ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;We Have to Do Something for Ourselves&quot;: Using Photovoice and Participatory Action Research to Assess the Barriers to Caregiving for Abandoned and Orphaned Children in Sierra Leone
Author: Walker, Ashley
Date: 2010-00-00
Type: Journal Articles
Subjects: Action Research,Social Change,Foreign Countries,Participatory Research,Health Promotion,Well Being,Disadvantaged Youth,Nongovernmental Organizations,Photography,Interviews,Grounded Theory,Poverty,Child Development,Child Welfare

The purpose of this qualitative participatory action research study was multi-fold: first, to identify the ecological factors which impede and promote health and well-being among orphaned and abandoned children in Sierra Leone; second, to facilitate Photovoice, a participatory action research method, among NGO workers to identify barriers to caregiving for orphaned and abandoned children; and third, to build organizational and community capacity to bring about social change. The purposive study sample was comprised of ten NGO workers, all natives of Sierra Leone. The participants were trained by the researchers to use digital cameras to capture data using Photovoice methods. Participants presented their chosen photographs and interpretations to the primary researcher by way of individual interviews and follow-up discussions. Data was transcribed by the researchers and analyzed by participants and researchers using the constant-comparative method to identify the significant themes and patterns that emerged. Emergent themes were categorized as impeding or promoting factors or as an action item. An action plan was prepared by the NGO workers and executive director and shared with the researchers after the data was analyzed. The overarching impeding theme of extreme poverty and its subthemes along with proposed action items are discussed in this paper. Findings illuminated the realities of NGO workers providing care for abandoned and orphaned children in Sierra Leone as well as the socio-ecological barriers and supports impacting child survival and development. This study also serves as a case study for how digital technology can be used as a tool to empower communities and organizations to advocate for change. (Contains 1 table and 4 figures.)
Accuracy of Health and Wellness Messages Provided by "ChaCha", the Mobile Answers Text Message Service
Author: Bliss, Kadi
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Dissemination,Scoring Rubrics,Health Education,Textbooks,Wellness,Search Engines,Telecommunications,Responses,Comparative Analysis,Internet

A relatively new mobile text message service, "ChaCha," describes itself as "a smart search engine powered by human intelligence." The service claims to provide high-quality, accurate information, yet there is no research published to date substantiating this claim. The purpose of this study was to assess the extent to which health and wellness-related information disseminated by "ChaCha" is accurate and complete. The study consisted of texting 40 pre-determined health-related questions to "ChaCha," compiling answers, and analyzing answers for accuracy and completeness. Using a Likert-type rubric, accuracy was determined by comparing "ChaCha" responses to three of the most well-known and popular college health textbooks. Results indicated only 12.5% of "ChaCha" responses were rated accurate and complete, while 22.5 % of "ChaCha's" responses rated completely inaccurate/incomplete. In summary, while "ChaCha" provides a fast, efficient method to find answers, the accuracy and completeness of the answers is questionable and not consistent with evidence-based research. Translation to Health Education Practice: Health educators can use the results of this study to alert the public that "ChaCha" is not a reliable source for health and wellness-related information. (Contains 3 tables.)
Assessing the Importance of Social and Environmental Supports for Leisure-Time Physical Activity in a Unique Socio-Cultural and Geographical Context
Author: Gauthier, Alain P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leisure Time,Physical Activity Level,Social Influences,Environmental Influences,Adults,French Canadians,Rural Urban Differences,Comparative Analysis

