ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Factors Contributing to Students' Life Satisfaction
Author: Dogan, Ugur
Date: 2014-00-00
Type: Journal Articles
Subjects: Life Satisfaction,Classroom Environment,Self Efficacy,Student Participation,Institutional Characteristics,Multidimensional Scaling,High School Students,Correlation,Path Analysis,Social Indicators,Predictor Variables,Structural Equation Models,Housing,Foreign Countries

In this study, the authors examined the relationship between students' life satisfaction, school engagement, and confidence in the classroom. An analysis was performed of how students' life satisfaction differs according to their housing, school type, and classroom level. The multidimensional student satisfaction scale, confidence scale in the class, and school engagement scale were used to collect data from a sample of 287 high school students. In this study, Pearson correlation coefficient, path analysis, t-test, Welch test, and Tamhane's T2 test were used to analyze the data. Goodness-of-fit indices concerning the path analysis demonstrate how variables such as school engagement and confidence in the classroom predict students' life satisfaction, indicating that the model is acceptable. The model can sufficiently explain the relationship between the observed and implied variables (x2 = 209.69, df = 60, x2/df = 3.49, &quot;p&quot; = 0.00, RMSEA = 0.09, NFI = 0.92, NNFI = 0.93 CFI = 0.94, IFI = 0.94, RFI = 0.90, GFI = 0.88, AGFI = 0.82, and SRMR = 0.07). The results indicated that the life satisfaction of high school students decreases as the grade level increases. It was found that students who live in school dormitories have higher life satisfaction than those who reside with their families. In addition, it was found that students who study at fine arts high schools and sports high schools have higher life satisfaction than those who study at regular high schools.
The Mediating and Moderating Role of Subjective Happiness in the Relationship between Vengeance and Forgiveness
Author: Uysal, Recep
Date: 2014-00-00
Type: Journal Articles
Subjects: Role,Correlation,Regression (Statistics),Psychological Patterns,Foreign Countries,College Students,Student Attitudes,Measures (Individuals)

The primary goal of the current study was to investigate the mediator and moderator effects of subjective happiness on the relationship between forgiveness and vengeance in Turkish university students. A questionnaire containing the Turkish version of Vengeance Scale, Subjective Happiness Scale, and Forgiveness Scale were completed by 298 university students, between the ages of 18 and 24. Hierarchical regression analysis indicated that subjective happiness partially mediated the relationship between vengeance and forgiveness. However, subjective happiness did not moderate the relationship between vengeance and forgiveness. Furthermore, results have shown that subjective happiness and forgiveness were negatively related to vengeance. Limitations of the study are considered and the significance of results is discussed.
A Meta-Analysis of Gender Differences in Terms of Teacher Views on the Instructional Leadership Behavior of Principals
Author: Kis, Ali
Date: 2014-00-00
Type: Journal Articles
Subjects: Meta Analysis,Gender Differences,Statistical Analysis,Coding,Effect Size,Teacher Attitudes,Instructional Leadership,Principals,Administrator Behavior,Preferences

The main aim of this study was to gather teachers&apos; views to determine the effect size of gender differences on the instructional leadership behavior of school principals. The standardized mean difference (SMD) was calculated to measure the effect size in this study. An initial search yielded 126 studies on the research topic, which consists of master theses, doctoral theses, and conference proceedings. After a detailed inclusion process, 38 studies, having data according to coding protocol, were included in the meta-analysis. The total study sample was 15,280 teachers of which 7,236 were males and 8,044 were females. The calculated effect size (SMD) for the random effect model was &quot;d&quot; = 0.048 [0.001 - 0.094], which indicated with statistical significance that male teachers were favored more.
An Investigation of the Predictive Role of Authenticity on Subjective Vitality
Author: Gocet Tekin, Emine
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Mental Health,Prediction,College Students,Correlation,Regression (Statistics),Sampling,Statistical Inference,Alienation,Psychological Patterns

This study aims to determine the relationship between authenticity and subjective vitality among university students in Turkey. The study was carried out with 284 university students (164 female, 120 male, M[subscript age] = 19.91 years, SD = 1.79, and age range: 17-30). Participants completed the Turkish version of the Authenticity Scale and Subjective Vitality Scale. To test the relationships between authenticity and subjective vitality, Pearson product-moment correlation and hierarchical regression analyses, as well as bootstrapping, were applied. In the correlation analysis, subjective vitality was negatively associated with the accepting external influences and self-alienation dimensions of authenticity and positively associated with the authentic living dimension of authenticity. The hierarchical regression analysis involved authentic living, self-alienation, and accepting external influence as predictors of subjective vitality and accounted for 31% of the variance in subjective vitality; results were discussed in related previous authenticity and subjective vitality literature.
The Status Gap: Female Faculty in the Legal Academy
Author: Monopoli, Paula A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Law Schools,Females,Disproportionate Representation,College Faculty,Academic Rank (Professional),Gender Differences,Sex Role,Expectation

