ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Implicit Tasks on Improving the Learners' Writing in Terms of Autonomy and Grammatical Accuracy
Author: Nazari, Nastaran
Date: 2014-01-00
Type: Journal Articles
Subjects: Writing Improvement,Grammar,Accuracy,Role,Task Analysis,Independent Study,Second Language Learning,Second Language Instruction,Error Correction,Personal Autonomy,Pretests Posttests,Experimental Groups,Native Speakers,Writing (Composition),Foreign Countries,Statistical Analysis,Institutes (Training Programs),Adolescents,Late Adolescents

This paper aims to explore the Iranian EFL (English as a Foreign Language) learners' ability to gain grammatical accuracy in their writing by noticing and correcting their own grammatical errors. Recent literature in language acquisition has emphasized the role of implicit tasks in encouraging learners to develop autonomous language learning habits, so it is important to consider tasks, particularly implicit tasks, as an important part of language teaching. In this study 60 EFL students from two elementary English classes were chosen. The students of one class were engaged in an implicit task in which they compared the use of grammar in their own writing to the use of that grammar in a written text by a native speaker, and the other class received no such treatment. The results indicated that the subjects who had received the treatment performed much better on the post-test. The outcome of the delayed post-test also confirmed the superior performance of the learners in the experimental group showing that they had internalized the targeted structure. Thus such tasks are beneficial in terms of allowing learners to autonomously make improvements in terms of grammatical accuracy in their writings.
The Use of a Situation-Comedy in the Delivery of Media Messages: A Content Analysis of Health-Related Themes
Author: Trunfio, Tony N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Content Analysis,Humor,Health Promotion,Qualitative Research,Statistical Analysis,Risk,Health Behavior,Television,Programming (Broadcast),Prevention,Disease Control

A quantitative-qualitative historical content analysis of selected Seinfeld television comedy episodes was conducted for this study. Episodes were analyzed for the presence of health-related messages pertaining to the U.S. Centers for Disease Control and Prevention's health priority areas, which include the most harmful risk behaviors affecting today's youth. A random selection of 88 of 176 Seinfeld episodes aired from July 5, 1989 until its finale on May 14, 1998, resulted in 787 health-related messages for the study. Over the course of nine seasons, more health-related messages were found in later years.
ESP Learners' Needs Related Learning for the Workplace: A Pragmatic Study for Business School
Author: Liton, Hussain Ahmed
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English for Special Purposes,Workplace Learning,Instructional Effectiveness,Questionnaires,English Teachers,Qualitative Research,Statistical Analysis,Student Needs,Communication Skills,Education Work Relationship,Needs Assessment,Textbooks,College Students,Business Administration Education,Student Centered Learning,Teacher Attitudes

Typically, an ESP course is designed to develop students' communication skills not solely for the office, but also for useful in a specific workplace. Unfortunately, ESP for Schools of Business at some South-East Asian universities is not being very effective in promoting students' performance in the workplace. Behind this backdrop, this paper explores learners' pragmatic workplace learning practices that impact on their profession and have immediate applicability to their professional responsibilities. This article, in other words, addresses the gaps between what students learn in ESP class and what they need in real workplace. The data were collected through questionnaires from 30 ESP teachers. The data were analysed both qualitatively and quantitatively. The research results revealed that the current ESP in use fails to capture the learners' needs and skills in workplace communication. It, therefore, suggests that ESP textbook has to adapt the practical workplace needs related materials as well as supplementing extra materials through teachers' constant &quot;needs analysis&quot;.
Improving Health by Reducing Stress: An Experiential Activity
Author: Largo-Wight, Erin
Date: 2011-00-00
Type: Journal Articles
Subjects: Health Promotion,Stress Variables,College Students,Relaxation Training,Coping,Brainstorming,Discussion,Skill Development

Stress is a leading health issue among college students. Managing stress involves enhancing resources necessary to cope with life's demands. Relaxation techniques are especially critical coping strategies when stress is chronic and coping resources are overused and fatigued. Methods: This article describes a research-based relaxation technique aimed to identify stress and enhance resources to cope with stress. Brainstorming, discussion, and skill practice will be utilized to meet the learning objectives. Evaluation: Process and impact evaluation will be used to assess the learning objectives. Conclusions: The implications involve reducing stress and promoting health among a priority stress population, college students.
Reasons Preventing Teachers from Acting within the Framework of Ethical Principles
Author: Dag, Nilgün
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Ethics,Case Studies,Elementary School Teachers,Interviews,Participant Characteristics,Validity,Reliability

