ethanporcaro/eric-fulltext-meta huggingface dataset:
Personal Factors Predicting College Student Success
Author: Aydin, Gokcen
Date: 2017-00-00
Type: Journal Articles
Subjects: Success,College Students,Self Efficacy,Study Habits,Time Management,Classroom Communication,Anxiety,Student Participation,Psychological Patterns,Correlation,Foreign Countries,Predictor Variables,Multiple Regression Analysis,Factor Analysis,Statistical Analysis

Purpose: With the changing perspective in modern education systems, success means more than grades and includes emotional, social, cognitive, and academic development. The aim of this study was to investigate the role of personal factors (academic self-efficacy, organization and attention to study, time utilization, classroom communication, stress and emotional components, student involvement with college life) in predicting student success. Method: Three hundred and seventeen college students participated in the study, and a demographic information form and the College Learning Effectiveness Inventory (CLEI) were used. A correlational research design was utilized for data analysis. Findings: The results indicate that personal variables significantly predicted student success, ?R[superscript 2] = 0.16, ?F (6, 310) = 10.16, p&lt; 0.05, and that 16% of the total variance was explained with the model. Findings: The results indicate that personal variables significantly predicted student success, [delta]R[superscript 2] = 0.16, [delta]F (6, 310) = 10.16, p&lt; 0.05, and that 16% of the total variance was explained with the model. Implications for Research and Practice: The findings indicate that students who communicate better and feel more stressed in the classroom reached a higher level of achievement in college learning. The results suggest that activities that increase student communication in the class should be given priority in the classroom environment. In addition, instructors and university counselors should pay attention to the positive relationship between stress and academic success, as a balanced level of stress should not always be feared during studies. For further research, the CLEI should be used with college students in all grades rather than preparatory students to investigate college students' profiles about personal factors.
Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning
Author: Kebble, Paul G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Mediated Communication,Asynchronous Communication,Communication Strategies,Discussion Groups,Cohort Analysis,Learner Engagement,Communities of Practice,Undergraduate Students,Participatory Research,Action Research,Online Surveys,Inclusion,Large Group Instruction,Electronic Mail

With the increasing diversity of pedagogic models of delivery in higher education, universities are continually exploring practises of learning and teaching designed to enhance student experience and retention. The number of courses provided online continues to grow through, among other reasons, an escalation of higher education (HE) students requiring flexible approaches to learning and learner engagement. However, HE Students participating in online courses can experience a sense of physical isolation which, if allowed to escalate, can lead to reduced performance and potential withdrawal from courses. Creating an online learning environment that fosters a sense of connection and assimilation should enhance an individual's learning experience and engagement. This enquiry, conducted through a two-cycle participatory action research approach, was designed to explore possible strategies to enhance learner engagement. Elaborations introduced in cycle two, and the construct of recommendations, were based upon the analysis of data collected through online interactions between students and lecturer, appraisal of online student communications, and the utilisation of an online questionnaire. Participants were 2nd year undergraduate Bachelor of Education students following a Design and Technology in Education course, with cohorts of 131 and 124 respectively. The research process included assessing the effectiveness of weekly newsletters and group discussion board summaries utilising student quotes, along with supporting practises, for promoting a sense of inclusion and improving interactions within online learning communities. The research concludes by providing a list of suggested strategies shown through this research to have enhanced large student cohort engagement and foster a community of learning and learners having shared values and aspirations, and willing to learn through engagement with others.
Using Bona Adaptation to Improve Accent Defects as a Voice Training Method
Author: Aycan, Kivanc
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Suprasegmentals,Intonation,Syllables,Music,Teaching Methods,Music Reading,Singing,College Students,Foreign Countries,Interviews,Instructional Effectiveness,Questionnaires,Statistical Analysis

