ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Attitudes towards Knowledge and Use of Evidence-Based Practice among Nurses Working in a Teaching Hospital in Kuala Lumpur
Author: Bashar, Felor Javadi
Date: 2019-01-00
Type: Journal Articles
Subjects: Nurses,Hospitals,Foreign Countries,Attitudes,Evidence Based Practice,Health Services

Evidence-based practice provides the most effective care that is available with the aim of improving clients' outcome. However, despite existing policies related to encouragement to or requirement of evidence-based practice (EBP), results of reviewed studies show nurses do not generally incorporate research evidence in their daily practice. This study aimed to assess nurses' attitudes towards knowledge and use of EBP in a teaching hospital in Kuala Lumpur. This study used descriptive cross-sectional survey among 265 nurses (out of 851), working in the different adult medical-surgical wards, who were selected through the quota sampling. Participants in this study, reported positive attitudes towards EBP, good knowledge of EBP, but poor utilization of evidence in their practice. Results of this study affirmed the findings of previous researches, showed despite having positive attitude and perception of good knowledge/skill regarding EBP; nurses did not incorporate evidence into practice. Application of EBP in clinical setting increases the quality of patient care, clients' outcome and nurses' job satisfaction and retention. In this regard, nursing managers and authorities have an important role in providing supports, facilities and persuading environment to focus nurses on evidence-based practice. It is recommended that the effect of personal and professional agents on actual EBP activities among nurses should be assessed through the observational studies rather than self-report questionnaire.
Varying Opportunities to Respond to Improve Behavior of Elementary Students with Developmental Disabilities
Author: Bolt, Teresa D.
Date: 2019-03-00
Type: Journal Articles
Subjects: Student Behavior,Developmental Disabilities,Elementary School Students,Special Education,Positive Reinforcement,Elementary School Teachers,Behavior Problems,Special Education Teachers,Preservice Teachers,Summer Programs,Practicums,Intervention,Program Implementation,Program Effectiveness,Classroom Techniques,Contingency Management

This study investigated the effects of varying opportunities to respond when using a behavior management program with three elementary school students with developmental disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the implementation of Class-Wide Function-Related Intervention Teams (CW-FIT) with low opportunities to respond (OTR), students increased their active engagement and correct responses, as well as decreased their disruptive behaviors. When CW-FIT with high OTR was implemented, students showed an even greater improvement than CW-FIT with low OTR. Higher rates of OTR resulted in higher levels of active engagement and correct responses and decreases in disruptive behavior for all three students. These results indicate that CW-FIT in combination with high OTR can help elementary school teachers manage students' behavior and increase students' correct responding when implemented in a small group special education setting.
Reflections from Women Doctoral Students Lives Regarding Gender Roles
Author: Sari, Mediha
Date: 2019-01-00
Type: Journal Articles
Subjects: Females,Womens Education,Sex Role,Gender Issues,Doctoral Programs,Graduate Students,Foreign Countries,Social Attitudes,Sex Stereotypes,Student Attitudes

Engaging in business life actively with industrialization, modernism movements and making a significant improvement in getting higher education degrees, the women's getting postgraduate degrees--especially seen as a very challenging and demanding pathway by many people--has various effects on their social lives. The aim of this study was to analyze the interaction between doctoral process and women's gender roles in daily life. The design of the study was qualitative interview-based and to collect the data semi-structured interviews were conducted. Participants were chosen among the volunteer women doctoral students in Cukurova University. The data collected was analyzed with content analysis. The findings revealed there are many advantages and disadvantages reflected on the women doctoral students' lives through their doctorate regarding gender roles and they had a lot of difficulties through this process. They put forward recommendations related to various points such as providing equality of women and men and having support mechanisms in order to overcome these inequality related problems. Although they got both support and criticism regarding doing doctorate, women doctoral students have many reasons for doing doctorate which engage them into a devoted endeavor in a sense to get higher education and join more actively in business life. [This study was presented at 5th Conference on Critical Education in Wroclaw, Poland (June 15-18, 2015).]
Adaptation of the &quot;Attitudes toward Physical Activity Scale&quot; for Higher Education Students in Turkey
Author: Dinc, Sirri Cem
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Measures (Individuals),Higher Education,Foreign Countries,College Students,Student Attitudes

