ethanporcaro/eric-fulltext-meta huggingface dataset:
Risky Teenager Behavior in a Vocational High School
Author: Ayu, Suci Musvita
Date: 2019-09-00
Type: Journal Articles
Subjects: Risk,Adolescents,Student Behavior,Behavior Problems,High School Students,Vocational High Schools,Influences,Family Problems,Parent Influence,Peer Influence,Smoking,Drinking,Sexuality,Violence,Drug Abuse,Clergy,Self Control,Intention,Foreign Countries

Adolescence is a very complex period. Various teen problems haunt when they grow up to become adults. The same teenagers successfully face the challenges of their development so that they are free from a variety of risky behaviors. However, some of them also smoke, consume alcohol, have free sex, commit violence, and use drugs. This research is a qualitative study with a phenomenological approach in which researchers explore and try some risky behaviors in health and factors that influence and how adolescents in vocational high schools end up committing some risky behavior. The results of the study show that teens who do not have risky behavior and who do have some risk behaviors have different understandings related to the impact of these behaviors. People around teenagers influence how teenagers will behave. These influential people can cause teenagers to take risky behavior, such as family problems, get bad examples from parents, family members, peers, and idols. Factors that influence adolescents to end up committing risky behavior are the understanding of the negative effects of risk behavior. The various causes of influential people include parents, peers, religious leaders, idols, perceived benefits, self-control, and intention. The internal and external factors of adolescents determine whether the teenager will do or not risky behavior. Strong collaboration between internal and external factors shapes behavior which is not risky in adolescents, and vice versa.
Cross-Cultural L2 Learning Exchange: A Qualitative Examination of Strategies, Tools, Cognition and Translation Outcomes
Author: Elliott, Robert W.
Date: 2019-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Software,Teaching Methods,Ethnography,Skill Development,Intercultural Communication,Native Language,Interpersonal Communication,Interpersonal Relationship,Adults,Translation,Social Media,English (Second Language),Case Studies,Learning Strategies,Marriage,Spouses,Chinese,Foreign Countries,Schemata (Cognition)

Amidst the milieu of free and at-cost L2 language software applications coming into existence for use on mobile devices and computers, adult L2 learners are faced with the challenge of selecting their best choice for them to use in acquiring a specific second language. Their selection is based on their individual need and the context in which they plan to use the second language. More importantly, it is well known there is no single tool, resource, or strategy that adult L2 learners can use to fully acquire a second language quickly and effectively, especially for intercultural couples who lack a common language for daily communication. While there is much literature on the topic of L2 acquisition and learning, the purpose of this auto-ethnographic study is to share with readers specific aspects of our journey in acquiring each other's native language throughout their first year together. Included are subsequent findings involving cognition and translation issues as developing skills recognized during various phases of L2 acquisition.
Identifying the Mastery of Research Statistical Concept by Using Problem-Based Learning
Author: Susbiyanto, Susbiyanto
Date: 2019-09-00
Type: Journal Articles
Subjects: Mastery Learning,Problem Based Learning,Statistics,Mathematical Concepts,Research Methodology,Courses,College Students,Physics,Foreign Countries,Gender Differences

The consequence of the assessment for the research statistics course at the department of physics Education in Universitas Jambi demonstrates the students' capacities to hold the idea of the mastery of research statistical concept is very low. It winds up one of the shortcomings for them to finish their final assignment. Therefore, the researcher examined the student's mastery of the research statistical concept by utilizing Problem-Based Learning as one of the methods that were chosen from the learning advancement. The research method is quantitative with 295 numbers of samples. Questionnaires and MCQs were used as the instruments of the research. The result had been investigated utilizing a simple regression analysis. PBL influences the mastery of research statistical concept. In 6th semester male students', the impact of PBL toward the mastery of the research statistical concept contributed 72% and 67% for female students. Meanwhile, for students at 8th semesters, the impact of PBL on the mastery of research statistical concept contributed 68% for male and 70% for female.
Learning Styles and Teacher Efficacy among Prospective Teachers Based on Diverse Variables
Author: Atalay, Tazegül Demir
Date: 2019-09-00
Type: Journal Articles
Subjects: Cognitive Style,Preservice Teachers,Foreign Countries,Measures (Individuals),Teacher Effectiveness,Gender Differences,Educational Background,Parent Background,High Schools,Institutional Characteristics,Teacher Education Programs,Scores,Student Attitudes,Correlation,Departments,Educational Attainment,Self Efficacy