This study aims at putting forth the reasons preventing teachers from acting ethically, acting within the framework of ethical principles and having an ethical tendency. This study featuring a qualitative research model taking as a basis the case study approach followed a path of selecting people that can be a rich source of information for research instead of a random sampling to represent the universe. In this research where snowball sampling method is used datas have been obtained through negotiations with seven teachers on duty in Sinop city center. According to the results of the research, reasons preventing teachers from ethical behavior, acting within the framework of ethical principles were categorized under headings of &quot;bureaucratic framework&quot;, &quot;attitude of administrators&quot;, &quot;corporate&quot;, &quot;economic&quot;, &quot;personal&quot; and &quot;occupational incompetence&quot;. [This study was submitted as an oral presentation in the 22nd National Congress on Educational Sciences held in Eskisehir Osmangazi University on 5-7 September 2013.]
Why Do They Stay: Factors Influencing Teacher Retention in Rural Zimbabwe
Author: Gomba, Clifford
Date: 2015-07-00
Type: Journal Articles
Subjects: Teacher Persistence,Rural Schools,Foreign Countries,Job Security,Principals,Instructional Leadership,Labor Turnover,Interviews,Audio Equipment,Qualitative Research,Teacher Attitudes,Secondary School Teachers,Administrator Characteristics,Teacher Administrator Relationship,Family Work Relationship

The attraction and retention of teachers in Zimbabwe is a problem not only unique to Zimbabwean schools, but all over the world. The problem is more pronounced in rural areas where resources are scarce, hence the tendency to repel teachers. Although the problem of teacher turnover is real, there are teachers who have remained in the profession for many years. The aim of the study is to find the factors that have influenced teachers to remain in teaching in rural Zimbabwe. Participants (n = 6) in the study were all practicing as teachers, having taught in the rural areas for at least ten years. Data was collected through interviews which were audio-taped and transcribed. The results from this basic interpretive qualitative study showed that teachers remained in the profession because of need to support their families, job security, unmarketable, support from colleagues and administration, and self-sacrifice leadership by principals.
Comparison of Breast Health Teaching Methods for Adolescent Females: Results of a Quasi-Experimental Study
Author: Evans, Retta R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Health Education,Human Body,Cancer,Quasiexperimental Design,High School Students,Knowledge Level,Females,Adolescents,Control Groups,Experimental Groups,Comparative Analysis,Interaction,Pretests Posttests,Student Surveys,Statistical Analysis,Instructional Effectiveness,Measures (Individuals),Student Attitudes

Purpose: A breast health educational program was administered in two public high school settings in north Alabama to subjects enrolled in health related courses. The purpose of this quasi-experimental study was to determine if teaching breast health with or without interactive learning would affect the breast health knowledge and beliefs of adolescent females. Methods: The sample consisted of 310 adolescent females ages 15-18 years. Classes were randomly assigned to a treatment group with interactive learning or a comparison group with traditional didactic methods. One week before the program commenced, participants were administered a Breast Health Knowledge pre-test and a Breast Health Beliefs pre-survey to assess prior breast health knowledge and breast health beliefs. An immediate breast health post-test and survey were administered. Also, a 4-week follow-up test and survey were administered to assess breast health knowledge retained and beliefs changed after the educational program. Data analysis included descriptive statistics, independent t-test, and analysis of variance (ANOVA) for each research hypothesis. Results: The results revealed that students who used interactive learning had higher knowledge retention of breast health/cancer. Students who used interactive learning had higher perceptions of benefits of breast self-awareness. Students who used interactive learning had lower perceived barriers to breast self-examination. Conclusions: This research will add to the limited research in the area of breast health of adolescent females. It will provide educators strategies to effectively teach breast health to this population and will also help facilitate the development of health education programs aimed at health promotion among adolescents. Recommendations: The study emphasized an effective method to teach breast health during adolescence, a time when health care providers may not provide adequate information about breast health and when other health education topics often are addressed in school. The study investigated a difficult or uncomfortable subject for high school health educators and how it can be integrated into the health education curriculum by utilizing a hands-on approach (interactive learning).
Addressing Size Stereotypes: A Weight Bias and Weight-Related Teasing Intervention among Adolescents
Author: Miyairi, Maya
Date: 2015-00-00
Type: Journal Articles
Subjects: Body Weight,Stereotypes,Human Body,Self Esteem,Gender Differences,Measures (Individuals),Statistical Analysis,Prevention,Program Evaluation,Incidence,Peer Relationship,Junior High School Students,Bullying,Surveys,Pretests Posttests,Program Effectiveness,Scores,Victims,Intervention,Self Concept,Student Attitudes,Educational Environment,Grade 7,Self Concept Measures,Likert Scales

