ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science
Author: Hartfield, Perry
Date: 2013-12-00
Type: Journal Articles
Subjects: Blended Learning,Biomedicine,Educational Benefits,Models,Student Centered Learning,Introductory Courses,Asynchronous Communication,Synchronous Communication,Biochemistry,Laboratory Training,Science Process Skills,Alignment (Education),Science Tests,Web Based Instruction,Transformative Learning

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science. [This paper was presented at the International Conference on Teaching and Learning (ICTL) (4th, Bangkok, Thailand, Nov 13-15, 2013).]
The Perceived Success of Tutoring Students with Learning Disabilities: Relations to Tutee and Tutoring Variables
Author: Michael, Rinat
Date: 2016-00-00
Type: Journal Articles
Subjects: Tutoring,Learning Disabilities,College Students,Questionnaires,Tutors,Interpersonal Relationship,Program Effectiveness,Student Attitudes,Peer Teaching,Success,Foreign Countries,Barriers,Coping,Statistical Analysis,Multivariate Analysis

The current study examined the contribution of two types of variables to the perceived success of a tutoring project for college students with learning disabilities (LD): tutoring-related variables (the degree of engagement in different tutoring activities and difficulties encountered during tutoring), and tutee-related variables (learning difficulties and academic self-efficacy). One hundred and ninety college students with LD who were engaged in a tutoring project completed a questionnaire measuring tutoring and tutee-related variables as well as the perceived success of the tutoring process. Only the tutoring-related variables were significant predictors of tutees' perceptions regarding the success of the tutoring project. Implications for research and practice are discussed.
Invisible Injuries: The Experiences of College Students with Histories of Mild Traumatic Brain Injury
Author: Childers, Carrie
Date: 2016-00-00
Type: Journal Articles
Subjects: Head Injuries,Brain,College Students,Special Needs Students,Student Attitudes,Student Experience,Semi Structured Interviews,Phenomenology,Self Advocacy,Family Influence,Teacher Influence,Self Determination,Academic Accommodations (Disabilities),Misconceptions,Check Lists,Symptoms (Individual Disorders),Adults,Intelligence Tests,Perceptual Motor Coordination,Visual Perception,Cognitive Tests,Cognitive Processes,Cognitive Ability,Physical Health,Social Behavior,Emotional Response,Qualitative Research

This qualitative study explored the college life phenomenon as experienced by students with mild traumatic brain injury (MTBI). Previous research about such students has focused on topics including study strategy use, access of support services, and insights from caregivers or instructors. However, little attention has been paid to the perceptions of postsecondary students, and available data stems almost exclusively from structured survey items and quantitative research studies. The lack of direct input from students with MTBI means professionals have limited insight into perceptions about students' challenges and successes associated with college experiences. To address this research gap, we asked five college students with MTBI to discuss their college experiences, factors mediating those experiences, and perceived similarities and differences between themselves and other college students with and without disabilities. Each interview lasted approximately one hour and used a semi-structured interview protocol. Data were analyzed using established phenomenological methods. Results suggested that the students experienced cognitive, physical, and social-emotional changes that altered their academic experiences, necessitated academic accommodations, and required self-advocacy skills. In addition, family and teacher support, self-determination, and academic accommodations positively affected students' college experiences, whereas factors such as injury invisibility, coursework difficulty, and teacher misconceptions or lack of support had negative effects. The findings highlight the need for additional education and support for college students with MTBI and the educators who serve them.
e-Learning for Expanding Distance Education in Tertiary Level in Bangladesh: Problems and Progress
Author: Al-Masum, Md. Abdullah
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Postsecondary Education,Developing Nations,Open Universities,Information Technology,Educational Benefits,Access to Computers,Internet

