ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of an Interactive Training Program in Developing a Set of Non-Cognitive Skills in Students at University of Petra
Author: Gheith, Eman
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade Point Average,Empathy,Self Esteem,Teaching Methods,Program Effectiveness,Experimental Groups,Locus of Control,Questionnaires,Skill Development,Control Groups,Comparative Analysis,Foreign Countries,Thinking Skills,Feedback (Response),Teacher Expectations of Students,Goal Orientation,College Students,Student Attitudes,Reliability,Validity,Scores,Statistical Analysis

This study aimed to investigate the effectiveness of interactive training programs in developing a set of non-cognitive skills in students at the University of Petra. Furthermore, it sought to examine the impact of the sex, academic year, and university major variables on developing these skills in students who underwent the training program, as well as whether a correlation exists between the GPA of students in the experimental group and how they acquired these non-cognitive skills. The study focused on the following six non-cognitive skills: (a) locus of control; (b) planning; (c) empathy; (d) self-confidence; (e) growth mindset; and (f) grit. The study sample was randomly distributed into three groups: the first (Group A) attended an interactive training program; the second (B) attended a training course using a traditional teaching strategy; while the third (C) did not attend any programs whatsoever. The researchers have designed an interactive training program and a questionnaire to measure the sample's non-cognitive skills on all six dimensions. The results indicate statistically significant differences between the different teaching methods used on all three groups (A, B, and C) in the overall test, as well as on three dimensions of empathy, growth mindset, and grit in favor of the experimental group (A). Additionally, findings have revealed no significant differences in the extent to which students in the experimental group (A) have acquired non-cognitive skills on the variables of sex, academic year, and university major. Moreover, the study did not show significant correlation between the extent to which students acquired these non-cognitive skills and their GPAs.
The Application of Problem-Based Learning Strategy to Increase High Order Thinking Skills of Senior Vocational School Students
Author: Suprapto, Edy
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Thinking Skills,Vocational Education,Vocational Schools,Learning Strategies,Quasiexperimental Design,Foreign Countries,Statistical Analysis,Conventional Instruction,Comparative Analysis,Problem Solving,Teamwork,Self Esteem,Pretests Posttests

This research is to apply and develop a strategy of problem-based learning to increase the ability of higher order thinking skills of senior vocational schools students. The research was done due to a fact that the quality of outputs of the senior vocational schools has not met the competency needed by the stakeholders in the field, that has made the outputs difficult to get jobs, or fail to run a private business of their own. This research is a quasi experiment applying &quot;Nonequivalent Control Group Design,&quot; done at X TKR 1 class of 38 students and X TKR 2 class of 38 students of Senior Vocational School II, Kupang, NTT Province, Indonesia. The normality and homogeneity of tests were done to obtain the test of analysis requirement. T-test was done to analyze the data obtained. The results show that: (1) the use of problem-based learning strategy is superior to the conventional study; (2) the application of problem-based learning strategies capable of improving high order thinking skills of students, which is implemented in problem solving skills, teamwork, and self-confidence better. (3) in the future, the high order thinking skills will be very important in winning the job competition, find solutions to problems in the workplace and establish good cooperation with others, so it will support the success of their careers in the future.
Rethinking What Is Entrepreneurship Education: A Macro Integrative Perspective
Author: Wu, Hongyun
Date: 2017-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Business Administration Education,Educational Research,Educational Objectives,Business Education,Elementary Secondary Education,Higher Education,Curriculum,Educational Assessment

Research on entrepreneurship education (EE) has encountered confusing ontological and methodological issues, such as definitional controversy, gaps between research and practice, and lack of theoretical foundations. These are factors holding back the further development of the research and practice in this field. This paper presents a whole picture of EE by exploring key factors involved in EE programs such as objective, audience, content and method, and assessment with a macro integrative perspective. In this way, it points out the disintegrated micro perspectives employed in prior studies is the source of inadequate understanding of EE, which causes issues and confusions in present EE research. The macro integrative perspective offered by this paper provides an innovative way to tackle these issues and hence is expected to contribute to the further improvement of EE research and practice.
Practices of and Roadblocks to Teacher Leadership in the United Arab Emirates' Schools
Author: Al-Taneiji, Shaikah
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Barriers,Second Language Learning,Leadership Styles,Foreign Countries,Teacher Attitudes,Interviews,Questionnaires,Action Research,Professional Associations,Leadership Role,Time Management,Mixed Methods Research,Likert Scales,Teacher Characteristics,Elementary School Teachers,Secondary School Teachers,Gender Differences

