ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Employability of Exercise Science Students
Author: Reddan, Gregory
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Potential,Undergraduate Students,Exercise,Physical Education,Outcomes of Education,Career Development,Readiness,Cooperation,Decision Making,Lifelong Learning,Educational Practices,Standards,Theory Practice Relationship,Physical Education Teachers,Field Instruction,Job Placement,Teacher Placement,Workshops,Likert Scales,Questionnaires,Pretests Posttests,Scores,Statistical Significance,Student Attitudes,Assignments,Education Work Relationship,Case Studies

The notion of employability is gaining importance as an essential outcome of many degrees in institutions of higher education throughout Australia. This paper aims to determine the effects of an Exercise Science course, which includes elements of both career development learning and work-integrated learning, on six dimensions of employability - commencement readiness; collaboration; informed decision-making; lifelong learning; professional practices and standards; and integration of knowledge/ theory and practice. The course components examined by the presented study included fieldwork placements, workshops and related career development assignments. Work Readiness Scales were administered prior to and on completion of the course. Students also rated the extent to which they considered any changes in their abilities were the result of each of the course components. Furthermore, responses to an openended questionnaire were analyzed to determine common themes affecting student development of each of the six dimensions. Comparison of pre- and post-work placement scores on the Work Readiness Scales demonstrated statistically significant differences in all the dimensions of employability except informed decision-making. Student ratings suggested that placements had a more significant effect on the changes in their abilities than the course workshops and assignments, however all three course components contributed to the development of workplace competencies. Student responses indicated that the course increased their awareness of personal strengths and weaknesses in relation to employability, as well as their knowledge of specific occupations relevant to exercise science. [This paper was first published in the WACE 19th Conference on Cooperative and Work-Integrated Education, 2015, refereed proceedings held in Kyoto, Japan.]
Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice
Author: Gregory, Anne
Date: 2016-06-00
Type: Journal Articles
Subjects: Racial Differences,Achievement Gap,Academic Achievement,African American Students,Referral,Discipline,Coaching (Performance),Faculty Development,Intervention,Mediation Theory,Teacher Student Relationship,Educational Strategies,Behavior Problems,Classroom Observation Techniques,Program Descriptions,Statistical Analysis,Middle School Teachers,Middle School Students,High School Students,Secondary School Teachers,Outcomes of Education

Black students are issued school discipline sanctions at rates higher than members of other racial and ethnic groups, underscoring the need for professional development that addresses this gap. In 86 secondary school classrooms, a randomized controlled trial examined the effects of a 2-year teacher-coaching program, My Teaching Partner Secondary (MTP-S). Results from the second year of coaching and from the year after coaching was discontinued replicated previous findings from the first year of coaching--intervention teachers had no significant disparities in discipline referrals between Black students and their classmates, as compared with teachers in the control condition, for whom racial discipline gaps remained. Thus, MTP-S effects were replicated in the second year of coaching and maintained when coaching was withdrawn. Mediational analyses identified mechanisms for these effects; Black students had a low probability of receiving disciplinary referrals with teachers who increased skills to engage students in high-level analysis and inquiry.
The Student Experience of PACE at Macquarie University: Understanding Motivations for Learning
Author: McLachlan, Kath
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Change,Lifelong Learning,Foreign Countries,Undergraduate Students,College Credits,Service Learning,Program Descriptions,Learning Experience,Professional Development,Individual Development,Social Action,Occupational Aspiration,Learning Motivation,Partnerships in Education,Student Attitudes,Student Surveys

Professional and Community Engagement (PACE) at Macquarie University offers undergraduate students experiential learning opportunities with local, regional and international partners. Through PACE, students work on mutually beneficial projects that both meet the partner's organizational goals and enable students to strengthen graduate capabilities while gaining credit towards their degree and contributing to positive social change. This paper will outline findings from the Student Experience of PACE Project, which investigates the perceived impact of PACE on students' graduate capabilities and career aspirations, specifically addressing the following research question: Does PACE offer any distinct motives for learning? The findings bearing on distinctive motivators, such as personal and professional development, practical experience and constructive social action align with the literature in affirming the importance of these factors for achieving not only educational, but also lifelong learning objectives.
A Model to Operate an On-Campus Retail Store for Workplace Experiential Learning
Author: Truman, Kiru
Date: 2017-00-00
Type: Journal Articles
Subjects: Retailing,Workplace Learning,Experiential Learning,Surveys,Qualitative Research,Teacher Attitudes,Peer Evaluation,Feedback (Response),Focus Groups,Criticism,School Business Relationship,College Students,Student Attitudes,Questionnaires,Semi Structured Interviews,Foreign Countries,Educational Policy,Cooperative Learning,Course Content,Program Descriptions

