ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Study on the Health Information Needs, Seeking and Source Preferences among Mothers of Young Healthy Children: American Mothers Compared to Recent Immigrant Korean Mothers
Author: Lee, Hanseul Stephanie
Date: 2018-12-00
Type: Journal Articles
Subjects: Health Needs,Access to Information,Mothers,Immigrants,Korean Americans,Child Health,Diseases,Information Sources,Information Seeking,Publications,Internet,Allied Health Personnel,Family Influence,Individual Characteristics

Introduction: This study examined health-related information needs, seeking, and source preferences between two distinct groups of mothers--U.S. mothers and immigrant Korean mothers in the U.S.A. Method: Using non-probability sampling, data were collected from five online communities through an online survey; 480 completed responses were used for analysis. Analysis: Both quantitative (using SPSS) and qualitative analyses (with Nvivo 11) were implemented in analysing the collected data. Results: Although the participants were mothers of young healthy children, the topic they searched for most frequently was information about diseases. Moreover, 93.0% of the U.S. mothers and 94.2% of immigrant Korean mothers had searched for health information in the past six months. When source preferences were compared, U.S. mothers preferred human sources (e.g. doctors, nurses, their husband and other relatives), whereas immigrant Korean mothers preferred non-human sources (e.g. online communities, books). Conclusion: Findings confirm that mothers actively search for health-related information as part of their roles as caregivers or health managers for their children. Results also imply that appropriate use of a few social media platforms has great potential for information professionals who provide health-related information to mothers with high information needs.
Understanding Student Participation in the Internationalised University: Some Issues, Challenges, and Strategies
Author: Murray, Neil
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Participation,Global Approach,Foreign Countries,Preservice Teachers,Inservice Teacher Education,Educational Strategies,Student Diversity,Intercultural Communication,Interpersonal Competence,Cultural Awareness,Cultural Pluralism

The globalisation of higher education has resulted in an increasingly culturally and linguistically diverse student demographic and, with it, a number of significant challenges as well as frequently cited benefits. This article looks specifically at the issue of student participation, highlighting, in particular, its culturally contexted nature and the need for pre- and in-service teacher training and development programmes that raise teachers' intercultural awareness and furnish them with the skills and strategies needed to manage the effects of diversity on patterns of participation in the classroom. It offers a number of concrete proposals for dealing effectively with participation-related issues in the classroom.
Classroom Contract
Author: Newbould, Sam
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Participation,Personal Autonomy,Student Role,Contracts,Accountability

Creating a &quot;classroom contract&quot; is an activity for teachers to increase learner engagement and students' accountability for their own learning from the very first class. The contract is a set of rules and expected behavior, negotiated by the teacher and the students. Student engagement can be an issue in many classrooms, and any practice that helps keep the students focused in the classroom is beneficial to teaching and learning. By jointly negotiating expectations in the classroom, the teacher and the students alike are accountable for their actions. The contract also gives students a sense of autonomy and agency in their learning. This article provides a step-by-step guide for involving students in the process of making (and following) rules that are fair and effective.
Motivations and the Level of Practicing Physical Activities by Physio-Kinetotherapy Students
Author: Badau, Adela
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Therapy,Kinetics,Physical Activities,Student Motivation,College Students,Competence,Foreign Countries,Student Characteristics

(1) Background: The aim of the study was to identify the physical activity index of physio-kinetotherapy (PKT) students during the three years of study, as well as the motivation to practicing Physical Activity (PA); (2) Methods: The study comprised three groups of 84 students each, corresponding to the three years of study from the PKT specialization. The study included the survey method, using two questionnaires: Physical Activity Index (PAI) and Motives for Physical Activity Measure--Revised (MPAM-R). A factorial and correlation analysis was made between the three groups; (3) Results: The level of PA practice in all our study groups was between the low and the lowest indicator. The main motivations underlying PA are: enjoyment, competence/challenge, and fitness/health; (4) Conclusions: Future specialists in physio-kinetotherapy need extensive competencies in physical activity by optimizing intimate and extrinsic motivations. Extending the number of hours allocated to the physical education discipline within the university curriculum allows the person to form proactive behaviors.
Educational Leadership in Post-Colonial Contexts: What Can We Learn from the Experiences of Three Female Principals in Kenyan Secondary Schools?
Author: Lopez, Ann E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Secondary Schools,Principals,Women Administrators,Leadership Styles,Social Justice,Developing Nations,Foreign Policy

