ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher and Student Based Instructions on Probability Achievement Outcomes and Attitudes of Secondary School Students in Bungoma North, Kenya
Author: Pale, Joseph W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Probability,Teaching Methods,Student Centered Learning,Conventional Instruction,Secondary School Students,Secondary School Teachers,Student Attitudes,Mathematics Instruction,Secondary School Mathematics,Mathematics Achievement,Pretests Posttests,Experimental Groups,Control Groups,Scores,Statistical Analysis,Mathematics Tests

Teacher based is the usual instructional method used by most teachers in high school. Traditionally, teachers direct the learning and students work individually and assume a receptive role in their education. Student based learning approach is an instructional use of small groups of students working together to accomplish shared goals to increase everyone's and their own achievement. With the advert of progressive education in the 19th century and the influence of psychologists, educators have largely replaced teacher based curriculum approaches with &quot;hands-on&quot; activities and group work where the child determines on his own what he/she wants to do in class. The current study investigated the effect of &quot;teacher&quot; and &quot;student based&quot; instructions on probability achievement outcomes and attitudes of secondary school students in Bungoma North district, Kenya. It tries to explore the possibilities of exposing students to pedagogical practice which will actively engage them into the learning process and improve their performance in probability. The study will also inspire mathematics teachers to use appropriate teaching approaches that incorporates constructivist teaching characteristics that can enhance active participation of students and at the same time offer insight into patterns of student thought (understanding of mathematical concepts and processes) as well as their perception of, and attitudes towards solving and mathematics in general. Seymour Paper's theory of constructionist provides the frame work for this study. The study utilized the matching only pretest-posttest control group design. The experimental group (N = 100) used student based learning approach, while the control group (N = 100) used teacher based approach. The study targeted 660 Form three students. Attitude and probability scores were collected from (N = 200) students in five secondary schools. It was analyzed by descriptive and inferential statistics with the use of SPSS (Statistical Package for Social Sciences) guide and hypothesis tested by one- way analysis of variance (ANOVA). The analysis revealed that &quot;student based&quot; method of instruction enhanced students' attitudes toward probability and probability achievement.
A Workbook for Designing, Building, and Sustaining Learning Communities
Author: Graziano, Janine
Date: 2016-00-00
Type: Journal Articles
Subjects: Workbooks,Worksheets,Communities of Practice,Community Colleges,College Faculty,Instructor Coordinators,Teacher Collaboration,Instructional Design,Best Practices,Check Lists,Faculty Development,Scaffolding (Teaching Technique),Teamwork,Integrated Activities,Assignments,Guides

To address the professional development needs of learning community instructors at Kingsborough Community College, faculty coordinators and program directors developed a workbook for instructional teams. This workbook walks instructors through the collaborative process of creating and sustaining successful links and focuses on what we believe is the heart of learning community work--transparency, relationship building, integration, assessment, and reflection. It both emerged from and encourages a backward design approach--starting with student learning outcomes and working backward to provide the collaboration, integration, and knowledge-construction that define learning communities and make the learning outcomes achievable. It further reflects the ongoing and cyclic nature of the collaborative process necessary for strong learning communities (Graziano &amp; Kahn, 2013), taking collaborators from initial meetings through the development of deep and sustained integration, to assessment, reflection, and redesign. This workbook has been central in campus-wide efforts at Kingsborough to maintain philosophical and pedagogical integrity while intentionally developing and scaling learning communities; it is presented here as a resource that may be adapted to help serve the professional development needs of programs and instructors at other campuses.
Why Hyperbonding Occurs in the Learning Community Classroom and What to Do about It
Author: Watts, Julie
Date: 2013-00-00
Type: Journal Articles
Subjects: Communities of Practice,Student Behavior,Behavior Problems,Group Dynamics,Peer Relationship,Teacher Influence,Teacher Role,Classroom Techniques,Teacher Education,Preservice Teachers

Hyperbonding can be a disruptive force in the learning community classroom characterized by nonproductive student behaviors. Research has not identified how frequently hyperbonding occurs in learning communities or why. However, studies have begun to link hyperbonding to the presence of cohorts. I explain how cohorts form and develop, and how they may impact instructors teaching in learning community classrooms. I then discuss the ways instructor influence strategies coupled with a cohort presence may help to precipitate hyperbonding. Last, I turn to existing cohort literature in teacher education to identify what I believe are the most cogent recommendations to help prevent hyperbonding, which learning community instructors and directors can use to help manage and support their cohorts across learning community classes and programs.
Satisfaction of Students and Academic Performance in Benadir University
Author: Dhaqane, Mahad Khalif
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Student Satisfaction,Academic Achievement,Correlation,College Students,Questionnaires,Academic Persistence,Qualitative Research,Statistical Analysis

