ethanporcaro/eric-fulltext-meta huggingface dataset:
Development and Standardization of Inventory for Measuring Students' Integration into University Academic Culture
Author: Esomonu, Nkechi Patricia-Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Measures (Individuals),Test Construction,School Culture,Student School Relationship,Factor Analysis,Test Norms,Test Reliability,Hypothesis Testing,Gender Differences,Testing,Scoring,Psychometrics

The study developed and standardized an Inventory for measuring Students' Integration into University Academic Culture named Inventory for Students' Integration into University Academic Culture (ISIUAC). The increase in dropout rates, substance use, cultism and other deviant behaviours in Nigerian universities makes it necessary for one to ask the extent to which university students are integrated into the university academic culture. This necessitates the development of standardized instrument for the assessment of students' integration into university academic culture. The Study employed an instrumentation design in which a five point scale inventory were developed and standardized. An initial draft of 60 item instrument was developed and standardized. After corrections a 58 item instrument emerged and was administered to 500 University students. The data collected were subjected to factor analysis. The result from factor analysis showed that 27 items loaded well on three factors with minimum loading of 035. The 27 items were administered to 1,000 students to establish norms. The norm for the entire instrument was 105.19, the norms of male and female students were 100.96 and 109.21 respectively. Cronbach alpha statistics was used to establish the reliability of the instrument, its result shows an internal consistency of 0.926 for the 27 items. Hypotheses were tested using t-test statistics; the result shows that there is a significant difference between the norms of male and female students. The manual of the ISIUAC shows the administration and scoring procedure of the inventory and its psychometric properties. The instrument ISIUAC is recommended therefore for assessing students' integration into the university academic culture.
Researching Sport Education Appreciatively
Author: Pill, Shane
Date: 2016-00-00
Type: Journal Articles
Subjects: Athletics,Physical Education,Models,Teaching Methods,Foreign Countries,Secondary School Teachers,Physical Education Teachers,National Curriculum,Pretests Posttests,Interviews,Skill Development,Inquiry,Student Surveys,Teacher Attitudes,Student Attitudes,Qualitative Research

In order to plan and enact appropriate learning environments in physical education (PE) teachers are increasingly directed to models based practice. The Sport Education model is one of these models for PE curriculum and teaching design that informs the content and pedagogical direction of sport teaching in PE. Despite Sport Education being well researched internationally, there are few examples of research consideration of this model in Australian PE in the last ten years. In this paper the aim is to appreciatively examine two secondary school PE teachers use of the Sport Education model in the context of their familiarisation of the new Australian Curriculum for Health and Physical Education. At the same time, exploring the use of Appreciative Inquiry to examine models based practice in PE was also an aim of the study. Data were collected from pre and post interviews with the teachers and an end of unit survey of the Year 9 students undertaking the Sport Education unit. The Sport Education model was found to be most suitable to teaching for student evidence of the personal and social skills elements of the Achievement Standard. Appreciative Inquiry was found to be suitable for foregrounding existing examples of teacher use of models based practice, highlighting what it is about the teachers that led them to stay with the model when the literature particular to Australian PE suggests mostly a continuation of the &quot;traditional&quot; physical education method.
Vocabulary Games: More than Just Wordplay
Author: Lorenzutti, Nico
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary,Educational Games,Teaching Methods,Vocabulary Development,Learning Activities,Student Motivation,English (Second Language),Second Language Instruction

Games offer more than just fun and play, and the analyses suggest that varying vocabulary activities is important if learners are to practice all the aspects of word knowledge. However, despite all the evidence, just claiming that playing games is a good way to practice the language is often not enough to win the argument. Because author Nico Lorenzutti's in-service teachers needed a specific rationale to explain what their learners achieve when they play games, he created a simple tool to explain what learners achieve when they play games. This article describes the procedures for several games and illustrates how to use this tool to assess their overall effectiveness for vocabulary development.
&quot;Ten Things&quot; to Enhance Learning and Fun in the Classroom
Author: Mermelstein, Aaron David
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Games,English (Second Language),Second Language Instruction,Student Motivation

This Teaching Technique introduces a fun, versatile game that gets students thinking, talking, and working together in the English as a second language (ESL) or English as a foreign language (EFL) classroom. It is easy to prepare, and it is a fun and efficient way to enhance learning. The game can be adapted to almost any grade level or ESL/EFL classroom as long as the game categories are matched well to the learners' language abilities. However, this game is not intended for new English-language learners unless they have a basic understanding of the vocabulary being used.
My Classroom: Morocco
Author: Bobakova, Renata
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Foreign Countries,Profiles,Cultural Context,Language Teachers,Middle School Students,Travel,Graduate Study,Transportation,College Faculty,Teaching Methods,Second Language Learning,Teacher Attitudes

