ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Perceived Quality of Service at Kocaeli International Youth Center
Author: Sadik, Resat
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Youth,Children,Youth Programs

This study aims to evaluate the quality of service as perceived by the young members, who get service from the Kocaeli International Youth Center, which operates under the aegis of the Ministry of Youth and Sports. In order to fulfill this objective, the three-dimensional &quot;Scale of the Perceived Service Quality at Youth Centers,&quot; developed by Aycan &quot;et. al.&quot; (2005) and intended for youth centers, has been applied to 247 youths, who are members of and get service from youth centers. Within the scope of the research, viewpoints of the youths, with regard to some of their demographic characteristics, concerning the elements of the service quality have been analyzed. Consisting of 103 males and 144 females, a total of 247 individuals have taken part in the research. Following the analyses done and in the context of the elements of the service quality at the youth centers as perceived by the youths, it is found that there are no gender-specific differences; according to age variable, there is a difference in all factors in favor of the age group 7-12; as for the variable of family income, there is a difference in output quality factor in favor of the youths with an income level lower than 1300 TLs; and as for the variable of school type, there are significant differences in favor of the primary school level.
An Academic&apos;s Role? Supporting Student Wellbeing in Pre-University Enabling Programs
Author: Crawford, Nicole L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Well Being,College Faculty,Mental Health,Universities,Counseling Services,Pilot Projects,Teacher Student Relationship,Teacher Role,Teacher Attitudes,Referral,Holistic Approach,Educational Philosophy,Caring,College Students,Foreign Countries

Student wellbeing and mental health are increasingly a concern of universities. Most universities provide central counselling services and, in recent years, some have introduced wellbeing programs. However, an unrecognised source of support and pastoral care for students is academic staff. This pilot research project explored the experiences of academic staff in one university's enabling programs in terms of the type of support academic staff provide (academic and/or non-academic), how equipped they perceive they are to support their students, and how this role impacts on them. The study is qualitative; interviews were conducted and a thematic analysis undertaken. It was found that academic staff viewed supporting their students as part of their role, particularly due to the diverse and complex nature of the cohort, and noted that students sought support from them for academic and non-academic issues because they had a rapport with them, trust and regular contact. A positive finding was that the academic staff had clear boundaries and lines of referral, which means they were not taking on pseudo-counselling roles. How equipped staff perceived they were and how the support role impacted on them varied depending on their teaching role. The findings in this exploratory study prompt a re-conceptualisation of the academic role. The article proposes a model of support that is holistic, student and course centred, and that integrates the centrally-located university counsellors. Furthermore, it posits that at the core of the enabling programs is a philosophy of care.
An Integrated Evaluation Model of Teaching and Learning
Author: Lu, Yi-Ling
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Higher Education,Instructional Effectiveness,Teacher Effectiveness,Student Evaluation,Teacher Evaluation,Learning Processes,Models,Educational Change,Undergraduate Students,College Faculty

Knowledge transmission and knowledge construction are two common approaches adopted for teaching and learning in higher education. Applying the two different approaches, this paper developed an evaluation model of teaching and learning, which comprises three main conceptual blocks: teaching, learning and learning assistance. A quantitative survey was utilised, collecting data from the Student Assessment of Learning Gains (SALG) along with the Student Evaluation of Teaching (SET) from 108 randomly selected courses at a university in Taiwan. The results demonstrated an R[superscript 2] value of 0.794. The route between teaching and learning was not statistically significant (t=0.0359), indicating that knowledge is constructed in the mind of the student with learning assistance as the mediator.
Applying Holistic Adult Learning Theory to the Study of Calculus
Author: Jaafar, Reem
Date: 2018-00-00
Type: Journal Articles
Subjects: Holistic Approach,Adult Learning,Learning Theories,Calculus,Community Colleges,Two Year College Students,College Mathematics,Mathematics Instruction,Comparative Analysis,Learner Engagement,Transformative Learning

