ethanporcaro/eric-fulltext-meta huggingface dataset:
Scrutiny on the Organizational Image Levels of the Students Studying at the School of Sports Sciences in Line with Some Variables
Author: Pepe, Sirin
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Physical Education,Teacher Education,Foreign Countries,Gender Differences,Student Satisfaction,Reputation,Physical Environment,Social Environment,Age Differences,Educational Quality,Instructional Program Divisions,College Environment,Student College Relationship

The objective of this study is to scrutinize the organizational image levels of the students studying at the school of sports sciences in line with some variables. The subject group of the study consists of the prospective sportspeople studying in the 1st, 2nd, 3rd, and 4th years of the departments of Teacher Training on Physical Training and Sports, Recreation Training, Coaching Training, and Sports Management in the School of Sports Sciences at Selçuk University. The data collection tools used in the study are Organizational Image Scale and socio-demographic information form. In the assessment of the data, SPPS 25 (IBM Corp. Released 2017. IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp.) statistics package program was used. The average ± standard deviation as well as percentage and frequency values of the variables were taken into account. The variables were assessed following the checks on the preconditions of normality and homogeneousness of the variances (Shapiro Wilk and Levene Test). In performing the analysis of the data, Independent 2 group t test (Student's t test), Mann Whitney-U test when the preconditions were not met, One Way Variance Analysis for the three or more group comparisons; and Tukey HSD test, one of the multiple comparison tests; or, when it failed to fulfill the preconditions, the Kruskal Wallis and Bonferroni-Dunn test, also one of the multiple comparison tests; were used. The relation between two constant variables was evaluated via the Pearson Correlation Coefficient and in the cases that the parametric test preconditions were not met, via the Spearman Correlation Coefficient. For the significance level of the tests, the value of p &lt; 0.05 and p &lt; 0.01 was accepted. In view of the data obtained, it was determined that the organizational image levels of the participants were at a &quot;moderate&quot; level and that a statistically significant difference was present in the entertainment image as per genders; program and general appearance and physical infrastructure image as per their ages; quality, program, sports, general appearance, and physical infrastructure, social environment and accommodation-catering image as per grades; and in all image sub-topics when it comes to satisfaction with the university where they study. It is considered in conclusion of the study that the university can create a stronger corporate image through taking some factors like university's general appearance, its physical infrastructure, personnel's qualification, and enhancement of social environments, into account, for improving the organizational image levels of the university more and more.
Nomophobia Levels and Personalities of University Students
Author: Dalbudak, Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Traits,College Students,Telecommunications,Handheld Devices,Anxiety,Student Characteristics,Access to Information,Interpersonal Communication,Foreign Countries

The development of technology has made our lives easier and has caused some dependencies to enter our lives. The aim of this study is to measure the nomophobia levels of the students at the faculty of sports at Usak University and the faculty of technology at Isparta Applied Sciences University and to examine the relationship of personality with the level of nomophobia. The sample of the study consists of a total of 408 students at the faculty of sports at Usak University and the faculty of technology at Isparta Applied Sciences University. Volunteering was taken into account in participation. Students' nomophobia level and personality properties were analyzed according to the gender of the participants, age groups, educational status, department, phone usage by years, daily smartphone usage time, mobile internet usage time, daily mobile internet usage time, smartphone night off status, the time spent with friends during the day. In the study, the Nomophobia Scale, developed by Yildirim and Correia (2015) and whose validity and reliability were made, was developed by Somer, Tatar and Korkmaz (2001) and the 5-Factor Personality Inventory, whose validity and reliability of short form were, made was used by Tatar (2005). In this study, SPSS 22.00 Program used in quantitative research methods was used. The data were summarized by giving percentage and frequency tables. This study was tested with a significance level of 0.05. There are statistically both significant relationship (p &lt; 0.05) and non-sense relationship (p &gt; 0.05) between nomophobia and subscale scores according to age, gender, department, phone usage by years, daily smartphone usage time, mobile internet usage time, daily mobile internet usage time, smartphone night off status and the time spent with friends during the day. A statistically significant relationship was found between personality and nomophobia (p &lt; 0.05). The results of the study showed us how nomophobia is effective on students. As a result of the study, it is an indicator that personality affects nomophobia. It seems that personality is effective on nomophobia. As the personality gets stronger, the level of nomophobia will decrease. Therefore, necessary studies can be done about the personality. In addition, a new research can be proposed in which students in the other department will be assessed to be affected by the level of nomophobia.
Are High-Probability Request Sequences as Low an Intensity Intervention as Portrayed?
Author: Maag, John W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Probability,Sequential Approach,Intervention,Compliance (Psychology),Behavior Problems,Student Behavior,Program Implementation,Persistence,Positive Reinforcement,Teacher Student Relationship