This study investigates teachers' perceptions of their leadership practices in United Arab Emirates schools and the contextual and personal factors which support or deter them from becoming teacher leaders. The study used a mixed research design. First, a self-administered questionnaire was completed by 937 teachers in one big city in the UAE. Then, individual interviews with ten teachers were conducted. The study found that while certain leadership roles, as measured by the questionnaire items, are often practiced by teachers, other activities such as leading action research or participating in professional groups, are practiced infrequently. Interview data revealed that teachers perceive that school administrators usually encourage them to take on leading roles, but that administrators also rely heavily on &quot;in-group&quot; teachers to take on leadership activities. Further, school contextual factors such as lack of time, language barriers, and style of leadership; or personal factors such as teachers' assumptions about and willingness to take on additional leadership duties are roadblocks to a full realization of the potential for teacher leadership and its associated benefits in UAE schools. Recommendations on how to foster teacher leadership on a wider scale in the UAE schools are presented.
Collaborations between Centers for Teaching and Learning and Offices of Disability Services: Current Partnerships and Perceived Challenges
Author: Behling, Kirsten
Date: 2017-00-00
Type: Journal Articles
Subjects: Agency Cooperation,Institutional Cooperation,Higher Education,Surveys,Cooperation,Disabilities,Time,College Faculty,Responsibility,College Environment,Financial Support,Student Personnel Services,Cooperative Planning,Online Courses,Faculty Development,Student Needs,College Role,Consultation Programs,Workshops

The authors report on the results of a survey conducted in the United States on collaboration between Centers for Teaching and Learning (CTLs) and Offices of Disability Services (ODSs) in institutions of higher education. The authors, a disability services professional and a former director of a Center for Teaching and Learning, give particular attention to the current collaborative efforts occurring between these two offices as well as the perceived challenges of those collaborative efforts. Significant findings from the survey results include five key challenges to collaboration between ODSs and CTLs: (1) time and logistics; (2) faculty-related challenges; (3) competing priorities; (4) changing the campus culture; and (5) funding and limited resources.
Exceptional Faculty Members Who Responsively Teach Students with Autism Spectrum Disorders
Author: Austin, Kimberly S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Student Needs,Qualitative Research,Teacher Role,Teaching Methods,Scaffolding (Teaching Technique),Individualized Instruction,Academic Accommodations (Disabilities),Cooperative Planning,College Faculty,Semi Structured Interviews,Teacher Attitudes,Coding,Beliefs,Teaching Experience,Teacher Expectations of Students,Caring,Social Justice

The number of students with autism spectrum disorders (ASD) seeking admission into college is rising. Little research exists on how to meet the unique learning needs of this student population in higher education classrooms. The purpose of this qualitative research study was to document the ways in which supportive faculty members responsively approach students with ASD in their teaching roles. The findings of this study suggest that faculty members who were nominated as exceptional teachers and advisors to students with ASD drew from experiences of prior connections with individuals with disabilities, a belief in student abilities, setting high expectations for students, the development of caring relationships with students with ASD, an authentic passion for teaching, and a commitment to social justice. The pedagogical approaches entailed structured scaffolding, differentiated instruction, comprehensive accommodations, and collaborative institutional support. The outcomes of this study contribute new information to a paucity of research investigating faculty contributions to the success of students with ASD in higher education. This study pinpoints practical ways in which faculty members seek to help their students. Implications for practice and future research are discussed.
Embracing Diversity and Accessibility: A Mixed Methods Study of the Impact of an Online Disability Awareness Program
Author: Wynants, Shelli A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,Mixed Methods Research,Consciousness Raising,College Faculty,College Students,Faculty Development,Access to Education,Pretests Posttests,Attitudes,Change,Knowledge Level,Interviews,Program Effectiveness,Online Courses,Educational Technology

