ethanporcaro/eric-fulltext-meta huggingface dataset:
Cook Islands Students' Attitudes towards Physical Education
Author: Te Ava, Aue
Date: 2016-04-00
Type: Journal Articles
Subjects: Student Attitudes,Physical Education,Cultural Education,Cultural Activities,Factor Analysis,Cohort Analysis,Indigenous Populations,Indigenous Knowledge,Questionnaires,Statistical Analysis,Values Education,Foreign Countries,Likert Scales

Teacher education has the potential to bring changes within educational systems that can shape the knowledge and skills of future generations. Teaching in a culturally responsive manner is an important part of developing teachers to serve as key change agents in transforming education and society through research, from the perspectives of student learning and achievement in health and physical education. It was expected in this study that students' recognition of cultural activities could inspire them to engage in physical education. The aim of the study was to examine student awareness of teaching that included cultural activities, with an emphasis on Cook Islands traditional cultural values. One hundred and one students and three teachers from three different schools participated in the study. Only 5% of the student population were non-Cook Islanders. A quantitative methodology was used to analyse the results and findings of the data using an initial Exploratory Factorial Analysis (EFA) and then group comparisons. The implications of identifying Cook Islands cultural values in the curriculum of physical education and what this means for teacher education are discussed.
Exploring Teacher Candidates' Experiences, Beliefs and Attitudes to Technology as an Instructional Learning Tool Following Instruction in a Technology-Rich Classroom
Author: DiPetta, Tony
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Attitudes,Computer Uses in Education,Teacher Education,Teacher Education Programs,Higher Education,Technology Uses in Education,Teaching Methods,Information Technology,Technological Advancement,Educational Psychology,Interviews,Elementary Education,Technology Integration,Case Studies,Foreign Countries,Qualitative Research

The use of so-called, &quot;smart-classrooms&quot; or &quot;e-classrooms&quot; where students have wireless access to the internet, electronic projection and display systems, laptops and hand-held computers are increasingly seen as a means for instructors and students in higher education to create new and personalized understandings of traditional content areas. This study explored the attitudes and beliefs of a group of elementary-level teacher candidates' and their instructor towards the use of technology in relation to their teacher preparation program and their instructional practices as classroom teachers. Participants' experiences working with information and communication technologies in their practicum classrooms were also explored as a means of understanding the instructional issues and concerns associated with learning to work with technology in the classroom. Findings are associated with participants' beliefs and concerns about working with technology, disillusionment about the actual status of technology in the classroom and their views of professional responsibilities and additional duties associated with the use of technology.
Studying Faculty Members' and Students' Perspective in an Affiliated Undergraduate Engineering Institution
Author: Kumari, Neeraj
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering Education,College Faculty,Undergraduate Students,Teacher Attitudes,Student Attitudes,Educational Quality,Questionnaires,Correlation,Student Surveys,Teacher Surveys,Influences,Foreign Countries,Interviews

The study aims to examine the relationship between parameters affecting the quality of Education in affiliated Under Graduate Engineering institution from the faculty members' and students' perspective. It is a descriptive research. The data has been collected with the help of &quot;Questionnaire Based Survey&quot;. The sample size for the study is 110 comprising of the faculty respondents and 500 comprising of student respondents. The sample has been taken on the random (Probability) basis and the questionnaire was filled by the faculty members (teaching B.Tech) and students (pursuing B.Tech) chosen on the random basis from an affiliated undergraduate engineering institution in NCR, Haryana. For data analysis and conclusion of the results of the survey, statistical tool like correlation was performed in MS Excel. It can be inferred that for the faculty members' perspective &quot;selection process&quot; is negligibly impactive factor on &quot;academic excellence&quot;, &quot;infrastructure&quot;, &quot;personality development &amp; industry exposure&quot; and &quot;management &amp; administration&quot;. For the students' perspective &quot;selection process&quot; is negligibly impactive factor on &quot;academic excellence&quot;, &quot;infrastructure&quot;, &quot;personality development &amp; industry exposure&quot;, &quot;placements&quot; and &quot;management &amp; administration&quot;. And &quot;academic excellence&quot; is poorly impactive factor on &quot;infrastructure&quot;.
Predicting Personality Resiliency by Psychological Well-Being and Its Components in Girl Students of Islamic Azad University
Author: Kajbafnezhad, Hadi
Date: 2015-00-00
Type: Journal Articles
Subjects: Prediction,Resilience (Psychology),Well Being,Mental Health,Multiple Regression Analysis,Correlation,Questionnaires,College Students,Measures (Individuals),Personality Traits,Foreign Countries