High probability request (high-&quot;p&quot;) sequences, based on the momentum of behavior principle, have been an effective intervention for improving compliance and work completion for students who display challenging behaviors. They have been portrayed as a low-intensity intervention because of being perceived as simple, clear, and easy for any teacher to implement as compared to developing a token economy, behavioral contract, or conducting a functional behavioral assessment which are intensive and require expertise in applied behavior analysis. However, high-&quot;p&quot; request sequences may not be as low-intensity as has been depicted. There are several subtleties for implementing them effectively that teachers would not automatically understand. Also, an examination of the research may raise concerns how well this intervention translates into practice. The purpose of this articles is to provide foundational and theoretical information that is often overlooked when researching and implementing high-&quot;p&quot; request sequences, describe different techniques for building behavioral momentum, address issues translating research into practice, discuss problems in following published implementation steps, and offering an alternative approach for engendering student compliance.
A Qualitative Inquiry into Students&apos; Transformative Learning Experiences in Old Havana&apos;s Escuela Taller
Author: Gilblom, Elizabeth A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Transformative Learning,Foreign Countries,Student Experience,Adult Students,Cultural Background,Workshops,Building Trades,Trade and Industrial Education,Cultural Maintenance,Experiential Learning,Adult Vocational Education,Urban Areas,Graduates,Sense of Community,Individual Development,Skill Development,Disadvantaged

This qualitative study employs transformative learning theory to investigate the learning experiences of 18 current students and graduates of Escuela Taller 'Gaspar de Melchor de Jovellanos' (ET) in Old Havana, Cuba. ET is a tuition-free, skilled-trades program that trains adult learners with limited economic resources and opportunities to conserve and restore cultural heritage, including historic structures, artwork and ironwork. The purpose of this study was to determine if and how participants transformed as a result of attending ET. Participants experienced professional and personal transformations that they attributed to learning a trade, learning how to collaborate, rediscovering their Cuban heritage, and participating in the restoration of Old Havana. The findings also underscore the significance of becoming cultural agents, who they define as individuals who experienced transformations from attending ET who support the transformations of others in their local communities by educating them about the significance and value of Cuban cultural heritage.
Formation of a Student-Led, Community-Based, Chronic Disease Center at an Urban University
Author: Thompson, Amy
Date: 2018-00-00
Type: Journal Articles
Subjects: Urban Universities,Chronic Illness,Health Education,Teaching Methods,Models,Prevention,School Community Relationship,Screening Tests,Cancer,Specialists,Teacher Education,Experiential Learning,Disadvantaged,Service Learning,College Faculty,Program Development,Health Services,Program Effectiveness,Public Health,Undergraduate Students,Graduate Students,Community Needs,Community Services

The increase of chronic disease in the United States has created a strong demand for health education specialists (HESs) who are trained to facilitate behavioral, environmental and policy changes through program implementation and evaluation. However, it is difficult for colleges and universities to prepare future health educators to be competent in such skills by classroom methods alone. Moreover, by utilizing the skills and talents of university students there is the opportunity to improve the resources and services available in the community. This paper describes how a Midwestern, public university met this challenge by developing a &quot;hub model.&quot; Through the creation of this model over a five year time period, over 7,000 people were educated on chronic disease prevention, more than 800 individuals received screening mammograms or clinical breast exams, and dozens of cancer survivors received supplemental survivorship services. Colleges and universities through the United States involved in preparing health education specialists should consider replicating this model/center and applying the lessons learned by the authors.
Experiential Learning Using Graphic Information System to Promote Healthy College Eating Habits
Author: Scarbrough, Amanda W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Health Behavior,Behavior Patterns,Decision Making,Geographic Information Systems,Food,Body Weight,Personal Autonomy,Student Adjustment,College Freshmen,Visual Aids,Eating Habits,Physical Environment,Health Education,Discussion (Teaching Technique),Public Health,Teaching Methods

As young adults transition from secondary education to post-secondary education, they enter a time of life when they are able to independently and potentially for the first time make all of their own food decisions. This shift from childhood to young adulthood and the new-found freedom to make food decisions makes students vulnerable to weight gain. In addition, and of much concern, during this transition health behavioral patterns develop that often persist into later life. Through experiential learning assisted with the use of a geographic information system (GIS) we exposed college freshman to the built environment surrounding a college campus with the objective of promoting healthy eating habits by being cognizant of the food choices they are making and how place affects these choices. The method discussed here provides insight to delivering health education with the assistance of a visual technology.
&quot;It&apos;s (Just) Grad School&quot;: Effects of Normative Influence on the Healthy Eating Behavior &amp; Intentions of Graduate Students
Author: Pember, Sarah E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Health Behavior,Intention,Eating Habits,Food,Beliefs,Student Attitudes,Peer Influence,Student Characteristics,Influences

