ethanporcaro/eric-fulltext-meta huggingface dataset:
Responding to COVID-19: Enriching Students&apos; Responsible Leadership through an Online Work-Integrated Learning Project
Author: Rook, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Experiential Learning,Undergraduate Students,Online Courses,Educational Technology,School Business Relationship,Program Effectiveness,Ethics,Values,Self Concept,Knowledge Level,Student Attitudes,Leadership Training,Foreign Countries,Moral Values,Leadership Responsibility,Competence,Reflection,Student Centered Learning

This paper describes the design, implementation and impact of a non-placement WIL project, focusing on the development of students' responsible leadership competencies through a third-year undergraduate unit -- Responsible Leadership. In response to the COVID-19 pandemic the WIL project pivoted from face to face delivery to online. The WIL project was designed to provide engagement with a local non-government organization and enable the co-development of authentic learning experiences with the industry partner. Findings from the comparison of pre- and post-semester CARL (Competency Assessment of Responsible Leadership) online surveys of 107 students showed increases in the development of ethics and values; self-awareness and systems understanding as well as an increase in their knowledge and attitude action domains. With industry support to implement a systems approach to a non-placement WIL project, an impactful transition to the online environment was achieved.
Analysis of Employees&apos; Social and Psychological Component Indicators in the Structure of Higher Education Institution Image
Author: Boltivets, Sergii
Date: 2020-08-00
Type: Journal Articles
Subjects: Psychological Patterns,College Faculty,Social Characteristics,Institutional Characteristics,Quality of Life,Job Satisfaction,Professional Recognition,Self Evaluation (Individuals)

The article presents the analysis of social and psychological component indicators of academic employees in the structure of higher education institution (university) image. As a part of comprehensive study we determined the internal structure of a higher education institution image according the results of factor and correlation analysis which includes five factors: professional, social-psychological, motivational, emotional-volitional and individual-psychological. This approach gave a possibility to characterize the peculiarities of each factor, published in scientific articles, influence on the image of the university. Some of the factors have been stydied previously and we could find scientific publications on these issues. At the same time the results of the social and psychological component research have not been published yet but have a significant scientific interest since they characterize a sample of 285 representatives of the rectorate, dean's offices, heads of departments and academic staff of the university. We found out that each category of respondents has its own peculiarities regarding the level of satisfaction with quality of life, subjective satisfaction or not satisfaction with social or personal recognition, material and social security, level of personal authority. We were able to find the dominant type of university employees' attitude towards people in interaction: authoritarianism, egoism, aggression, suspicion, subordination, dependence, friendliness and altruism. The results of this study can be used for individual diagnosis and appropriate correction of each category of the respondents to have a positive impact on the image of the university.
PRELOAD: A Rubric to Evaluate Course Syllabi for Quality Indicators of Community Engagement and Service-Learning Components
Author: Kieran, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Course Descriptions,Educational Quality,Community Involvement,Service Learning,Faculty Development,Course Evaluation,Educational Indicators

Faculty development programs have proven successful in teaching faculty how to develop community engagement and service-learning (CES-L) courses. Evaluating the outcomes of these programs can occur through assessment of course syllabi for CES-L elements. The PRELOAD rubric was created, which includes the following facets: Partnership, Reflection, Engagement, Logistics, Objectives, Assessment, and Definition. The rubric can support faculty developing CES-L courses and community engagement offices documenting the scope of CES-L opportunities across campus.
Identity Centrality and Well-Being in Lesbian and Bisexual Women College Students
Author: Rosner, Christine M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,LGBTQ People,Identification (Psychology),Well Being,Self Actualization,Undergraduate Students,Interpersonal Relationship,Group Behavior

Identity centrality and well-being may hold relevance to lesbian and bisexual women college students as they navigate emerging adulthood, develop their identities, and work towards greater authenticity and self-acceptance. This study sought to investigate identity centrality clusters in a sample of lesbian and bisexual identified college students. Drawing upon extant literature, we hypothesized that lesbian and bisexual women would have profiles of identity centrality that emphasize different aspects of identity and that balanced identity centrality profiles would be associated with higher eudaimonic well-being. Six profiles (or clusters) of identity centrality were found. Interestingly, obtained profiles differed between the group of lesbian and the group of bisexual-identified women. Identity centrality profiles, which demonstrated high centrality across all components (engaged/public) and those that deemphasized collective identity (low collective) profiles, were associated with higher eudaimonic well-being among both participant groups.
Student Perspectives on Social Responsibility in Nursing
Author: Shannon, Crystal
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Responsibility,Nursing Students,Nursing Education,Ethical Instruction,Student Attitudes,Access to Health Care,Health Promotion,Poverty,Role Models,Student Experience