Many retailers argue that university students do not have the practical experience and skills required in the workplace when graduating. This paper reports on research undertaken to address this issue and to identify a model to guide development and implementation of a retail store, on a university campus, to be used for work-integrated learning. A literature review was undertaken before a qualitative survey was conducted with 22 respondents, including retail lecturers, retail chain staff and other learning and retail experts. Data collection was via questionnaires, administered during semi-structured interviews. Lecturers provided details on activities and assessments used for practical assignments. Peer feedback via focus groups critiqued the findings once analysis was complete, increasing the trustworthiness of findings. A model was proposed that best suited the needs of retailers, learners and the university. Suggestions for further research are provided.
In Search of Graduate Employability: An Exploration of Student Identity
Author: Smith, Sally
Date: 2017-00-00
Type: Journal Articles
Subjects: Employment Potential,Student Placement,Student Attitudes,Student Surveys,Work Experience Programs,Career Readiness,Professional Identity,Student Characteristics,Questionnaires,Program Effectiveness,College Programs,Foreign Countries,College Students

Universities are adopting institution-wide projects to increase student work placements and work-related learning across all subject disciplines. However, there are large variations between programs in uptake, with limited evidence explaining why this might be the case. This study uses identity theory (Stryker, 1980) to explore student perceptions of placement and work-related learning. Students involved in an institution-wide graduate employability project, including curriculum development with new employability-focused courses, were invited to express their attitudes to work-related learning through in-class surveys. The survey was completed by 103 students across three different programs. Students drew on resources for identity work, including role models and imaginings of themselves in a working environment. However, while they were found to have used developmental networks to support decisions about university courses, many had limited access to networks that could support their career decisions. Finally, the study highlighted that many students lacked awareness of the new courses as opportunities for work-related learning.
Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement
Author: Whelan, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Environmental Education,Science Education,College Graduates,Foreign Countries,Outcomes of Education,Bachelors Degrees,Work Experience Programs,Comparative Analysis,Student Attitudes,Expectation,Educational Change,Curriculum,Job Performance,Employer Attitudes,Job Skills,Teacher Attitudes,College Faculty,Statistical Analysis,Course Objectives,Education Work Relationship,Employment Potential,Questionnaires

Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor degree in environmental science via students participating in a work-integrated learning (WIL) placement. Comparisons of importance and perceptions of students' skill level between host-supervisors, students and teaching staff were made. On the whole teaching staff perceived students' skills as &quot;adequate&quot; while the students and host-supervisors perceive students' skill level to approach &quot;proficient&quot;. Students on WIL placements appear to meet hosts' expectations and there appears to be no significant gap in the curriculum. Road testing graduate attributes and course learning outcomes has led to changes in the curriculum. A recommendation is made to define the skill level of a work-ready graduate that is quantifiable rather than use terms such as &quot;well-developed&quot;.
Playing on the Right Side of the Brain: An Interview with Allan N. Schore
Date: 2017-00-00
Type: Journal Articles
Subjects: Play,Brain Hemisphere Functions,Neurosciences,Behavioral Sciences,Psychotherapy,Interviews,Research,Behavioral Science Research,Attachment Behavior,Parent Child Relationship,Infants,Child Development,Emotional Response

Allan N. Schore has served on the clinical faculty of the Department of Psychiatry and Biobehavioral Sciences at UCLA's David Geffen School of Medicine since 1996 and has maintained a private clinical practice for more than four decades. He has contributed significant research to the disciplines of interpersonal neurobiology, affective neuroscience, psychiatry, psychoanalysis, psychotherapy and clinical social work, and infant mental health and trauma theory. He is best known for his integration of neuroscience and attachment theory, his idea of attunement between mothers and infants, his investigation of right-brain regulation of emotion, and his applications of neuroscience in psychoanalysis and models of psychotherapy. Given the Scientific Award from the Division of Psychoanalysis of the American Psychological Association in 2008, he is a prolific writer whose works include &quot;The Science of the Art of Psychotherapy,&quot; &quot;Affect Regulation and the Origin of the Self,&quot; &quot;Affect Dysregulation and Disorders of the Self,&quot; and &quot;Affect Regulation and the Repair of the Self.&quot; In this interview, he discusses his scholarly and clinical career in neuroscience and neuropsychoanalysis and the breakthroughs in brain science that have changed our understanding of lived experience.
(Mis)Representation among U.S. Study Abroad Programs Traveling to the African Continent: A Critical Content Analysis of a Teach Abroad Program
Author: Onyenekwu, Ifeyinwa
Date: 2017-04-00
Type: Journal Articles
Subjects: Study Abroad,Misconceptions,Content Analysis,Stereotypes,Advertising,Institutional Advancement,Imagery,Children,Gender Bias,Racial Bias,Classroom Environment,Instruction,Photography,Higher Education