Purpose: In this research, it is observed that if solfeggio syllables, consonants, and vowels are spoken properly, voice intensity (accent), duration, pitch (high pitch-low pitch) and intonation (the ability to carry a musical voice) related to proper pitch level. In this study, it is observed that rhythmic structures do not form without pronouncing the syllables in solfeggio, and, therefore, a voice training system based on bona exercises has been developed. Research Methods: This research is an action research because it deals with the methods of designing individual lessons. This study examines the vocal exercises that adapted bona (rhythmic articulation exercises) and was performed during the lesson; therefore, it is an action research and is subjective. Findings: Bona exercises have an important place in solfeggio training. Solmization syllables have been used especially in bona and solfeggio exercises since they ease solfeggio. Eventually, all of the participants agreed that bona as an individual voice lesson method is helpful to understanding solfeggio principles. Implications for Research and Practice: The question of how PVT classes can be of use in solfeggio classes has never been answered. It is deduced from this study that the correct intonation or tone can be obtained by pronouncing the solmization syllables with the principle of correct voice production, using the intensity of the consonants, which affects the intensity, duration, and pitch of the voice. Within this scope, PVT exercises can play a huge role in musical training programs. Otherwise, it will not be of benefit other than drawing attention to the beauty of one's voice. The usage of breathing and bona exercises with solmization syllables during the Personal Voice Training course was useful. Students have found that reading the notes according to their intensities and doing breathing exercises contributes considerably to pronouncing the consonants and finding the tone.
School Personnel Perceptions of Youth with Disabilities Returning to High School from the Juvenile Justice System
Author: Sinclair, James S.
Date: 2017-08-00
Type: Journal Articles
Subjects: Reentry Students,Juvenile Justice,Attitudes toward Disabilities,Teacher Attitudes,High Schools,Administrator Attitudes,Online Surveys,Transitional Programs,Organizational Climate,Self Efficacy,Barriers,Change Strategies,Likert Scales,Related Services (Special Education),Accessibility (for Disabled),National Surveys

Little is known about the perceptions of teachers of their students returning from the juvenile justice system, which can influence student relationships and student engagement, both of which are critical to reduce recidivism rates. This study utilized an online survey to examine the perceptions of a convenience sample of 283 school personnel (e.g., special educators, administrators) from across the country on available transition services, school climate, self-efficacy, barriers faced during reentry, and supportive strategies. Findings indicate transition services are implemented inconsistently; personnel believe they have the ability to positively influence youth, yet they have low expectations for youth after graduation. Findings suggest opportunities for professional development on holding high expectations for youth, services to prevent negative outcomes. Implications for future research call for examination of wraparound services and analysis of transition services utilized across different states and regions of the country.
Examining the Relationship between Teacher Leadership Culture and Teacher Professionalism: Quantitative Study
Author: Parlar, Hanifi
Date: 2017-08-00
Type: Journal Articles
Subjects: Professionalism,Teacher Leadership,Organizational Culture,Statistical Analysis,Elementary Secondary Education,Teacher Behavior,Professional Identity,Correlation,Regression (Statistics),Teacher Characteristics,Collegiality,Teacher Administrator Relationship,Work Environment,Predictor Variables,School Culture,Likert Scales,Foreign Countries

The aim of this study was to examine the relationships between schools' levels of having teacher leadership culture and teachers' professional behaviors. A total of 254 teachers working in primary and secondary schools located in Üsküdar district of Istanbul province participated in the study. The &quot;Teacher Leadership Culture Scale&quot; and the &quot;Teacher Professionalism Scale&quot; were used to collect the research data. The arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression analysis were used in the analysis of the data. In the study, schools' levels of having teacher leadership culture and the professionalism characteristics of teachers were found to be above the medium level. Furthermore, significant positive relationships were found between professional cooperation, school administrator's support and the level of having a supportive working environment of the schools' levels of having teacher leadership culture and teacher professionalism. The results of the study revealed that the dimensions of supportive working environment and professional cooperation from among teacher leadership culture characteristics were significant predictors of teacher professionalism. The results of the study were discussed in relation to the relevant literature, and some suggestions were made.
Inventory of Motive of Preference for Conventional Paper-and-Pencil Tests: A Study of Validity and Reliability
Author: Eser, Mehmet Taha
Date: 2017-00-00
Type: Journal Articles
Subjects: Preferences,Measures (Individuals),Objective Tests,Multiple Choice Tests,Test Validity,Test Reliability,Factor Analysis,High School Students,Foreign Countries,Student Motivation

Purpose: The objective of this study is to develop the Inventory of Motive of Preference for Conventional Paper-And-Pencil Tests and to evaluate students' motives for preferring written tests, short-answer tests, true/false tests or multiple-choice tests. This will add a measurement tool to the literature with valid and reliable results to help determine why students prefer certain exam types and their level of preference. Research Methods: In this study, a screening research design was employed during the data collection and the analysis phases. Findings: Cronbach's alpha coefficients were calculated for reliability and it was concluded that the inventory was reliable. First, the exploratory factor analysis was conducted; this was followed by a second confirmatory factor analysis and finally a content validity study to determine the construct validity. A total of 14 items, including 11 items according to the results of the exploratory factor analysis, 1 item based on expert opinion and 2 items according to the results of the confirmatory factor analysis were removed from the survey form of the inventory, resulting in a final form containing 20 items. It was observed that the content validity values of each item in every subtest were sufficient. Implications for Research and Practice: The study results showed that this inventory was an appropriate instrument for evaluating high school students' preference for paper-and-pencil tests. An inventory developed under the scope of this study may be used to determine the factors predicting the examination type preference levels of students by using different samples. These results may be used when deciding the actions to be taken.
Comparing Domain-Specific Physical Activity Efficacy Level between Turkish Adolescent Girls and Boys
Author: Çatikkas, Fatih
Date: 2017-08-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Foreign Countries,Adolescents,Females,Males,Statistical Significance,Statistical Analysis