Social responsibility (SR) is a core component of the nursing profession. However, nursing education is challenged in delivering meaningful translation of this topic to students. This potentially reduces the readiness of newly licensed nurses to care for underserved populations. This study explored nursing students' understanding of SR and the impact on role formation. Results showed students have a limited understanding of SR and limited experiences for development. Recommendations for improvement are offered.
Engaging Vulnerable Youth in Community-Based Participatory Research: Opportunities and Challenges
Author: Tremblay, Melissa
Date: 2018-00-00
Type: Journal Articles
Subjects: Disadvantaged Youth,At Risk Persons,Adolescents,Early Parenthood,Participatory Research,School Community Programs,Universities,Housing Needs,Data Collection,Data Analysis,Information Dissemination,Ethics,Trust (Psychology),Photography,Program Effectiveness,Foreign Countries

Drawing on a community-university (CU) partnership between a non-profit organization that serves teen families, a housing organization and a university, this paper discusses the opportunities and challenges that can arise when engaging vulnerable youth in research. Through this paper, we share reflections on promising practices and ethical considerations in the participant recruitment, data collection, data analysis, and dissemination stages of the research process. Conclusions are offered for those seeking to engage vulnerable youth in research.
Comparison of the Socialization Levels of Secondary School Students in Terms of Some Variables
Author: Aydin, Alp Eren
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Socialization,Gender Differences,Team Sports,Reliability,Measures (Individuals),Foreign Countries,Secondary School Students,Age Differences,Mothers,Educational Attainment,Fathers,Student Attitudes,Correlation

This study was carried out to compare the socialization levels of secondary school students in terms of some variables. Data were obtained from secondary school students (n=565) studying in a province in western Turkey. &quot;Socialization Scale&quot; and &quot;Socialization in Sports Scale&quot; developed by Sahan (2007) were used as data collection tools. The reliability coefficient of the socialization scale was 0.77, and the reliability coefficient of the socialization in sports scale was 0.84. Descriptive statistics, Kolmogorov Smirnov test, Mann Whitney U test, and Kruskal Wallis test were used to analyze the data. As a result of the analysis, there were no differences in the socialization levels of the students in terms of age, licensed sports year, and sports branch variables (p&gt;0.05), while a significant difference was found in the gender variable (p&lt;0.05). Significant differences were observed in the socialization level of the students in terms of the class variable (p&lt;0.05) and the father's educational status variable (p&lt;0.01). A significant difference was found at the level of p&lt;0.01 in the socialization, and the level of socialization in sports at the p&lt;0.05 level of the students in terms of the mother's educational status variable. In terms of the frequency of doing sports, a significant difference was observed at the p&lt;0.05 level in the socialization of students in sports.
Problems and Needs in English Language Teaching from the Viewpoints of Preservice English Teachers in Thailand
Author: Oeamoum, Nutcha
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,English (Second Language),Second Language Instruction,Curriculum,Course Content,Instructional Materials,Teaching Methods,Barriers,Time,Courses,Relevance (Education),Communication Skills,Educational Technology,Specialists,Creative Teaching

This study aimed to explore the problems and needs in English language teaching (ELT) of preservice English teachers in Thailand related to three aspects 1) curriculum and content, 2) instructional materials, and 3) teaching methods. The participants were thirty fourth-year preservice English teachers from five universities located in Northern, Central, Northeastern, and Eastern Thailand. The findings from questionnaire and semi-structure interview revealed that the problems and needs in ELT related to curriculum and content were insufficient number of study hours of each English course, inadequate courses for specific English skills, outdated curriculum, and inapplicable content to the real life. Therefore, the participants needed the curriculum focusing on real-world context and communication skills (e.g. speaking and listening skills). The main problems related to instructional materials were non-diverse, insufficient, and ineffective teaching aids, so the participants required teachers to use diverse instructional materials and integrated web-based technology in English classes. Finally, the major problems and needs related to teaching methods included lack of specialists in teaching specific courses and uninteresting teaching technique focusing on lecturing grammar rules and reading rather than practicing communication skills; hence, the pre-service English teachers mainly expressed the needs to learn using games, role play, and oral presentation as these methods were interesting and could increase opportunities to produce target language.
Science Teachers&apos; Opinions about 5th Grade Students and Their Science Teaching Experiences after 4+4+4 System
Author: Laçin-Simsek, Canan
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Grade 5,Elementary School Students,Teaching Experience,Science Instruction,Educational Policy,Educational Change,School Entrance Age,Foreign Countries,Student Behavior,Individual Differences,School Readiness

