ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Relationship between Psychological Capital Perception, Psychological Well-Being and Job Satisfaction of Teachers
Author: Kurt, Neslihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Job Satisfaction,Well Being,Questionnaires,Foreign Countries,Teacher Attitudes,Secondary School Teachers,Structural Equation Models,Role

The aim of this research is to determine the relationship between psychological capital, psychological well-being and job satisfaction of teachers. The research is a descriptive study in relational screening model. The research model includes three variables; one independent variable (psychological capital) and other two dependent variables (job satisfaction and psychological well-being). In the structural model, job satisfaction variable may also be expressed as mediator variable. The study population consists of 12714 teachers working in official secondary schools in seven central districts in Ankara Province in 2017-2018 academic year. Sample of the population is selected by multi-stage sampling method. Stratified sampling method is used in the first stage and simple random sampling method is used in the second stage. Sample size is calculated as at least 384 teachers. In the research, Psychological Capital Scale developed by Luthans, Youssef &amp; Avolio (2007b); Minnesota Satisfaction Questionnaire developed by Weiss, Dawis, Lofquist &amp; England (1967) and Psychological Well-Being Scale developed by Ryff (1989) were used as data collection tools. Scales which are pre-implemented within the scope of the research yielded valid and reliable results. Data analysis was done with SPSS 23.0 and LISREL 8.87 statistics software packages. According to the results obtained from the research, it was determined that teachers' psychological capital perception was &quot;good&quot; and their job satisfaction and psychological well-being are &quot;high&quot;. According to the results of the analysis by means of structural equality modelling, it was determined that teachers' psychological capital perception affects their job satisfaction and psychological well-being levels positively and predicts them significantly; and it was also determined that job satisfaction has a partial mediator role in the relationship between teachers' psychological capital perception and their psychological well-being.
Challenges of Teachers in an Effective Rural Secondary School in Mexico
Author: Ramón, Cristóbal C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Rural Areas,Teacher Attitudes,Educational Strategies,Academic Achievement,Case Studies,Educational Policy,Foreign Countries,Educational Improvement,Educational Administration,School Effectiveness,Educational Technology,Educational Resources,Barriers

This paper examines from the perspective of teachers the problems faced by a telesecondary school for the achievement of its educational objectives, as well as the implemented actions to overcome their problems, located in the state of Yucatan, Mexico. A case study was carried out, selected on the basis of the good results obtained by students in the ENLACE test, belonging to a highly marginalized context. The methodological and data triangulation allowed to verify and validate data, obtained through interviews, focus groups, documentary analysis and qualitative observation. The results indicate that there are individual and general factors that need to be considered to improve the students' education: lack of effectiveness in the development of educational policy programs, lack of some resources and infrastructure, lack of technological resources, teachers training and management of the school center. The strategies the school makes to address these problems are helping to improve student performance.
Adverse Effect of Different Exercise Types on Ovarian Reserve
Author: Cicek, Guner
Date: 2019-01-00
Type: Journal Articles
Subjects: Exercise,Females,Physiology,Physical Activity Level,Adults,Body Weight,Body Composition,Measurement,Biochemistry,Human Body,Correlation,Risk,Pregnancy,Foreign Countries

In this study, it was aimed to determine the negative effect of different types of exercise on ovarian reserve of sedentary women. A total of 40 sedentary women who met the criteria for admission to work were categorized as aerobic exercise (AE; n:20; age: 33.0±2.0 years old) and strength exercise (SE; n:20; age: 32.7±2.1 years old) groups. Participants in both groups received two different exercises of 60-minute with an intensity of 60-70% for 16 weeks and 4 days per week. Participants' anthropometric (body weight, BMI, waist and hip circumference, waist and hip rate (WHR)), estradiol (E2), luteinizing hormone (LH) follicle stimulating hormone (FSH), and levels antimülerian hormone (AMH), which used as over-reserve indicators, were measured for before and after exercise. Comparisons of these parameters were evaluated at p&lt;0.01 and 0.05 levels. The mean of anthropometric and biochemical parameters of the AE and SE groups were statistically similar in before exercise. After exercise program, body weight, BMI, waist and hip circumference values of both groups were significantly decreased (p&lt;0.01 and p&lt;0.05). There was no significant correlation between AMH, E2, FSH and LH levels of the AE group (p&gt;0.05). In the SE group, there was a decrease in AHM level (p&lt;0.05) and an increase in FSH level (p&lt;0.01). There was no significant correlation between E2, and LH levels of the SE group (p&gt;0.05). As a results; strength exercise triggers to decrease in serum AMH levels and to increase in serum FSH levels. For this reason, strength exercise practices can have negative consequences for fertility, especially for women with lower ovarian reserve values.
?What I&apos;m Speaking Is Almost English…': A Corpus-Based Study of Metadiscourse in English-Medium Lectures at an Italian University
Author: Molino, Alessandra
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,English (Second Language),Metalinguistics,Language Proficiency,Lecture Method,Physical Sciences,Engineering,Undergraduate Students,Academic Discourse,Language Usage,Student Needs,Interpersonal Competence,Classroom Environment,Audience Response,Interaction,Language of Instruction,Speech Impairments

