ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Decision-Making Styles of School Administrators on General Procrastination Behaviors
Author: Ugurlu, Celai Teyyar
Date: 2013-00-00
Type: Journal Articles
Subjects: Time Management,Decision Making,School Administration,Administrators,Principals,Age Differences,Correlation,Cognitive Style,Experience,Administrator Behavior,Predictor Variables,Regression (Statistics),Foreign Countries,Questionnaires,Multiple Regression Analysis

Problem Statement: Lack of habits such as effective time management, determination of priorities, and effective and productive use of time is one of several reasons for procrastination behaviors. Personality traits along with incorrect cognitive loads about the self and the environment are other reasons for procrastination behaviors. At this point, reasons behind procrastination behaviors are mainly explained with self-managing skills, personality traits, and cognitive processes. This situation creates a result that reflects decision-making styles of an individual which set the relation between decision-making styles and procrastination behavior. Purpose of Study: This study aims to identify the correlation between decision-making styles of principals (administrators) and their procrastination tendencies and the relationship of decision-making styles with age. Relational survey model is utilized to examine decision styles and procrastination behaviors of school administrators. Methods: Sample of the study comprises principals and vice-principals serving in elementary and high schools of the central Sivas province and its counties. A total of 397 principals and vice-principals were serving in schools of the region in 2011-2012 academic year and questionnaires were sent to all of them. A total of 285 (71.79 %) questionnaires were returned to the researcher and further analyses were performed with this data. Findings: Findings show that means for rational decision-making are M = 3.24, intuitive decision-making M = 3.24, and dependent decision-making subdimensions of the decision-making styles are high; and avoidant decision-making M = 1.84, and spontaneous decision-making M = 2.17 are low. According to the results, rational decision making, which is one of the decision-making styles and procrastination tendencies do not significantly differ with respect to the age variable. Correlation between rational, intuitive, dependent, avoidant and spontaneous decision-making styles jointly results in a minor but significant correlation with procrastination behaviors of school administrators (R = 0.536, R[superscript 2] = 0.287, p&lt; 0.01). Five mentioned variables jointly account for 29% of the variance in the procrastination. Conclusion and Recommendations: The results favored more experienced school administrators in terms of decision-making styles and this enabled us to conclude that choosing school principals from experienced ones could result in better performance against procrastination. Positive school climate and a healthy surrounding, along with rational decisions are necessary for an effective management process in schools.
Transformational Leadership in Educational Context: A Fantasy of Education Scholars. Editor's Choice: Selected Keynote Speech
Author: Simsek, Hasan
Date: 2013-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Context Effect,Organizational Change,Leadership Effectiveness,Leadership Styles,Organizational Climate,Organizational Culture,Cognitive Style,Conference Papers,Educational Practices,Educational Administration

Education is a global concern. The post-industrial society demand different skills and mind-set from their citizens. Transforming technologies bring new possibilities whereas education is still a highly low-tech sector. Current global economic crisis and political instabilities bring new problems to educational systems. These challenges also call for new solutions from education systems. These deep transformations reassure the importance of leadership in educational organizations. A line of inquiry in leadership studies has long been practiced under different labels such as leadership in relation to interaction patterns or role relationships with the followers, leadership in relation to the follower or the follower perceptions. With the advancement of more recent approaches to leadership such as transformation, culture and symbolic perspectives, leadership is now tended to be viewed as a culture creation process or a process of symbolic interaction to create better functioning organizations. For example, such questions have never been carefully dealt within the leadership studies: How are change and leadership interconnected in organizations? Is transformational leadership an always effective style of leadership? When do the organizations most demand transformational leadership? What are the organizational conditions that may call for a transactional style? What are the fundamental differences between transformational and transactional leaders in terms of their cognitive style? Through three propositions, the author attempts to answer these questions in this keynote speech.
8th Grade Students Metaphors for the Concept of History
Author: Yalçinkaya, Elvan
Date: 2013-00-00
Type: Journal Articles
Subjects: Grade 8,Figurative Language,History Instruction,Concept Formation,Phenomenology,Qualitative Research,Futures (of Society),Social Studies,Student Attitudes,Elementary School Students,Cognitive Processes,History,Foreign Countries