The adolescence period is a very critical developmental period for personality, socializing and promotion of physical activity. In this regard, the aim of this study was to compare domain-specific physical activity efficacy level between adolescent boys and girls. A total of 219 girls (body weight: 57.50 ± 10.44 kg, height: 160.30 ± 7.40 cm, age 16.15 ± 0.96 years) and 145 high school boys (body weight: 63.45 ± 10.10 kg, height: 173.71 ± 5.49cm, age 16.20 ± 3.49) participated in this study. Physical activity efficacy level was evaluated by the Domain Specific Physical Activity Efficacy Questionnaire (DSPAEQ) which was adapted into Turkish by Saygin et al. (2017). Statistical analysis has shown DSPAEQ score differences between girls and boys (p&lt;0.05). Scores for the school activity (p&lt;0.05), transportation activity (p&lt;0.05) and leisure activity (p&lt;0.05) sub-dimensions were higher in boys than in girls. However, the household activity sub-dimension score was higher in girls than in boys (p&lt;0.05). The results from this study indicated that adolescent girls should be encouraged towards more physical activity both at school and out of school. However, comprehensive studies with larger samples are needed for a better understanding of the participation of adolescents in physical activity.
Iraqi Prisoners in Norway: Educational Background, Participation, Preferences and Barriers to Education
Author: Westrheim, Kariane
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Background,Institutionalized Persons,Barriers,Correctional Education,Participation,Preferences,Males,Educational Needs,Qualitative Research,Adult Education,War,Structured Interviews,Semi Structured Interviews

The article aimed to develop knowledge of the educational background, participation and preferences of Iraqi prisoners in Norwegian prisons and obstacles to participating in education. The study is based on interviews with 17 prisoners in three prisons. An important finding is that war and political unrest appear to have been significant causes for respondents to leaving education at various stages. As a result only half of them have as much as one final exam and only three respondents have a certificate of education. Even if the respondents want an education while in prison, and although education is offered in all prisons, there is a lack of information about educational opportunities in an understandable language and long waiting time for a place at school. An implication of the study is that the criminal administration system and the educational authorities must take into account the multicultural reality by facilitating education and training offers accordingly.
A Study of Mathematical Content Provided in Illustrated Children's Books
Author: Yilmaz Genc, Melek Merve
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Childrens Literature,Books,Content Analysis,Mathematics Education,Illustrations,Preschool Children,Academic Standards,Mathematical Concepts,Algebra,Geometry,Measurement,Data Analysis,Probability

Purpose: Early childhood is of critical importance in terms of cognitive, affective and physical development. Undoubtedly, a substantially stimulating environment and opportunities offered to children, as well as appropriate educational materials, have an impact on their development. The object of this study is to investigate the mathematical content included in illustrated children's books prepared for pre-school children. Research Methods: The research was planned as a descriptive study, and criterion sampling method was used in creating the study group. One hundred seventy-four illustrated children's books offered for sale by bookstores in Adana and Ankara provinces and included by academicians in their private libraries were surveyed. As a result of the survey, 52 illustrated children's books that met the criteria constituted the research study group. A document analysis was conducted to collect research data. Thereunder, a &quot;book review form&quot; developed by the researchers was used to investigate the mathematical content of the books. Implications for Research and Practice: As a result of the study, it was discovered that the books investigated most frequently contained the numbers and operations category, followed by geometry, measurement, algebra, data analysis and probability, respectively. Furthermore, the books were found not to contain specific categories or use of different methods and tools in calculations, distinction, algebraic symbols and mathematical models, quantitative changes, symmetry and translation movements, repeated measures, data collection, data organization, data visualization, data recognition, and understanding and applying basic probability concepts. Such results suggest that the illustrated children's books published in our county fail to satisfy the mathematical standards recommended by nationally and internationally recognized programs as the standards to be taught during the pre-school period, and that efforts must be made to enhance the quality of books published for such purposes. For future studies, it is recommend that researchers examine in detail how mathematical categories provided in the books are dealt with, or if and how teachers include illustrated children's books in mathematics activities performed in class.
A Prisoners' Island: Teaching Australian Incarcerated Students in the Digital Age
Author: Hopkins, Susan
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Institutionalized Persons,Correctional Institutions,Correctional Education,Educational Technology,Technology Uses in Education,Barriers,Higher Education,Focus Groups,Participant Observation,Telecommunications,Handheld Devices,Partnerships in Education,Program Effectiveness,College Faculty,School Community Programs