The main aim of this study was to explore learning styles and teacher efficacy of prospective teachers, evaluate them based on department, gender, high school type and educational level of parents, and identify whether there is any relationship between teacher efficacy and learning styles. This is a descriptive study that was conducted using survey model. The study group consisted of 170 prospective teachers in the Faculty of Education, Kafkas University during the 2018-2019 academic year. Research data were gathered through &quot;Teachers' Sense of Efficacy Scale&quot; and the &quot;Kolb Learning Style Inventory&quot;. The study came to the conclusion that prospective teachers mostly had diverging and converging learning styles while assimilating and accommodating learning styles were least preferred, their teacher efficacy was &quot;sufficient&quot;, and teacher efficacy scores differed significantly in relation to learning styles. The study also found a significant relationship between some variables, i.e. department, gender, high school type and educational level of parents, and the prospective teachers' learning style and occupational self-efficacy level. The study discussed these findings from various aspects and proposed recommendations.
Perceptions of Fashion Experiences
Author: Kohli, Japjee Kaur
Date: 2019-00-00
Type: Journal Articles
Subjects: Clothing,Design,Teaching Methods,Student Empowerment,Manufacturing,Student Attitudes,Internship Programs,Expectation,Clothing Instruction,Experiential Learning,Foreign Countries,Textiles Instruction,Outcomes of Education,Program Descriptions

Fashion design education has grown by leaps and bounds across world in recent years. It aims to prepare students with knowledge, skills and attitudes (l{SA) to work in fashion industry and be employable. To empower students with much needed l{SA, fashion design programs have industrial internship as a mandatory requirement that enables students to receive experiential training within the industry for a specific period. Industry internship is an opportunity to gain first-hand experience about various activities and operations conducted in an organization to manufacture products. This research investigates the perceptions of fashion design students regarding their expectations and experiences from an industrial internship using a mixed method approach . Structured questionnaires and semi structured interview schedule is used to gather data. Sample size for questionnaire was 66 and later in-depth interviews were conducted with 16 students. The findings of this research provide rich insight on internship expectations and experiences that can help educational institutions and fashion industry to work collaboratively in order to strengthen the internship program and maximize the benefits.
Adults Learning Mathematics: Transcending Boundaries and Barriers in an Uncertain World
Author: FitzSimons, Gail E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Learning,Mathematics Instruction,Adult Education,Teacher Competencies,Mathematics Teachers,Learning Motivation,Democracy,Teaching Methods,Informal Education,Employment Qualifications,Knowledge Level,Music

Adults return to study mathematics for a range of varied and complex reasons. This article addresses the boundaries and barriers that adult learners of mathematics may have faced in the past, or in the present and the future. Taking into account the impact of our era of rapid technological change, I argue for the importance of developing structural understanding of disciplinary mathematics together with the equally important contextual knowledge and skills necessary for understanding and engaging with mathematics in often vastly different circumstances from the past. The goal is for adult learners to feel confident, socially included, and able to participate in the mathematical activities with which they are confronted over a lifetime.
Divorce, Evil, and the Regime of Terror: Personal Characterisations of Mathematics in the Lives of Mature Students
Author: Ryan, Maria D
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Mathematics Instruction,Student Attitudes,Nontraditional Students,Adult Students,Student Motivation,Resilience (Psychology),Mathematics Anxiety,Figurative Language

Increasing numbers of students attending higher education institutions in Ireland take obligatory mathematics modules -- service mathematics -- as part of their programmes of study. A dislike of mathematics is frequently expressed among students, particularly mature students, some of whom experience mathematics anxiety. However, despite their experiences with mathematics, mature students demonstrate motivation and resilience in respect of their engagement with mathematics. As part of a mixed methods study, the author endeavoured to explore the mathematics experiences of mature students throughout their lives, and to identify those incidents that have impacted significantly on the students' engagement with mathematics. Twenty mature students were asked to characterise their relationship with mathematics. This paper presents these findings, depicting an interesting variety of responses.
Numeracy as Critical Thinking
Author: Jain, Pragati
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Learning,Critical Thinking,Numeracy,Mathematics Skills,Foreign Countries,Thinking Skills,Mathematics Instruction,Teaching Methods,Student Attitudes