Despite the critical role that faculty play in the success of students with disabilities in higher education, professional development for promoting the understanding of these students' needs and the employment of inclusive instructional strategies to enhance their success has been limited. To better assess the potential of the online environment as a context for professional development, this mixed methods study investigated the impact of an online disability awareness program designed to introduce college faculty to Universal Design for Instruction (UDI) principles. The study followed a sequential design consisting of two phases. In the first phase, 43 faculty members completed pre- and post-program surveys measuring attitudes toward and knowledge of students with disabilities. In the second phase, we conducted a thematic analysis of interviews with 10 faculty participants who completed the program one semester earlier. The quantitative and qualitative phases resulted in three convergent findings: participating in online professional development led to increased faculty knowledge, improved faculty attitudes, and the emergence of faculty confidence in applying UDI principles for better accessibility of course materials and content presentation. The results indicate that professional development programs in an online context are a promising means for providing faculty the support they need to enhance their teaching practices and promote inclusive learning environments.
Body, Gender, and Sexualities Approaches in the Political-Pedagogical Project in a High School in Brazil
Author: Dias, Alfrancio
Date: 2017-00-00
Type: Journal Articles
Subjects: Human Body,Gender Differences,Sexuality,High School Students,Public Schools,Foreign Countries,Secondary School Curriculum,Power Structure,Sex Stereotypes,Gender Bias,Social Problems,Politics of Education,Gender Issues,Statistical Analysis,Familiarity

The aim of this text is to analyse how the themes of body, gender and sexuality have been positioned in the Political-Pedagogical Project, a document that provides guidelines for all educational actions in a school, in a public state school located in the city of Aracaju (SE). We have adopted a post-critical and post-structuralist perspective, problematizing the processes of signification and how they influence the knowledge production and social relations, from the authors' readings: Carvalho (2010), Foucault (1988), Louro (2010), Scott (1995), Butler (2010). Methodologically, we have developed a quantitative approach, from the documental analysis in a cultural and social perspective. We have verified that body, gender and sexuality themes are introduced superficially, causing to be linked to lack of familiarity, as well as to the absence of initial and continued education formation of the school agents.
Postsecondary STEM Education for Students with Disabilities: Lessons Learned from a Decade of NSF Funding
Author: Thurston, Linda P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Postsecondary Education,STEM Education,Disabilities,Mixed Methods Research,School Holding Power,Portfolio Assessment,Citation Analysis,Disability Discrimination,College Preparation,Teacher Student Relationship,Student School Relationship,Assistive Technology,Teacher Competencies,Knowledge Level,Academic Accommodations (Disabilities),Student Recruitment,Program Evaluation,Best Practices,Student Personnel Services,Educational Resources,Intervention,Mentors,Self Advocacy,Training,Faculty Development,Access to Education,College Students

The Research in Disabilities Education Synthesis Project (RDE-SP), a four-year mixed methods research project, assessed a decade of funded projects (2001-2011) under the National Science Foundation's Research in Disabilities Education program which is aimed at increasing participation and retention of students with disabilities (SWD) in Science, Technology, Engineering, and Mathematics (STEM) education and careers. One of the primary goals of the project was to create a collection of challenges, lessons learned, and suggested practices for SWD and those working with SWD in STEM education and STEM fields. This paper presents those findings, which lend first-hand experience to the challenges and successes of working with students with disabilities in postsecondary STEM education programs. The authors relate the findings to current literature in the field.
Disability and Career Services Provision for Students with Disabilities at Institutions of Higher Education in Japan: An Overview of Key Legislation, Policies, and Practices
Author: Boeltzig-Brown, Heike
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Disability Discrimination,Disabilities,Higher Education,Academic Accommodations (Disabilities),Accessibility (for Disabled),Educational Legislation,Educational Policy,Access to Education,Career Development,Literature Reviews,Interviews,Professional Personnel,Financial Support,Student Personnel Services,Academic Support Services,Graduation Rate,Employment Level

In 2013, the Japanese government passed antidiscrimination legislation that, starting in April 2016, requires all national and public institutions of higher education (IHEs) to accommodate students with disabilities. The legislative mandate to ensure that higher education is accessible to students with disabilities, coupled with growth in the number of students with disabilities attending university or college, increases pressure on Japanese policymakers to build the capacity of their higher education system. The paper provides an overview of key legislation and policies in disability and higher education in Japan, followed by a description of the current state of cross-disability services provision at Japanese IHEs. Included is a focus on career development and employment (career services provision), as these are critical aspects of comprehensive supports for students with disabilities in higher education. The paper is based on a review of current literature and secondary survey data, as well as key informant interviews with Japanese government officials, disability and career services personnel, and faculty directly involved in disability and career services provision at Japanese IHEs. It concludes with potential areas for Japan-United States learning and information sharing.
Competition on the Georgia Education Marketplace
Author: Gagnidze, Archil
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competition,Educational Vouchers,School Choice,Privatization,Questionnaires,Regression (Statistics),Principals,Teacher Effectiveness,Statistical Analysis,Elementary Secondary Education