E-learning has broadly become an important enabler to promote distance education (DE) and lifelong learning in most of the developed countries, but in Bangladesh it is still a new successful progressive system for the learning communities. Distance education is thought to be introduced as an effective way of educating people of all sections in Bangladesh. Bangladesh Open University (BOU), the only distance education provider in Bangladesh, has been trying to adopt the use of various e-learning materials for its distance delivery. This paper has tried to describe the current progress of quality e-learning for expanding distance education, identifying the major problems of e-learning in distance education at tertiary level in Bangladesh, with special reference to BOU, and finally to put forward some valuable recommendations for solving the problems. The study is based on both primary and secondary sources. It is observed from the research that e-learning is going to ensure its bright prospect as an alternative mode of education at the tertiary level in Bangladesh. There are several problems that are identified and can be mitigated and solved through Information and Communication Technology (ICT) development, greater acceptance by learners, and much research in this sector in Bangladesh to face globalization. [This paper was presented at the International Conference on Teaching and Learning (ICTL) (4th, Bangkok, Thailand, Nov 13-15, 2013).]
Evaluation of Some School Applications in Turkish National Education According to Students' Viewpoints
Author: Sözen, Erol
Date: 2017-03-00
Type: Journal Articles
Subjects: Student Attitudes,Correlation,Statistical Analysis,High School Students,Handheld Devices,Academic Achievement,Measurement Techniques,Educational Technology,Technology Uses in Education,Teaching Methods,Gender Differences,Class Size,Textbooks,Foreign Countries,Likert Scales

The purpose of this study is to evaluate students' perspectives according to various variables about use of smart boards and tablet computers in class rooms, academic performance tasks, distribution of course books, and changes made in exam grading regulation at high schools which came into effect as of academic year 2013-2014 under Faith Project. Formulation and application of measurement techniques and data collection were performed with high school students in Düzce province. A correlational comparative survey method was applied with quantitative research approach in this study. Statistical Package Program SPSS 20.0 was used in data analysis. Descriptive statistics analysis was performed to evaluate frequency values, percentages and arithmetic average values, while, One-Way Variance Analysis (ANOVA) and t-test were used for unrelated sampling. A sample of 606 students was selected from various high schools in Düzce during academic year 2015-2016. Students' viewpoints on the categories defined in measurement scale were determined generally as &quot;I am indecisive&quot; or &quot;I agree.&quot; Resultantly, no significant differences were found in students' opinions according to gender and residential area variables. On the other hand, significant differences were detected in students' perspectives on use of smart boards, performance tasks and course books distribution according to the school type variable. Use of smart board was found to be considered more positively in Anatolian high schools, while, performance task and course book distribution were considered more positively in vocational schools. Moreover, it was also found that students' viewpoints on use of tablet computers and distribution of course books showed significant differences according to the variable of class size. Students' viewpoints on use of smart board and tablet computers, performance task, and distribution of course books were found to be viewed more positively in classes with strength of 21-25 students.
Determination of Self-Efficacy and Burnout State of Teachers Working in the Special Education Field in Terms of Different Variables
Author: Nuri, Cahit
Date: 2017-03-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Burnout,Special Education Teachers,Working Hours,Gender Differences,Foreign Countries,Burnout,Measures (Individuals),Elementary School Teachers,Statistical Analysis,Scores,Comparative Analysis,Mainstreaming,Classroom Techniques,Educational Attainment

The aim of the study is to analyse the self-efficacy and burnout of special education teachers in terms of different variables such as gender, teachers' educational levels, teachers' daily working hours, and teachers' daily student numbers. 7 special education schools, affiliated to Turkish Republic of Northern Cyprus (TRNC) Ministry of Education Primary Education Management Office, and 21 schools, which have a special education mainstreaming room, constituted the population of the research. 46 special education teachers working at special education institutions and 24 special education teachers working at a mainstreaming room in primary schools (a total number of 70 teachers) constituted the sample of the research. The Maslach Burn-out Scale and Teacher Self-Efficacy Scale were administered to the sample group. The collected data was entered into the SPSS and analysed using a t-test, Mann Whitney U and Kruskal Wallis. The working hours of teachers were found to be statistically significant for sufficiency in engagement of student sub-dimension. It was revealed that teachers with fewer working hours had lower self-efficacy scores than the teachers with more working hours. Statistically significant difference was also found in depersonalization of burnout sub-dimension of teachers according to their professional seniority.
Early Childhood Practitioner Judgments of the Social Validity of Performance Checklists and Parent Practice Guides
Author: Dunst, Carl J.
Date: 2017-03-00
Type: Journal Articles
Subjects: Early Intervention,Young Children,Check Lists,Guides,Test Validity,Surveys,Child Rearing,Statistical Analysis,Performance