The purpose of this study was to adapt the &quot;Attitudes toward Physical Activity Scale&quot; (APAS) for Turkish higher education students. Study was conducted during 2018-2019 autumn semester at a public university in the central Anatolia region of Turkey. The APAS was applied to 1021 voluntary university students from eleven different faculties and departments of the university. Descriptive statistics, exploratory and confirmatory factor analyses, internal consistency coefficients were used in statistical analysis. Exploratory factor analysis revealed a six factor solution explaining 60.2% of the variance. Then, confirmatory factor analysis on the 38 items showed good fit to the 6-dimension model according to the goodness-of-fit criteria. The psychometric data of the scale showed that the Turkish version of the scale for higher education students reached the required levels. As a result, the &quot;Attitudes toward Physical Activity Scale&quot; can be used in reliable and valid way at higher education students in Turkey at national or cross-cultural studies in examining physical activity attitudes.
A Study on the University Placement System for Gifted Children in Turkey
Author: Kirkiç, Kamil Arif
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Placement,Academically Gifted,Higher Education,Student Needs,Cultural Differences,Access to Education,Educational Methods,College Bound Students,Summer Programs,College Entrance Examinations,Honors Curriculum,Student Evaluation,College Admission

There is no special university entrance exam for gifted students in Turkey. Their only option is to complete the standard university entrance exam at the end of their final year in high school. This system of entrance exams does not benefit gifted students. Other universities around the world support such students in the following two ways: through honor programs and early college entrance systems. This paper examines these two types of programs that support gifted students, and it employs a cross-cultural comparison between Turkey and the United States, China, and Finland. Furthermore, the paper proposes a multi-step model for educating gifted students and for improving the university entrance exam process. The new type of entrance exam that we propose could be employed in Turkey to support gifted students entering university. By implementing the proposed university entrance system, gifted students will become more effective in life for themselves as well as society.
What Skills Really Improve after a Flipped Educational Intervention to Train Medical Students and Residents to Break Bad News?
Author: Burg, Luciana B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Medical Students,Patient Education,Information Dissemination,Communication Skills,Skill Development,Disclosure,Interpersonal Communication,Medical Education,Blended Learning,Workshops,Role Playing

Breaking bad news (BBN) is necessary in medical practice and requires training. The purpose of this study is to evaluate the efficacy and mainly explore the components involved in medical students' and residents' performance after a flipped educational intervention to train them to break bad news. A randomized controlled before-after study was conducted with 43 medical students and residents in the intervention group and 41 in the control group. The intervention combined an online multimedia program (DocCom) with a two-hour workshop. BBN performance was assessed at two clinical stations using Objective Structured Clinical Examination and analyzed using a mixed between-within subject analysis of variance. A factor analysis was conducted to analyze the performance by checklist components. The intervention group improved its overall performance in BBN over time (p = 0.000; Eta[superscript 2] = 0.38) and when compared to the control group (p = 0.01; Eta[superscript 2] = 0.12). The factor analysis revealed two main components: Factor 1--&quot;giving bad news and responding with empathy&quot;--and Factor 2--&quot;using general communication skills&quot;. Performance analysis by these components revealed that the improvement occurred mainly in Factor 1 (over time, p = 0.000; Eta[superscript 2] = 0.48, group x time, p = 0.000; Eta[superscript 2] = 0.38). The intervention combining DocCom Module 33 and a workshop had a moderate effect on the improvement of medical students' and medical residents' BBN overall performance in standardized encounters. This improvement was mainly related to communication skills for giving bad news and responding with empathy, in which the intervention effect was large over time and between groups.
Potentialities of the Finnish Higher Educational Framework for the Middle East: Requirements, Challenges, and Perspectives--Case of Oman
Author: Slimi, Zouhaier
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Adoption (Ideas),College Instruction,Evaluation Methods,Student Evaluation,Educational Quality,College Faculty,Stakeholders,Educational Attitudes,Barriers

Studying the possibility of applying the Finnish Higher Education framework in the Middle East; the case of Oman requires an in-depth investigation and a clear focus on the main success factors. The research method uses the qualitative approach to study the points of views, feeling and assumptions of all the stakeholders in the Omani educational system and how teachers perceive the idea of applying the Finnish example. The results reveal that all participants are for using the Finnish Higher Education Framework in Oman. However, they see that the application should go through a strategic, constant long-term process along with the professional development of academic staff, the collaboration of all stakeholders and the support of the government are critical requirements.
Investigation of the Relationship between the Dominant Brain Areas, Risk-Taking and Alexithymia of Outdoor Adventure Recreation Participants
Author: Dinc, Sirri Cem
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Brain,Outdoor Education,Adventure Education,Lateral Dominance,Brain Hemisphere Functions,Psychological Patterns,Recreational Activities,Foreign Countries,Risk,Personality Traits,Emotional Response

