ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Misconduct: Attitudes and Perceptions of Brazilian Medical Students
Author: Dorea-Bandeira, Ingrid
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Students,Student Attitudes,Perception,Cheating,Behavior Patterns,Student Behavior,Ethics,Gender Differences

Academic misconduct during medical school is common, with multifactorial causes, and can negatively impact the training and professional performance of future physicians. This study investigated factors linked to academic misconducts among medical students during their training. It is a transversal, quantitative, and analytical study that assessed the perception of 240 students from five medical courses in Salvador, Bahia, Brazil. A virtual, semi-structured, anonymous, self-completed questionnaire was used, with sociodemographic and academic variables recorded. Behavioral patterns were analyzed using hypothetical situations based on medical students' code of ethics, and the data were compared based on participant and institutional characteristics. Results showed that medical students reported that ethical attitudes were maintained during graduation (98.3%) and the majority claimed to know the student code of ethics (89.2%). However, there was a high frequency of academic misconduct, especially &quot;recording classes without authorization&quot; (72.9%), &quot;cheating on tests&quot; (67.9%) and &quot;improperly sign attendance lists&quot; (65.0%). We observed a higher association of females with actions such as &quot;cheating on exams&quot; and taking &quot;pictures with anatomical parts and dummies&quot;. In addition, posting pictures with patients and taking on duty without medical supervision occurred more frequently among students from private schools. Although the students considered themselves to be ethical, a high frequency of inappropriate behavior in academic situations was evidenced. This scenario points to the need for greater attention to training based on moral and ethical commitment in academic activities, with a view to future professional performance.
Saudi Teachers&apos; Knowledge of Critical Thinking Skills and Their Attitudes towards Improving Saudi Students&apos; Critical Thinking Skills
Author: Alharbi, Badr
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Knowledge Base for Teaching,Critical Thinking,Thinking Skills,Teacher Attitudes,Students,Educational Improvement,Secondary School Teachers

Saudi teachers are unsure how to include critical thinking into their classrooms. This study aimed at identifying the knowledge of Saudi teachers regarding critical thinking skills and exploring their attitudes towards improving Saudi students' critical thinking skills. To identify if there are statistically significant differences at the level of significance (0.05) between the response averages of the study sample members about the degree of assessment of Saudi teachers about their knowledge of self-critical thinking skills due to the variables (specialization, experience, and gender), the quantitative approach was used employing a three-part questionnaire as the study's instrument to achieve objectives. The first part gathered the demographic information of the participants focusing on three variables: &quot;specialization,&quot; &quot;years of experience,&quot; and &quot;gender. The second part was designed to assess the participants' critical thinking abilities. The third part was to determine the participants' attitudes about improving students' critical thinking skills. The sample of the study consisted of (408) teachers (male and female) who were teaching at secondary school level in Hail City, Saudi Arabia during the academic year 2020-2021. The results revealed that the level of Saudi Teachers' knowledge of critical thinking skills was high and that their attitudes towards improving students' critical thinking skills were positive. Statistically, there were significant differences in favor of the &quot;sciences specialization&quot; versus the &quot;humanities specialization&quot; in the questionnaire's two objectives. On the other hand, there were no statistically significant differences in the &quot;gender&quot; and &quot;years of experience&quot; variables. For future research, there is still a need to further examine Saudi teachers' critical thinking skills and their attitudes towards improving Saudi students' critical thinking skills. Its relevance to e-learning and adaptable settings is also discussed. Future research could look into the many interactions between different learning methods and strategies utilized in the development of camel thinking.
An Evaluation of Collocations Used by Children between 4.0 and 6.0 Years Old
Author: Ates, N. Tayyibe
Date: 2022-04-00
Type: Journal Articles
Subjects: Semantics,Phrase Structure,Preschool Children,Nouns,Age Differences,Morphology (Languages),Oral Language,Associative Learning,Turkish,Native Language,Figurative Language,Foreign Countries,Vocabulary Development,Language Acquisition,Observation,Video Technology,Discourse Analysis,Teacher Student Relationship,Peer Relationship,Researchers,Interpersonal Relationship,Parent Child Relationship,Verbs,Computer Assisted Testing