Problem Statement: History is a science that helps people guide their futures; it is an indispensable part of education. It is important for students to know the past well in order to understand the present better and direct their future. History does not have magical laws to generalize in predicting future. However, we have to know that history can give us lines of vision for today and tomorrow. Students meet the concept of history for the first time in elementary school. They learn about history and they ground what they learn around the framework of social studies. In this context, the students' perspectives of the concept of history are very important for a better social studies and history education. One of the most important ways to determine students' perceptions of the concept of history is by creating metaphors. Purpose of Study: The purpose of this study is to examine the metaphors of elementary school students for the concept of history. Methods: Since this study examines an existing situation, it is a descriptive study. This study uses phenomenology design, a qualitative research method. The participants have completed the phrase of &quot;History is like . .. because it. . .&quot; to define their concept. The data are analyzed qualitatively and the metaphors are classified into conceptual categories. Findings and Results: The 8th graders who participated in the study developed a total of 308 metaphors for the concept of history. These metaphors compose sub-categories such as like &quot;comprehensive,&quot; &quot;useful and important for nation,&quot; &quot;complex,&quot; &quot;loved and addictive,&quot; &quot;informative,&quot; and &quot;repetitive.&quot; Students developed 99 metaphors for the comprehensive history sub-category, 75 for the useful and important for nation sub-category, 52 metaphors for the complex history sub-category, 28 metaphors for loved and addictive history sub-category, 44 metaphors for the informative history sub-category, and 10 metaphors for the repetitive history sub-category. Discussion and Conclusion: Each person has various perceptions about each notion and there was diversity between the students' perceptions. As opposed to the behavioral approach, the cognitive approach sees knowledge as a personal and individual form of knowledge. Diversity in the concept of history is natural within this frame.
&quot;Media Violence Is Made to Attract and Entertain People&quot;: Responses to Media Literacy Lessons on the Effects of and Institutional Motives behind Media Violence
Author: Sekarasih, Laras
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade 6,Violence,Mass Media Effects,Media Literacy,Student Attitudes,Student Reaction,Critical Thinking,Intention,Thinking Skills,Production Techniques,Elementary School Students,Public Opinion,Public Service,Information Dissemination,Gender Differences,Bullying,Homework,Television Viewing,Films,Video Games,Thematic Approach,Comparative Analysis

This study investigated the following research question: How do sixth-graders respond to a media literacy lesson that was designed to, among other goals, introduce the concept of the presence of commercial interest in media production, particularly regarding the prevalence of media violence? Forty-seven responses were analyzed thematically using constant comparison. Students' responses illustrate their critical thinking and understanding about producers' intent in including violence in media, although recognizing the commercial interest behind media violence still seems to be a challenge. Findings also suggest the task of striking a balance between instilling critical thinking skills and acknowledging children's personal media experiences.
Guiding Digital and Media Literacy Development in Arab Curricula through Understanding Media Uses of Arab Youth
Author: Melki, Jad P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Literacy,Media Literacy,Arabs,Audiences,Activism,Privacy,Risk,Role,Social Networks,Surveys,Gender Differences,Income,Age Differences,Political Attitudes,Technological Literacy,Foreign Countries,High School Students,College Students,Student Attitudes,Case Studies,Questionnaires,Native Language,Mass Media Use,News Reporting,Internet,Information Sources,Electronic Publishing,Radio,Trust (Psychology),Correlation

The role of new media in the Arab uprisings and the news of widespread surveillance of digital and mobile media have triggered a renewed interest in Arab audiences research, particularly as it pertains to these audiences' critical abilities and digital media literacy competencies. Taken for granted have been Arab youth's widespread use of social media for activism and political expression and their suspicion of government monitoring and privacy threats. This study questions these assumptions and attempts to provide a more accurate picture of Arab youth's media uses, with the goal of informing the development of digital and media literacy curricula for the region. The study surveyed 2,554 youth and compared their media uses across countries, genders, incomes, ages, and education levels. The findings suggest low media literacy levels and media uses apathetic to political activism and focused more on entertainment with little fear of government surveillance and privacy risks.
Measuring News Media Literacy
Author: Maksl, Adam
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Information Skills,Knowledge Level,Motivation Techniques,Information Literacy,Measurement Techniques,Adolescent Attitudes,Models,Fear,Trust (Psychology),Current Events,Cohort Analysis,Likert Scales,Measures (Individuals),Television Surveys,Gender Differences,Racial Differences,Parent Education,Mass Media Use,Use Studies,Statistical Analysis