This exploratory, comparative case study of an urban community college calculus classroom examines adult learning from Yang's Holistic Learning Theory and provides concrete pedagogical suggestions for how adult learning practitioners can engage adult learners in transformative learning. Data collection was from a selective sampling of student reflective survey writing throughout the span of one calculus course. Data content analysis was both manual and with the aid of NVivo qualitative software by two separate coders. Findings indicate that students exhibit strong explicit and in some instances implicit learning modes but seldom engage in transformative or emancipatory modes of learning as it relates to math. The study, although a pilot, suggests avenues for further research in math learning as well as ideas for eclectic teaching approaches in adult math classrooms. Implications for professors and administrators are discussed.
The Combined Impact of the Flipped Classroom, Collaborative Learning, on Students&apos; Learning of Key Marketing Concepts
Author: Motameni, Reza
Date: 2018-00-00
Type: Journal Articles
Subjects: Marketing,Blended Learning,Cooperative Learning,Teaching Methods,Comparative Analysis,Scores,Control Groups,Experimental Groups,Undergraduate Students,Educational Benefits,Taxonomy,Tests

Purpose of the Study: The overall purpose of this study was to investigate whether or not the incorporation of combined flipped classroom, and collaborative learning pedagogical schemes in two restructured sections of principles of marketing course, had any positive impact on students' learning of 100 key marketing concepts, processes, and strategies. Results: By comparing the students' total assessment scores in Experimental and Control Group groups, it was concluded that the re-structured course had significantly improved students' learning of key marketing concepts, processes, and strategies.
The Flipped Classroom with Tutor Support: An Experience in a Level One Statistics Unit
Author: Khan, Ramzan N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Statistics,Units of Study,Mathematics Instruction,Higher Education,Tutors,Peer Teaching,Lecture Method,Student Attitudes,College Students,Correlation,Academic Achievement,Feedback (Response),Learner Engagement,Foreign Countries,Learning Theories,Concept Formation,Tests,Scores,Business Administration Education

The flipped classroom aims to improve learning by engaging students in educational activities outside of traditional lessons. Flipped classrooms have steadily gained popularity in the last decade and are a topic of discussion in teaching and learning forums. However, its adoption in mathematics and statistics has been subdued. Most higher education mathematics and statistics are still delivered through traditional lectures where students are passive participants. In this study, experiences of flipping a large first-level statistics class are presented. The implementation included a combination of peer learning and tutor-assistance in lectures. Student performance, in the form of final examination and overall marks over four semesters (two with traditional delivery and two flipped), were analysed for differences with respect to the two teaching modes after adjusting for demographic differences. In addition, student survey data were analysed with a view to revealing any relationship between attitude towards a flipped classroom and performance. The results showed that students' performance improved and an increased understanding of concepts was achieved through the flipped classroom approach. Evidence also indicated an increase in learner engagement. Student feedback indicated a higher preference for a flipped mode overall and in particular for ages 20 and below.
The Transformative Power of Digital Humanities in Teaching Family History Online
Author: Harman, Kristyn E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Transformative Learning,Humanities,Online Courses,Case Studies,Units of Study,Foreign Countries,Criminals,Genealogy,Databases,Instructional Innovation,Information Sources,Information Technology,College Students,Course Descriptions

This paper explores the transformative power of digital humanities in teaching family history online to large cohorts of Australian domestic students. It takes as a case study a unit developed specifically for students to learn about how to research their convict ancestors' lives and how to situate their ancestors' lived experiences within relevant wider contexts. Its focus is twofold. The convergence of rapidly expanding digital repositories and databases of family history-related information and increasingly sophisticated online teaching platforms and how this has facilitated a shift from face-to-face to fully online learning and teaching is examined. The ways in which this transformative change was engineered through the unit design, delivery, and evaluative processes are then canvassed. The case study demonstrates how, with thoughtful, well-structured, and innovative approaches to design and by adopting a bespoke delivery model for online delivery, students can readily learn to access and engage critically with extensive online resources and can be equipped with the digital tools to use these optimally and to their satisfaction.
Undergraduate Health Science Students&apos; Development of Reflective Practice on Communication Skills via e-Portfolios
Author: Dune, Tinashe
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Portfolios (Background Materials),Student Evaluation,Educational Technology,Health Sciences,College Students,Foreign Countries,Units of Study,Student Attitudes,Scores,Pretests Posttests,Communication Skills,Cultural Awareness,Allied Health Occupations Education,Interpersonal Communication