The aim of this study is to investigate the relationship between dominant brain areas, alexithymia and risk-taking behavior levels of nature and adventure recreation participants. The study was carried out on 652 outdoor adventure recreation participants in different categories (air, land, water) between the years 2016--2017. After meeting normality and homogeneity of data obtained from participants of nature and adventure recreation, it was based on the mediator influence analysis method, which was established by Baron and Kenny (1986, 1176), in order to determine whether alexithymia and extrovert thinking play a mediator role in the relationship between brain dominance and risk-taking behavior. In addition, the significance of stepwise regression analysis results was checked by Sobel Test. The results show that nature and adventure recreation participants with a high level of alexithymia and with extrovert personality tend to take more risks.
Child Workers and Inclusive Education in Indonesia
Author: Djone, Robertus Raga
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Labor,Inclusion,Labor Force,Social Change,Democracy,Social Differences,Advantaged,Poverty,Educational Attainment,Access to Education,Outcomes of Education,Disadvantaged,Teaching Methods,Student Centered Learning,Cognitive Style,Teacher Student Relationship,Student Needs,Foreign Countries,Teacher Participation,Educational Policy,Local Government,Learning Activities

Since Indonesia's transition to democracy in 1998, wealth inequality has increased significantly with a dramatic rise in the wealth of the rich and stagnating income growth among poorer citizens. Similar to many developing countries, the issue of child workers in Indonesia is a critical problem. The &quot;2015 National Labour Force Survey&quot; recorded 1.65 million children aged 15-17 involved in child work in Indonesia. Efforts to encourage the participation of child workers in schooling has been greatly promoted but few studies have investigated the issue of the impact of child work on student learning outcomes. Children involved in work are likely to be left behind in educational achievement. Their disadvantaged social, cultural, and economic backgrounds lead to physical and psychosocial vulnerabilities, which requires democratic-classroom approaches, characterized by child-centred settings and teachers familiar with students' diverse learning abilities. This paper presents findings from a study investigating Indonesian teachers' perspectives on the impacts of work on student learning outcomes and how they implement diverse teaching and learning styles when educating child workers. This study highlighted the lack of school and teacher readiness in managing child workers' diverse needs and the absence of teachers' involvement in developing policies for child worker education that may all lead to child workers not achieving learning outcomes. This study outcomes also support democratic-style classroom approaches in making education a reliable investment for child workers. This study provides recommendations for improved policies and practices for the local government and schools in the East Nusa Tenggara province.
Examining Digital Disruption as Problem and Purpose in Australian Education Policy
Author: Duggan, Shane B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Budgets,Educational Policy,Speeches,Foreign Countries,Information Technology,Labor Market,Job Skills,Coding,Computer Science Education,Thinking Skills,Futures (of Society),Risk,STEM Education,Public Officials,Policy Analysis,Knowledge Economy,Educational Change,Elementary Secondary Education

Young people's relationship to the digital economy is a key site of popular and policy attention within the context of shifts in labour market conditions globally. The massification of digital media and rapid growth of digital markets globally have brought significant challenges for policy makers in what counts as work and how best to prepare young people to engage with it. This has manifest in a proliferation of initiatives and policy orientations across much of the global North which have tended to focus on the importance of science, technology, engineering, and mathematics occupations, and, in particular, computing aimed at preparing young people for jobs of the future. The formalization of learn to code programs in school curriculum has been one such initiative. Despite the proliferation of coding and computational thinking curriculum across many countries, there remains a relative paucity of scholarship examining their embedding in educational policy debates. This article follows the announcement of the 'coding in schools' policy in Australia since its formal announcement by Opposition Leader Bill Shorten in his Budget Reply speech in May 2015. The announcement followed similar moves in other countries and has cemented 'coding in schools' as a literacy of 'the future' in the Australian political landscape. This article suggests that, while a policy focus on technical and instrumental skills such as computer coding may help young people to interact with dominant technologies of the present, they also risk weakening a more substantive conversation around educational participation and purpose in the present, and for the future.
Early Childhood Educators&apos; Perceptions of Dyslexia and Ability to Identify Students At-Risk
Author: Gonzalez, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Teacher Attitudes,At Risk Students,Preschool Children,Disability Identification,Dyslexia,Federal Programs,Early Childhood Education,Disadvantaged Youth,Low Income,School Readiness,Early Intervention