This paper deals with the use of metadiscourse by Italian university lecturers who teach through the medium of English (EMI, English-Medium Instruction). The objective is to verify whether, irrespective of possible shortcomings in their mastery of the language, lecturers demonstrate sensitivity to the situational demands of the EMI classroom, paying attention to the needs of the audience. A small, specialised corpus of undergraduate university lectures in the fields of Physical Sciences and Technology will be analysed. In particular, the focus will be on references to the discourse, the code, the lecturer as speaker and the students as listeners. I will investigate what discourse functions metadiscourse markers perform, what form-function associations can be identified, and whether signs of dysfluency and non-standard forms can be found in relation to metadiscourse. The pedagogical implications of the findings will be considered and suggestions provided on how to incorporate metadiscourse in teacher training programmes. The paper will conclude with some methodological reflections on how to investigate metadiscourse in university lectures.
Young Researchers Writing in ESL and the Use of Metadiscourse: Learning the Ropes
Author: Bogdanovic, Vesna
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Writing (Composition),Academic Discourse,Intellectual Disciplines,Case Studies,Language Usage,Foreign Countries,Writing Instruction,Discourse Analysis,Authors,Teaching Methods,Taxonomy,Researchers,Universities,Computational Linguistics

Entering the world of academic writing can be a troublesome experience for young researchers, especially for those writing in ESL. In addition to mastering the specific language of their disciplinary community, they also have to adopt an array of metadiscourse features which help them organize their writing and position themselves towards their content and their readers. Research on the use of metadiscourse in academic writing has indicated that ESL writers generally do not use metadiscourse elements to the same extent and in the same way as native English speakers. The paper will focus on the process of developing the awareness of metadiscourse features with young researchers and will attempt to gain an insight into how they adopt and apply these linguistic elements in their writing. It is based on a case study with three young researchers from the Faculty of Technical Sciences in Novi Sad, Serbia, whose research articles will be analyzed in relation to the correct usage of metadiscourse as well as its potential absence, using Hyland's framework. In the subsequent analysis, a questionnaire and interviews will be used to determine the degree of young authors' awareness of their use of metadiscourse and their approach to applying it in their writing. The triangulation between the corpus analysis and the questionnaire and interview data will try to address the issues of the reasons for using specific markers, the importance they attach to the use of metadiscourse in relation to the content of the research articles, and the methods of learning them, in order to unfold the correlation of beginnings of academic writing and the use of metadiscourse. It is hoped that the results of the analysis can be applied in teaching academic writing.
Variation in Metadiscursive &quot;You&quot; across Genres: From Research Articles to Teacher Feedback
Author: Ädel, Annelie
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Language Usage,Form Classes (Languages),Discourse Analysis,Teacher Student Relationship,Teaching Methods,College Faculty,Lecture Method,Research Reports,Advanced Students,College Students,Essays,Writing Evaluation,Writing Instruction,Communication Problems,Metalinguistics,English (Second Language),Second Language Learning,Second Language Instruction,Literary Genres

This article takes the theme of metadiscourse across genres as a point of departure. To illustrate variation in the use of metadiscourse, reflexive uses of second person &quot;you&quot; are examined in different genres and discourse types, all of which represent academic discourse. The material includes university lectures, research articles, advanced university student essays and teacher feedback on student writing. The data is analysed both quantitatively, taking frequency into consideration, and qualitatively, taking discourse function into consideration. The extended units in which &quot;you&quot; occurs are compared across genres and discourse types to highlight the considerable variability of metadiscursive uses. One of the implications of the variation found--which was brought to the fore especially through the study of teacher feedback--is that our conceptualisations of metadiscourse are overly influenced by the type of data that have been in focus in research to date: highly visible written genres at the highly monologic end of the continuum. The metadiscourse in teacher feedback was found to be primarily about solving communication problems rather than organising the discourse and telling the reader how to respond to it. In fact, the feedback material is congruous with Roman Jakobson's original conceptualisation of the metalinguistic function as solving communication problems.
Exploring the Methodological Possibilities of Narrative Inquiry in Service-Learning: Reflections from a Recent Investigation
Author: Foste, Zak
Date: 2018-00-00
Type: Journal Articles
Subjects: Personal Narratives,Inquiry,Reflection,Service Learning,College Students,Scholarship,Student Experience