News media literacy refers to the knowledge and motivations needed to identify and engage with journalism. This study measured levels of news media literacy among 500 teenagers using a new scale measure based on Potter's model of media literacy and adapted to news media specifically. The adapted model posits that news media literate individuals think deeply about media experiences, believe they are in control of media's influence, and have high levels of basic knowledge about media content, industries and effects. Based on measures developed to assess news media literacy, highly news literate teens were found to be more intrinsically motivated to consume news, more skeptical and more knowledgeable about current events than their less news literate counterparts.
Dusty but Mighty: Using Radio in the Critical Media Literacy Classroom
Author: Todorova, Miglena S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Critical Literacy,Media Literacy,Teaching Methods,Learning Processes,Radio,Urban Areas,College Students,Cultural Pluralism,Student Attitudes,Politics,Democracy,Teacher Attitudes,College Faculty,Foreign Countries

In a culture dominated by images, what is the capacity of radio-making to enact the ideals and meet the objectives of critical medial literacy education that empowers learners and expands democracy? This article conceptualizes a radio-based critical media literacy approach drawing upon a course project called &quot;Borderless Radio,&quot; where fifty-two students in a large urban Canadian university produced short radio programs narrating how they view and experience &quot;multiculturalism.&quot; Radio making in the classroom is soundscaping that politicizes intimacy, disrupts hegemonic discourses, and allows for teaching and learning to transgress; yet it also illuminates the ways in which self-positionality poses limitations to media literacy education that seeks to link local classrooms to a global world.
Puppets on a String? How Young Adolescents Explore Gender and Health in Advertising
Author: Begoray, Deborah L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Gender Differences,Health,Media Literacy,Critical Literacy,Adolescents,Qualitative Research,Films,Video Technology,Computer Uses in Education,Puppetry,Mass Media Effects,Interviews,Student Attitudes,Teacher Attitudes,Sexual Identity,Health Behavior,Health Education,Foreign Countries,Middle School Students,Middle School Teachers,Constructivism (Learning),Case Studies,Focus Groups,Discussion (Teaching Technique)

This article presents qualitative research on young adolescents' abilities in communicating and evaluating health messages in advertising especially how they understand and create gendered identities. A group of grade 6-8 students learned about media techniques and movie making. In groups divided by gender, they created iMovie advertisements for health activities in their school. They represented themselves in these advertisements by creating stick puppets. Observations during lessons, examination of movies and puppets, and interviews with students and their teacher revealed that young adolescents were neither completely manipulated by media nor were they completely in charge of their responses to media's messages about gender. Offering students an opportunity to de-brief media experiences also helped them to develop critical media health literacy.
Developing Media Literacy: Managing Fear and Moving Beyond
Author: Fry, Katherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Fear,Internet,Information Security,Mass Media,Mass Media Effects,Educational Practices,Teaching Methods,Case Studies

One way to view the development of the media literacy movement is through the various different ways in which strains of media literacy education have been called on to allay fears that accompanying new media technologies. This article focuses on how one media literacy organization,The LAMP, deals with two very different arenas--the internet safety arena and the news literacy arena--where fear of digital media has created narrow pockets of concern seeking narrow solutions. As media literacy grows and develops the hope is that these fears subside, a perception of separateness dissolves, and a broader media literacy vision advances.
Identifying, Analyzing, and Communicating Rural: A Quantitative Perspective
Author: Koziol, Natalie A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Rural Areas,Rural Education,Statistical Analysis,Educational Research,Definitions,Predictor Variables,Rural Urban Differences,Science Tests,Scores

Defining rural is a critical task for rural education researchers, as it has implications for all phases of a study. However, it is also a difficult task due to the many ways in which rural can be theoretically, conceptually, and empirically operationalized. This article provides researchers with specific guidance on important theoretical and operational considerations relevant to conducting quantitative rural education research: identifying a rural definition, selecting appropriate analytic methods, and thoroughly communicating rural details to situate the findings within the broader rural literature base. In addition, this article uses the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and three rural definitions to illustrate how parameter estimates and substantive interpretations are impacted by the statistical model, rural definition, and exclusion/inclusion of covariates. We believe that informed consideration and implementation of the article's guidelines will enhance and clarify the quantitative literature on rural education.
A Study of Medical Students' Peer Learning on Clinical Placements: What They Have Taught Themselves to Do
Author: Tai, Joanna H.-M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Medical Students,Student Placement,Peer Teaching,Clinical Experience,Student Surveys,Student Experience,Use Studies,Participant Satisfaction,Student Attitudes,Foreign Countries,Teaching Methods,Educational Practices,Statistical Analysis,Qualitative Research