This study primarily explored the perceptions of dyslexia held by early childhood educators teaching in Head Start centers. A secondary purpose was to investigate how early childhood educators in Head Start centers perceive the notion of risk for dyslexia and how they identify at-risk students in ways that are consist with the results of a research-based assessment instrument. A case study approach was used for this study of two Head Start centers, one in the state of New Jersey and one in the state of Pennsylvania. Two teachers in each center (n = 4) and a total of 19 preschoolers participated in the study. Data were gathered using semi-structured interviews, observations, a teacher rating scale, and the Preschool Early Literacy Indicator (PELI) assessment. Findings indicate that the Head Start teachers held the prevailing misconception that dyslexia is a visual processing disorder rather than a phonological processing disorder. The Head Start teachers did not view phonemic awareness as a key factor in identifying children at-risk for dyslexia. Participants had a high success rate in identifying students at-risk in the areas of alphabet knowledge and oral language, but not in phonemic awareness and vocabulary. The results suggest that the stereotypes of dyslexia are hard to dispel and that professional development for pre-service and in-service teachers in early literacy practices and dyslexia are needed.
Investigation of the Effect of Regular Exercise on Some Motoric Features in Children in the 7-12 Age Group
Author: Hazar, Kürsat
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Fitness,Physical Activities,Physical Activity Level,Physical Education,Pretests Posttests,Age Groups,Foreign Countries,Children,Control Groups,Athletics,Summer Programs,Psychomotor Skills,Gender Differences

The aim of this study was to investigate the effects of regular exercise on some motoric features in 7-12-year-old boys and girls in 8 weeks period of time. To the study 66 boys with an average age of 8, [plus or minus] 7963, as 54 of them in research and 12 of them in control groups; 66 girls, 36 of them as research and 30 as control group, a total of 132 individuals who joins summer sports schools within the body of Mugla Sitki Koçman Directorate of Health, Culture and Sports with no health problems participated in the study. Two tests were applied to the children before and after the exercise program. Height, body weight, balance, flexibility, bounce force, explosive force, sit-up and 20m velocity measurements were performed to the participants. SPSS 21.00 package program was used for statistical evaluation of the obtained data. For paired comparisons, Paired Samples t test was applied to determine the effect of the independent variable on the dependent variable. In order to determine the difference between the groups, Independent samples t test was applied and the level of significance was set at p &lt;0.05 and 0.01. In the study, statistically significant differences were found in favor of the research group between the first and second measurement results of height, body weight, balance, flexibility, bounce force, explosive force, sit-up and velocity (p &lt;0.05, p &lt;0.01). As a result, in the light of the data obtained from the comparisons between the groups, it was determined that the regularly performed exercises positively affect the body weight, static balance, flexibility, bounce force, explosive force, sit-up and velocity values in 7-12 age group boys and girls.
Open Architecture Curriculum: Towards an Education Committed to Pluralist Democracy
Author: Travitzki, Rodrigo
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Democracy,Public Education,Computer Software,Communities of Practice,Teacher Student Relationship,Teacher Responsibility,National Curriculum,Open Source Technology,Open Educational Resources,Teacher Improvement,Foreign Countries,Curriculum Development,Educational Innovation,Community Involvement,Student Attitudes,Transformative Learning

This paper aims to identify elements that will help with the process of thinking through curriculum issues based on the concept of open architecture. We argue that this concept can be an interesting driver of practice and debate concerning curriculum development in different contexts. More generally, we seek for viable public education that is more deeply committed to pluralist democracy; a pluralism with some consensus, but not on everything, as argued by Chantal Mouffe, in support of Paulo Freire's claim that no one frees anyone alone but in communion. The paper describes origin of open architecture in computing, highlighting the free software movement. Then, we briefly discuss the transposition of this concept to the educational field. We also describe some communities for practice and innovation. Teacher communities should be the main foundation of the open architecture curriculum. Teachers should be transformative intellectuals with the responsibility, among others, to listen to student voices. Finally, we describe examples of the open architecture curriculum, some real, some imaginary. The concept of open architecture can also help when conducting comparative studies to enable a better understanding of curricular differences between nations, particularly with regard to flexibilization and centralization policies.