Status in the legal academy can mean two things. The first is one's rank, with the highest status being a tenured, full professor. The second is the prestige of one's home institution in the law school rankings. Women have been graduating from law schools in significant numbers for more than thirty years. However, they continue to be underrepresented in the high status position of full professor as well as underrepresented on many of the nation's more prestigious law faculties. This paper offers three reasons for this status gap: 1) the ancient association of &quot;scholar&quot; with the masculine; 2) disproportionate institutional service by women faculty; and 3) gender schemas that distort student expectations about how women faculty should serve them. When these three factors are combined with the fact that law schools are &quot;gendered organizations&quot; that valorize masculine norms, the metrics used to measure status, while neutral on their face, produce outcomes that disadvantage women faculty.
How Can ABER Serve the Public Good? A Critical Brechtian Perspective
Author: Blumenfeld-Jones, Donald
Date: 2014-10-06
Type: Journal Articles
Subjects: Art,Educational Research,Research Methodology,Altruism,Theater Arts,Alienation,Realism

In this special issue, each author addresses how ABER work connects with and/or directly addresses society&apos;s need/s and the public good as perceived by the researcher. As there are many construals of the &quot;public good&quot; and the relation to art-making and the arts to this &quot;public good,&quot; each author will conceptualize her/his vision of the &quot;public good&quot; and its relationship to ABER. In this essay Blumenfeld-Jones discusses researchers who are making art exclusively focused on her/his experiences, rendering those experiences in aesthetic forms, and attempts to demonstrate how to take this form of ABER and transform it into something that extends beyond the person al, beyond n = 1, even when the ABER practitioner is in fact dealing with her/himself as the n.
Knowledge of HPV, Perception of Risk, and Intent to Obtain HPV Vaccination among Male University Students
Author: Larsen, Dawn
Date: 2014-00-00
Type: Journal Articles
Subjects: Sexually Transmitted Diseases,Immunization Programs,Health Behavior,Intention,Risk,Knowledge Level,Males,College Students,Cancer,Prevention,Student Surveys,Age Differences,Racial Differences,Ethnic Groups,Barriers

Human papillomavirus (HPV), the most common sexually transmitted virus in the world, is associated with almost all cases of cervical cancer. It is also related to vulvar, vaginal, penile, anal, and oropharyngeal cancer. HPV vaccination is recommended by the Centers for Disease Control and Prevention (CDC) for both boys and girls. Unfortunately, because prevention efforts have focused primarily on young women, many young men are unaware of the virus, its consequences, or preventive strategies. The purpose of this study was to determine knowledge level of HPV, perceived risk of HPV and intent to obtain HPV vaccination among male university students. Participants completed a 31-item survey. Knowledge-based questions indicated rudimentary knowledge of HPV. Fifty percent knew that HPV was the most common STI, over half (52%) knew of the HPV association with multiple cancers, 39% could correctly identify the virus and 35% could identify virus strains controlled by vaccination. Most agreed (54%) or strongly agreed (19%) they were at a high risk for HPV. A significant majority agreed (49%) or strongly agreed (39%) that unprotected sexual activity put them at risk but nearly half (46%) were unaware that HPV vaccinations were available for males. Despite this awareness, 86% were not vaccinated and 65% of these respondents did not plan to become vaccinated. In addition, of 86% who were not vaccinated, 45% did not perceive themselves at risk and 47% were not aware of a vaccination. Only 9% were fully vaccinated against HPV and 6% had received partial vaccinations. Though male students understand the scope of HPV infection and perceive themselves to be at risk, are or intend to be vaccinated. This is a significant issue for public health, which needs to focus on this critical but neglected target population.
&quot;I Contain Multitudes&quot;: The Challenges of Self-Representation in Arts-Based Educational Research
Author: Prendergast, Monica M.
Date: 2014-10-06
Type: Journal Articles
Subjects: Art,Educational Research,Research Methodology,Autobiographies,Poetry,Altruism,Ethnography,Case Studies,Reflection

