ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class
Author: Çetinkaya Özdemir, Ezgi
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Reading Attitudes,Attitude Measures,Grade 4,Reading Motivation,Reading Comprehension,Learner Engagement,Computer Simulation,Multimedia Materials,Handheld Devices,Instructional Effectiveness,Reading Instruction,Public Schools,Urban Schools,Foreign Countries

The aim of this study was to examine the effect of augmented reality-based reading activities on reading comprehension, reading motivation, attitude towards reading and class participation of fourth grade elementary students, and to obtain the students' views regarding this. The research was conducted with 54 fourth grade students attending two different classes of a state school with a medium socioeconomic level located in the city centre of the province of Kars during the autumn semester of the 2018-2019 academic year. The quantitative dimension of the study, in which a sequential explanatory mixed design was used, was carried out with a quasi-experimental design with pretest-posttest control group. In the qualitative dimension, however, opinions were obtained by means of semi-structured interviews following the implementation. The semi-structured process lasted for a total of 7 weeks, including a 1-week awareness programme and a 6-week implementation, and during this period, the implementation, which was related to augmented reality-based reading exercises, was carried out with the experimental group. In the control group, however, instruction based on the standard Turkish subject curriculum was carried out. The findings obtained from the quantitative dimension of the study revealed that there was a significant difference between scores of the experimental and control groups in reading comprehension, attitude towards reading, reading motivation and class participation, in favour of the experimental group. Moreover, in the qualitative dimension of the study, the interviewed students in the experimental group generally expressed positive views related to the augmented reality-based reading exercises. The students stated that they were able to use augmented reality easily, and that it had real-like, three-dimensional, entertaining and participative features. Furthermore, the students reported that as well as reading comprehension and reading attitude, it had an effect on their thinking skills, academic development and communication skills.
Empathy and Video Game Addiction in Adolescents: Serial Mediation by Psychological Resilience and Life Satisfaction
Author: Turan, Mehmet Emin
Date: 2021-00-00
Type: Journal Articles
Subjects: Empathy,Video Games,Addictive Behavior,Adolescents,Personality Traits,Correlation,Life Satisfaction,Resilience (Psychology),Measures (Individuals),Foreign Countries

In this study, it was examined whether empathy is related to video game addiction and whether psychological resilience and life satisfaction mediate this relationship. The sample comprised 324 Turkish adolescents (aged between 11 and 15, mean of age was 13.01), who completed measures of empathy, psychological resilience, life satisfaction, and video game addiction. The results of the serial multiple mediation analysis demonstrated that empathy had a significant direct effect on video game addiction. Psychological resilience had a mediating effect on the association between empathy and video game addiction. Also, life satisfaction had a mediating effect on the association between empathy and video game addiction. Psychological resilience and life satisfaction, serially (in combination) mediated the relationship between empathy and video game addiction. The results of the present study are discussed within the related literature. It is suggested that video game addiction interventions should focus on increasing empathy, psychological resilience, and life satisfaction.
Evaluation of Innovativeness&apos; Status of Teachers
Author: Kocasaraç, Hüseyin
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Teacher Characteristics,High School Teachers,Science Education,Social Sciences,Public Schools,Private Schools,Adoption (Ideas),Cooperation,Learning,Second Languages,Knowledge Level,Teaching Experience,Technology Integration,Foreign Countries

This study aims to determine and evaluate the innovative teacher characteristics of teachers working at public-private science and social sciences high schools in Turkey. Science and social sciences high schools were established as educational institutions for students who will be scientists and are expected to be open to innovations, information technologies, learning, development and cooperation. The &quot;Innovative Teacher Characteristics Scale (ITCS)&quot; has been developed to obtain data. This research was carried out using the quantitative method based on the descriptive survey model. 384 teachers working at public-private science and social sciences high schools participated in this study. According to the findings, teachers perceive their being open to innovations, information technologies, learning, development and cooperation to be at a high level in the scope of sub-dimensions of innovative teacher characteristics. The mean scores of the factors show that the innovative teacher characteristics of the teachers differ significantly according to the types of schools (public-private), seniority, foreign language level and branch. On the contrary, they do not differ in terms of gender and education level.
Addressing Mental Disability in the Postsecondary Classroom via Faculty Development Partnership (Practice Brief)
Author: Savaglio, Micah
Date: 2021-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Students with Disabilities,Postsecondary Education,Faculty Development,Access to Education,Educational Change,College Faculty,Attitudes toward Disabilities,Attitude Change,Inclusion