Graduate students are an ever-growing population in the United States that has historically lacked targeted health behavior research and promotion. This paper presents findings from a larger study based on a qualitative application of the Integrated Model of Behavioral Prediction to interpret the eating behaviors of graduate students. Through a series of thirty-two semi-structured interviews, data related to dietary intake, food choice, and eating behaviors were collected from graduate students at a large, public southeastern university. Thematic analysis was used to evaluate the transcriptions and develop an understanding of the food choice beliefs and intentions of graduate students. Graduate students are well-educated individuals, with a general awareness and knowledge of nutrition and healthy eating practices. However, many graduate students do not consistently perform health-promoting behaviors, largely due to the perception that prioritizing health over school obligations is not culturally or institutionally supported during the graduate school experience. There is also difficulty in establishing consistent, healthy norms for behavior among graduate students, leaving them influenced by negative stereotypes. The findings of this study help elucidate the strongest beliefs and barriers related to healthy eating practices and intentions within this population, which can later be targeted and tested for future health interventions.
Say It Like You Meme It: Advocating for Health and Wellness
Author: Hall, P. Cougar
Date: 2018-00-00
Type: Journal Articles
Subjects: Health Behavior,Health Promotion,Communicable Diseases,Social Media,Prevention,Advocacy,Mass Media Effects,High School Students

Promoting behaviors that prevent infectious disease is a primary curricular aim of school health education. Enabling students to advocate for influenza prevention using social media is a teaching approach consistent with this aim. Objectives: Students will be able to: 1) identify and describe strategies for influenza prevention; 2) describe and implement steps to advocating for influenza prevention; and 3) construct and share a flu prevention meme using social media.
Challenges and Lessons Learned from Advocating for a Community Level Student Led Tobacco 21 Policy Initiative
Author: Ohneck, Mallory
Date: 2019-00-00
Type: Journal Articles
Subjects: Advocacy,Barriers,Smoking,Case Studies,Public Health,Health Promotion,Health Behavior,Public Policy,Age,Laws,Electronic Equipment,Crime,Retailing,Prevention,Purchasing,Program Descriptions,Graduate Students,Mass Media,School Community Relationship

Nearly all lifelong smokers start as children or young adults, and the tobacco industry targets these specific age groups. A key public health effort to limit the use of tobacco products by people under the age of 21 years is the promotion of the &quot;Tobacco 21&quot; initiative. This initiative promotes and supports efforts to establish bills and ordinances across the country, which authorizes an increase in minimum legal sale age for tobacco products and electronic cigarettes to 21 years. To date, these laws stop short of making possession of tobacco and tobacco products by persons under 21 a crime, placing the direct responsibility on retailers under penalty of civil fines. Public Health advocates from the Toledo, Ohio community have engaged policymakers and community stakeholders to adopt a local Tobacco 21 ordinance. This case study describes the steps students and citizens took to advocate for a local ordinance and describes the challenges and lessons learned from this initiative.
A Historical Interpretation of How 19th and 20th Century Books Contributed an Early Language and Vocabulary for Health Literacy
Author: Ubbes, Valerie A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Books,History,Language Usage,Vocabulary,Health,Literacy,Picture Books,Childrens Literature,Reading Instruction,Oral Language,Written Language,Textbooks

The purpose of this historical project was to compare 19th and 20th century books that originated approximately 165 years apart from collections at Miami University (Oxford, OH) in order to interpret how an early language and vocabulary may have emerged from literacy practices of reading printed books to form an early conception of health literacy. The study involved a content analysis to compare approximately 500 pages of four McGuffey Eclectic Reader Books (n = 4) and 5800 picture book bibliographies in the Children's Picture Book Database at Miami University for three purposes: (1) to conduct a preliminary exploration of the early value of visual-textual material in the historical teaching of reading and oral language development, (2) to discern how a written and oral language constituting vocabulary from the stories may have helped to develop functional literacy for the readers of the books -- and potentially a functional health literacy, and (3) to explore how a health literacy model with functional, interactive, and critical components might serve as a framework for studying historical reading material in health education.
An Exploration of Participants&apos; Experiences after Completion of an Extensive Workshop to Strengthen Sexuality Education in Texas Schools
Author: Housman, Jeff M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Sex Education,Workshops,Attitude Change,Evidence Based Practice,Faculty Development,Comprehensive School Health Education,Program Effectiveness,Sexually Transmitted Diseases,Public School Teachers,Teacher Attitudes,Secondary Education