In this special issue, each author addresses how ABER work connects with and/or directly addresses society&apos;s need/s and the public good as perceived by the researcher. As there are many construals of the &quot;public good&quot; and the relation to art-making and the arts to this &quot;public good,&quot; each author will conceptualize her/his vision of the &quot;public good&quot; and its relationship to ABER. This essay by Monica M. Prendergast consists of two sections followed by a brief conclusion. In Section One, she considers the role of self-study--also called reflective practice, autobiography, autoethnography and life writing--in educational research in relation to how autobiography, memoir or self-portraiture plays a role in the artworld (Danto, 1964). Prendergast does this by placing a range of ABER practices on a continuum from more to less interested in self-study as a focus or component of a study. Section Two offers an autobiographical/autoethnographical poem Prendergast wrote as part of a previously published collaborative essay (Prendergast, Lymburner, Grauer, Irwin, Leggo &amp; Gouzouasis, 2008). Prendergast pulls the poem out of its prior context to reflect on as an example of ABER self-study that might also be seen as doing the work of contributing to the betterment of understanding how education works...or fails to work. The conclusion invites readers to consider how a critical perspective on these issues may assist arts-based educational researchers in side-stepping charges that might potentially be directed at the ABER community of elitism, solipsism, and navel-gazing from within a larger North American culture arguably addicted to confession, self-revelation, narcissism, and voyeurism.
School Mental Health: The Impact of State and Local Capacity-Building Training
Author: Stephan, Sharon
Date: 2014-00-00
Type: Journal Articles
Subjects: Capacity Building,Mental Health,School Health Services,Effect Size,Best Practices,Case Studies,Competence,Stakeholders,Counselor Training,Self Evaluation (Individuals),Regression (Statistics),Statewide Planning,Partnerships in Education,Focus Groups,Counselor Attitudes,Teacher Attitudes

Despite a growing number of collaborative partnerships between schools and community-based organizations to expand school mental health (SMH) service capacity in the United States, there have been relatively few systematic initiatives focused on key strategies for large-scale SMH capacity building with state and local education systems. Based on a framework of ten critical factors for capacity building, as well as existing best practices, two case studies were utilized to develop a replicable capacity-building model to advance interagency SMH development. Seventy education and mental health stakeholders from two selected states participated in baseline assessments of skill competency and critical factor implementation followed by two-day trainings (one in each state); 29 (41%) of the participants also completed a six month follow-up assessment. Targeted competencies increased significantly for participants from both states, with large effect sizes (d = 2.05 and 2.56), from pre- to post-training. Participant reports of critical factor implementation increased significantly for one of the two states (t[15] = -6.40, p &lt; 0.001, d = 1.77). Results inform specific training recommendations for stakeholders and collaborative teams, as well as policy implications to support future development of SMH service capacity.
School Mobility and Students' Academic and Behavioral Outcomes
Author: Han, Seunghee
Date: 2014-00-00
Type: Journal Articles
Subjects: Minority Group Students,Administrator Attitudes,Principals,Educational Policy,Academic Aspiration,School Safety,Violence,Institutional Characteristics,School Surveys,Crime,Correlation,High School Students,Urban Schools,Student Mobility,Outcomes of Education,Student Behavior,Questionnaires

The study examined estimated effects of school mobility on students' academic and behaviouiral outcomes. Based on data for 2,560 public schools from the School Survey on Crime and Safety (SSOCS) 2007-2008, the findings indicate that high schools, urban schools, and schools serving a total student population of more than 50 percent minority students tend to have more school mobility than their counterparts. After controlling for safety initiatives, violence, and school background characteristics, school mobility is negatively associated with principals' perceptions of students' levels of aspiration and school achievement but positively associated with principals' perceptions of students' insubordination. The study offers policy implications for school administrators.
Doing Arts-Based Educational Research for the Public Good: An Impossible Possibility?
Author: O'Donoghue, Donal
Date: 2014-10-06
Type: Journal Articles
Subjects: Art,Educational Research,Altruism,Conferences (Gatherings),Research Methodology,Art Products

In this special issue, each author addresses how arts-based educational research (ABER) work connects with and/or directly addresses society&apos;s need/s and the public good as perceived by the researcher. As there are many construals of the &quot;public good&quot; and the relation to art-making and the arts to this &quot;public good,&quot; each author will conceptualize her/his vision of the &quot;public good&quot; and its relationship to ABER. While the invitation to &quot;address how ABER work connects with and/or directly addresses society&apos;s need/s and the public good&quot;, seems, at first, straightforward, on reflection, it is complex and complicated in nature. The nature of this invitation, then, is the subject of this paper. The paper is speculative in nature. Donal O&apos;Donoghue argues that this invitation should be both cautiously welcomed and keenly resisted. Two questions of importance to consider as to how ABER might function as a public good are: (1) How are arts-based educational researchers prepared to do ABER work; and (2) How are conditions created for diverse audiences to access the work of ABER and build meaningful relations with it.
The N of 1 in Arts-Based Research: Reliability and Validity
Author: Siegesmund, Richard
Date: 2014-10-06
Type: Journal Articles
Subjects: Data,Art,Research Methodology,Reliability,Validity,Educational Research

