adjustment,Metacognition,Student Behavior,Student Records,Measures (Individuals),Student Surveys,Questionnaires,Regression (Statistics),Adults,Intelligence Tests,Statistical Analysis

College attendance is increasing for students who have an autism spectrum disorder (ASD), yet a dearth of literature exists about their progress in postsecondary education. This study describes a group of college students who have the formal diagnosis of an ASD to uncover factors related to their academic performance. Twenty-three first-year college students who have the diagnosis of ASD were tracked for two contiguous semesters to determine if anxiety and executive function are related to end-of-year grade point average (GPA). A significant positive correlation between the BRIEF-A composite index of behavioral regulation and GPA was found. Study participants reported no or mild levels of anxiety, and six reported clinically significant ADHD symptoms. Twenty-two of 23 members of the study remained enrolled for full two semesters, suggesting a successful transition to college. Implications for postsecondary services are discussed.
The Relationship of Digit Ratio (2D:4D) with Cerebral Lateralization and Grip Strength in Elite Swimmers
Author: Acar, Hakan
Date: 2018-04-00
Type: Journal Articles
Subjects: Aquatic Sports,Handedness,Muscular Strength,Human Body,Correlation,Foreign Countries,Statistical Analysis

The index finger and the 4th finger ratio (2D:4D) is the indicator of the prenatal testosterone. The aim of this study is to investigate the relationship between 2D:4D, hand preference and hand grip strength in swimmers. A total of 80 elite swimmers, participated in the study. Height, body weight, body mass index (BMI), hand 2D:4D finger measurements and hand grip strength tests were performed for athletes. The hand preference was determined by the Oldfield questionnaire and it was evaluated according to the Geschwind score. The data were recorded in the SPSS 20 program and p&lt;0.05 was considered as statistically significant. It was found that in both men and women, a negative correlation was found between right and left hand 2D:4D and both dominant (DHGS) and non-dominant hand grip strength (NDHGS) values. It was found that men had lower 2D:4D ratio than women. For both right and left handed, there was a statistically significant difference between the right and left hand 2D:4D ratios in both men and women (p&lt;0.05) and the dominant hand (DH) 2D:4D ratios were found to be lower than non-dominant hand (NDH) 2D:4D ratios in both men and women (p&lt;0.05) It can be said that the 2D:4D ratios may be the effect of determining the hand preference, the grip strength and therefore the strength.
Cognitive Flexibility and Its Relationship to Academic Achievement and Career Choice of College Students with and without Attention Deficit Hyperactivity Disorder
Author: Kercood, Suneeta
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Career Choice,College Students,Attention Deficit Hyperactivity Disorder,Questionnaires,Abstract Reasoning,Cognitive Ability,Executive Function,Cognitive Tests,Learning Disabilities,Achievement Tests,Clinical Diagnosis,Disability Identification,Correlation,Gender Differences

The purpose of this study was to investigate the relationship between cognitive flexibility, academic skills, educational trajectories, and career goals of college students with and without Attention Deficit Hyperactivity Disorder (ADHD). Participants completed a demographic questionnaire, objective and subjective measures of cognitive flexibility, and tests of academic achievement. Cognitive Flexibility predicted academic achievement; reading skills increased as subjective cognitive flexibility increased and as the tendency to perseverate (i.e., to stick with an ineffective strategy) on the Wisconsin Card Sorting Test decreased. Objective cognitive flexibility also predicted mathematical and writing skills. Although students with different college majors did not vary significantly in their cognitive flexibility, the interaction between cognitive flexibility and ADHD shared a significant relationship with career confidence. Our results expand on the literature examining cognitive flexibility and have implications for both academic and career planning, particularly for students who may struggle with attention.
Faculty Mentorship Program for Students with Disabilities: Academic Success Outcomes (Practice Brief)
Author: Markle, Larry
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,Mentors,Teacher Role,Graduation Rate,Academic Persistence,College Students,Longitudinal Studies,Program Effectiveness,Phenomenology,Statistical Analysis,Comparative Analysis,Success,Program Implementation,College Faculty