The aim of this study was to predict psychological resilience by psychological well-being and its components. The research sample consisted of 216 girl students who were selected through multistage random sampling. The data were collected by implementing psychological resilience and psychological well-being questionnaire and analyzed by using Pearson correlation coefficient and multiple regressions. A significant correlation coefficient was found between psychological resilience and overall psychological well-being (0.62, p&lt;0.01). Resilience was also found to be positively and significantly related to all six dimensions of psychological well- being. The calculated determination coefficient (0.39) indicated that psychological well-being has the ability to predict psychological resilience. Results confirmed the impact of dimensions of psychological well-being on resilience among college students. It is likely that resilience and the psychological well-being reinforce one another in a cyclic manner. Individuals' psychological well- being maintained higher levels of resilient.
Determinants of Educational Continuation Decisions of Higher Secondary School Students in India: An Application of Theory of Planned Behavior
Author: Edannur, Sreekala
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Influences,Academic Persistence,Decision Making,Higher Education,Behavior Theories,Questionnaires,Student Attitudes,Behavior Standards,Social Behavior,Self Control,Gender Differences,Statistical Analysis

The determinants of educational and occupational continuation of younger people in India are still attributed to their socio economic background (primary effects). This deters the government from taking steps to bring the disadvantaged youngsters' higher education, since there is not much one can do to improve the social origin factors. The secondary effects of social origin are often neglected with a conviction that these effects have still not come to play a role as a determining factor in educational continuation decisions of Indian students. The present study was thus conducted to understand the determinants of students' continuation decisions to higher education. Theory of planned behavior is tested here, using its constructs. The study was conducted among 300 higher secondary school students of Kerala state in India. Schools and classes were selected randomly and data were collected from intact classrooms. Achievement test scores were collected from school records. The questionnaire used by Ajsen is modified and validated for the use in this study for assessing the planned behavior of students. The continuation decisions, the dependent variable are considered as a binary variable and the response was sought with a question of whether they will continue to higher education or not. The results of the present study give a clear indication of the manifestation of secondary effects in higher education decisions. Attitude toward Behavior and Perceived Behavioral Control have significantly predicted the intention of higher secondary students for continuing to higher education. Subjective Norms are found not predicting the decisions.
Influence of Parental Encouragement towards Health Care of Their Wards
Author: Sophia, R. Grace
Date: 2015-00-00
Type: Journal Articles
Subjects: Parents,Health Services,Secondary School Students,Student Surveys,Gender Differences,Language of Instruction,Parent Child Relationship,Parent Influence,Statistical Analysis,Foreign Countries

The purpose of the present study is to explore how parents are encouraging towards health care of their wards. A &quot;Survey Method&quot; was used in the present study. A standardized &quot;Agarwal Parental Encouragement Scale (APES)&quot; was used to collect information from the students. The sample consists of thousand and ninety five higher secondary students from Tirunelveli, Tuticorin and Kanyakumari districts. Percentage analysis and &quot;t&quot; test were used for data analysis. Findings of the study indicate that, the male and female higher secondary students, significantly differed from their parental encouragement on health care. Similarly, the higher secondary students studying in Tamil and English medium, significantly differed from their parental encouragement on health care.
From Passion to Emotion: Emotional Quotient as Predictor of Work Attitude Behaviour among Faculty Members
Author: Relojo, Dennis
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Predictor Variables,Work Attitudes,Teacher Attitudes,College Faculty,Higher Education,Questionnaires,Likert Scales,Attitude Measures,Statistical Analysis,Correlation,Teacher Education,Age Differences,Gender Differences,Job Satisfaction,Self Efficacy

Positive thinking, in conjunction with a robust attitude, can affect one's well-being and coping strategies under stressful events. This study sought to identify the role of Emotional Quotient (EQ) to Work Attitude Behaviour (WAB) of selected faculty members from three higher educational institutions in the Philippines. Using a non-experimental research design, participants were asked to complete questionnaires to obtain their EQ and WAB scores. EQ was gauged using the Emotional Quotient Test while WAB was measured using a self-made survey questionnaire. A chi-square test revealed that there was no significant relationship between EQ and WAB, F (1,24) = 2.469, p&gt;0.05. Although no significant relationship has been observed, it is argued that findings from this study will highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified teaching staff.
Unpacking the Value of Writing: Exploring College Students' Perceptions of Writing
Author: Zumbrunn, Sharon
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Writing Attitudes,Writing Instruction,Feedback (Response),Role Models,Prior Learning,National Competency Tests,Phenomenology,Qualitative Research