The purpose of this work is to determine how widely and in which semantic and morphologic categories, word associations are used by children. There is no study about word associations children use in the acquisition of Turkish as their mother tongue. Participants of the current research consisted of a total of 90 kids between 4.0 and 6.0 years of age in 3 different cities in Turkey based on easy accessibility. The data obtained by transferring oral language texts produced by children in their natural habitat to the computer environment was analyzed by evaluating according to their age brackets. Semantic categories are free-combinations, collocations (sub-categories; semi-restricted collocations, restricted collocations, figurative idioms and pure idioms) and co-creations. Morphologic categories are determined as rigid noun phrases, predicative relations, and phrasal templates. As a result, it was seen that the production of children in the participation group increases as age increases. Generally, it is seen that children in the 6.0 age group produce more complete word associations compared to lower age groups. Word association productions of 6.0-year-old children are more than the total word association productions of children in 4.0 and 5.0. It was determined that children perform productions in the free-combination category the most between semantic categories, and they make up predicative relations the most between morphologic categories. This result matches theories of development and acquisition and the characteristics of Turkish.
The Importance of E-Learning to the Students and Teachers
Author: Hamad, Asma Lutfi
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Foreign Countries,Mathematics Instruction,Computer Uses in Education,Teaching Methods,Computer Software,Program Effectiveness,Higher Education

The present study came through its topic: The Importance of E-learning in teaching Mathematics to explore the use of students in the educational learning process, I tried to add to the results of previous studies by revealing more the nature of the use of the Internet as well as the nature of e-learning among students. The researcher attempted to add to the challenges of the previous studies in terms of human challenges related to the personal initiative of the school and university student to use the Internet as a means to embody e-learning in mathematics. As the human side has a fundamental role the realization of obstacles towards the introduction of educational technology in the educational process such as resistance to change and the establishment of all-new, including modern technology in the introduction of the educational process regardless of its benefits or its services. The researcher also referred in this study to some experiences in the Kingdom of Saudi Arabia and other countries in the field of e-learning to add value to this study and as a case that may interest other countries to follow.
Information and Communication Technologies (ICT) and Educational Quality at the University Francisco De Paula Santander
Author: González Mendoza, Julio Alfonso
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Technology,Educational Quality,Strategic Planning,Educational Improvement,Teacher Attitudes,College Faculty,Validity,Questionnaires,Item Analysis,Universities,Technology Integration,Teacher Student Relationship,Correlation,Computer Software,Technology Uses in Education,Foreign Countries

When mentioning different actions that lead to the implementation of strategic planning in the use of ICT for achieving educational quality in the UFPS, it should become a concretion of the practical participation of these entities to try to achieve quality standards in education. In this sense, when it is intended to generate actions that lead to consolidating this proposal, the purpose of the research was to establish how ICT improves quality in higher education and to propose a strategic plan that allows its improvement at the Universidad Francisco de Paula Santander, framed in a feasible, field, descriptive project. With a sample of 13 active teachers in the selected university institution. In addition, the survey technique was applied with a questionnaire-type instrument with response options always, almost always, sometimes, almost never and never. Its items were validated employing expert judgment and its reliability was verified through Cronbach's Alpha statistical formula. Subsequently, the respective analysis of the information was carried out to elaborate on the actions to be proposed for the implementation of strategic planning for the achievement of educational quality at the Universidad Francisco de Paula Santander. The results found to indicate the relevance of strategic planning to stimulate educational quality in the university selected for the research, in addition to pointing out organizational aspects that generate administrative waste, are minimized with the systematic application of strategic planning as a projection to the university community.
Staying on Course during the Pandemic Storm: Challenges and Opportunities
Author: Childers, Essie
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Coping,Barriers,Educational Technology,Electronic Learning,Teacher Attitudes,Distance Education,Online Courses,College Faculty