Disability studies scholars have recently demonstrated the extent to which currently-hegemonic approaches to postsecondary teaching fail to account for the complex relationship between mental disability and academic commonplaces, such as presence and participation, with real consequences for the well-being of our students. Faculty development programs have been shown to positively impact the retention and success of students with disabilities (SWDs). However, such programs often fail to account for departmental policies and practices that shape inaccessible learning environments. This practice brief details a three-module faculty development program involving instruction in universal design for learning and disability studies literature, and the development and submission of programmatic reforms designed to address SWDs. Results from post-training interviews suggested meaningful improvements in faculty members' awareness of mental disabilities, accommodations for SWDs, and inclusive instructional practices, as well as their readiness to successfully intervene in departmental policies and practices to promote accessible learning environments.
Examining the Relationship between Pre-Service Turkish Teachers Digital Writing Attitudes and Digital Reading Tendencies
Author: Elkiran, Yusuf Mete
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Language Teachers,Turkish,Writing Attitudes,Nonprint Media,Printed Materials,Electronic Publishing,Reading Habits,Academic Achievement,Gender Differences,Public Colleges,Undergraduate Students,Preferences,Reading Writing Relationship,Foreign Countries

This research aims to determine the relationship between pre-service Turkish teachers' digital writing attitudes and their digital reading tendencies. In this context, 167 teacher candidates from different grades studying in the Turkish language teaching program of a state university in the west of Turkey were consulted. The relational surveying method, one of the quantitative research methods, was used. &quot;Digital Writing Attitudes Scale&quot; and &quot;Digital Reading Tendencies Scale&quot; were used as data collection tools in the study. The obtained data were analysed with the SPSS package program. Since it was determined that the data showed normal distribution due to the assumption analysis of the findings, independent sample t-test and one-way ANOVA analyses were used in the research. In addition to these parametric tests, mean scores and standard deviation scores of the descriptive analysis results were used. As a result of the data analysis, it has been seen that pre-service Turkish teachers' digital writing attitudes and digital reading tendencies are at a high level. There has been no significant difference observed in the results in terms of participants gender for the convenience and motivation sub-dimensions of the scale. However, digital writing attitudes show a significant difference favouring female teacher candidate in the effect sub-dimension. According to the class variable, Turkish teacher candidates' digital writing attitudes show a significant difference in favour of small classes. The research findings concluded a moderate, positive, and significant relationship between pre-service Turkish teachers' digital writing attitudes and their digital reading tendencies. In order to provide digital transformation and dispositions, the positive and negative aspects of reading and writing in digital tools can be thoroughly researched, and improvements can be made by reviewing the existing tools.
A Rural University Instructors&apos; Perceptions about Students with Disabilities and Their Willingness to Accommodate Instructions and Assessments
Author: Cho, Jeasik
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Rural Schools,Teacher Attitudes,Students with Disabilities,Academic Accommodations (Disabilities),Student Evaluation,Testing Accommodations,Academic Rank (Professional),Institutional Characteristics,Faculty Development,Student Rights,Federal Legislation,Civil Rights Legislation

Research highlights the importance of faculty awareness regarding the varying needs of students with disabilities and the ways in which these students may better be supported within the postsecondary educational setting. However, there is a dearth of research regarding how instructional and assessment accommodations are offered in a rural university context. The purpose of this study was to investigate the extent to which rural instructors (faculty, adjunct faculty, and graduate teaching assistants) demonstrated willingness to accommodate instruction and assessments to meet the needs of students with disabilities. A survey questionnaire was designed to collect data (N=309) at a university in the Rocky Mountain region. Results showed that instructors were largely willing to accommodate many aspects of their instructional practices, even in areas that faculty were known to be unwilling in previous research findings. Likewise, while instructors were in strong favor of providing assessment accommodations in many areas, they were neutral or unwilling to accommodate other key areas of their assessment practices. Chi-square tests showed significantly different degrees of willingness among varying colleges, academic positions, and years of service. Implications for practice specifically related to faculty training and the support from administrators are discussed.
Exploring the Relationship between Professional Development Attitudes, Activities and Self-Directed Learning Readiness of EFL Instructors
Author: Irgatoglu, Aydan
Date: 2021-00-00
Type: Journal Articles
Subjects: Independent Study,Faculty Development,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Measures (Individuals),Teacher Attitudes,College Faculty,State Universities,Teacher Collaboration,Foreign Countries,Correlation,Comparative Analysis,Learning Readiness