Findings from three field tests evaluations of early childhood intervention practitioner performance checklists and three parent practice guides are reported. Forty-two practitioners from three early childhood intervention programs reviewed the checklists and practice guides and made (1) social validity judgments of both products, (2) judgments of the compatibility of the checklists and practice guides, and (3) suggestions for improving the intervention products and materials. Results showed that practitioner feedback and suggestions yielded valuable information for improving the products where changes made in response to the practitioners' social validity ratings and suggestions from the first field test had discernible effects on judgments and feedback of revised products. The importance of striving to develop intervention products and materials that are judged as socially important and acceptable is described.
Classroom Management in Pre-Service Teachers' Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-Service English Teachers
Author: Korkut, Perihan
Date: 2017-04-00
Type: Journal Articles
Subjects: Classroom Techniques,Preservice Teachers,Preservice Teacher Education,Practicums,Demonstrations (Educational),Comparative Analysis,Experienced Teachers

The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers' demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented.
Effect of Aerobic Loading on Static Balance in Young Athletes
Author: Akyüz, Öznur
Date: 2017-03-00
Type: Journal Articles
Subjects: Athletes,Exercise,Athletics,Psychomotor Skills,Physical Development,Foreign Countries,College Students,Motor Reactions,Statistical Analysis

The fact that balances can also be a factor in performance distinction between athletes in athletic skills, and is considered to provide positive acceleration for physical development in which motor skills are exhibited. Human's skill to ensure balance can be defined as a determinant factor in development of other motor skills. From this point of view, the purpose of the study is to investigate the effects of Aerobic Loading on Proprioception in Young Athletes. The research was composed of 18 young athletes registered in Agri Provincial Directorate of Youth and Sports Athletics Club. Tests of the participant athletes of the research were conducted in the Performance Laboratory of Agri ibrahim Çeçen University Department of Physical Training and Sports. After the data were collected, comparisons were made using percentage distributions, medians, and t-test. As a result of the research, it was seen that no effect at desired level occurred in static balances of athletes. It was detected that there was no significant difference between the static balance values taken prior to loading and the static balance values taken after loading (p&gt;0.05). In lactate measurements performed in order to detect fatigue conditions, differences at significant level (p=0.05) were detected when the data taken before and after the study were compared. When the general characteristics of the participants are considered, the fact that they are elite athletes reminds that they may carry a high level of motor learning process along with them. This skill may be effective in the fact that static balance values remained unchanged following maximal loading.
Adaptation of General Belongingness Scale into Turkish for Adolescents: Validity and Reliability Studies
Author: Yildiz, Mehmet Ali
Date: 2017-02-00
Type: Journal Articles
Subjects: Measures (Individuals),Adolescents,Media Adaptation,Turkish,Foreign Countries,Test Validity,Test Reliability,Factor Analysis,Construct Validity,Correlation,Psychological Patterns,Parent Child Relationship,Peer Relationship,Attachment Behavior,High School Students

The current research aims to adapt the General Belongingness Scale (GBS), developed by Malone, Pillow, and Osman (2012), into Turkish for adolescents and to conduct the validity and reliability studies for it. Ages of the participants, a total of 567 adolescents including 274 males (48.3%) and 293 females (51.7%) ranged between 14 and 18 (average age = 15.76). For the construct validity of GBS, exploratory and confirmatory factor analyses were conducted. Factor analyses results indicated that the scale included two factors as it is in the original form. Factor loadings of the items varied between 0.55 and 0.84. To provide validity of the GBS, Pearson Correlation Coefficents between belongingness and loneliness (r = -0.64), life satisfaction (r = 0.36), attachment to parents (varied between r = 0.21 and r = 0.39) and attachment to peers (r = 0.33 and r = 0.39) were computed and they were all significant. Cronbach's alpha coefficient calculated for the scale reliability was 0.76 for acceptance/inclusion sub-dimension, 0.85 for rejection/exclusion and 0.81 for overall scale. Test-retest reliability of the GBS was run with 97 students, and it was found as 0.80. The research findings indicated that the GBS was a valid and reliable instrument to assess general belongingness for Turkish adolescents.
Examining the Relationship between Instructional Leadership and Organizational Health
Author: Parlar, Hanifi
Date: 2017-04-00
Type: Journal Articles
Subjects: Instructional Leadership,Organizational Climate,Educational Environment,Principals,Questionnaires,Foreign Countries,Correlation,Multiple Regression Analysis,Predictor Variables,Measures (Individuals),Factor Analysis