The landscape of higher education has changed dramatically amidst the pandemic. The nation has experienced COVID-19 illnesses and deaths. There has been a rise in police brutality with conflict between people of color and the police. Also, there are crises in the economy and public health sectors, continued segregation in housing and public education, loss of jobs, students moving out of dorms to switch to remote learning, and the list goes on and on. However, the mission of College Academic Support Programs (CASP) has not changed. During this rocky period, CASP continued to create learning and training environments to address the call of &quot;Help!&quot; from students and faculty. Adapted for this article, Essie Childers' CASP 2020 keynote address focuses on challenges and opportunities during the COVID-19 pandemic.
Relationship between School Mindfulness and Collaborative School Climate
Author: Tabancali, Erkan
Date: 2022-05-00
Type: Journal Articles
Subjects: Teacher Responsibility,Principals,Administrator Responsibility,Educational Environment,Attention,Cooperation,Elementary School Teachers,Middle School Teachers,High School Teachers,Foreign Countries

School mindfulness is the maintenance of individual and collective attention to organizational operations in a school. Mindful teachers and school principals develop appropriate organizational behaviors by examining all details of all practices in the school in terms of their originality with different expert opinions. In this research, the organizational mechanisms that can contribute to the development of organizational mindfulness have been investigated. For this purpose, the effects on school mindfulness of information-sharing practices at administrative and peer levels, which are organizational subprocesses of the collaborative organizational climate, were investigated. This research was designed according to the quantitative research approach and relational design. A collaborative school climate includes important organizational mechanisms that have the potential to improve school mindfulness, especially through organizational practices that encourage the sharing of knowledge. The findings of this study, which was designed according to the quantitative research approach and relational design, contain important implications for collaborative organizational processes that have the potential to improve mindfulness among school principals and faculty members.
Supporting Student Success in the New Normal
Author: Anthony, Wes
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,COVID-19,Pandemics,Distance Education,Technology Uses in Education,Educational Policy,Educational Quality,Educational Finance,Educational Technology,Educational Improvement

The &quot;new normal&quot; in higher education can mean different things on varied campuses. The new normal, which occurred because of the COVID-19 pandemic, is the current atmosphere across the higher education landscape. As institutions prepare for the 2021-22 academic year, higher education has entered its new normal. While these changes may be unsettling for many in the professorate, it gives administrators and educators a chance to change campus policy for the betterment of students. Quality technology has been embraced, not only in the classroom, but also in the integration of student support services. Distance learning promising practices have been supported as a method to help all instructors, both full-time and adjunct, adjust to the post-pandemic campus climate. The lessons from the pandemic have allowed institutions to offer students the best possible educational experience. Higher education has changed in many ways due to COVID-19 and those changes continue daily. Educators should use this push as a positive motivation for transformational campus and curricular change.
Online Developmental Education Instruction: Challenges and Instructional Practices According to the Practitioners
Author: Martirosyan, Nara M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Online Courses,Two Year Colleges,College Faculty,Barriers,Teaching Methods,Educational Technology,Electronic Learning,COVID-19,Pandemics

Using a qualitative survey research design, researchers solicited faculty input on challenges and common instructional practices applied in teaching online developmental education courses. Online was defined as 80% or more of the instruction of a course being delivered online. Participants of the study were faculty teaching developmental education courses online, primarily in 2-year colleges. They completed an online survey on faculty characteristics and various aspects of teaching online. The most frequently occurring challenges identified by field practitioners included technology issues, student engagement, time management, and basic literacy skills. The most commonly used instructional activities reported were discussion boards, multimedia, offering of feedback and synchronous sessions, and communication. Based on the findings, implications for practice are discussed, which can benefit faculty as they design and deliver online developmental education courses.
A Pilot Investigation of Critical Thinking in Undergraduate Students of Communication Sciences and Disorders
Author: Rehfeld, David M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Speech Language Pathology,Critical Thinking,Cognitive Tests,Thinking Skills,Instructional Program Divisions,Skill Development