Researchers have found important differences among population sub-groups when considering their &quot;determinants of physical activity&quot;. The health of Francophones and Northern Ontario residents in Canada has been assessed as relatively poorer than the general population. Understanding the determinants of physical activity in these populations holds considerable promise for well-informed public health intervention. This quantitative study examined the social and environmental determinants of physical activity among two language groups and geographical locations within Northern Ontario Canada. A convenience sample of 256 adults was surveyed using the International Physical Activity Questionnaire, Social Support &amp; Exercise Survey, and the Environmental Supports for Physical Activity Questionnaire. Age and gender adjusted regression models identified that social support from family and peers played a limited role in the Francophone sample compared to the Anglophone sample. Further, perceptions of environmental supports for physical activity in urban and rural locations within Northern Ontario were relatively similar and few of these variables emerged as positive contributors to leisure-time activity levels. Our findings suggest that the importance of social support for physical activity differs based on socio-linguistic status and that environmental supports play a limited role among active northerners. Future research directions and recommendations for practice are offered. (Contains 6 tables and 1 figure.)
Online Simulation of Health Care Reform: Helping Health Educators Learn and Participate
Author: Jecklin, Robert
Date: 2010-00-00
Type: Journal Articles
Subjects: Required Courses,Electronic Publishing,Health Education,Formative Evaluation,Teaching Methods,Computer Simulation,Proposal Writing,Access to Health Care,Health Care Costs,Program Improvement,Change Strategies,Organizational Change,Delivery Systems,Controversial Issues (Course Content),Student Participation

Young and healthy undergraduates in health education were not predisposed to learn the complex sprawl of topics in a required course on U.S. Health Care. An online simulation of health care reform was used to encourage student learning about health care and participating in health care reform. Students applied their understanding of high costs, limited access, and modest outcomes to write reform proposals to lower costs, increase access, and improve outcomes. This online simulation of political action engaged students with challenging topics, interesting online resources and varying forms of online political action that were being used by varied interest groups to shape and reform U.S. health care. Student teams learned about a health care topic area. Teams used blogs and webcasts to write about their values and beliefs, describe their health care topic area, propose topic-related reforms, persuade others to support their proposals, and comment on competing reforms. Preliminary and final referendums used voting to indicate the level of peer support for the 3-4 reform proposals made by each team. A process evaluation used experience from three sections incorporating this teaching strategy in 2009 and 2010; the evaluation identified strengths, weaknesses, and suggestions for improvement. (Contains 1 table.)
The Notion of the Relationship to Knowledge: A Theoretical Tool for Research in Science Education
Author: Pouliot, Chantal
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Evaluation,Secondary School Teachers,Social Studies,Expertise,Teacher Education,Scientific Literacy,Science Teachers,Scientific Concepts,Epistemology,Models,Teacher Student Relationship

This article pursues a dual objective. First, it seeks to present the notion of the relationship to knowledge as a valuable theoretical tool for science education research. Secondly, it aims to illustrate how this notion has been operationalized in recent research conducted in Quebec (Canada) that focuses on teachers' and students' relationship to knowledge. The first portion of this article presents the notion of the relationship to knowledge, documenting its origins, usefulness and contributions to research in the field of science education. In the second portion, we present four (4) studies recently conducted in Quebec that relied on the notion of the relationship to knowledge to analyze, respectively: 1) postsecondary science students' relationships to experts; 2) secondary students' epistemological postures and relationship to scientific knowledge; 3) the relationship to knowledge and school of primary and secondary students who repeated a school year; and 4) the relationships to knowledges (in the plural form) of preservice secondary science and social studies teachers. We also present one (1) project, in progress at this time, which is dedicated to the point of view of preservice primary teachers concerning science and science education. By way of conclusion, we set out some main avenues for further research and debate in science education. (Contains 8 footnotes and 2 tables.)
What Influences the Emergence of a New Subject in Schools? The Case of Environmental Education
Author: Yueh, Mei-Chun Michelle
Date: 2010-07-00
Type: Journal Articles
Subjects: National Curriculum,Curriculum Development,Environmental Education,School Involvement,Foreign Countries,Interviews,Administrator Attitudes,Teacher Attitudes,Influences,Educational Change,Intellectual Disciplines,Curriculum Implementation,Pretests Posttests