Background: Whilst e-Portfolios have been used in a variety of learning contexts, disciplines and academic levels, its effectiveness amongst tertiary health science students in Australia has yet to be explored. Investigating students' development of reflexivity through an individually assessed e-Portfolio will produce more information about how best to teach and assess these skills in line with key professional competencies. Aim: This project aimed to evaluate students' development of reflexivity by engaging in an individually assessed e-Portfolio within a large, interprofessional, first year health science unit on Communication in Health. Methods: Using an adapted version of Groningen's Reflection Ability Scale (GRAS) students were surveyed before beginning and after completing their e-Portfolios. Participating students' concluding summaries on their development of reflexivity were extracted from their e-Portfolios for qualitative analysis. Results: 289 students completed both the pre- and post-survey. The e-Portfolio enhanced reflexivity for 54% of students, 38% perceived that their reflexivity had decreased and 8% had no change between their pre and post scores. Qualitatively the students found the process of developing reflexivity to be positively challenging. They cited reflection on communication skills, using contemporary media, interprofessional reflection and cultural responsiveness as key elements learnt through the reflective process of the e-Portfolio. Conclusion: A nuanced approach to interpreting the results is important as even those who seem to have become less reflexive may have realised that they were less so after engaging in reflective practice. With the right resources, technology and support the findings attest to the value and merit of e-Portfolios in developing reflexivity amongst tertiary interprofessional health science students.
Echoidentification: Teaching Individuals with Visual Impairments to Get the Most Back from Sound
Author: Baguhn, Sarahelizabeth J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Acoustics,Auditory Training,Auditory Discrimination,Skill Development,Physical Mobility

People who are visually impaired (that is, those who are blind or have low vision) use a wide variety of sensory information to understand the world around them. Hearing is a particularly useful sense because of its range. Many visually impaired people use some form of echolocation to monitor the space around them (for example, the sound of a cane tip reflected off a wall is a common way to keep a parallel path without trailing or shore lining). One purpose of this report is to introduce the generic, catchall word &quot;echoidentification&quot; to refer to this skill categorically. A second purpose of this paper is to emphasize that it is within an orientation and mobility (O&amp;M) specialist's scope of practice to teach students techniques for obtaining the most meaning out of sensory information to interpret the space around them. The third purpose of this paper is to provide some concrete strategies that may be useful to instructors interested in teaching higher-level echoidentification skills.
Integrating Functional MRI Information into the Educational Plan of a Child with Cerebral Visual Impairment: A Case Study
Author: Furze, Melody Zagami
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Brain Hemisphere Functions,Blindness,Diagnostic Tests,Children,Evaluation Methods

&quot;Cerebral visual impairment&quot; (CVI) is defined as vision impairment that occurs as a result of bilateral dysfunction of the optic radiations or visual cortex or both. It can coexist with ocular and ocular motor disorders, and it can also be the result of perinatal brain dysfunction or can be caused by trauma (Roman et al., 2010). CVI is the leading cause of visual impairment (that is, blindness or low vision) in children in the developed world, with impairments ranging from mild visual processing difficulties to total blindness. New MRI techniques offer unique information that complements functional visual assessments. This research report describes the results of functional neuroimaging in a child whose visual impairment related to a large congenital stroke, and the integration of that information into her educational plan.
A Phenomenological Inquiry into the Meaning Ascribed to Physical Activity by Brazilian Men with Visual Impairments
Author: Haegele, Justin A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Males,Visual Impairments,Physical Activities,Experience,Adults,Young Adults,Barriers,Life Style,Social Isolation,Interaction