Leadership matters in the engagement and achievement of students. Much of the research in this area has emanated from western contexts and there is a growing demand for research and knowledge generated from emerging areas of the world. This qualitative study through the use of narratives, examines the experiences of three female secondary school principals in Kenyan secondary schools to gain deeper insights into leadership practices and theorizing within a post-colonial context such as Kenya. Utilizing a decolonizing education and social justice leadership discursive framework the tensions and complexities of their leadership practices are explored. Educational leaders in developing countries face problems that are uniquely different from their counterparts in Western countries and as such leadership practices and theorizing must be contextualized. Findings of the study support existing research on the perpetuation of colonized approaches to education, existence of a &quot;managing&quot; view of leadership, tensions in practice regarding the manifestation of social issues in schools, and the need for leadership development grounded in Kenyan knowledge and experiences. While these findings can inform leadership discourses and practices, further research is warranted on a larger scale with greater diversity of participants.
Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach
Author: Anderson, Robin Keturah
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Education,Blended Learning,Misconceptions,Neurosciences,Brain,Teaching Methods,Instructional Effectiveness,Females,English Language Learners,Economically Disadvantaged,Academic Ability,Mathematics Teachers,Faculty Development,Elementary School Teachers,Elementary School Students,Grade 5,Teacher Attitudes,Attitude Change,Student Attitudes

The idea that success in mathematics is only available to those born as &quot;mathematics people&quot; has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the &quot;math person&quot; myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher's instructional practice, and on students' math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.
Opinions of Fine Arts Students about Their Profession and Their Expectations from the Future
Author: Yeniasir, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Fine Arts,Vocational High Schools,Self Concept,Occupational Aspiration,Expectation,Art Education,Academic Aspiration,Student Satisfaction

Art emerged the moment humankind existed. Today it is seen that art exists everywhere humans do. It is essential for the future of nations that art and culture is maintained and transferred to next generations. For this reason, developed or developing nations give considerable value to the education of art and conduct studies so as to increase its quality constantly. Fine Arts High Schools which are established for this purpose aim at educating individuals who have self-confidence in society, who think and criticize. In addition, they aim at creating artistic and cultural awareness in students through Fine Arts High Schools and make contribution to the free thinking of individuals in an environment where art is produced. In this study, the opinions of 100 students chosen with convenience sampling who are enrolled at two different art schools (Nicosia Anatolian Fine Arts High School and Atatürk Vocational High School) in Northern Cyprus are consulted as regards the branch of art they are studying and an effort is paid to display where they see themselves in this field in the future. Besides, based on student opinions, an effort is paid to determine the viewpoint of Cypriot Turks towards art and recommendations are made for the development of fine arts education in Northern Cyprus with the obtained results. An evaluation of the results of the research shows that a majority of both female and male students are planning to continue with the branch of art they are studying and that they are satisfied with the education they receive. In addition, it is concluded that the expectations of the majority of students at their entrance to the art school are met and that the students have a negative perception as regards the viewpoint of Cypriot Turkish community towards art.
Lyrics2Learn: Teaching Fluency through Music and Technology
Author: Germeroth, Carrie
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Reading Fluency,Music Activities,Educational Technology,Technology Uses in Education,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Urban Schools,Emergent Literacy,Reading Tests