While incarcerated students have always faced many obstacles to full and effective participation in university study, the global shift toward paperless e-learning environments has created new challenges for prisoners without direct internet access. Based on prison focus groups with Australian incarcerated students and direct participant observation while tutoring tertiary students within four Queensland correctional centres, this paper explores the obstacles and constraints faced by incarcerated students in light of the increasing digitisation of materials and methods in higher education. This paper also reviews the outcomes, limitations and challenges of recent Australian projects trialling new internet-independent technologies developed to improve access for incarcerated tertiary students. This paper argues that technology-centred approaches alone will not adequately address the challenges of access for incarcerated students unless such interventions are also informed by an understanding of the sociocultural nature of learning and teaching within correctional centres.
A Paradigmatic Disagreement in &quot;Dialogue on Dialogic Pedagogy&quot; by Eugene Matusov and Kiyotaka Miyazaki
Author: Marjanovic-Shane, Ana
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Dialogs (Language),Educational Philosophy,Epistemology,Persuasive Discourse,Interpersonal Communication,College Faculty

I read with a great pleasure the heated dialogue on Dialogic Pedagogy between Eugene Matusov and Kiyotaka Miyazaki. It provided me with one of those rare occasions where I could both witness, and also join, the workings of two minds as they struggled with and against each other to construct, de-construct, and reconstruct their visions of dialogic pedagogical approaches to education. As I was reading, I had a lot of questions and remarks. I try to summarize them here--while many are still left on the margins of the original manuscript. [This article provides a commentary on Eugene Matusov and Kiyotaka Miyazaki's &quot;Dialogue on Dialogic Pedagogy&quot; (EJ1148755).]
Concluding Commentary: Response to Eugene and Kiyo
Author: White, E. Jayne
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Dialogs (Language),Misconceptions,Learning Processes,Teacher Student Relationship,Persuasive Discourse

At the risk of speaking on his behalf I could almost swear I heard Bakhtin laughing gleefully over my shoulder as I read this fascinating dialogue between Eugene and Kiyo. His reason for this might be partly inspired by the glaring misunderstandings both men reveal through their associated interplay with key pedagogical concepts. While polemic in nature, it occurs to me, somewhat ironically, that each man makes the same careful, empirically located, argument from different cultural and philosophical standpoints. At the centre of their debate is the concept of pedagogy and its capacity to promote &quot;authentic&quot; learning. Despite this shared agenda their interpretations of key terms are often at variance and, as a result, they passionately bang their heads against each other in vehement misunderstanding that makes for what Bakhtin (2004) would describe as &quot;lively and expressive&quot; debate (p. 24) on this topic. [This article provides a commentary on Eugene Matusov and Kiyotaka Miyazaki's &quot;Dialogue on Dialogic Pedagogy&quot; (EJ1148755).]
Development of the Academic Performance Perception Scale
Author: Gur, Recep
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Self Efficacy,Factor Analysis,College Faculty,Test Bias,Teacher Attitudes,Measures (Individuals),Statistical Analysis,Rating Scales

Purpose: While numerous studies about academic performance that focused on only one factor, studies aiming to measure academicians' perceptions across many factors have not been observed in the literature. The current study aims to fill this gap and become a resource for upcoming studies. The aim of this study is to develop a valid and reliable scale that measures academicians' performance perception. Research Methods: The first research group of the study consists of 125 academicians who have been working in or studying for post-graduate degrees at Ankara University Faculty of Educational Sciences, while the second group of researchers, who have undergone confirmatory factor analysis, consists of 147 academicians either working as professionals or acquiring post-graduate education at Erzincan University (except for one multivariate extreme value). The pre-testing form of the scale composed of 29 positive and 11 negative factors, for a total of 40 items. The expert opinions obtained about the items is evidence for content validity. Findings: Results indicated that the final form of the scale which was composed of 19 positive and 7 negative factors, 26 items in total, is a reliable and valid data collection tool to be used in the field of education. Implications for Research and Practice: Researchers may be able to use this newly developed tool to investigate the presence of a meaningful relationship between academic encouragement scores and the academic performance perceptions of academicians.