This article profiles the teaching context in Askaoun, in Taroudant province in the south of Morocco, and Karima Mezouari, a teacher dedicated to giving her students there a chance to learn English in meaningful and enjoyable ways. Adil Azhar describes how he learned to speak English through persistence and practice, and how he passes on his own passion for learning to his students at the Ecole Normale Supérieure in Rabat.
Teaching Better, Together: Literacy Coaching as Collaborative Professional Development
Author: Mraz, Maryann
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy Education,Coaching (Performance),Teacher Collaboration,Faculty Development,Role,Reflective Teaching

This article draws from the combined experiences of the authors as teacher educators in very different parts of the world to describe the stance literacy coaching represents for English language teaching (ELT) contexts. They begin by defining how literacy coaching is portrayed in the research literature. They continue with a model of four broad coaching roles and follow with a series of possible formats for sharing teaching. Finally, advocating the generative dimensions of reflective practice with other professionals, they encourage pre-and in-service teachers and teacher-leaders to consider literacy coaching's potential to create spaces for professional development.
Crowdsourced Language Learning: Lessons for TESOL Educators from Online Language-Learning Enthusiasts
Author: Odo, Dennis Murphy
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Educational Resources,Electronic Learning,Access to Information,Barriers,Performance Factors,Class Activities,Information Literacy,Information Skills,Electronic Libraries,Educational Research,Educational Practices,Web 2.0 Technologies,Web Based Instruction

In recent years, the Internet has seen an explosion of hobbyists and practitioners for every activity imaginable. These online enthusiasts share their passion and knowledge about an amazing array of activities gained through countless hours of practice, thought, and discussion. Several of the sites also bring together a community of fellow language learners to provide guidance and support for dealing with the practical and emotional challenges encountered during the often arduous journey that is learning another language. Author Dennis Murphy Odo writes that English-language teachers would do well to introduce their learners to these online resources because the enthusiasts can encourage greater learner autonomy, spark genuine student motivation, and facilitate collaborative learning. This article discusses several practical issues teachers need to keep in mind when exploring these resources, including potential benefits to learners, examples of language-learning tools available, and pitfalls to avoid. The article concludes with a suggested sequence of classroom activities that teachers can follow to gradually acquaint learners with these resources.
Unique Opportunities: Influence of Study Abroad on Black Students
Author: Lee, Jasmine
Date: 2016-00-00
Type: Journal Articles
Subjects: Study Abroad,African American Students,Undergraduate Students,Student Experience,Outcomes of Education,Foreign Countries,Racial Identification,Cultural Awareness,Student Participation,Barriers,Educational Benefits,Afrocentrism,Qualitative Research,Case Studies,Semi Structured Interviews,Program Descriptions,Participatory Research

This research adds to the dearth of literature examining the experiences of Black students who study abroad. Additionally, this project extends the literature on the influence of diasporic travel on US Black undergraduate students. Because study abroad has positive benefits for student learning and development (Brux &amp; Fry, 2010), targeted study abroad opportunities could be used as a vehicle for retention and engagement for Black undergraduates. The current study explores the experiences of four Black undergraduate students who studied abroad in South Africa. The authors examined how this particular study abroad experience to South Africa influenced Black undergraduate students' understanding of their Black identity, and increased their knowledge of South Africa and South Africans through collaborating with the community. In this article, the authors discuss the theoretical framework, methodology, and findings, along with implications for future research and practice.
Collaborative Work and the Future of Humanities Teaching
Author: Ullyot, Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Student Research,Research Projects,Writing Assignments,Outcomes of Education,Humanities,Undergraduate Students,Research Skills,Writing Skills,Revision (Written Composition),Expertise,Skill Development,Feedback (Response),Advanced Students,Learner Engagement,Teamwork,Data Analysis,Student Attitudes,Student Surveys,Group Unity,Group Dynamics,Role Perception,Attitude Change,Essays,Foreign Countries