Since 1992, our nation's report card (NAEP) has indicated minimal improvement in reading. One of every three fourth grade students cannot read or understand text at a basic proficient level. At the same time, reading curricula publishers have approached reading improvement in similar ways. Recent advancements in technology allow educators to reconsider how to personalize learning and individualize the pace of instruction to address reading disparities. The current study examines the implementation of a new technology application for reading, Lyrics2Learn (L2L). L2L was used over one school year by 463 students, kindergarten to third grade across nine schools in a large urban school district. Achievement data was collected from L2L students and a matched sample of students not using L2L. L2L teachers also provided perception data via an online survey. L2L program analytics were collected to document usage and implementation fidelity. At the end of one year of implementation, L2L students did not significantly differ from non-L2L students on achievement measures. Very few teachers implemented L2L with fidelity, however they reported that it was easy to use and supported differentiation of instruction. The current study has implications for how technology can support individualized reading interventions and classroom innovation.
Mediation in a Socio-Cognitive Approach to Writing for Elementary Students: Instructional Scaffolding
Author: Ng, Chiew Hong
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Process Approach (Writing),Writing Instruction,Scaffolding (Teaching Technique),Elementary School Teachers,Writing (Composition),Instructional Effectiveness,Metacognition,Mediation Theory,Cognitive Processes,Writing Skills

This research investigates how elementary teachers mediate the learning of writing through a socio-cognitive approach. The study reveals how in effective instructions for writing development, teachers can build narrative knowledge in a socio-cognitive approach through these types of instructional scaffolding: explicit outcomes and expectations, modelling, bridging, contextualizing, schema building, re-presenting text and developing metacognition. The study also illustrates through examples, the use of the instructional scaffolding functions by two teachers mediating between students' current knowledge levels in writing in English and the requisite expert understandings of the narrative genre in actual classroom practice. The adapted instructional scaffolding functions proposed in this article enrich the field of learning and teaching of writing by providing a means for teachers to mediate the learning of writing. The study also highlights the value of qualitative interpretive approaches in contributing to the domain of pedagogical approaches in writing for elementary students.
Instructional Support for Intuitive Knowledge Acquisition When Learning with an Ecological Computer Simulation
Author: Eckhardt, Marc
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Simulation,Grade 8,Secondary School Students,Foreign Countries,Cognitive Processes,Metacognition,Decision Making,Outcomes of Education,Computer Software,Science Education,Problem Solving,Learning Processes,Discovery Learning,Data Interpretation,Self Management,Intervention

Intuitive knowledge seems to influence human decision-making outside of consciousness and differs from deliberate cognitive and metacognitive processes. Intuitive knowledge can play an essential role in problem solving and may offer the initiation of subsequent learning processes. Scientific discovery learning with computer simulations leads to the acquisition of intuitive knowledge. To improve knowledge acquisition, particular instructional support is needed as pure discovery learning often does not lead to successful learning outcomes. Hence, the goal of this study was to determine whether two different instructional interventions for scientific discovery effectively produced intuitive knowledge acquisition when learning with computer simulations. Instructional interventions for learning with computer simulations on the topic 'ecosystem water' were developed and tested in the two well-known categories data interpretation and self-regulation using a sample of 117 eighth graders during science class. The results demonstrated the efficacy of these instructional interventions on learners' intuitive knowledge acquisition. A predetermined combination of instructional support for data interpretation and for self-regulation proved to be successful for learners' intuitive knowledge acquisition after a learning session involving the computer simulation. Furthermore, the instructional intervention describing and interpreting own simulation outcomes for data interpretation seems to be an effective method for acquiring intuitive knowledge.
Truthing: An Ontology of Living an Ethic of &quot;Shakihi&quot; (Love) and &quot;Ikkimmapiiyipitsiin&quot; (Sanctified Kindness)
Author: Bouvier, Victoria
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Ethics,Cultural Influences,History,Social Influences,Racial Bias,Educational Discrimination,Social Bias,Land Settlement