With the introduction of the 4+4+4 education system in 2012, the school starting age has been reduced to 60 months and branch teachers started to attend classes starting from 5th grade. Therefore, in the current study, there are two aims. Firstly it is aimed to determine the opinions and experiences of science teachers having started to teach the 5th graders for the first time in the new education system. Secondly, it is aimed to determine the opinions and experiences of science teachers having started to teach the 5th grader students (including 9 years old) who started school in the 2012-2013 academic year and ranked 5th in 2016-2017. The current research study is a phenomenological study conducted on 22 teachers who taught to 5th graders in the 2016-2017 academic year and also had taught to 5th graders in the previous academic year. The data of the study were collected through semi-structured interviews. As a result of the study, it was determined that science teachers confront a number of difficulties in terms of teaching to 5th graders, and these difficulties increase with the number of students who started to school at an early age in a classroom. The teachers noted that students who start school at an early age are not ready to school both from affective and cognitive aspects. They also stated that they are required to deliver courses by making more activities and concretizing the subjects. As the teachers participating in the study also highlighted, regulating the school starting age to 72 months is important and necessary for both primary and middle school levels. [This article was presented at 26th International Conference on Educational Sciences.]
An Examination of Abroad Experienced Students&apos; Coping Strategies
Author: Esentürk-Ercan, Leyla
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,College Students,Coping,Gender Differences,Age Differences,Time,Adjustment (to Environment),Social Support Groups,Problem Solving,Student Attitudes

The aim of the study was to analyze the problems of abroad experienced university students after returning to Turkey and the coping strategy that they use for these problems have been examined according to the factors such as gender, age and duration of the abroad experience. The participants were 102 abroad experienced students (45 female; 57 male); studying in a university in Ankara Turkey who participated in the study as volunteers. To collect data; Personnel Information Form and Coping Questionnaire (Aysan, 2003) were used. Analysis of data by the independent samples t-test, one way analysis of variance (ANOVA) technique was used. Analyzing data is made on computer. The results of the study are that abroad experienced students, who returned to Turkey from abroad, have problems of academic success, problems with their families and friends and problems of future life. The findings show that the length of the abroad life has a determining role on the selection of the coping strategies adapted by them.
Assessment and Development of Communicative Skills in English: A Case Study of 1st Year Undergraduate Students Learning English as Their Major
Author: Ivanova, A. V.
Date: 2020-08-00
Type: Journal Articles
Subjects: Communication Skills,Skill Development,College Freshmen,English (Second Language),Second Language Learning,Majors (Students),Foreign Countries,Student Evaluation,Evaluation Methods,Speech Skills,Listening Skills,Writing Skills,Reading Skills

This article discusses the unique experiences and methods of independent examination of the level of communicative (specifically receptive and productive) English language skills of the first year undergraduate students studying English as the first foreign language in a Russian university, who previously passed the Unified State Exam (USE) in English. The results analyzed came from the tests the students took at the beginning of their first academic year. This study attempts to lay the foundations for the transition to level-oriented learning or to introduce differentiation in groups where students' levels range widely -- from A1 to C1. The assessment of the English language proficiency of students studying Philology, Linguistics, Foreign Regional Studies, and Pedagogy was carried out in the format the B2 First Cambridge exam (FCE). The results of the assessment were used to analyze their level of language knowledge and language skills according to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). A number of typical mistakes made by students were revealed, based on which the students as well as their teachers were offered a number of recommendations to improve each of the skills.
Basic Aspects of Children&apos;s Speech Training for School by Using Activity and Personality Approach
Author: Kovshar, Olena
Date: 2020-08-00
Type: Journal Articles
Subjects: Speech Skills,Learning Activities,Personality Traits,Preschool Children,Speech Therapy,School Readiness,Program Effectiveness,Foreign Countries,Teaching Methods,Communication Skills