With regard to gender, the research study aims to investigate the relationship between instructors' engagement in professional development activities, their attitudes towards professional development, and their readiness for self-directed learning. The study is designed in both correlation model and descriptive comparative model. The research sample is composed of 271 instructors of the English language working at state universities in Ankara. To collect the data, three questionnaires which are the scale of continuous professional development activities developed by De Vries et al. (2013), the attitude about professional development scale developed by Torff et al. (2005), and the self-directed learning readiness scale developed by Fisher et al. (2001) are used. SPSS 22 is used to analyze data and the results indicated that the level of participation of instructors in continuous professional development activities is not high. Besides, collaborative activities are the least preferred ones while reflective activities are the most preferred ones. The analysis of results also shows that the instructors have positive attitudes towards professional development while their attitudes did not differ significantly in terms of gender. Finally, it has been found that instructors' levels of self-directedness are high and it does not differ significantly in terms of gender, the attitudes towards professional development activities, and self-directed learning readiness together exhibited a significant relationship with participation in all continuous professional development activities.
Contributing Factors to Academic Performance for Students with Disabilities
Author: Becker, Craig
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Grade Point Average,Performance Factors,Correlation,Student Personnel Services,Undergraduate Students,Students with Disabilities,Resilience (Psychology),Persistence,Life Satisfaction,Life Style,Wellness,Health Behavior,Health Promotion,Measures (Individuals),Academic Accommodations (Disabilities)

Students with disabilities comprise a significant portion of college students and helping more students with disabilities succeed would be beneficial. Currently, colleges have successfully offered assistance to these students, and it has enhanced their ability to both attend and succeed in college. However, students with disabilities are less likely to access available resources through the Department of Disability Support Services once enrolled in college and are less likely to complete their education once started. Improved ability to manage life and school has been cited as important factors related to success at college for all students. Disabilities make managing life and school an even more pressing issue. This exploratory pilot study assessed whether Disability Support Services undergraduate students' grit, resilience, satisfaction with life, wellness, and perceived health were associated with higher grade point averages. Findings indicated that better health was associated with higher grade point averages. Significant relationships were also found between frequency of engagement in health behaviors by students with disabilities and their resilience, grit, and life satisfaction. These findings suggest that Disability Support Services should work with students to manage and develop general health promoting lifestyle habits and encourage students with disabilities to access available resources.
Do Neurodivergent College Students Forge a Disability Identity? A Snapshot and Implications
Author: Shmulsky, Solvegi
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Identification (Psychology),Autism,Pervasive Developmental Disorders,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Self Concept,Wellness

The neurodiversity paradigm is a social justice concept that reframes neurologically based conditions including autism, ADHD, and learning disabilities, as beneficial forms of diversity. A question arising from this framework is the degree to which people forge neurodiversity identities based in self-acceptance. Little is known about identity formation for groups whose disabilities are impacting yet often hidden. To answer this question, we surveyed 92 college students, who attended a postsecondary institution that exclusively serves individuals with the diagnosis of autism, ADHD, learning disabilities, or a mix of conditions, to determine whether they incorporated neurodivergence into a sense of self. Based on responses to the Disability Identity Development Scale (Gibson, 2006), all participants had developed disability identities. Practical implications for disability services, faculty, staff, and institutions are discussed.
Experiences of Students with Disabilities during the COVID-19 Interruption of In-Person Instruction
Author: Madaus, Joseph W.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Students with Disabilities,College Students,Student Experience,Student Personnel Services,Academic Accommodations (Disabilities),Educational Change,Distance Education,Student Attitudes

The COVID-19 pandemic resulted in nearly every postsecondary institution in the United States rapidly shifting to remote learning during the spring 2020 semester. This study presents the results of a survey of a national sample of college students with disabilities, the first such study specific to students with disabilities beyond a single institution. Students reported feeling supported by their institutions, faculty, and disability services offices, while also noting shifts in accommodation needs, as well as personal, health, and financial concerns. Implications and future research needs are presented.
Inclusive Instruction and the Understanding of Disability among University Faculty Members in Taiwan
Author: Hsu, Tsu-Hsuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,College Students,Students with Disabilities,College Faculty,Teacher Attitudes,Attitudes toward Disabilities,Compliance (Legal),Knowledge Level,Academic Accommodations (Disabilities),Access to Education,Public Colleges,Student Characteristics,Foreign Countries