I remember the exact day when I received the email inviting me to participate on a panel speaking to the notion of &quot;post-truth,&quot; and how perplexed I was by the idea that we, in Canada, might be post-truth or that truth might be dead (Scherer, 2017). Post-truth is defined as &quot;relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief&quot; [ CITATION Oxf16 \l 4105 ], thus meaning that facts are deemed less important or even irrelevant. The day I received the email was sunny and warm and I was at the park with my dog. I took a few extra laps that afternoon, mulling over what this post-truth might mean and the implications this might have on me, as a Michif-Métis woman, and main stream education system. A scroll of questions began to flow through my mind as I tried to align the meaning of post-truth and my own understanding of truth as a process of coming to know. I first questioned: &quot;When did truth become a noun, not a verb--an ontological orientation to the world?&quot; And further, &quot;when did truth become something that is fixed, and we acquire, something that can be consumed?&quot; I stopped mid-stride and wondered &quot;whose truths are being referred to in post-truth exactly?&quot; And, &quot;whose truths are being deemed irrelevant?&quot; At this time in Canada, it seems the &quot;truth&quot; of a history of genocide and the continuation of settler-colonialism has yet to have a deep impact on the consciousness of Canadian society. I was therefore troubled by this notion that we are post-truth. Thinking about the history and presence of Michif people, the claiming of a post-truth era is yet another move to colonize and oppress the truths of myself, my community, and of all Indigenous people in Canada (see Tuck &amp; Yang, 2012). Nullifying and placating the facts--for example, dismissing the abuse in Residential Schools, not acknowledging the forced removal of people from the land, and ignoring institutional and personal racism--continues to erase our experiences, bodies, and stories from what is now called Canada.
Teaching Writing Students How to Become Competent Peer Reviewers
Author: Cote, Robert A.
Date: 2018-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),College Students,Foreign Countries,Peer Evaluation,Essays,Evaluation Methods,Student Attitudes,Program Effectiveness,Training

With the increasing number of English language learners in global classrooms, it has become more and more difficult for teachers to maintain their role as the primary communicator with students via one-on-one interactions. As a result, teachers often assign duties to their students. This change of power may be difficult for teachers and students who prefer to play traditional roles, but the new classroom dynamics can be beneficial. One area that can benefit from this sharing of roles is peer review and feedback. Many writing specialists recognize the need for teachers to train students to provide effective feedback to their peers or at a minimum provide them with instructions on how to properly conduct peer reviews. In order to accomplish this crucial component of peer review in the classroom, the author spent many hours planning and executing peer-review training to a class of 25 intermediate and upper intermediate English as a foreign language (EFL) students of mixed first languages at a university in Europe. This article can guide writing instructors through the training and writing exercises he utilized to empower intermediate-and-above students to become competent peer reviewers. A peer review feedback sheet is provided.
Using Writing as a Scaffold to Academic Discussions in the Foreign Language Classroom
Author: LaScotte, Darren Keith
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Usage,Language Skills,English (Second Language),Anxiety,Academic Discourse,English for Academic Purposes,Discussion (Teaching Technique),Writing (Composition),Scaffolding (Teaching Technique),College Students

In preparation for the academic rigor of higher-education institutions and the high standards of international businesses across the English-speaking globe, students must learn &quot;to use language in more sophisticated ways: arguing, evaluating evidence, analyzing complex texts, and engaging in academic discussions.&quot; In order to give students the tools they will need to access academic content and achieve goals they have for using English, educators need to effectively teach these high-order functions of language. However, simply asking students to do such tasks with the language might not achieve this goal. Although language and content teachers may dedicate an allotted amount of time to performing text analysis and generating academic discussions, this does not effectively happen by accident. This article describes how to effectively scaffold academic language in discussions, focusing specifically on the use of writing to help students organize their thoughts, stay focused on the topic, and lower their second or foreign language (L2) speaking anxiety. The article includes examples from a high-beginning English as a second language (ESL) classroom in a university setting.
What Kind of Economic Citizen?: An Analysis of Civic Outcomes in U.S. Economics Curriculum and Instruction Materials
Author: Crowley, Ryan M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Materials,Economics Education,Citizenship Education,Models,Outcomes of Education,Citizen Participation,Elementary Secondary Education

United States scholars in economics education generally view economic literacy as the field's connection to citizenship education. However, despite this clarity of purpose, the range of ways that economic literacy could be applied to civic life is ill defined. Based on an examination of stated civic outcomes in U.S. economics curriculum and instructional materials and drawing from Westheimer and Kahne's (2004) widely-cited democratic citizenship framework, the authors detail four archetypes of economic citizenship: (1) The personally responsible economic citizen; (2) the participatory economic citizen; (3) the justice-oriented economic citizen; and (4) the discerning economic citizen. With these citizenship archetypes in mind, economics educators can construct opportunities for their students to consider how to use their economic knowledge to make sound personal decisions, to participate in collective action, to struggle against economic inequality, or to develop an opinion after considering multiple points of view.