New subjects are always emerging but only some gain a place in the formal school curriculum. In fact, most of the now accepted conventional school subjects have, at some stage, struggled to become established. This paper presents findings of a three-year study of teacher and school responses to the introduction of environmental education (EE) as a new subject within the Taiwan national curriculum. School leaders and teachers were interviewed the year prior to the introduction of the new curriculum and during the first two years of implementation. Findings substantiate the importance of six themes (such as examination status and a university pathway) raised in elaborations of the traditional Layton/Goodson model. However, the complex community-school relationships and the value accorded in EE to community-based and even global action, as opposed to academic outcomes, highlighted the need for curriculum policy makers to consider expanding the traditional model with another five themes and most importantly introducing three particular themes. When seeking to promote the emergence of a holistic and integrative subject such as environmental education there is a need to also consider local environment involvement, the transformative nature of EE within whole school involvement, and linkages with a national cooperation network. Without these factors it appears EE may struggle to gain a place in the curriculum.
A Case Study of Science Teacher Candidates' Understandings and Actions Related to the Culturally Responsive Teaching of "Other" Students
Author: Atwater, Mary M.
Date: 2010-07-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Critical Theory,Science Teachers,Case Studies,Educational Philosophy,Culturally Relevant Education,Cultural Awareness,Emotional Intelligence,Multicultural Education,Teaching Experience,Instructional Improvement,Change Strategies,Questionnaires,Interviews,Knowledge Base for Teaching

The purpose of this explanatory case study using critical theory as a philosophical lens was to focus on two science teacher candidates' understandings of Otherness and their culturally responsive teaching (or the lack thereof) of students they believe are the "Others". The researchers found that even though the participants had different goals for their students, they were not responsive to some of their students because of the students" culture, race, and/or ethnicity. Both of the participants believed their science teacher education program had shortcomings and did not provide all of the needed experiences for them to be successful in their science teaching of the "Other" students.
Who Is Joining Physics and Why? Factors Influencing the Choice of Physics among Ethiopian University Students
Author: Semela, Tesfaye
Date: 2010-07-00
Type: Journal Articles
Subjects: Teaching (Occupation),Graduation Rate,Teacher Qualifications,Physics,Interviews,Foreign Countries,Pedagogical Content Knowledge,Course Selection (Students),College Students,Enrollment Trends,Majors (Students),College Faculty,Science Education,Undergraduate Study,Gender Differences,College Preparation,Mathematics Skills,Teacher Competencies,Observation

This paper investigates the enrolment trends and the critical factors that impinge on students' choice of physics as major field of study. The data were generated from primary and secondary sources. Primary data was acquired based on a semi-structured interview with 14 sophomore and 11 senior students and five instructors of the department of physics at Hawassa University, Ethiopia. In addition, data on allocation of students to various major fields as well as quantitative data on academic achievement were obtained from the university's registrar office. The results indicate that the rate of enrolment in physics is the lowest and applicants who were assigned to the physics undergraduate programs were those whose mean score in Ethiopian National Higher Education Entrance Examination was the lowest compared to any other group. Further, the findings show unprecedented gender gap in enrollment and graduation rates. The explanations given for the low enrollment rate were inadequate pre-university preparation, weak mathematics background, lack of job opportunity outside the teaching profession, and poor teacher qualification and pedagogical content knowledge. Finally, this article forwards policy recommendations to bolster the alarmingly declining state of physics education in Ethiopia. (Contains 5 tables and 2 figures.)
The Conservation Knowledge and Attitudes of Teenagers in Slovenia toward the Eurasian Otter
Author: Torkar, Gregor
Date: 2010-07-00
Type: Journal Articles
Subjects: Student Attitudes,Adolescents,Foreign Countries,Conservation (Environment),Questionnaires,Knowledge Level,Multiple Choice Tests,Likert Scales,Familiarity,Environmental Education,Animals