The aim of this study was to examine the relationship between school administrators' instructional leadership behaviours, and organizational health of schools. The participants were 538 teachers working in elementary, middle and high schools located in the Umraniye district of Istanbul. The data was gathered through the &quot;School Principals' Instructional Leadership Behaviours Questionnaire&quot; and the &quot;Organizational Health Inventory&quot;. In data analysis, the arithmetic mean, Pearson Product-Moment Correlation Coefficient, and Multilinear Regression Analysis were used. The results showed that the school principals performed the instructional leadership behaviours of determining and sharing the objectives of the school at the highest level. Among the organizational health dimensions of the schools, initiating structure was perceived at the highest level, while resource support and academic emphasis were perceived at lower levels compared to other dimensions. In the study, positive and significant correlations were found between the sub-dimensions of instructional leadership behaviours and those of organizational health of schools. The sub-dimensions of instructional leadership together explained 49% of the variance in organizational health. On the other hand, only determining and sharing the objectives of the school and forming a regular instructional-learning environment and positive school climate among the instructional leadership behaviours were positive and significant predictors of organizational health of schools.
Military, University, and Police Agency Command and Staff Colleges in the United States
Author: Martin, Richard H.
Date: 2017-02-00
Type: Journal Articles
Subjects: Military Training,Police Education,Universities,Models,Leadership Training

This article discusses three models of command and staff colleges (CSC). Five university models, five United States Military models, and one police agency model are discussed. The 11 CSCs provide leadership development in various training and education programs all leading to the increased capabilities of leaders and potential leaders for public safety and branches of the military. The police agency CSC model was developed within a Montgomery, Alabama Police Department, the only one of its kind among public safety agencies in the country. The concept of a CSC for leadership development among police agencies in the U.S. is a rare entity. Other command and staff colleges were found to be connected to the various branches of the U.S. Military and higher education institutions. The article also discusses the municipal police agency CSC model historical development as it expanded within the department and throughout the state of Alabama.
Teachers' Opinions Regarding the Usage of Action Research in Professional Development
Author: Yigit, Celal
Date: 2017-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Action Research,Case Studies,Faculty Development,Elementary School Students,Middle School Students,Qualitative Research,Content Analysis,Teaching Methods,Foreign Countries

The aim of the study is to investigate the contribution of action research to teachers' professional development. In line with this goal, a group of teachers were asked their opinions. The working group of the study is comprised of six teachers working at a state primary and middle school. The study is an example of &quot;Case Study,&quot; one of qualitative research methods. The content analysis technique was utilized in the analysis of the data. To sum up, the teachers expressed that action research had a positive impact on their professional development in various aspects.
Prospective Science Teachers' Perception Related to Formative Assessment Approaches in Turkey
Author: Yasar, M. Diyaddin
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Student Teacher Evaluation,Formative Evaluation,Competence,Qualitative Research,Case Studies,Semi Structured Interviews,Focus Groups,Content Analysis,Knowledge Level,Questionnaires

In this study, it was aimed to investigate the perceptions and competences of prospective science teachers about formative assessment approaches. Qualitative case study methodology was used in the study. Research group consisted of 17 senior students of science education. As a data collection tool, a semi-structured &quot;Formative Assessment Perception Interview Form&quot; was used which was developed by the researcher. The data were collected by conducting a total of ten in-depth interviews, 8 with focus groups and another 2 as face -to-face. Collected data were subjected to content analysis. Study findings revealed that perceptions and competences of prospective science teachers on formative assessment approaches are very low and not sufficient. In particular, it was found out in this study that prospective science teachers are familiar with the definition and function of formative assessment approaches (12%) at a low extent albeit; however, they are seriously deficient about for what purpose (7% competence) they will use and choose them, how to prepare such approaches (3% competence), how to interpret and score effects of the results for the learning-teaching process (2% competence). Science teacher training curricula need to be revised in a way to give prospective teachers a training and preparation in practical, long-term and real learning-teaching environments for formative assessment approaches.