This study examines the role of satisfaction on students' academic performance and investigates the relationship between satisfaction of students and academic performance and explores other factors that contribute academic performance. A correlation research was used. The study population was the third and the last year students of Benadir University in Mogadishu, Somalia and a sample of 133 were drawn. A questionnaire was used in the study to collect the data from the respondents and analyzed by using correlation statistics. The study found that there is strong relationship between satisfaction of students and academic performance as Pearson correlation displayed in table one. The study also found that satisfaction promotes both academic achievement and student retention.
Self-Esteem, Daily Internet Use and Social Media Addiction as Predictors of Depression among Turkish Adolescents
Author: Kircaburun, Kagan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Depression (Psychology),Measures (Individuals),Self Concept Measures,Self Esteem,Adolescents,Social Media,Addictive Behavior,Internet,Computer Use,Correlation,Structural Equation Models,Symptoms (Individual Disorders),Statistical Analysis

In this study, direct and indirect effects of self-esteem, daily internet use and social media addiction to depression levels of adolescents have been investigated by testing a model. This descriptive study was conducted with 1130 students aged between 12 and 18 who are enrolled at different schools in southern region of Aegean. In order to collect data, &quot;Children's Depression Inventory&quot;, &quot;Rosenberg Self-esteem Scale&quot; and &quot;Social Media Addiction Scale&quot; have been used. In order to test the hypotheses Pearson's correlation and structural equation modeling were performed. The findings revealed that self-esteem and social media addiction predict 20% of the daily internet use. Furthermore, while depression was associated with self-esteem and daily internet use directly, social media addiction was affecting depression indirectly. Tested model was able to predict 28% of the depression among adolescents.
Beyond Improved Retention: Building Value-Added Success on a Broad Foundation
Author: Gebauer, Richard D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Benefits,Communities of Practice,College Students,College Faculty,Transformative Learning,Academic Achievement,Qualitative Research,Statistical Analysis,Program Descriptions,College Freshmen,Administrator Role,Marketing,Student Recruitment,School Holding Power,Teacher Participation,Student Leadership

Many have documented the positive benefits of Living and Learning Communities (LLCs), but creating an environment that truly integrates living and learning across campus can be a challenge. In this paper we chronicle an LLC program that was intentionally built upon a broad foundation. By including faculty, staff, and student leader representation from across the campus--from admissions and academic affairs to student engagement, residence life, and enrollment management--Cabrini College has created a program that has gone beyond the numerical targets of increased retention and increased academic success. We believe the program has created transformational experiences for many student participants, and that these experiences are the result of the LLC's integrated design. After providing a history of the program and its unique institutional structure, and offering suggestions for other institutions designing LLCs, we present both quantitative and qualitative measures of success.
Case Managers and the Freshman Academy Learning Community: The Results of Involving a Variety of Campus Personnel in First-Year Student Mentoring
Author: Summerskill, Gail
Date: 2013-00-00
Type: Journal Articles
Subjects: College Freshmen,Communities of Practice,Mentors,Academic Persistence,School Holding Power,Learner Engagement,Black Colleges,Program Descriptions,Case Studies,School Orientation,Attendance,Referral,Services

Johnson C. Smith University, a historically black university in North Carolina, created a Case Manager Program for their Freshman Academy Learning Community. This case study describes how the program was designed, implemented, and assessed. Case Managers are neither faculty nor student affairs professionals yet they are an integral part of the Freshman Academy initiative where thirty students are blocked into a cohort, each enrolled in 15 or 16 credit hours--one of which is the weekly freshman orientation class designed to help students transition from high school. Case managers assist team leaders and faculty members with students who need additional support or guidance related to class attendance, accessing campus resources, referrals for services, and co-curricular activities. A discussion of mentoring as a student engagement strategy to promote successful student persistence and retention is included as are implications for mentoring practice and research in the first year of college. [This article was originally published in: &quot;Journal of Learning Communities Research,&quot; 2(1). (April 2007).]
Self-Medication Practice among Patients Attending a Sample of Primary Health Care Centers in Erbil City
Author: Ahmed, Naz Mohammed
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Patients,Primary Health Care,Drug Therapy,Incidence,Interviews,Adults,Case Studies,Socioeconomic Status,Rural Urban Differences,Educational Attainment