The purpose of this essay is to argue for the use of narrative inquiry as a distinctive methodological approach in the study of college student experiences and outcomes in service-learning. The author reflects on a recent narrative study of college men in service-learning programs to highlight how narrative scholarship can illuminate the messiness and complexity of service-learning. A participant narrative from the recent investigation is utilized in order to highlight the key tenets of narrative inquiry. Suggestions for high-quality narrative scholarship in service-learning are also offered.
Engaging Students: Conducting Community-Based Research in the Senior Capstone Course
Author: Downey, Dennis J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Sociology,Curriculum,School Community Programs,Student Projects,Service Learning,Student Attitudes,Program Effectiveness

Engaging undergraduate students in community-based research (CBR) offers rich benefits to both students and communities (Strand, Marullo, Cutforth, Stoeker, &amp; Donahue, 2006). Finding ways to expand its application promises to multiply those benefits. Senior capstone courses represent a promising vehicle for that expansion, as they are also generally research based and extremely common in contemporary higher education (Hauhart &amp; Grahe, 2015). However, CBR and capstones each have multiple goals and present significant challenges, raising questions about the feasibility of merging practices. This research presents a case study of a capstone sociology course organized around group-based CBR projects. The case demonstrates that CBR-focused capstones, if intentionally designed, are feasible. Assessments by students and community partners provide evidence that the course also achieved the goals of capstones and of CBR. Discussion addresses steps taken since the initial case study to sustain and institutionalize the practice, including measures to assist instructors.
Maximizing International Students&apos; Service-Learning and Community Engagement Experience: A Case Study of Student Voices on the Benefits and Barriers
Author: Kwenani, Deidre (Farwick)
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Foreign Students,Learning Experience,Barriers,Educational Benefits,Student Attitudes,Best Practices,Community Organizations,Case Studies,Volunteers,Student Characteristics,College Students

The purpose of this study was to identify actual and perceived barriers and benefits of engaging in service-learning and volunteering activities as identified from the unique perspective of international students. Through the identification of barriers and benefits, we can provide more informed training to international students and provide a foundation for best practices to the community-based organizations that host them as volunteers and service-learners. We gathered data through focus groups and short online surveys of both the study population and community partner-based organizations. The findings of this study providing the authentic experiences and perspectives of international students, can assist service-learning institutions and organizations worldwide to better prepare international students for a service-learning experience and reduce the number of barriers faced. Practices and services are recommended to help international students complete their volunteer/service-learning endeavors, and to provide a more welcoming atmosphere for this student population to engage in their communities through service-learning.
Social Capital&apos;s Effect on Physical Education and Teachers&apos; Job Satisfaction
Author: Gültekin, Okan
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Capital,Physical Education,Physical Education Teachers,Teacher Attitudes,Job Satisfaction

This study tested the impact of physical education (PE) teachers' social capital on job satisfaction and explained levels of social capital for job satisfaction. Study participants were 210 PE teachers. The research methodology used the correlational survey model, and the instruments administered were the Social Capital Scale,and the Minnesota Job Satisfaction Scale. For conducting scales' confirmatory factor analyses and structural equation modeling, SPSS 23.0 and AMOS 17.0 software were used. The model's goodness fit index was: RMSEA = 0.081; SRMR = 0.082; CMIN\DF = 2.523; GFI = 0.922; CFI = 0.923; AGFI = 0.843; NFI = 0.913; Chi squared = 2832.001; df = 976 and p = 0.000. According to these results, the model fit index reached an acceptable and desired level. The effect of social capital on job satisfaction and the rate of explaining job satisfaction were tested. In relation to the study's first hypothesis, it was revealed that PE teachers' social capital level and job satisfaction were positively and significantly affected. In regard to the second hypothesis, there was a significant relationship between social capital levels and PE teachers' job satisfaction. The study's most significant finding was that social capital significantly predicted PE teachers' job satisfaction.
Service Learning in Early Childhood Education: In the Class of Curriculum Design and Practice
Author: Chuang, Mei-Ling
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Early Childhood Education,Curriculum Design,Undergraduate Students,Education Majors,Skill Development,Public Service,Cooperation,Teamwork,Educational Benefits