The Institute for International Education's Annual Open Doors Report (2014) indicates that less than 5% of study abroad college students travel to sub-Saharan African countries, with South Africa being the only African country to make the top 25 study abroad destinations for U.S. students, and it attracts only 1.8% of all collegians. Study abroad is defined as educational programs that take place outside of the geographical boundaries of the country of origin. There are both real and perceived challenges for study abroad programs that send students to African countries. In this article, the authors argue that postsecondary institutions need to do more to foster a balanced understanding of the African continent and one way this can be done is by improving the representation of the continent in study abroad promotional materials. While existing literature in the field of tourism, social work, and African studies have analyzed images of the cultural Other in study abroad texts, there is a paucity of higher education and student affairs research that utilizes postcolonial theory to analyze representations of Teach Abroad programs. To address this gap, this research undertakes a critical content analysis of promotional literature of one program, &quot;Instruct in Africa&quot; (pseudonym), to determine whether representations differ from the dominant. The authors end the article with suggestions for study abroad directors and those who create marketing and promotional tools so they can improve the ways they represent the continent and their students' experiences there.
The Effect of Talking Drawings on Five-Year-Old Turkish Children's Mental Models of the Water Cycle
Author: Ahi, Berat
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Teaching Methods,Instructional Effectiveness,Childrens Art,Freehand Drawing,Oral Language,Knowledge Representation,Water,Childhood Attitudes,Beliefs,Coding,Experimental Groups,Control Groups,Cooperative Learning,Pretests Posttests

The purpose of the current study is to determine the effect of talking drawings on Turkish preschool children's mental models of the water cycle. The study was conducted in the city of Kastamonu, located in the north-west of Turkey. A total of 40 five-year-old preschool children participated in the study in the spring term of the 2015-2016 school year. Within the context of the study, prior to the initiation of the experimental process, the children were asked to illustrate their opinions about the water cycle through drawings. At the end of the experimental process, they were asked once more to draw pictures to depict the water cycle, after which the code differences between the drawings were determined. At the end of the study it was found that, before the initiation of the experimental process, the codes used by the children most frequently within the framework of the water cycle could be presented in rank order as follows: rain (f = 42, 95.4%), cloud (f = 36, 81.8%) and human (f = 24, 54.5%); after the completion of the experimental process, the same rank order was found: rain (f = 39, 88.6%), cloud (f = 39, 88.6%) and human (f = 28, 63.6%). On the basis of the post-test results, the Mann-Whitney U Test was conducted and revealed a significant difference in the children's drawings in favor of the experimental group (U = 28, z = -5.531, p = 0.000, r = 0.8). Thus, it was concluded that the technique of talking drawings had a positive effect on the children's mental models of the water cycle. In light of this finding, it can be stressed that the technique of talking drawings built on both student-student and teacher-student dialogues, and we recommend that a great emphasis be placed on group work in early childhood science education.
Vocational High School Cooperation with PT Astra Honda Motor to Prepare Skilled Labor in Industries
Author: Yoto
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational High Schools,Partnerships in Education,Motor Vehicles,Skill Development,Skilled Workers,Industrial Education,Education Work Relationship,Industry,Qualitative Research,Case Studies,Interviews,Observation,Content Analysis,Educational Planning,Program Implementation,Program Evaluation,Cooperative Learning,School Business Relationship