Adult learners preparing for university level study have varying degrees of prior experience, confidence, ability, motivation and need when it comes to mathematical tasks. The development of numeracy skills is a core aspect of university preparation, with many university courses requiring a certain level of mathematical literacy. The standard model of numeracy support in enabling programs essentially replicates what students learned (or failed to learn) in high school. For adult learners with previous negative experiences, this approach can be intimidating, while others perceive high school mathematics as irrelevant and unnecessary to their chosen field of study. Adult learners require an entirely new approach to numeracy support. Our approach has been to turn the standard model on its head, by recognising numeracy as a form of critical thinking that requires much more than an ability to manipulate numbers. The University of Tasmania Academic Numeracy unit utilises Watson's (2009) Four Resource Model of Numerical Literacy to focus on critical evaluation of information, in both everyday and academic situations. The development of higher-order critical thinking skills forms the core of our unit, with explicit mathematical instruction provided in service of situating and critiquing real research. This approach has allowed us to develop critical numeracy skills in a way that is relevant, meaningful and valuable to all learners, whatever their future academic endeavours.
Selective Attention of L2 Learners in Task-Based Reading Online
Author: Prichard, Caleb
Date: 2019-10-00
Type: Journal Articles
Subjects: Reading Strategies,Attention,Second Language Learning,Eye Movements,College Students,Foreign Countries,Training,English (Second Language),Student Behavior,Student Research,Electronic Publishing,Predictor Variables

Selective attention to task-relevant content is an essential strategy for readers. There is evidence that proficient readers more often consider their purpose and focus attention selectively. However, eye tracking research has revealed several limitations with survey data on reading strategies, and few second language (L2) reading studies have explicitly examined selective attention. This study includes two experiments utilizing eye tracking to determine how Japanese university-aged learners read an online text to research specific information. The first experiment evaluates the reading strategies of the participants and examines the effect on task performance. The second experiment investigates the effect of strategy training. The eye tracking results in experiment one suggested that many participants did not display strategic competence. Selective attention and the number of reading strategies identified in the data correlated with task-performance. The second experiment revealed that strategy training increased the use of selective attention and improved task performance.
Pedagogical Effects of Teaching Test-Taking Strategies to EFL College Students
Author: Lee, Jia-Ying
Date: 2019-10-00
Type: Journal Articles
Subjects: Test Wiseness,English (Second Language),Second Language Instruction,Reading Instruction,Reading Tests,Reading Comprehension,Student Attitudes,Instructional Effectiveness,Reading Strategies,Foreign Countries,College Students,Language Tests

This study, an 18-week comparative experiment, examined the effects of instruction in test-taking strategy in English as a foreign language reading class. It involved an experimental group (68 students) taught test-taking strategies and a control group (66 students) that did not receive the instruction. Various means were used to investigate the pedagogical efficacy of the instruction of test-taking strategies. First, standardized reading tests revealed both groups' reading comprehension performance for comparison before and after the experiment. Second, the effects of test-taking strategies on the experimental group were surveyed before and after the intervention. Third, the experimental group discussed perceptions regarding the intervention. Results show that the experimental group significantly outperformed the control group in the reading tests, had significantly better test-taking strategies, and strongly endorsed the usefulness of the instruction in test-taking strategy. This paper concludes with recommendations for teaching test-taking strategies to empower students to tackle reading tests.
Designing a Research-Based Detection Test for Eliciting Students&apos; Prior Understanding on Proportional Reasoning
Author: Ahl, Linda Marie
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematical Concepts,Prior Learning,Mathematics Instruction,Adult Education,Institutionalized Persons,Correctional Institutions,Correctional Education,Mathematical Logic,Adult Learning

In the Swedish Prison Education Program only two out of ten reach a passing grade in their mathematics courses. Large variation in prior knowledge makes it difficult to meet the students at their level. This paper reports on a project aiming to enhance students' possibilities to access mathematics through individualization. Research findings on the development of the pervasive mathematical idea of proportional reasoning are used to construct a test on proportional reasoning, designed to work specifically with students with large variation in prior knowledge. The test presented here, combined with a follow-up clinical interview, can be used in adult education in general as a basis for individualizing instruction.
The Relationship of Art and Music Education with Adolescents&apos; Humor Styles and Interpersonal Problem Solving Skills
Author: Didin, Elifcan
Date: 2017-00-00
Type: Journal Articles
Subjects: Art Education,Music Education,Adolescents,Humor,Personality,Interpersonal Competence,Problem Solving,Fine Arts,High School Students,Cognitive Style,Adolescent Development,Educational Benefits