Qualitative and quantitative research was conducted with undergraduate students majoring in early childhood care and education to explore the impact of service-learning on personal and professional development, as well as to assess satisfaction with the service-learning project. The data were gathered at a baby care center, where these students arranged games, through a questionnaire given to the students (N=37), a questionnaire given to parents who came with their children to the center (N=34), as well as reflection paper and report by the students on how they felt about the activity. The qualitative data were analyzed from five different aspects: (1) Enhancing students' academic knowledge and skills, (2) Learning public service from the activity, (3) Cooperation and teamwork, (4) Benefits for children, (5) Suggestions of students afterwards. The findings of this research demonstrated that this service learning experience was beneficial for children, parents and the students, enhancing students' academic knowledge, problem solving skills, as well as interpersonal development.
Teachers&apos; Perceptions on Factors Influence Adoption of Formative Assessment
Author: Alotaibi, Khalid Abdullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Evaluation,Formative Evaluation,Feedback (Response),Foreign Countries,Gender Differences,Age Differences,Tenure

Even though teachers has positive attitude towards formative assessment, their perceptions on factors influence the adoption of formative assessment is crucial to implement various assessment strategies effectively. Therefore, survey conducted on perceptions of primary school teachers in Riyadh province of Saudi Arabia regarding 14 selected factors. By stratified random sampling, data is gathered from the teachers of 15 schools located in the Riyadh province of Saudi Arabia. 210 fully completed questionnaires are received. Interrelated factors also discussed with a sample of 25 teachers. Teachers slightly agreed on all the given factors. However, significant perceptional differences between teachers groups are intervened that mainly attributed to male and female teachers, teachers who attended training and not attended, younger and elder teachers, less tenured and more tenured teachers, and the teachers of different subjects. This study results is noteworthy for understanding the perceptions of teachers on factors influence adoption of formative assessment in primary schools. Factors deliberated in this study are useful to the school management to address the challenges of teachers in formative assessment that would help to minimize the barriers for effective implementation of formative assessment.
Evaluation of Education Students with Intellectual Disability in Saudi Arabia
Author: Alshamri, Khalid H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intellectual Disability,Educational Quality,Teacher Attitudes,Parent Attitudes,Teaching Methods,Parent Role,Assistive Technology,Social Development,Skill Development,Interpersonal Competence,Special Education

A survey was conducted in order to evaluate the quality of education received by students with intellectual disability in Aljouf, Saudi Arabia from the perspectives of their teachers and parents. From a sample of 95 respondents, it was found that most teachers used &quot;baby steps&quot; strategy in delivering content for students with intellectual disabilities. Most of the parents were found to rely almost entirely on formal education for their children and were not directly involved with their children's education at home. Only a minority of the teachers were found to utilize assistive technology to augment their practice. Both teachers and parents did not feel very confident about the effectiveness of the current systems in teaching their children important social and practical skills. Recommendations based on these outcomes were provided.
A Collaborative Journey toward Understanding the Role of Social Class in Teaching and Learning
Author: Wiest, Lynda R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Class,Student Diversity,College Students,College Faculty,Instructional Effectiveness,Course Content,Student Attitudes,Teacher Attitudes,Program Effectiveness,Consciousness Raising,Teaching Methods,Student Participation,Classroom Environment,Instructional Materials,Teacher Competencies,Social Influences,Faculty Development,Racial Differences,Ethnicity

One important area of development for educators at all levels is teaching students from diverse backgrounds, which includes attention to the important role of social class. In this reflective essay, two teacher educators and four students (two graduate, two undergraduate) examine the aspects of a course on social class and schooling that they perceive to have influenced favorable change in their learning and practice. Individual writings by the six participants at three checkpoints during and after the course generated four themes that the authors discuss in relation to the course content and pedagogy: salient content; effective instructional approaches; application of course material; and suggested improvements. Factors that contributed to course effectiveness included a focus on deep growth involving knowledge and dispositions; instructional methods that encouraged meaningful participant engagement and reflection in a &quot;safe&quot; classroom environment; and practical applications for course material. Suggested improvements centered on including direct engagement experiences and exploring individual course topics in greater depth.