This study explored college students' beliefs about the value of writing, their past experiences with writing, and the relationship between students' prior experiences with writing and writing value beliefs. One hundred fourteen undergraduates from a public Southeastern university participated in the study. Using expectancy-value theory as a framework, structural (Saldaña, 2013) and hypothesis (Bernard, 2011) coding was used to analyze student responses. Findings suggested that attainment, utility, and interest value aligned well with student writing value responses. Students noted both positive and negative experiences with writing. Whereas most students discussed the role of good instruction, positive role models, and constructive criticism in their positive past writing experiences, unengaging and daunting tasks were salient memories for students describing negative prior experiences with writing.
Perceived Social Support Mediating the Relationship between Perceived Stress and Job Satisfaction
Author: Sultan, Sarwat
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Support Groups,Stress Variables,Job Satisfaction,Measures (Individuals),Correlation,Prediction,Employee Attitudes,Foreign Countries,Path Analysis,Multiple Regression Analysis,Questionnaires

This research was conducted to examine the mediating effect of perceived social support between perceived stress and job satisfaction among employees. A conveniently selected sample of 280 employees provided the information on Perceived Social Support Scale, Perceived Stress Scale, and Job Satisfaction Survey. Employing Regression analyses, findings revealed the significant negative effect of perceived stress and positive effect of perceived social support on job satisfaction. Perceived stress was found non-significant in predicting perceived social support. However, perceived social support partially mediated the relationship between perceived stress and job satisfaction.
Examining the Impact of Place on the Cultural Competence of Preservice Teachers
Author: Casciola, Vanessa
Date: 2014-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Lesson Plans,Preservice Teachers,Elementary Schools,Theory Practice Relationship,Culturally Relevant Education,Teaching Methods,Teacher Education Programs,Seminars,Assignments,Student Teaching,Low Income,Comparative Analysis

This study examined the significance of place, a Title One elementary school, on the preservice teachers' (PSTs) abilities to make theory to practice connections using culturally responsive teaching. I investigated how PSTs used theoretical knowledge of culture taught in coursework and emerging knowledge of community context to plan and execute lessons. The participants, five PSTs, were in their first field experience in a Title One elementary school. These PSTs conducted inquiries into the surrounding community and the classroom The PSTs were strongly encouraged to use the information they gained in these inquiries when teaching. Data collection included two formal lesson plans, a KLEW (Know, Learned, Evidence, Wondering) chart, and a reflection on the inquiry into the community. From this data, I found PSTs made changes to their teaching, rethought assumptions about the community, and recognized the importance of using multicultural literature.
Employing Handwriting without Tears® to Teach a 4-Year-Old Preschool Student to Write His Name with the Appropriate Size, Shape, and Form Combined with an Imitate/Trace/Copy/Memory Procedure
Author: Steele, Emalia C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Children,Handwriting,Prewriting,Developmental Delays,Autism,Prompting,Cues,Naming,Memory,Instructional Effectiveness,Case Studies,Outcomes of Education

The main purpose of this study was to evaluate the effectiveness of the prewriting and handwriting curriculum Handwriting Without Tears® (HWT) in a preschool setting with a single student who has developmental delays and a suspected Autism Spectrum Disorder (ASD) diagnosis. Data were collected during the regular preschool day. The behavior measured was the student's ability to independently and accurately write his name given by the visual prompt &quot;Name: ______&quot; and verbal instructional cue &quot;write your name&quot;. A modified imitate, trace, copy, and memory procedure was used with the student with the instructional support and curriculum from the Handwriting Without Tears® Get Set for School (Olsen, 2003) curriculum. In addition to this curriculum, first author created materials were also used. The overall outcomes indicated that the Handwriting Without Tears® programs was successful in teaching that student who has severe developmental delays, tactile defensiveness, and sensory processing deficits to write his name.
Profile for Teacher Decision Making: A Closer Look at Beliefs and Practice
Author: Griffith, Robin
Date: 2014-00-00
Type: Journal Articles
Subjects: Profiles,Decision Making,Reading Instruction,Best Practices,Teaching Methods,Teacher Attitudes,Masters Programs,Teacher Surveys,Student Centered Learning,Curriculum Implementation,Likert Scales,Graduate Students,Statistical Analysis,Educational Indicators

The Profile for Teacher Decision Making Survey was developed to capture inservice teachers' beliefs and practices related to instructional decision making. Eighty-seven inservice teachers enrolled in various Master's degree programs responded to the survey. Results indicate that most teachers, regardless of grade level or content area taught adopted student-centered beliefs. Furthermore, the teachers endorsed more student-centered practices than standards-based or curriculum-based practices. This finding indicates that, regardless of possible and probable pressures from outside the classroom, the teachers were most concerned with teaching students rather than just covering standards or adhering to a prescribed curriculum, with one exception being teachers who taught in Reading First schools. These teachers reported that their curriculum-based practices were a result of being told to implement the curriculum and not because they believed it was the right thing to do.
Demographic and Instructor-Student Interaction Factors Associated with Community College Students' Intent to Persist
Author: Mitchell, Yolanda F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Community Colleges,Teacher Student Relationship,College Students,Learner Engagement,Statistical Analysis,Regression (Statistics),Academic Persistence,School Holding Power,Student Surveys,Part Time Students,Student Employment,Family Relationship,Predictor Variables,Age Differences,Gender Differences