Purpose: Today's education system focuses primarily on the academic skills of individuals. However, art and music education is thought to affect both humor and interpersonal problem-solving skills by supporting the social and emotional skills of adolescents. Therefore, this study was designed to investigate how receiving art and music education relates to adolescents' humor styles and interpersonal problem-solving skills. Methods: A total of 178 adolescents were included in the study; this sample included 54 students attending the music department and 60 students attending the art department in a fine arts high school, and 64 students who were not receiving any art education and were studying in a regular high school. The &quot;Humor Styles Questionnaire&quot; and &quot;Interpersonal Problem Solving Inventory (High School Form)&quot; were used. Two-way analysis of variance and correlation coefficient significance test were applied to analyze the data. Findings: The results of the study showed that adolescents with healthy and compatible humor styles had effective problem-solving methods. Moreover, the results of the study revealed that the adolescents receiving art and music education both adopted more positive humor styles and preferred more effective methods for solving interpersonal problems than those who did not receive such education. These results demonstrate the importance of art education in supporting children developmentally. Implications for Research and Practice: Based on the results of the study, it can be asserted that a qualified art education is required, with sensitivity to the necessity of art education and its effect on development in societies.
An Examination of Reading Comprehension and Learning Styles of 5th Grade Student
Author: Ruzgar, M. Emir
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Style,Reading Comprehension,Measures (Individuals),Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Grade 5,Elementary School Students,Program Design,Scores,Reading Tests,Prediction,Books,Reading Habits,Reading Instruction

Purpose: International exam scores of Turkish students, specifically of Project for International Student Achievement, attest that the level of comprehension of Turkish students is not satisfactory. Learning styles can be of use to schools in designing reading programs and materials to help Turkish students to improve their reading achievement. Hence, the primary purpose of this study was to examine 5th graders' reading comprehension scores across some variables, and assess which variables predict their reading comprehension scores. Research Methods: The participants of the study were 1307 fifth grade students from nine different middle schools of Ankara. Instruments of the study were the Reading Comprehension Test and the Grasha-Reichmann Learning Styles Inventory. We used descriptive statistics, the Kruskal-Wallis H Test, the Mann-Whitney U Test, and regression. Findings: Comprehension scores of students who have a bookshelf at home are higher than those who do not. Moreover, those who have more books at home and who have read more books are more successful in comprehension. In addition, daily reading time and number of weekly reading exercises also have an impact on comprehension scores. The results of regression analysis show that only one type of learning style (dependent) significantly predicts comprehension scores. This prediction is slight and negative. Implications for Research and Practice: We suggest that upcoming scholarship on similar topics focuses on conducting similar studies with a more diverse set of predictive variables and different grade levels than 5th grade. We recommend that parents have at least one bookshelf in the home environment since our results show that having a bookshelf significantly increases comprehension scores.
Effects of Augmented Feedback on Cardiopulmonary Resuscitation Skill Acquisition: Concurrent versus Terminal
Author: Sarac, Leyla
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),First Aid,Skill Development,Undergraduate Students,Gender Differences,Knowledge Level,Instructional Effectiveness,Elective Courses,Public Colleges,Foreign Countries,Time

Purpose: While various approaches, methods, and devices have been employed to foster maximum learning of CPR skills, researchers have suggested external feedback as a crucial source for the improvement of these skills. Purpose: The purpose of this study was to determine the effects of augmented concurrent (AC) and augmented terminal knowledge of results (AT-KR) on cardiopulmonary resuscitation (CPR) skill acquisition. Method: A sample of 76 second-year university students participated in the study. All study participants, who were determined to be eligible, completed a total of four hours of CPR training (two hours a week). Immediately after the training, the pre-test (ten sets of CPR) was administered to determine the participants' baseline CPR skill level. Participants were then assigned into three groups, one control and two experimental groups (AC and AT-KR), according to their sex and baseline CPR skill level. Participants in the AC group received a simultaneous visual feedback during CPR practice; participants in the AT-KR group received a printed report of their performance after they completed the CPR practice; and students in the control group received no feedback related to their CPR performance. Upon completion, effects of the feedback were measured to show CPR performance improvement at post-test relative to the pre-test. Findings: Students in the AC and AT-KR group performed better in some ventilation and compression skills than the students in the control group. Implications for Research and Practice: Usage of advanced technical feedback devices are recommended to enhance CPR skill acquisition.