SMK Nasional as a secondary vocational education institution contribute in creating skilled labor to meet the needs of the industry. Motorcycle Engineering expertise program at the SMK Nasional in improving the graduate's quality carries out industrial class education with PT Astra Honda Motor (PT AHM); it is intended so that there is a link and match in the educational process, meaning that what is done in the educational process in the school is the learning resulting the ability and skills according to the needs of industry. This research used qualitative approach with case study research. Research was conducted in odd semester 2016/2017 at the SMK Nasional Malang, East Java, Indonesia. Used data collection techniques are: interviews, observations, and documents. Then triangulation was used to validate the data. The results showed a good cooperation in the industrial class educational process, began from planning, implementation, and evaluation. Supporting factors in industrial class activity is the support of school committee, all of the school residents (teachers, administrative staff, and employees), as well as PT AHM as industry partners. while the inhibiting factor is mainly students, which are the low motivation and enthusiasm for learning. To increase the quality and relevance of education, SMK cooperation with the industry in form of industrial class is very important, so that the graduates have the skills to compete in the world of work.
What Sports Advertising Tell to Us? Semiotic Analysis
Author: Balci, Velittin
Date: 2017-06-00
Type: Journal Articles
Subjects: Semiotics,Advertising,Mass Media Effects,Athletics,Males,Imagery,Popular Culture,Film Study,Visual Aids,Foreign Countries,Television Commercials

A very important parts of TV commercials are the messages and how they convinced people. In addition, the information given in commercials may contain messages that seem like a fact however, they may not be true. To understand these commercials it is more beneficial to observe how they say instead of what they say. In many studies (Ferreira, et al. 2006; Muratovic, et al., 2014; Pyun, et al., 2012) it is stated that consumers positive attitudes are developed to products which are in the commercial that use sports image. In this context, the purpose of this study is to criticize the TV commercials that use sports image by using semiotics-analyzing method. Clear Men, Türkiye Finans (Turkish Finance Bank ) and TEB economy commercials that are broadcasted on television channels in Turkey were chosen by using purposive sampling. Selected commercials are analyzed by semiotics-analyzing method. The result of this study indicated that these companies are using sports image effectively in TV commercials with various advertising strategies to achieve their marketing objectives. Using sports image in TV commercials does not only contribute the companies but also contribute sports image and popularity of the athletes. This relationship between sports and commercials has a crucial effect on development of each other. In light of this information, it can be state that researches on sports related commercials are so useful for sports managers and advertisers.
Some Sports Managers' Views about Values Education through Sports
Author: Balci, Velittin
Date: 2017-05-00
Type: Journal Articles
Subjects: Values Education,Athletic Coaches,Physical Activities,Physical Education,Curriculum Enrichment,Qualitative Research,Semi Structured Interviews,Questionnaires,Administrator Attitudes,Relevance (Education),Foreign Countries

The indirect aim of this study is to ensure that sports and participation in sports are seen as new tools for values education. From this indirect goal, it was aimed to analyse the views of some Amateur Sports Club managers and supporters who were supposed to directly contribute to sports and the athletes about values education. The study was planned based on qualitative interview technique. In thematic framework of education values, questions were prepared in the form of semi-structured questionnaire appropriate for qualitative interview technique, and participants in the study were asked to answer these questions voluntarily. The working group formed a total of 41 people consisting of the presidents and vice-chairmen of some Amateur Sports Clubs operating in Ankara. In the findings of interviews made with the mentioned method; it has been observed that managers have prominent values such as &quot;prestige,&quot; &quot;tolerance,&quot; &quot;communication,&quot; &quot;love,&quot; &quot;sharing,&quot; &quot;diligence,&quot; &quot;health,&quot; and &quot;growing healthy people.&quot; However, in the process of transferring these values to the people they work with, the managers who participated in the study came to the conclusion that their own awareness did not occur sufficiently. As a result, it can be said that there is no single meaning of personal awareness about values education, and some methods and paradigms have to be passed on concerning these universal values' transfer to co-workers. Perhaps getting out of the ordinary for sports managers is like self-renew and likely to change the order of priorities.
A Critical Question: Can We Trust Smartphone Survey Data?
Author: Tuncer, Murat
Date: 2017-06-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Research Methodology,Handheld Devices,Data Collection,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Online Surveys,Likert Scales,Self Efficacy,Information Literacy,Thinking Skills,Metacognition,Usability,Foreign Countries,Statistical Analysis

The main aim of this study is to determine whether a significant difference exits among data collection with printed materials and with smart phones. The research was conducted with 282 teacher candidates who take pedagogical formation training. Three data collection tools were used throughout the study. As the results of the current research, no significant differences were obtained among attitude scores towards teaching profession with regard to common effect of application method and faculty variables. However, significant differences in participant opinions were determined among different application methods (smartphone and printed) of Metacognitive Thinking Skills and Information Literacy Scales. In addition, no significant difference was found among opinions towards Metacognitive Thinking Skills and Information Literacy Scales with regard to common effect of application method and faculty variables. Based on these research findings, it is not recommended to distribute survey items containing technical information or some complex expressions via smartphones. Relations among the questionnaire content and the department of education confirm this situation.