This article explores the degree to which student collaborations on research and writing assignments can effectively realize learning outcomes. The assignment, in this case, encouraged students to contribute discrete parts of a research project in order to develop their complementary abilities: researching, consulting, drafting, and revising. The outcomes for students included appreciation for their individual expertise, and experience combining discrete contributions into a result that surpasses the sum of its parts. In the course, we gave students preliminary guidance for establishing team objectives and roles for the duration of this assignment and asked them to evaluate their learning experience at the end. In this paper, we analyze the students' quantitative and qualitative feedback, and suggest ways to structure and supervise collaborative assignments so that students develop their expertise and complementary skills. We suggest that collaborative work such as this is essential for advanced undergraduates in the humanities, where collaborations are less common than in other disciplines. Moreover, we conclude that future humanities instructors should be open to the benefits of collaborative research and writing. This article will be of interest to instructors who wish to develop collaborative assignments that improve students' disciplinary expertise, engagement with course materials, and outreach to audiences beyond the academy.
Teaching Subjectively: Interdisciplinary Insights
Author: Douglas, Stacy
Date: 2016-00-00
Type: Journal Articles
Subjects: Females,Women Faculty,Self Concept,Teacher Attitudes,Teacher Student Relationship,Collegiality,Reflection,Professional Identity,Personal Narratives,Teacher Collaboration

This article of linked, short essays reflecting on the experiences of five female scholars across three disciplines--law, social work and political science--draws upon Britzman's (1991) notion of the &quot;dialogic discourse&quot; to explore how these professors' sense of self is constituted through interplay with colleagues and their perceptions of students within the classroom. The authors explore the teacher/learner relationship as a dialogue within which learners and educators shape each other as they come to understand how and what they know. What the collection makes explicit is what is often only implicit, that the ways in which professors understand their practices and subjective self is central to the identity of &quot;a professor,&quot; which is never stable or certain, but is always a creative practice. Such practices, we argue, are best sustained through collegial reflective practices that help us make sense of ourselves and continue our work.
Environmental Scan of Weight Bias Exposure in Primary Health Care Training Programs
Author: Russell-Mayhew, Shelly
Date: 2016-00-00
Type: Journal Articles
Subjects: Obesity,Social Attitudes,Negative Attitudes,College Programs,Foreign Countries,Online Courses,Body Weight,Language Usage,Health Promotion,Life Style,Social Bias,Course Content,Allied Health Occupations Education

Negative attitudes and beliefs about individuals with obesity (also known as weight bias) have negative consequences for physical and mental health for individuals with obesity and impact the quality of care provided by health professionals. A preliminary environmental scan of college and university training programs was conducted consisting of 67 degree and diploma granting programs from 22 institutions in Alberta, targeting programs training future health professionals. Publicly available online course descriptions were examined for weight-related keywords. Keyword frequency was used to determine the extent that coursework addressed weight-related issues. The results suggested that courses are structured to include learning about general health promotion as well as lifestyle factors that may contribute to obesity but may not systematically include learning about weight bias or its potential impact. Our findings highlight the need for further in-depth investigations as well as the need to enhance current curricula in higher education by including information related to weight, obesity and weight bias.
Acknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education
Author: DiPlacito-DeRango, Maria Lucia
Date: 2016-00-00
Type: Journal Articles
Subjects: Barriers,Mental Health,Well Being,Mental Disorders,Higher Education,Intervention,Faculty Development,Stereotypes,Teaching Methods,Policy Formation,School Policy,Health Promotion,Social Bias,Foreign Countries

Despite marked improvements, intervention for students with a mental health problem or illness in Canadian higher education settings remains not yet successful, mature, or sustainable. A number of challenges have been identified as contributory to the shortcomings surrounding student mental health in colleges and universities. In this paper, I explore some of the more common barriers that currently limit the development, implementation, and sustainability of student mental health support practices. The barriers of focus include, prevailing stigma and stereotypes, underdeveloped policies, and minimal opportunities for professional development and training. I specifically highlight how these barriers frame the challenges for teaching faculty and academic staff in promoting or supporting student mental health and well-being. Following an identification and discussion of barriers, I offer suggestions on how they can be overcome, or at the very least minimized, and what this would mean for teaching and learning in relation to post-secondary student mental health. For example, in an attempt to clarify current policies surrounding mental health, I suggest and explore how institutions can assign particular individuals (i.e., a designated &quot;task force&quot;) as responsible for the development, implementation, and evaluation of mental health policies. Ultimately, the first step to better mental health support practices is to acknowledge how they are challenged.
Building Rapport between International Graduate Students and Their Faculty Advisors: Cross- Cultural Mentoring Relationships at the University of Guelph
Author: Omar, Faiza
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Mentors,Interpersonal Relationship,Foreign Countries,College Faculty,Academic Advising,Focus Groups,Semi Structured Interviews,Online Surveys,Second Language Learning,English (Second Language),Barriers,Financial Problems,Student Adjustment,Expectation,Student Responsibility,Teacher Responsibility,Statistical Analysis,Qualitative Research