Back ground and objectives: Self-medication is the use of medicines by the people on their own inventiveness or on the suggestion of others without consulting a qualified health care professional; its practice is continuously increasing worldwide. The aim of this study was addressing the prevalence of self-medication in Erbil city. Methods: This cross sectional, health care center based study was conducted in five primary health care centers of Erbil city, data was collected by direct interviewing with 500 adult patients by using questionnaire. Results: The Prevalence of self-medication was 52.6%, 64.6% of the users practiced it in the past 2 weeks before the survey, significant association was found between its practice and; urban residency (p value &lt;0.001), high socio-economic status (p value 0.004), hearing about side effect (p value 0.013), and patients who experienced side effect (p value &lt;0.001), self-medication was for many reasons; most commonly due to previous benefit (41.7%). Medications were got from pharmacy by (70.5%); source of information about the used drug was mostly from previous prescription (44.1%). Analgesics and antibiotics were the most frequent drugs used by the respondents. Common cold was the most common condition for which drug was used without prescription followed by headache. Conclusion: Self-medication is a common practice in Erbil-city, its prevalence varied significantly with a number of socio-demographic factors and some patients' knowledge and practices about the drugs. Many patients can easily practice self-medication for the management of wide range of conditions whether simple or not. The pharmacies are the main source of getting medications.
Beyond the Traditional Retention Data: A Qualitative Study of the Social Benefits of Living Learning Communities
Author: Arensdorf, Jill
Date: 2016-00-00
Type: Journal Articles
Subjects: Communities of Practice,Qualitative Research,Focus Groups,Student Attitudes,Social Development,Psychological Patterns,Student Experience,Social Life,College Freshmen,Dormitories,Academic Persistence,Phenomenology,Experimental Groups,Control Groups,Study Habits,Student School Relationship,Peer Relationship,Teacher Student Relationship

Living Learning Communities (LLCs) have been shown to increase student retention rates and academic performance (Hotchkiss, Moore, &amp; Pitts, 2006), as well as increase overall satisfaction with college (Baker &amp; Pomerantz, 2000) and increase cognitive skills (Walker, 2003). These benefits have been demonstrated in a variety of institutions with diverse students (Andrade, 2007). However, these studies have relied on quantitative measures of assessment. As suggested by Taylor, Moore, MacGregor, and Lindblad (2003) and Ward and Commander (2011), more qualitative data is needed to really understand why LLCs are linked to positive outcomes. This qualitative study collected focus group data from both LLC students and non-LLC students to determine what possible social and psychological benefits students reported about their LLC or university experiences. Themes emerged from the qualitative data to reveal that LLC students do experience some of the same university life experiences that non-LLC students experience. However, LLC students reported richer connections to faculty and students, as well as additional social and academic opportunities.
Learning Communities Faculty Scholars: An Online, Targeted Faculty Development Course to Promote Scholarly Teaching
Author: Steiner, Hillary H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Communities of Practice,College Faculty,Scholarship,College Freshmen,Student Needs,Assignments,Faculty Development,Online Courses,Program Descriptions,Instructional Design

Many learning communities instructors seek professional development opportunities that foster their growth as teacher-scholars. Learning communities programs, therefore, have an opportunity to provide targeted, &quot;just in time&quot; training that allows for the immediate application of knowledge to a learning community setting, maximizing benefits for both faculty and students. This paper describes an online faculty development program for learning communities faculty in which participants explored such topics as first-year student needs, basic principles of learning and course design, integrative assignments, and the scholarship of teaching and learning. Designed intentionally to work alongside faculty members' busy schedules, this program provides a way to encourage &quot;scholarly&quot; teaching and the &quot;scholarship&quot; of teaching among learning communities faculty.
Challenges in Learning to Speak Arabic
Author: Haron, Sueraya Che
Date: 2016-00-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Barriers,Interviews,Focus Groups,Indonesian Languages,Self Esteem,Case Studies,College Students,Foreign Countries

This paper describes a study to investigate the challenges and obstacles to speaking Arabic faced by good and poor Malay speakers of Arabic. The study used individual and focus group interviews with 14 participants to elicit data. The findings revealed 2 types of obstacles, namely, internal and external obstacles. Internal obstacles refer to the limitations that come from the learners' own selves, knowledge and skills; while external obstacles refer to the constraints that originate from the outside, such as the lack of a supportive environment and sufficient opportunity to speak Arabic. Both good and poor Malay speakers of Arabic felt hampered more by the internal problems than by the external problems. However, it was noted that the good speakers faced more language-related problems than other internal issues, while the poor speakers revealed more internal shortcomings such as lack of confidence and self-esteem.
How Do Learning Communities Affect First-Year Latino Students?
Author: Huerta, Juan Carlos
Date: 2013-00-00
Type: Journal Articles
Subjects: Communities of Practice,College Freshmen,Hispanic American Students,Active Learning,Cooperative Learning,Academic Achievement,Academic Persistence,Student Surveys,Student Characteristics,Multivariate Analysis,Correlation,Grade Point Average,Interdisciplinary Approach,Intellectual Disciplines,First Year Seminars,Core Curriculum,College Entrance Examinations,Educational Benefits,Outcomes of Education,Student Educational Objectives,Regression (Statistics),Equations (Mathematics),Educational Experience