Peer assisted learning (PAL) is implemented in many undergraduate medical programs, largely in classroom-based learning. There is relatively less knowledge about the use of PAL in clinical education environments. This study explores how PAL is experienced and perceived by Year 3 medical students who are new to the clinical environment. Students across urban/metropolitan sites, rural sites, and an international site (Malaysia) were invited to participate in a cross-sectional survey; 54 of a potential 415 students responded. We found that students are already using PAL on their clinical placements and can see its value. PAL not only occurs in structured events within the curriculum, such as Problem Based Learning (PBL) or bedside tutorials, but also in unstructured and student-prompted ways, such as debriefing cases at lunch time, observation of practice on the ward, and self-selected study groups outside clinical placement. These PAL activities in the clinical environment are yet to be mapped within the literature. Importantly, contrary to previous studies, PAL was not reported to increase competition amongst students and a drive for social acceptance was not reported to hinder honest peer-to-peer feedback. Despite the &quot;organic&quot; episodes of PAL on clinical placements, students reported that they needed more PAL education and training. Students are reticent to judge their peers' performance, not because of social pressures, but due to a lack of confidence in knowing performance targets. Observational research is suggested as a way to further explore these trends and to inform development of helpful PAL strategies for learners.
Classmate Peer-Coaching: &quot;A Study Buddy Support Scheme&quot;
Author: Thalluri, Jyothi
Date: 2014-00-00
Type: Journal Articles
Subjects: Peer Teaching,Coaching (Performance),At Risk Students,Hierarchical Linear Modeling,Nursing Students,Obstetrics,Low Achievement,High Achievement,Statistical Analysis,Instructional Effectiveness,Teaching Methods,Achievement Gains,Academic Achievement,Undergraduate Students,Likert Scales,Qualitative Research,Virtual Classrooms,Computer Mediated Communication,Conventional Instruction,Experimental Groups,Control Groups,Teaching Models,Foreign Countries

This study had two aims: firstly, to determine whether participation in a peer support scheme called Study Buddy Support (SBS) improves pass rates of &quot;at risk&quot; students, and secondly, to examine the advantages of this model over hierarchical models where senior students tutor junior years. Bachelor of Nursing and Midwifery students in a first year Bioscience course completed an assessment early in the semester. Based on their performance, &quot;at risk&quot; students (Buddies) and high achievers (Buddy Leaders) were identified to participate in this scheme, either on campus (internal) or via Virtual Classrooms (VC) (external). Quantitative percentage failure rates for those &quot;not at risk&quot; and those &quot;at risk&quot; utilising and not utilising SBS were compared. Qualitative comments were also examined. Of those in the SBS scheme, 72% passed, while only 49% of those not participating passed. Buddies identified the reassurance of not being alone, as well as a friendly, non-intimidating learning environment, as SBS positives. For Buddy Leaders, consolidation of learning, developing networks, and improved team and leadership skills were positives. The current SBS scheme increased percentage pass rates and Buddies and Buddy Leaders alike suggested personal benefits for the initiative. The networks developed in this SBS scheme can progress throughout the entire degree but are lost in a hierarchical model as senior mentors graduate. This suggests that the advantages of the SBS scheme may persist beyond first year and may further strengthen retention in later years.
The Effectiveness of Peer Taught Group Sessions of Physiotherapy Students within the Clinical Setting: A Quasi-Experimental Study
Author: Scott, Dee
Date: 2014-00-00
Type: Journal Articles
Subjects: Physiology,Therapy,Clinical Experience,Peer Teaching,Quasiexperimental Design,Pediatrics,Scores,Teaching Methods,Instructional Effectiveness,Participant Satisfaction,Student Placement,Group Instruction,Multiple Choice Tests,Questionnaires,Intermode Differences,Medical Students,Achievement Gains,Foreign Countries

The study aimed to investigate whether learning from peers, learning from a clinical educator, or being the peer teacher during clinical group sessions was more effective at enhancing student learning outcomes for different health conditions. A secondary aim was to determine which method students found more satisfactory. Physiotherapy students at the University of Cape Town were sent to different paediatric sites for clinical experience, including a children's convalescent home, two special schools, a day care centre for children with severe disabilities, and a mainstream school. The research design was quasi-experimental in that different teachers (peer vs. educator) were assigned randomly to each health condition. All 38 third year students were eligible for inclusion in the study. Approximately 10 students attended each weekly group teaching session, which was either peer-led or educator-led. Students were required to complete a test covering content taught by the different teachers. The nature of the person presenting to the small group did not have an impact on test scores. There were no significant differences in students' mean test scores between the peer-led, educator-led, or self-led conditions. However, test scores were significantly higher in the health conditions with severe disability than the other conditions. Students also reported higher satisfaction with clinical educator teaching.