Taiwan is in the nascent stage of supporting postsecondary students with disabilities in terms of their educational rights and opportunities. The primary purpose of the present study was to examine Taiwanese university faculty members' perceptions toward and their inclusive instruction actions. The second objective of the study was to examine their understanding regarding disability, specifically in terms of four issues: legal knowledge, accommodations policy, disability etiquette, and disability characteristics. One hundred and fourteen (114) university faculty members from a public teaching university in central Taiwan participated in the study. Results of chi-square analyses indicated that participants had positive attitudes toward inclusive instruction. This finding, however, did not equate with inclusive classroom instruction. Also, legal knowledge and disability characteristics were two primary aspects of disability understanding that participants were not familiar with or that they perceived were not addressed properly in their faculty training. A thorough discussion and future research suggestions were provided in order to delineate a better understanding of the impact of faculty member attitudes and inclusive instruction actions on Taiwanese college students with disabilities in postsecondary education settings.
Students with High-Incidence Disabilities in STEM: Barriers Encountered in Postsecondary Learning Environments
Author: Friedensen, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Students,STEM Education,Barriers,Peer Influence,Student Behavior,Teacher Influence,Teacher Behavior,Educational Environment,College Readiness,Student Adjustment,Institutional Characteristics,Academic Accommodations (Disabilities),Identification (Psychology)

Students with non-apparent, high-incidence disabilities encounter barriers in postsecondary STEM learning environments. These barriers negatively influence their success therein. Using Fishkin's (2014) theory of bottlenecks within opportunity structures, data from 16 qualitative interviews show how barriers encountered serve to constrain the success of students with disabilities. These barriers exist during the transition to postsecondary STEM learning environments, and arise from peer and faculty behavior, organizational structures, and the alignment of STEM and disability identity. Major implications relate to the redesign of STEM learning environments and the use of bottlenecks as analytic lens for studying the experiences of students with disabilities.
Designing Educational Newsletter Interventions: An Example That Supported Grandfamilies&apos; Physical Wellness Needs
Author: Brenes, Priscilla
Date: 2021-00-00
Type: Journal Articles
Subjects: Newsletters,Physical Health,Wellness,Health Promotion,Intervention,Grandparents Raising Grandchildren,Program Effectiveness,Physical Activities,Cooking Instruction,Nutrition,Eating Habits,Life Style,Recreational Activities,Extension Education

Effective newsletters have theory-based content and designs tailored to their readers and offer limited-cost community-level approaches to providing helpful, relevant, and engaging information. In accordance with this, we offer an example of a newsletter intervention that supported grandfamilies' physical wellness needs. Six issues of a brief mail-delivered newsletter were sent yearly for up to 5 years to low-income custodial grandparents. In evaluating the newsletter, most respondents reported reading it, discussing its information, and having greater awareness, knowledge, and motivation or confidence regarding wellness recommendations. Furthermore, 91% described improving 1 or more of their grandfamilies' cooking, eating, or physical activity practices.
Extension Administrators&apos; Perspectives on Employee Competencies and Characteristics
Author: Elliott-Engel, Jeremy
Date: 2021-00-00
Type: Journal Articles
Subjects: Extension Education,Administrator Attitudes,Extension Agents,Competence,Individual Characteristics,Employees,Employment Qualifications,Cultural Awareness,Technology Integration,Diversity,Cultural Pluralism,Volunteers,Marketing,Public Relations,Risk Management,Community Development,Teacher Responsibility,Teacher Competencies,Leadership,Professionalism,Communication Skills,Higher Education,Course Content,Youth Programs

Extension administrators discussed the competencies and characteristics of Extension professionals as they explored how Extension will need adapt to changing clientele, both in who they are and how they want to receive information. Extension education curriculum is not fully preparing future Extension employees in all required competencies, falling short on use of technology, diversity and pluralism, volunteer development, marketing, and public relations, risk management, and the community development process. Additionally, the Extension educator workforce development pipeline is not preparing a demographically representative population, leaving state administrators struggling to hire prepared professionals, especially those with in-culture competency (e.g., racial and ethnic minority and urban).