N signifies the number of data samples in a study. Traditional research values numerous data samples as this reduces the variability created by extremes. Alternatively, arts-based research privileges the outlier, the N of 1. Oftentimes, what is unique and outside the norm is the focus. There are three approaches to the N of 1 in arts-based research: imaginative forming, teacher research of becoming, and perpetual provoking. These three outlier views of arts-based research conflict with each other, yet Graeme Sullivan&apos;s (2010) Framework for Visual Arts Research easily accommodates all three. Furthermore, these approaches are not static. Criteria for assessing the quality of arts-based educational research lie in how imaginatively and dynamically the work moves within Sullivan&apos;s Framework. Ultimately, to consider a work of arts-based research as educational, it must engage pragmatic concerns of teaching and classrooms.
What Does It Mean to Have an N of 1? Art Making, Education, Research, and the Public Good
Author: Sullivan, Graeme
Date: 2014-10-06
Type: Journal Articles
Subjects: Art,Educational Research,Research Methodology,Altruism,Data,Inquiry,Scientific Research,Postmodernism

In this special issue, each author addresses how ABER work connects with and/or directly addresses society&apos;s need/s and the public good as perceived by the researcher. As there are many construals of the &quot;public good&quot; and the relation to art-making and the arts to this &quot;public good,&quot; each author will conceptualize her/his vision of the &quot;public good&quot; and its relationship to ABER. While the invitation to &quot;address how ABER work connects with and/or directly addresses society&apos;s need/s and the public good&quot;, seems, at first, straightforward, on reflection, it is complex and complicated in nature. The goal is to identify issues of the public good by drawing attention to connections and dislocations among art practice, education, and research as forms of human engagement, provocation, and insight. Graeme Sullivan&apos;s paper is organized around a series of propositions and descriptions that have as their subtext a claim that the practices of art can be conceptualized as research. Given this, if &quot;art practice as research&quot; has the potential to generate new knowledge that expands the landscape of human understanding, then the answer to the question posed by the panel about the validity of an &quot;N of 1&quot; is an unequivocal &quot;yes&quot; and that such an instance can be very meaningful indeed.
Investigation of Prospective Teachers' Information and Communication Technology Integration Practices in Terms of Transformative Learning Theory
Author: Sahin Izmirli, Özden
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Technology Integration,Transformative Learning,Education Courses,Supervisors,Student Teachers,Models,Questionnaires,Interviews,Focus Groups,Mixed Methods Research,Validity,Reliability

An examination of prospective teachers' information and communication technology (ICT) integration skills development in an undergraduate program indicated that the only course available to practice these skills was the teaching practice course. However, the practice and development of these ICT integration skills in the teaching practice course has not been clearly elucidated. In other words, while the contribution of the teaching practice course in terms of theoretical ICT integration knowledge is known, how this knowledge is applied is unknown. Under such uncertainties, it is impossible to determine the roles of teaching practice course stakeholders play in terms of ICT integration. Based on transformative learning theory at a micro level, the aim of this study was to analyze prospective Information Technology (IT) teachers' ICT integration transformations. Methodological triangulation, a mixed methods research design, was adopted and designed as a survey method. Over an academic year, data was collected from 54 prospective IT teachers, two university supervisors, and six practice teachers. &quot;Transformative Learning Data Collection Sets (questionnaire and interview form)&quot; were used to analyze the ICT integration practice transformations, with interview forms, focus group interview forms, and the researcher's diary being used as the data collection tools. The results showed that though a majority of the prospective IT teachers were likely to experience transformative learning, approximately one-third were able to achieve an ICT integration transformation within the scope of the teaching practice course. In this context, a more efficient model is proposed for ICT integration practices in the scope of a teaching practice course.
Examining the Relationship between Letter Processing and Word Processing Skills in Deaf and Hearing Readers
Author: Guldenoglu, Birkan
Date: 2014-00-00
Type: Journal Articles
Subjects: Deafness,Middle School Students,Computer Software,Stimuli,Comparative Analysis,Reading Skills,Reading Processes,Decoding (Reading),Reaction Time,Error Patterns,Word Recognition

The present study aimed to examine the relationship between letter processing and word processing skills in deaf and hearing readers. The participants were 105 students (51 of them hearing, 54 of them deaf) who were evenly and randomly recruited from two levels of education (primary = 3rd-4th graders; middle = 6th-7th graders). The students were tested with four computerized paradigms assessing their processing of isolated letter/word pairs under perceptual and conceptual conditions. In both the computerized paradigms, we used the DMASTR software developed at Monash University and at the University of Arizona by K. I. Forster and J. C. Forster for stimulus presentation and data collection. All the experiments were conducted in a quiet room in the participants&apos; schools by a trained experimenter. Findings from the present study show that deaf participants processed letter/word pairs more slowly than their hearing counterparts but with similar accuracy, and that a significant relationship existed between letter and word processing skills in both the deaf and hearing readers tested in this study.