The classroom is the main point of contact for community college students due to their part-time status, employment, family responsibilities, and limited campus involvement. To examine the relationship between community college students' demographics and instructor interactions as they relate to intention to persist in college, researchers utilized logistic regression analysis to analyze data from the Survey of Entering Student Engagement. Results indicated all eight predictor variables (instructor-student interaction, student-instructor interaction, age, sex, generation status, children, employment, and enrollment status) made statistically significant contributions to distinguishing between students who were most likely to intend to persist and those who were not.
A Consideration to Two Main Ethical Issues in Educational Research, and How May These Be Addressed
Author: Abed, Mohaned Ghazi
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethics,Educational Research,Informed Consent,Children,Childrens Rights,Parents,Confidentiality

This paper has firstly discussed the topic of Ethical Issues in Education, and has accordingly highlighted the fact that ethics are not something to deem at the commencement of a research project or fieldwork, but rather throughout the entire research process. Furthermore, two of the most important ethical issues have been given consideration--Informed Consent and involvement of children in research. The first element is informed consent, which is concerned with the question of being part of the research process, whereby the result is an informed option concerning the voluntary contribution in a research. In addition, some of the different issues raised from it and alongside suggested ways of addressing them have been discussed. The second element is the involvement of children in research. Moreover, the significance of the ethical issues regarding the right of children in research participation in order to express and report their views and experiences in more detail with regard to parental consent and confidentiality has been stated.
The Interaction of School Organization and Classroom Dynamics: Factors Impacting Student Achievement
Author: Ratcliff, Nancy J.
Date: 2014-00-00
Type: Journal Articles
Subjects: School Organization,Classroom Environment,Academic Achievement,Scores,Standardized Tests,Block Scheduling,Time Factors (Learning),Time on Task,Behavior Problems,Student Behavior,High School Students,Statistical Analysis,High Schools,Teacher Student Relationship,Secondary School Teachers,Questioning Techniques,Teaching Methods,Observation,Multivariate Analysis

Research was conducted to determine what impact school organization and classroom dynamics had on student achievement. Results from standardized benchmark tests found no significant differences in scores across all schools and content areas; yet, end of course standardized measures indicated that students in sites employing block scheduling performed significantly lower in all content areas than did their counterparts in traditional settings. Findings suggested that the significant differences in student scores might be due to a dramatic loss of instructional time that was consistently observed in block classes during the last 18 minutes of the instructional period. This loss of instructional time was characterized by a dramatic increase in student behavior problems and student time-off-task.
Cognitive Levels Regarding Articulation Marks among Violin Students in Department of Music Education in Gazi University
Author: Taninmis, Gamze Elif
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Musical Instruments,Knowledge Level,Undergraduate Students,Music,Statistical Analysis,Questionnaires

The purpose of this study is to determine violin students' cognitive levels about articulation marks in Department of Music Education, Fine Arts Education, Gazi Faculty of Education, Gazi University (GUGEF), and to identify the variables on which the cognitive levels vary. It is a descriptive research considering the study purpose, method and nature of study data. In the study, Turkish and international literature was reviewed to identify the place and importance of articulation marks in violin education. The study was carried out during the fall semester of 2015 to 2016 academic year. 59 violin students from the GUGEF Music Education Department participated in the study. The study data were obtained after the students filled in a questionnaire comprised of seventeen items. It was found out that majority of the violin students recall playing techniques as articulation marks are mentioned. A great majority of the students learned articulation marks in detail during violin lessons. Again, the vast majority said they find themselves partially sufficient in recognizing and applying articulation marks. From overall success levels in the test regarding articulation marks, it was concluded that the respondents do not know the names and functions of the articulation marks. After the cognitive levels of violin students in Music Education concerning articulation marks were identified, certain recommendations were proposed: Content of instrument courses, mainly including Musical Hearing, Reading, and Writing Course, should be rearranged in the light of the study data and findings. Typing of musical notation by using articulation marks should be taught in Computer Skills course offered in the Department of Music Education. Lastly, practical training could be run by specialists to improve violin students' cognitive and behavioural levels regarding articulation marks.