Georgia implemented a nationwide, full scale school voucher program in 2005. The new voucher plan was designed with the intent to provide equitable distribution and efficient utilization of financial and human resources. By introducing the voucher scheme, the government hoped to promote competition among public as well as private schools to push them operate in a cost-effective way and consequently improve education quality. This study tries to identify the effect of increased competition on the quality of education as perceived by school principals and teachers in Georgia. More specifically, we study to identify if the voucher model, as a result of increased competition, has created an environment that is supportive to students in improving their academic performance. Our results suggest that school principals and teachers do not view competition as a force or stimulation towards better quality teaching and improved students' academic achievement.
Effectiveness of Lesson Study Approach on Preservice Science Teachers' Beliefs
Author: Yakar, Zeha
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Beliefs,Science Teachers,Foreign Countries,Microteaching,Teacher Education Programs,Lesson Plans,Teaching Methods,Questionnaires,Qualitative Research,Pretests Posttests,Statistical Analysis

Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers' beliefs is important. It is also critical to study teachers' beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers' beliefs about learning and teaching have been analyzed. Teachers' Beliefs Interview (TBI) has been used for determining the development of preservice science teachers' beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson study approach, preservice science teachers' beliefs improved in a positive way that their beliefs significantly changed toward more student-centered. The findings from this study support the notion that application micro teaching with lesson study in Science Teaching Method Course has positive impact on preservice teachers' beliefs.
Developing Learning Model Based on Local Culture and Instrument for Mathematical Higher Order Thinking Ability
Author: Saragih, Sahat
Date: 2017-00-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Instruction,Foreign Countries,Student Centered Learning,Grade 7,Public Schools,Private Schools,Junior High Schools,Junior High School Students,Mathematical Concepts,Mathematical Models,Correlation,Problem Solving,Questionnaires,Observation

This research aims to develop a student-centered learning model based on local culture and instrument of mathematical higher order thinking of junior high school students in the frame of the 2013-Curriculum in North Sumatra, Indonesia. The subjects of the research are seventh graders which are taken proportionally random consisted of three public junior high schools with 86 students and two private schools with 40 students. As a Developmental Research, the work is done within three stages. The results obtained in the second stage, both learning tools (books of students, teachers, and students' activities sheet) and research instruments are valid with minor revisions, and the results of the trial showed that the reliability scores of the tests comprising of Comparison (MAT-1), Social Arithmetic (MAT-2), Triangle (MAT-3), Quadrilateral (MAT-4), and Transformation (MAT-5) respectively 0.835, 0.588, 0.438, 0.833, and 0.908. The findings showed that the student-centered learning based on local culture model and the instrument for higher order mathematical thinking ability are valid and effective to use in teaching mathematics for junior high school.
The Impact of the Psychological Sequela of Trauma on Veterans Seeking Higher Education
Author: Medley, Joshua
Date: 2017-00-00
Type: Journal Articles
Subjects: Veterans,Higher Education,Mental Health,Trauma,Federal Legislation,Posttraumatic Stress Disorder,Depression (Psychology),Two Year Colleges,Community Colleges,Military Service,Military Personnel,Qualitative Research,Statistical Analysis,Academic Achievement,Rural Schools,Rural Areas,Online Surveys,Interviews,Focus Groups

Despite evidence that mental health burden is associated with lower academic success and non-completion in college students, and the high incidence of combat-related trauma exposure in returning veterans, few studies exist regarding the intersection of these issues in student veterans. This paper presents findings from a study on the mental health burden of student veterans attending rural community colleges in the southern United States. Based on qualitative research, the findings illustrate how the psychological sequela of combat-related trauma exposure impact classroom integration and academic achievement. The findings highlight the need for supportive services to integrate student veterans into campus communities and link them to mental healthcare resources, potentially improving academic success.
Examining the Relationship between Pre-Service Teachers' Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy
Author: Cansoy, Ramazan
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Self Efficacy,Preservice Teachers,Foreign Countries,Problem Solving,Correlation,Multivariate Analysis,Regression (Statistics),Predictor Variables,Questionnaires,Statistical Analysis

The aim of this study was to examine the relationships between the pre-service teachers' critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and Teacher Self-efficacy Scale were used to collect the data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were employed in data analysis. The results of the study revealed that the pre-service teachers' critical thinking disposition was low, problem-solving skills were moderate and teacher self-efficacy perceptions were quite adequate. However, the critical thinking disposition and problem-solving skills revealed significant positive correlations with all dimensions of teacher self-efficacy. An important finding is that critical thinking disposition and problem-solving skills were positive and significant predictors of all sub-dimensions of teacher self-efficacy beliefs.