Purpose: The purpose of this study was to evaluate a weight-related teasing prevention program implemented for both female and male students in a school setting. Methods: Junior High School students (N = 143) in seventh grade were invited to participate in the program. One hundred eighteen participants completed pre- and posttest surveys to assess bullying frequency and to evaluate an efficacy of the 8-week prevention program. Results: Data at posttest revealed the number of students who reported being bullied decreased by 7% (n = 8). The incidence rate of self-reported bullies was reduced from 18% to 14%. The levels of body esteem and self-esteem were statistically higher among the participants at posttest. Male participants showed a significant improvement on the Ideal-Body Stereotype Scale-Revised compared to female participants. On the other hand, the difference in mean scores on victimization of weight-related and competency teasing between pretest and posttest was statistically higher among female participants. Conclusion: The intervention program helped the participants increase body esteem and self-esteem levels. Although female participants tended to report more victimizations from previous teasing (weight and competency) incidents at posttest period, levels of stereotyped images towards women among male participants were statistically reduced after the intervention program. Recommendations: Body image or weight-related issues are rarely discussed enough for male students in a school setting. One reason is lack of resources for health teachers to address the particular issues for both female and male students. Simply, many teachers may feel uncomfortable or less confident to discuss the particular issues. Therefore, more research and resources for teachers are necessary to reduce weight-related teasing and other issues in a school setting.
Preparing Science Teachers to Address Contentious and Sensitive Science Topics
Author: Ado, Gustave
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Controversial Issues (Course Content),Acquired Immunodeficiency Syndrome (AIDS),Secondary School Curriculum,Science Curriculum,Mixed Methods Research,Middle School Teachers,Interviews,Teacher Surveys,Instructional Effectiveness,Teacher Attitudes,Teacher Education,Science Teachers,Context Effect,Generational Differences

Purpose: Despite high HIV prevalence rates in Ivory Coast, the formal K-12 curriculum was not developed to address HIV/AIDS information completely for many African students. The purpose of this study was to identify factors that influenced Ivorian teachers' teaching of the HIV/AIDS curriculum in middle school science curricula in nine middle schools in Abidjan, Ivory Coast. Methods: Data collection in this mixed-methods study included a survey and individual interviews with teachers. 140 teachers were surveyed and 39 teachers were interviewed. Results: The results indicate that the formal curriculum, teachers' personal beliefs, and lack of teacher preparation in addressing controversial science topics limited the effectiveness of HIV/AIDS education in schools. Conclusions: Overall, findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in shifting science teacher preparation practices to directly address how to teach controversial science topics in ways that are culturally relevant to students. In sum the challenge for pre-service science Ivorian teachers is to receive a decent training that would allow them to handle the responsibilities brought by HIV/AIDS. Recommendations: A number of initiatives to consider were presented for in-service teachers and pre-service teachers, including professional development about how to use HIV/AIDS language in a classroom and formal preparation on topics like how to teach in culturally relevant ways about safer sex practices, condom use, and HIV/AIDS in an African classroom context.
Utilizing the School Health Index to Foster University and Community Engagement
Author: King, Kristi McClary
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Undergraduate Study,Health Education,Health Programs,Comprehensive School Health Education,Health Promotion,Partnerships in Education,College School Cooperation,College Faculty,School Health Services,Self Evaluation (Groups),Teaching Methods

A Coordinated School Health Program maximizes a school's positive interaction among health education, physical education, health services, nutrition services, counseling/psychological/social services, health school environment, health promotion for staff, and family and community involvement. The purpose of this semester project is for undergraduate health education students to: (1) explain the Coordinated School Health Program; (2) assess local schools' health programs and policies using the School Health Index; (3) develop a School Health Improvement Plan; and (4) present their findings and recommendations for improving their schools' physical activity, nutrition, tobacco prevention, asthma, and safety policies and programs.
Knowledge, Attitudes and Behaviors of Older Adults and College Students Participating in Recycling Mentors, a Service-Learning, Environmental Health Education Program
Author: D'Abundo, Michelle Lee
Date: 2013-00-00
Type: Journal Articles
Subjects: Knowledge Level,Older Adults,Recycling,Statistical Analysis,Student Attitudes,Service Learning,Health Education,Computer Software,Mentors,Attitude Change,Consciousness Raising,Independent Study,Environmental Education,Educational Benefits,Behavior Change,Intergenerational Programs,Program Descriptions,Community Role,Likert Scales,Attitude Measures,Undergraduate Students,Intervention