Do learning communities with pedagogies of active learning, collaborative learning, and integration of course material affect the learning, achievement, and persistence of first-year Latino university students? The data for this project was obtained from a survey of 1,330 first-year students in the First-Year Learning Community Program at Texas A&amp;M University-Corpus Christi in fall 2005. Using survey data combined with student background characteristics and multivariate analyses, the findings reveal that learning communities had a positive effect on all students' first semester GPA, and that learning community practices, especially collaborative learning, benefit Latino students. The study also proposes a technique for estimating the impact of learning communities on Latino students.
Improving the Success of Transfer Students: Responding to Risk Factors
Author: Coston, Charisse T. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Risk,College Transfer Students,Communities of Practice,Law Enforcement,Stress Variables,Student Adjustment,First Year Seminars,Student Attitudes,Student School Relationship,State Universities,Attitude Change

How can learning communities be designed to reduce transfer student stress and enhance their learning? This study was designed to investigate the impact of the Criminal Justice Transfer Learning Community experience on its participants' level of identified stressors over time and their means of coping with those stressors. The Criminal Justice Transfer Learning Community extended for two terms, and was designed to facilitate students' integration into the university and the criminal justice community. Students in the learning community were asked on multiple occasions to identify stressors and rate their intensity. According to the students, the largest impact on stress reduction was the feeling of belonging to their learning community cohort and the university community. [This article was originally published in: &quot;Journal of Learning Communities Research,&quot; 5(2) October 2010.]
Joining &quot;Us&quot;; Creating and Maintaining a Discipline-Based Learning Community
Author: McHugh, Kelly
Date: 2015-00-00
Type: Journal Articles
Subjects: Communities of Practice,Political Science,Teaching Methods,Holistic Approach,College Freshmen,Learner Engagement,Mentors,Program Evaluation,Program Effectiveness,Student Attitudes,Resident Advisers

The article describes the development of a disciplinary living/learning community in political science; the authors, two faculty members, started the community in the fall of 2012. The faculty leaders describe the various practices used to integrate political science courses in two subfields: American politics and international politics. In particular, the authors consider how, over the past five semesters, they have adapted their teaching practices to provide members of the LLC with a more holistic understanding of political processes, methods, and outcomes. They argue that their model would be applicable to a wide array of disciplines.
The Effect of Social Network &quot;Snapchat&quot; on the Emergence of Some Negative Social Values (Social Hatred) Based on the Perspectives of Qassim Female Students: A Survey Study
Author: Hussein, lawaheth M. T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Social Values,Females,College Students,Student Surveys,Student Attitudes,Statistical Analysis,Qualitative Research

The present study aims at detecting the effect of social media &quot;Snapchat&quot; on the emergence of some negative social values (social hatred ) based on the perspectives of female students enrolling at Qassim University, College of Science and Arts at ArRass, the academic year 2015/2016. The researcher has utilized the Descriptive Method (survey and &quot;differentiating&quot;). The sample of the study consists of (200) students selected randomly from the scientific and Arts sections. To achieve the aims of the current study, the scale of social hatred has been designed, consisting of (30) items. The &quot;reliability&quot; and &quot;validity&quot; of the scale has been &quot;verified.&quot; The results have shown, collectively, the agreement of the students that the use of social media &quot;Snapchat&quot; has led to the emergence of social hatred. The outcomes also shown that the overall extent to which the use of social media &quot;Snapchat&quot; plays a role in the emergence of social hatred values is mid, the weighted average of the overall &quot;degrees&quot; regards students responses to the items is (2.21), which is close to the minimum value of the effect criterion which equals (2.34). Moreover, the results shown that there are no static significance differences in the overall degree of the student's evaluation of the &quot;Snapchat&quot; effect on the social hatred aspects due to use hours, age and faculty, whereas the results shown that there are static significance differences for the favor of big age regards the evaluation of students to some effects of &quot;Snapchat&quot;, and static significance differences due to type of college.