This study focused on human-otter interactions in Slovenia. The aim of the study was to obtain data about secondary-school students' knowledge of and attitudes toward the Eurasian otter (Lutra lutra) and its conservation. The survey was carried out in fall 2008 and winter 2008-09 and included 273 teenagers. Their average age was 15.57 (SD = 1.01, Min = 13, Max = 19). The sample consisted of 92 (33.7%) males and 181 (66.3%) females. Participants were asked to complete a detailed self-administered questionnaire with 18 attitude questions and 8 factual-knowledge questions about Eurasian otter conservation. The results showed that teenagers' attitudes toward the Eurasian otter are favourable and pro-conservation. Teenagers' positive attitudes toward otter conservation were registered despite their poor knowledge. The study revealed that better factual knowledge correlates with positive attitudes. The data also indicated that females disagreed more strongly than males with attitude statements expressing opposition to otter conservation. (Contains 2 tables and 2 figures.)
The Association between Preservice Elementary Teacher Animal Attitude and Likelihood of Animal Incorporation in Future Science Curriculum
Author: Wagler, Ron
Date: 2010-07-00
Type: Journal Articles
Subjects: Animals,Preservice Teachers,Negative Attitudes,Biological Sciences,Science Curriculum,Student Teacher Attitudes,Elementary School Teachers,Science Instruction,Attitude Measures,Teaching Methods,Pictorial Stimuli

The purpose of this study was to assess the association between United States K-4 preservice teacher's attitudes toward specific animals and the likelihood that the preservice elementary teachers would incorporate these specific animals in their future science curriculum. A strong statistically significant association was found between the preservice elementary teacher's attitudes towards a specific animal and their likelihood to include or exclude that animal from their future science curriculum. Specifically, if a preservice elementary teacher had a positive attitude toward an animal they were much more likely to believe they would use that animal in their future science curriculum. Conversely, if a preservice elementary teacher had a negative attitude toward an animal they were much more likely to believe they would not use that animal in their future science curriculum. These findings have direct implications on the preservice teachers' future student's success in biological science courses and the preparation of preservice elementary teachers. (Contains 2 notes, 8 tables, and 2 figures.)
Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction
Author: Parrish, Patrick
Date: 2010-05-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Design,Online Courses,Cultural Differences,Multicultural Education,Models,Beliefs,Epistemology,Questionnaires,Distance Education,Educational Technology,Technology Uses in Education,Global Approach

The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF), which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners. (Contains 1 figure and 1 table.)
Unbundling Faculty Roles in Online Distance Education Programs
Author: Neely, Patricia W.
Date: 2010-05-00
Type: Journal Articles
Subjects: Distance Education,Costs,Online Courses,Teacher Role,Computer Uses in Education,College Faculty,Educational Technology,Curriculum Development,Salaries,Computation,Educational Administration

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role. (Contains 1 figure and 1 table.)
Process-Based Assessment for Professional Learning in Higher Education: Perspectives on the Student-Teacher Relationship
Author: Bergstrom, Peter
Date: 2010-05-00
Type: Journal Articles
Subjects: Locus of Control,Student Evaluation,Nurses,Teaching Methods,Higher Education,Teacher Student Relationship,Nursing Education,Distance Education,Integrated Learning Systems,Student Attitudes,Summative Evaluation,Formative Evaluation,Outcomes of Education,Academic Achievement

This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers' role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students' beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers' role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship. (Contains 1 figure and 1 table.)
The Relationship between Academic Discipline and Dialogic Behavior in Open University Course Forums
Author: Gorsky, Paul
Date: 2010-05-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Open Universities,Intellectual Disciplines,Natural Sciences,Humanities,Higher Education,Models,Student Participation,Outcomes of Education,Foreign Countries,Distance Education,Cognitive Development,Sciences,Problem Solving

The objective of this study was to determine the relationship between disciplinary difference (exact and natural sciences versus humanities) and the dialogic behavior that occurred in Open University course forums. Dialogic behavior was measured in terms of students' and instructors' active participation in the forum (posting a message) as well as amounts and proportions of &quot;teaching presence,&quot; &quot;cognitive presence,&quot; and &quot;social presence.&quot; We found that active participation in the science forums was much higher than in the humanities forums. We also found a ratio among the three presences that was constant across different academic disciplines, as well as across different group sizes and course types. (Contains 14 tables.)