Purpose: The purpose of this research was to assess the knowledge, attitudes and practices of both students and older adults that participated in a service-learning, environmental health education program called Recycling Mentors (RM). Methods: Surveys were conducted before and after participation in RM. Quantitative data were analyzed using SPSS. Specifically, means and standard deviations were calculated for all items excluding demographics. Paired sample t-tests were conducted for student data while two-way ANOVAs were conducted for the older adult data. Results: Pre/post surveys indicated older adult interaction effects were observed for several behaviors: recycling glass and cans outside the home and recycling cans inside the home. Students showed significant increases in the frequency of recycling behaviors for all recyclable items both inside and outside of the home, but no significant knowledge or attitude changes were revealed. Regardless of whether participants were in the intervention or control group, older adults' recycling knowledge increased. This increase likely indicates general raised awareness about recycling for older adults that could have occurred from completing assessments, interactions with students or self-directed learning. Conclusions: Environmentally themed programs like RM seem to be mutually beneficial to students, older adults and the community. Students gained practical experience facilitating a community education program. Both older adults and students changed behaviors that will have a positive impact on the community and environment. Recommendations: Service-learning programs like RM provide excellent opportunities for colleges and universities to serve the community. While RM was successful, additional research is needed to identify ways to promote recycling among people of all ages.
Health Education Field Experience Stories: A Reflective, Digital, Performance-Based Project
Author: Lyde, Adrian R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Story Telling,College Students,Preservice Teachers,Reflection,Program Descriptions,Health Education,Computer Software,Photography,Community Organizations,Student Journals

This article describes a reflective, systematic, performance-based project resulting in the development of a digital story about a community health education field experience. The project is designed for preservice health education students at the college/university level. The primary benefit of the project is that it challenges students to engage in a personal reflection and professional product development process simultaneously for self-examination in relation to a professional health education environment.
Teaching Self-Efficacy of a Selected Group of Secondary Health Education Teachers
Author: Hutchins, Matt
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Education,Secondary School Teachers,Teacher Surveys,Online Surveys,Computer Software,Correlation,Teaching Experience,Self Efficacy,Rating Scales,Statistical Distributions

The purpose of this study was to test the Health Teaching Self-Efficacy Scale (HTSES) with a group of secondary health education teachers. In addition, comfort levels with various subject areas and years of teaching experience data were also gathered. All secondary health teachers in a selected Midwestern state were recruited via email to participate in the current study. Their responses were collected via an on-line survey created using Qualtrics software. Means of responses ranged from 3.46 (complementary and alternative medicine) to 4.69 (alcohol). Self-efficacy scores ranged from 3.09 to 4.87. Both were on a 1-5 scale. Somewhat surprisingly, correlation analysis revealed little to no relationship between years experience and comfort level with the chosen content areas. Additional research needs to be conducted to find ways, not to measure teaching self-efficacy, but to improve teaching self-efficacy.
Goal Orientations in an EFL Advanced Academic Writing Context
Author: Dehghan, Farzaneh
Date: 2015-00-00
Type: Journal Articles
Subjects: Goal Orientation,English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,Advanced Courses,Writing Instruction,Sampling,Graduate Students,Qualitative Research,Educational Psychology,Student Motivation,Writing (Composition),Teacher Education,Language Teachers,Student Attitudes,Interviews,Mastery Learning,Career Development,Taxonomy

Academic writing at advanced levels is the most important way of demonstrating one's expertise in a discipline. Developing this kind of competence is especially a challenging effort for students in foreign language contexts. Many factors may be involved in determining why some students are more and some are less motivated in writing successful, discipline-specific academic texts. One of these important factors is motivation. In educational psychology, one view of academic motivation is in terms of different goal orientations that students hold in their academic activities. This study, as part of a larger project, tries to explore different goal orientations that postgraduate students in a foreign language academic context hold while they are involved in writing practices necessary to achieve success in an academic context. The sample was chosen according to convenience sampling. Following a qualitative design, 28 postgraduate students of TEFL (Ph.D. candidates, M.A. holders, and M.A. students) were selected for this study. The participants took part in in-depth interviews. They were asked questions on the way they compose their professional texts, the required compositions (especially paper assignments) and any factor that motivates them in their writings. Analyzing the transcribed interviews, the researchers were able to identify four categories of goal orientations. These categories were named as career-directed, context-directed, mastery, and work avoidance goal categories. This taxonomy brings together the issue of motivation as goal orientation in educational psychology and the socio-cognitive view of writing in a foreign language academic context.