Mentoring graduate students is very challenging, even when both the student and faculty have similar cultural values. Many international students have a different culture from that of Canadian. Their challenge is adapting to their new environment, and for their faculty advisors to understand and work well with them. This research explored the relationships, experience, and challenges of international graduate students and their faculty advisors at the University of Guelph, through focus group discussions, semi-structured face-to-face interviews and online surveys. Language barriers and financial difficulties were among the major challenges international students face adapting to their academic and social environment and working with their faculty advisors. We found that building good student-advisor relationship requires understanding graduate student and advisor formal responsibilities and expectations.
Examining the University-Profession Divide: An Inquiry into a Teacher Education Program's Practices
Author: Sivia, Awneet
Date: 2016-00-00
Type: Journal Articles
Subjects: Colleges,Teacher Education Programs,Teaching (Occupation),Case Studies,Theory Practice Relationship,Inquiry,Competition,Cultural Influences,Expectation,Misconceptions,Foreign Countries,College Faculty,College Students,Educational Practices,Qualitative Research

This paper focuses on the divide between the university as a site of teacher education and the profession of practicing teachers. We employed a theoretical inquiry methodology on a singular case study which included formulating questions about the phenomena of the university-profession divide (UPD), analysing constituents of the UPD, and developing a language system to represent our findings about the UPD. The questions guiding our examination were: How do we conceptualize this divide? How are these concepts represented in the literature? How can a Teacher Education Program (TEP) respond to the divide? The theoretical inquiry was conducted within a singular case study of a TEP in order to explore the chasm between these two settings in a limited and focused manner. Our inquiry led to the identification of three key concepts: competing cultures, competing expectations, and theory-practice dichotomy. In analyzing these concepts and responding to questions which drove this inquiry from the beginning, we assert that these concepts contribute to the divide and therefore, have implications for teacher education programming. We summarize findings about these three concepts, suggest causes for the chasm, and offer recommendations to address the divide. Finally, we argue that while it is important to address the divide to enhance teacher education, the divide itself is a potentially rich site of possibilities. We contend that a reconceptualization of the UPD in this way might mitigate its negative impact on teacher education curriculum and programming.
Integrated Experiential Education: Definitions and a Conceptual Model
Author: Fenton, Lara
Date: 2016-00-00
Type: Journal Articles
Subjects: Experiential Learning,Definitions,Models,Integrated Curriculum,Undergraduate Students,Leisure Education,Recreational Programs,Interviews,Service Learning,Student Placement,Adoption (Ideas),Program Implementation,Barriers,Educational Benefits,Foreign Countries

Universities are currently embracing community engagement strategies to increase opportunities for student learning in community settings such as community organizations. Experiential learning is often touted as the pedagogy underlying such experiences. We undertook a research project exploring the challenges and benefits for students and faculty who are offering integrated experiential curriculum in universities within North American Recreation and Leisure studies programs. We also address the ways in which interviewees defined experiential, and in particular, integrated experiential education. In the paper, we propose a model, defining the breadth of integrated experiential education approaches across continua of place, curriculum, philosophy, instructor role, and content. The model provides a tool for both understanding common aspects of integrated experiential approaches and identifying where specific experiential activities lie across these continua.
Didactic Conditions of Improvement of Pedagogical Personnel Training at Higher Education Institutions to Dual Education in the System of VET
Author: Zholdasbekova, Saule
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Vocational Education,Teacher Education,Foreign Countries,Teaching Methods

The purpose of the article consists in representation to discussion by specialists of the revealed didactic conditions of enhancement of preparation of the pedagogical personnel in higher education institution to dual training in the system of vocational and educational training. Modeling, aspect system, comparative and structural analyses allowing considering this problem in the context of improvement of pedagogical personnel training at higher education institution to dual training in the VET system became the leading methods of the research of this problem. The following didactic conditions are characterized in the article: training of the teacher of new type; modular systematization of training content; the technological organization of the public-professional relations in training process; the complex of educational-methodical ensuring continuous professionally pedagogical training of teachers and students in higher education institution. Didactic conditions are oriented on the enhancement of preparation of the pedagogical personnel in higher education institution to dual training in the system of technical and professional education and continuous personal growth of the student taking into account individual requirements and demand to professional training in the context of professional self-determination and strengthening of motivation to work on mastering future specialty. The model of preparation is directed to adaptation of pedagogical personnel to new conditions of professional activity in the system of technical and professional education in the conditions of dual training.