Speech-language pathologists use critical thinking on a daily basis to identify, evaluate, and implement evidence-based practices with their clients. Currently, however, there are minimal data describing the critical thinking of undergraduate students in the field of communication sciences and disorders. Without these data, it is unclear if and how students' critical thinking differs at various points during their pre-service training. In the present study, we used the Cornell Critical Thinking Test -- Level Z to describe the general critical thinking skills of 142 undergraduate students enrolled in two lower- (n = 95) and upper- (n = 47) level courses at a single university. We found no statistically significant differences between these two groups on the CCTT regarding their overall critical thinking performance (p = 0.068) or their skills of induction (p = 0.970), deduction (p = 0.160), observation (p = 0.384), assumptions (p = 0.342), or meaning interpretation (p = 0.155). Upper-level students, however, did consistently score slightly higher than their lower-level counterparts. Faculty should continue to develop undergraduate students' critical thinking during their course of study. Although critical thinking appears to develop over the course of students' undergraduate careers, formal instruction might be necessary to develop the skills necessary for successful practice as speech-language pathologists.
Clinical Education Outcomes and Research Directions in Speech-Language Pathology: A Scoping Review
Author: Wolford, George W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Disorders,Speech Language Pathology,Allied Health Occupations Education,Outcome Measures,Student Attitudes,Teaching Methods,Best Practices,Measurement Techniques,Educational Research

Purpose: To describe what researchers are investigating and how they are measuring the constructs of their investigations within the speech-language pathology (SLP) clinical education literature. Method: A scoping review methodology (Arksey &amp; O'Malley, 2005) was employed to develop a picture of clinical education articles which reported a measured outcome. Articles that met criteria were categorized by the purpose of the investigation and the outcome measures reported. Result: 124 articles met inclusion criteria. Analysis of study purposes revealed a wide breadth of foci that were grouped into four broad clusters: Outcome Measures, Student Perspectives, Educational Contexts, and Teaching Methods. Most of the studies in the corpus relied only on student self-report measures. In addition, any specific outcome measure was typically used only once and not found in subsequent studies. Trends indicate a variety of constructs are being studied at an exploratory level with limited in-depth investigation. Conclusion: Given the inconsistency of outcome measures and reliance on self-report measures, more research is needed to validate recommendations of best practices in clinical education. Areas of need include developing and implementing validated outcomes, more frequent investigation of clinical education using measures other than student self-reports, and testing theories found in other fields.
Divergence in Interviews with Children -- Improving Research Quality
Author: Palmér, Hanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Researchers,Cooperation,Interviews,Educational Research,Research Methodology,Play,Toddlers,Reliability,Validity

This paper reports on a design oriented study conducted in close collaboration between two researchers and three preschool teachers. Within this study, a play-based interview script was designed in accordance with theoretically driven principles. Based on this script, the preschool teachers conducted interviews with children from three preschools five times over four semesters. The focus of this paper is methodological, aiming to show how sensitive divergence in these play-based interviews lead to a strengthened research quality. Of importance is that this quality improving divergence would not have been realized without the close collaboration between researchers and preschool teachers.
Enhancing Intercultural Competence: Can It Be Done without Studying Abroad?
Author: Krishnan, Lata A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Audiology,Speech Language Pathology,Allied Health Occupations Education,Intercultural Communication,Measures (Individuals),Undergraduate Students,Knowledge Level

Participation in intensive, immersive, service-learning study abroad programs with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured via the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang &amp; Calahan, 2017; Krishnan, Lin &amp; Benson, 2020). The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students' intercultural competence when included in an on-campus course compared to a study abroad program. The intervention group consisted of 34 students enrolled in the on-campus course which incorporated intentional intercultural activities. Forty-one students who did not take the course comprised the control group. Comparison of the pre- and post-IDI® scores showed a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. Qualitative data supported these findings. The increase in group mean score is slightly lower than group mean score increases in study-abroad students. Results indicate that incorporating intentional intercultural learning activities in an on-campus course can be an effective mechanism for students to enhance intercultural competence without travelling abroad.
Fostering Clinical and Academic Faculty Collaborations to Improve Graduate Education
Author: Etter, Nicole M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Study,Communication Disorders,Clinical Experience,College Faculty,Speech Language Pathology,Educational Cooperation,Models,Capstone Experiences

Accredited graduate programs in Communication Sciences and Disorders (CSD) work to integrate academic coursework, a breadth of clinical experiences, and an overarching capstone project (e.g. summative assessment). The best graduate programs focus on integrating these three elements through high quality collaborations between academic and clinical faculty. These collaborations are fostered when clinical and academic faculty attempt to provide students with experiences that intersect academic, research, and clinical areas of speech language pathology. The purpose of this paper describes the collaborative efforts undertaken by the CSD department at the Pennsylvania State University. We present a model for collaborations in graduate education and discuss examples of our current integrative projects.