Classroom success and academic integration are essential indicators of academic success (Tinto, 2012). Since students with disabilities, compared to students without disabilities, often face additional transitional academic issues when entering college, Ball State University developed a Faculty Mentorship Program (FMP) for students with disabilities to facilitate their academic integration. This practice brief presents a study of a nine-year longitudinal analysis of 32,409 students in three groups: students with disabilities participating in a FMP, students with disabilities not participating in the FMP, and students without disabilities. Three academic success outcomes were tracked; one-year retention, and four- and six-year graduation rates. The article also provides a thorough discussion of the portability of the program with suggestions for implementation on other campuses.
The Effect of Creative Drama as a Method on Skills: A Meta-Analysis Study
Author: Ulubey, Özgür
Date: 2018-04-00
Type: Journal Articles
Subjects: Meta Analysis,Drama,Creative Activities,Skill Development,Literature Reviews,Teaching Methods,Intermode Differences,Instructional Effectiveness,Effect Size,Journal Articles,Predictor Variables,Statistical Analysis

The aim of the current study was to synthesize the findings of experimental studies addressing the effect of the creative drama method on the skills of students. Research data were derived from ProQuest Citations, Web of Science, Google Academic, National Thesis Center, EBSCO, ERIC, Taylor &amp; Francis Online, and ScienceDirect databases using keywords such as drama, and skill. A total of 63 research studies including twenty articles, thirty-four master's and nine doctoral theses, which met the inclusion criteria of meta-analysis, formed the data source of the current study. The collected data were analyzed by using the Comprehensive Meta Analysis program. To address the heterogeneity of the studies, the random effects model were employed to calculate the effect size. The results of the research showed that creative drama method positively affected the skills of students. In experimental studies, the differences in the effect created by the creative drama on students' skills were examined in terms of moderator variables. While the effect size of creative drama on students' skills was found to be significantly varying depending on the moderator variables including the duration of experimental application, the level of schooling and the publication type, it was found that the effect size was not significantly varying depending on the moderator variables of practitioner and types of skills.
Effects of Scaled-Up Professional Development Courses about Inquiry-Based Learning on Teachers
Author: Maass, Katja
Date: 2018-04-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Faculty Development,Foreign Countries,Models,Predictor Variables,Teaching Methods,Teacher Attitudes,Pretests Posttests,Science Instruction,Beliefs,Questionnaires,Statistical Analysis

Although well researched in educational studies, inquiry-based learning, a student-centred way of teaching, is far away from being implemented in day-to-day science and mathematics teaching on a large scale. It is a challenge for teachers to adopt this new way of teaching in an often not supportive school context. Therefore it is important to provide high-quality professional development (PD) at a large scale. However, there is little empirical evidence about the effects of scaled-up professional development initiatives. Therefore, this paper presents an international research study for which long-term PD courses have been designed. These courses have been implemented across Europe in twelve different countries at scale by using the so-called &quot;Cascade Model.&quot; Here, course leaders are educated, who in turn educate other teachers. The research study aimed at evaluating the overall impact the scaled-up PD had on teachers and at also identifying variables influencing this impact.
The Influence of Globalization on Turkish Sports
Author: Sahin, Mehmet
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Athletics,Cultural Influences,Social Influences,Economic Factors,Team Sports,Mass Media,Migrants,Undocumented Immigrants,Labor Market,Developing Nations,Developed Nations,International Cooperation

This paper addresses the phenomenon of globalization, which has also spread to sports, in terms of its economic, social and cultural aspects; while discussing the concept based on examples from the discipline of football in the premier league of Turkey. In this framework, sports labor emigration mobility is handled, and sponsorship and the effects of globalization in Turkey's sport is examined in terms of relationships between media and sports. The paper also provides concrete examples from the national and international sports circles by framing the fields where globalization becomes apparent in sports. In this framework, this article addresses the sport labor migration, and studies the effect of globalization in Turkish sports within the relations among sponsorship, media and sports.
&quot;Smiling and Ready to Learn:&quot; A Qualitative Exploration of University Audit Classroom Instructors&apos; Experience with Students with Intellectual Disabilities
Author: Burgin, Emma C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Transitional Programs,Postsecondary Education,Developmental Disabilities,High School Students,Semi Structured Interviews,Inclusion,Credits,Courses,College Faculty,Experience,Teacher Attitudes,Self Efficacy,Student Attitudes,Academic Accommodations (Disabilities),Qualitative Research

Transition postsecondary education programs for students with intellectual disabilities create supported environments to help students with intellectual and developmental disabilities transition from high school to gainful employment and independent living. In effort to be inclusive, transition programs often include an option for students to audit undergraduate courses. In order to explore the experiences of audit classroom instructors hosting an audit student, the current study conducted semi-structured interviews with nine faculty members who hosted an audit student. Thematic analysis yielded themes, which included overall experience, preparedness, suggestions for future, and uncertainty, describing the preparation for and experience of hosting an audit student as well as feedback for the program.