The research is devoted to the problem of speech training of preschool children before they begin studying at school. The terms &quot;speech training for school&quot;, &quot;general speech training&quot;, &quot;special speech training&quot; have been clarified. The essence and structure of the phenomenon of &quot;communication and speech competence&quot; are revealed, the criteria, indicators and levels of communication and speech competence are described. The experimental method of speech training for school by using activity and personality approach is researched. The speech readiness for learning is highlighted as a main condition for entry into the learning environment and a further successful learning start. The analysis of researches of modern scientists devoted to the phenomenon of &quot;children's speech training for school&quot; (A. Bohush, M. Vashulenko, L. Kalmykova, N. Shylina) is conducted. It is revealed that the result of speech training is the formation of speech and communication competence of preschool age children. The criteria of speech and communication competence were phonetic, lexical, grammatical, diamonological competence with relevant indicators. Formation of speech and communication competence in the process of speech training by means of activity and personality approach involves the introduction of a specially developed program of speech training of older preschoolers before they get into studying at school: communication and speech situations, play-based speech exercises, variative dialogues. The results of the research confirmed the effectiveness of the proposed program for the formation of communication and speech competence in the process of speech training of older preschoolers before their studying at school.
The Relationship between Physical Activity Levels and Psychological Resilience of University Students
Author: Seçer, Emrah
Date: 2020-08-00
Type: Journal Articles
Subjects: Physical Activity Level,Resilience (Psychology),College Students,Foreign Countries,Gender Differences,Body Weight,Predictor Variables,Body Composition

The aim of this study is to investigate the relationship between physical activity levels and psychological resilience of university students. The survey model, which is one of the quantitative research types, has been used in the research. The research group consists of 1734 students - 725 (41.8%) males and 1009 (58.2%) females) - studying at Erzincan Binali Yildirim University. Psychological Resilience Scale (PRS) and International Physical Activity Questionnaire (IPAQ) data was used as a collection tool. Descriptive statistics, chi-square test of independence, independent samples t-test, Anova (Tukey), correlation, and regression tests have been used in the analysis of the data. As a result of the study, it has been seen that physical activity levels of men were higher than women and that there was no significant difference between the groups' psychological resilience. And when body mass indexes were examined, it was observed that physical activity levels of those with thin index were higher than those with normal and overweight index. In addition, a significant low-level positive correlation has been found between the physical activity levels. Physical activity level is a variable that predicts psychological resilience level.
Supporting SoTL Development through Communities of Practice
Author: Tierney, Anne M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Communities of Practice,Foreign Countries,Higher Education,College Faculty,Cooperation,Faculty Development,Financial Support,Teacher Collaboration,Biological Sciences,Science Teachers,Educational Practices

Increasingly, academics are engaging with the Scholarship of Teaching and Learning (SoTL). However, within United Kingdom higher education, the definition of and activities that constitute SoTL remain open to debate. In this article, we explore SoTL through four career histories that give insight into how SoTL has developed and played a role in the careers of four life sciences-based, teaching-focused academics in UK universities at different points in their careers. The recurring themes in the career histories include collaboration; professional development; sharing and dissemination; and funding. The career histories also highlight aspects of and the importance of communities of practice. We reflect on the role of communities of practice in supporting SoTL and discuss how communities of practice external to one's home institution can play a role in developing SoTL and teaching practice. Internationally there is a growing focus on SoTL, and although the four career histories presented here are authored by academics based in UK institutions and focused on the UK context, the themes they reveal are widely applicable.
Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs
Author: Basey, John M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Biology,Science Instruction,Teaching Methods,Science Laboratories,Motivation Techniques,Student Centered Learning,Inquiry,Metacognition,Grades (Scholastic),Classification,Recordkeeping,Correlation,Time Management,College Freshmen,Student Attitudes

Experimental inquiry-oriented science labs can be designed to have students regulate their own learning and decide when they leave class or to have the teacher regulate student learning and determine when they leave class. In this study, grades were examined relative to student exit times in a student-regulated class design. Preliminary interviews revealed four motivation strategies likely to differentially influence exit times and grades: proficiency, grade-target-A, grade-target-C, and time-limited. Students were categorized into the four groups of motivation strategies with a survey. Twenty teaching assistants teaching three lab sections each taught the stand-alone lab class. Students recorded the time they left class each week. Grades were determined as the overall percentage of points a student received in class. Results of the survey showed that the four motivation strategies were well represented in the student population, and two additional strategies were also frequently seen: a hybrid-1 between proficiency and grade-target-A, and a hybrid-2 between time-limited and grade-target-C. Grades were significantly higher for grade-target-A and hybrid-1 students, followed by time-limited, proficiency, grade-target-C, and hybrid 2. Time spent in class was not significantly different among categories. Students who chose to stay in class longer had significantly higher grades. If a grade is the goal, these results support the idea of a teacherc-ontrolled exit time for the students in these inquiry-oriented labs. Implications are discussed.