Introduction: Research examining how adults with visual impairments experience physical activities is currently limited to specific age ranges (for example, youths or older adults) and geographic locations (such as Europe and North America). In an effort to extend the current literature base, the study presented here focuses on a cohort of young or middle-aged adults with visual impairments who live in Brazil. Thus, the purpose of this exploratory study was to examine the meaning Brazilian adults with visual impairments ascribed to their physical activity experiences. Methods: This study was situated in the qualitative paradigm utilizing a phenomenological design. Three male participants (aged 22 to 47 years) were purposively recruited to participate. The main source of data for this study was a focus group interview using an open-ended, guided approach that was recorded on audiotape. A three-step, line-by-line, thematic analysis, informed by the phenomenological research approach, was utilized to extract meaning from the participants' experiences. Several strategies were employed to reduce subjective bias, establish trustworthiness, and enhance transferability. Results: Two interrelated themes emerged when participants described how they experienced physical activities and the meaning they ascribed to those experiences. The first theme, physical activity--indispensable, describes the importance the participants ascribed to physical activity engagement and the benefits that they garnered from these experiences. The second theme, perceived physical activity impediments, exposed the obstacles participants experienced when trying to engage in physical activities. Discussion: This study's findings expose the meaning that a cohort of Brazilians with visual impairments ascribe to physical activity engagement. The participants explained how engagement in physical activity helped alleviate some social issues they previously experienced, but also noted barriers to engaging in these activities. Implications for practitioners: Programs targeting physical activity promotion for adults with visual impairments should show the reported benefits of engaging in physical activity programs while attempting to manage potential obstacles that would discourage a physically active lifestyle.
Influence of Sports Camps and Vision on Perceived Motor Competence in Children and Adolescents Who Are Visually Impaired
Author: Brian, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Impairments,Children,Blindness,Program Effectiveness,Psychomotor Skills,Self Esteem,Adolescents,Summer Programs,Self Concept,Resident Camp Programs,Athletics,Attitude Change

Introduction: Children with visual impairments (that is, those who have low vision or blindness) often demonstrate lower levels of perceived and actual motor competence and physical activity compared to peers who are sighted. The purpose of this study was to assess the way in which seven-day sports camps specially designed for children with visual impairments affected perceived motor competence as compared to a control condition. Methods: Children with visual impairments (N = 79), ages 9 to 19 years (M = 12.71, SD = 2.38) completed either the Self-Perception Profile for Children (ages 9 to 13 years) or the Self-Perception Profile for Adolescents (ages 14 to 19 years) two to three times at two summer camps or at a school for blind students. Two separate 3 (group) X 4 (vision) ANOVAs assessed pretest and posttest differences for perceived motor competence. A 3 (group) X 2 (time) X 4 (vision) repeated-measures ANOVA examined the effects of camp on perceived motor competence from pretest to posttest. Paired samples t-tests were conducted to reveal if levels of perceived motor competence remained stable from posttest to maintenance. Results: Camp and control groups revealed nonsignificant and similar levels of perceived motor competence at the pretest. By the end of camp one, children improved their perceived motor competence to a much greater and significant degree than did those in the control condition. Similar effects occurred for those who enrolled at camp two, and those participants also revealed significantly greater gains than did those in the control group. A small subsample maintained their gains six weeks after camp one, while control children also remained stable with no change after six weeks. Discussion: Children's perceived motor competence can be improved through accessible sports camps. This finding is important, since this measure powerfully associates with physical activity. Implications for practitioners: Physical education teachers can model camp conditions to benefit perceived motor competence throughout the academic year.
Promoting Emergent Literacy Skills in Toddlers with Visual Impairments
Author: Chen, Deborah
Date: 2018-00-00
Type: Journal Articles
Subjects: Toddlers,Visual Impairments,Emergent Literacy,Language Acquisition,Skill Development,Intervention,Teaching Methods,Reading Instruction,Developmentally Appropriate Practices,Learning Activities

Emergent literacy skills develop from a child's experiences with spoken language in social interactions, written words through storybook reading, and opportunities to interact with print in the environment. These emergent literacy experiences provide a foundation for conventional literacy skills. A congenital visual impairment (that is, blindness or low vision) may affect a child's language development and access to visually based emergent literacy. Consequently, toddlers with visual impairments require systematic intervention practices to promote emergent literacy skills. However, given the limited research base of practice guidance in the field of visual impairment (Ferrell, 2006; Hatton, 2014), this report explores &quot;promising practices&quot; for promoting emergent literacy skills in toddlers with visual impairments. A &quot;promising practice&quot; refers to an intervention that seems to be useful and effective but requires additional research support to be considered an evidence-based practice (Simpson, 2005). To this end, it describes selected strategies that have been found to be effective with sighted toddlers with disabilities and have been used by the authors with families and their toddlers with visual impairments and in training early intervention practitioners. These families and practitioners indicated that these strategies were easy to use within their daily routines and that they motivated communication and an interest in books of toddlers.