School-based sexuality education provides a means of disseminating valuable information about decision making and avoidance of risky behaviors that may result in an unplanned pregnancy or sexually transmitted infection; however, effective teacher training is required for efficacious sexuality education programs. The purpose of this paper is to describe changes in participants' perceptions and adoption of evidence-based sexuality education after attending a unique professional development opportunity for teachers of sexuality education using a Diffusion of Innovation Theory framework. Methods: A non-representative sample of 20 public school health education teachers (85% female) from across the state of Texas participated in the Sexuality Education Academy (SEA), and completed pre-, post-, and six-month follow-up Web-based surveys. Descriptive statistics and Wilcoxon signed-rank tests were used to measure change in perceptions and adoption of evidence-based sexuality education. Results: Statistically significant changes were found between pre- and post-test scores in &quot;relative advantage,&quot; &quot;compatibility,&quot; &quot;complexity,&quot; and &quot;observability.&quot; At six-month follow-up, participants indicated increased advocacy for and implementation of evidence-based sexuality education practices. Conclusions: Teacher training can improve sexuality education teachers' understanding, confidence and effectiveness in delivery of evidence-based sexuality education within school settings.
Evaluation of Resources for Physical Activity in the Classroom: A Mixed Methods Pilot Study
Author: Garney, Whitney R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Physical Activity Level,Elementary Schools,Middle Schools,Teacher Role,Curriculum,Physical Activities,Elementary School Teachers,Intervention,Educational Resources,Program Effectiveness,Student Participation,Teacher Attitudes,Child Health

In 2007 the Oregon Legislature passed a policy requiring students receive a minimum weekly amount of physical activity in school: 150 minutes for elementary and 225 minutes for middle school students. However, no implementation guidance for teachers or school districts were included in the policy. This pilot study examines the differences between teachers using a single paid curriculum versus various free or readily available resources to implement physical activity. Fifteen elementary-level classroom teachers (8 intervention, 7 control) engaged in the study. Intervention teachers received access to Focused Fitness Curriculum; control teachers used already available resources, representing treatment as usual. Researchers administered teacher surveys, classroom activity logs, classroom observations, and teacher interviews to look at activities conducted, time in physical activity, and teacher perceptions. The average duration of physical activity was almost double in the control group compared to the intervention group. Additionally, the control group maintained small increases in activity level throughout the semester, while activity levels of the intervention group fell. However, the treatment group had higher average activity levels and student participation. The treatment group, using the paid curriculum, was not better than the control group. Both groups saw positive outcomes of students engaging in physical activity. Rather than one set curriculum, the more important factors are providing support and flexibility for implementation.
A Comparative Investigation of First and Fourth Year Pre-service Teachers&apos; Expectations and Perceptions of Emotional Intelligence
Author: Gallardo, Marcela
Date: 2019-12-00
Type: Journal Articles
Subjects: Emotional Intelligence,Preservice Teachers,Student Attitudes,Role,Teacher Education Programs,Self Control,Classroom Techniques,Well Being,Social Development,Emotional Development,Comparative Analysis,Expectation,Undergraduate Students,Foreign Countries

This article reports on the perceptions and expectations of pre-service teachers (PSTs) on the role of Emotional Intelligence (EI) taught as part of a teacher preparation course. The research was conducted across core units in first and fourth years of an undergraduate education degree in an Australian university. The researchers used a mixed method study. Online survey data from 208 students were analysed, using descriptive statistics for quantitative data and thematic analysis for open-ended responses. Results indicate that PSTs' understandings of EI included awareness and management of emotions in oneself and others. They perceived EI as highly important to teachers in various aspects of teaching such as classroom management, student well-being and classroom pedagogy. Additionally, first year students stated that they expected to learn about EI in their teacher education program, however fourth year students expressed that they had not learnt about EI during their course.
Anecdotes, Experience, and &apos;Learning by Osmosis&apos;: The Role of Professional Cultures in Preparing Teachers for Parent-School Engagement
Author: Saltmarsh, Sue
Date: 2019-12-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,Teacher Responsibility,Parent School Relationship,Parent Teacher Cooperation,Cultural Influences,Foreign Countries,Beginning Teachers,Experienced Teachers,Principals,Professional Development,Elementary Secondary Education

Initial teacher education and experiences of the professional cultures of teaching contribute to teachers' understandings about how to engage with parents. Drawing on qualitative research data, and informed by Michel de Certeau's theory of culture and everyday life, this paper explores how everyday beliefs and professional practices that shape relationships between teachers and parents can remain relatively stable despite changing expectations of policy-makers and communities. The paper argues that equipping pre-service, beginning and experienced teachers and school leaders with research-based understandings about these cultural dynamics is crucial to informing professional practices that support meaningful and effective parent-school engagement.