ethanporcaro/eric-fulltext-meta huggingface dataset:
Role of Problematic Internet Use, Sense of Belonging and Social Appearance Anxiety in Facebook Use Intensity of University Students
Author: Tras, Zeliha
Date: 2019-00-00
Type: Journal Articles
Subjects: Internet,Sense of Community,Anxiety,College Students,Physical Characteristics,Self Concept,Foreign Countries,Social Media,Psychological Needs,Interpersonal Relationship,Addictive Behavior

The aim of this study was to examine the role of problematic internet use, sense of belonging and social appearance anxiety in Facebook use intensity of university students. The sample of the study consisted of 484 (332 female, 68.6% and 152 male 31.4%) different faculties of various universities of Konya. Problematic Internet Use Scale, General Belongingness Scale, Facebook Intensity Scale, The Social Appearance Anxiety Scale, Personal Knowledge Form were used in the study. Pearson Correlation Product Conduct and multiple regression analysis were used to analyze the data. According to the findings of the study, there was a significant positive relationship between the mean scores of the participants on the Facebook Intensity Scale and the mean scores of the Problematic Internet Use Scale and the Social Appearance Anxiety Scale. Regression analysis examined shows that social appearance anxiety and problematic internet use and general belonging sense average scale scores were significantly prediction of Facebook Intensity Scale Scores. The results of the research were discussed within the framework of the literature. Based on the findings of the research, comments and suggestions were developed.
Scoring Rubric of Problem-Solving on Computing Science Learning
Author: Lertyosbordin, Chacharin
Date: 2019-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Problem Solving,Computer Science Education,Student Evaluation,Foreign Countries,Elementary Secondary Education

Office of basic education commission of Thailand firstly declared the indicator for computing science of the students in primary education and secondary education in 2018. The important of computing science is to develop the learners to solve the questions of computing science by using technology correctly. To gain the effective learning management in computing science, the method of evaluation is so important. This research aimed to create the test of solving on computing science for the teachers to use in school and applied in computing sciences in schools and improved better in the future. The evaluation on quality for validity of the test found that the test of solving in computing science gain the item of congruence (IOC) at 1.00 and reliability was show harmonization at the level of &quot;much&quot; (RAI = 0.94).
Teachers&apos; Knowledge, Beliefs, and Attitudes about Climate Change
Author: Seroussi, Dominique-Esther
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Knowledge Level,Beliefs,Misconceptions,Climate,Elementary School Teachers,Middle School Teachers,Science Teachers

A sample of eighty Israeli in-service teachers filled out a questionnaire assessing their beliefs about the existence and the anthropogenic origin of climate change, their knowledge about the causes and consequences of climate change and the actions which can be taken to remediate it, as well as their level of concern about it and their readiness to act and teach in a climate-friendly way. The results show gaps in knowledge especially regarding the consequences of climate change, and misconceptions about the causes of climate change. The anthropogenic nature of climate change is well admitted. The percentage of teachers ready to take action to slow down climate change is smaller than the percentage of teachers understanding climate change. There is a significant correlation between knowledge about the consequences of climate change and concern about it and readiness to act. These results lay out the path for possible improvement of climate change instruction in teachers' preparation programs.
The 21st-Century Teacher: Teacher&apos;s Competence within the Character Education Framework towards a Cultural-Oriented Development and Promoting Tolerance
Author: Sudirman
Date: 2019-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Teacher Competencies,Values Education,Teacher Role,Cultural Awareness,Teacher Certification,Social Attitudes,Cultural Pluralism,Foreign Countries,Global Approach,Student Development,Moral Values

Teachers play a major role in the cultural-oriented and tolerant development character education considering the fact that teachers interact with students the most. This paper investigates the role of certified teachers in character education in promoting cultural-oriented development and tolerance. The results reveal that the competence of the certified teachers positively contributes to the character education in conceptualizing the values above. In providing in-depth insight regarding the contribution of the 21st-century teachers, it is concluded that the certified teachers have attempted to promote character values to the students to conceptualize a cultural-oriented development and promoting tolerance.
The Effect of Drama Activities on the Life Skills of Five-Year-Old Children
Author: Ceylan, Remziye
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Kindergarten,Drama,Dramatic Play,Daily Living Skills,Skill Development,Scores

The purpose of this study is to investigate the effects of drama activities on the life skills of five-year-old children. Experimental design with pretest posttest control group was used in the study. The sample group of the study consisted of 32 children aged five years who were educated in a kindergarten in Istanbul province in the academic year of 2017-2018. In the study, &quot;General Information Form&quot; and &quot;Preschool Life Skills Scale&quot; were used as data collection tools. A total of 24 drama activities have been applied to the children in the experimental group for three times a week for eight weeks. After drama activities were completed, the same scale was applied as a post-test for the experimental and control group and four weeks later as a permanence test for the experimental group. As a result, drama activities have been found to be effective in supporting life skills.
Literacy Engagement in Multilingual and Multicultural Learning Spaces
Author: Kapoyannis, Theodora
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Comparative Analysis,Cultural Pluralism,Intervention,Student Needs,Vocabulary Development,Self Concept,Grounded Theory,Program Descriptions,English (Second Language),Second Language Learning,Second Language Instruction,Literacy Education,Preservice Teachers,Student Attitudes,Grade 2,Grade 3,Elementary School Students,Instructional Innovation,Teaching Methods,21st Century Skills,English Language Learners,College Faculty,Cultural Awareness,College School Cooperation,Multiple Literacies,Foreign Countries

This article presents qualitative findings from a larger design-based research doctoral study in which I examined the impact of a curricular innovation to challenge the monolingual and monocultural norms of literacy practices and to be responsive to the linguistic and cultural landscape of 21st century classrooms. I collaborated with 11 university preservice teachers and 28 English language learners (ELLs) in Grades 2 and 3 to design and implement a literacy intervention, called the Name Jar Project, focused on cultivating literacy engagement. I used constant comparison analysis to analyze data sources, which included field notes, student artifacts, and preservice teachers' reflections. This article documents the positive impact of the intervention in supporting the students' linguistic and cultural needs, affirming their identities, and bolstering their vocabulary development.
Validating Faculty Advising through Assessment
Author: Yonker, Julie E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Advisers,Academic Advising,Faculty Development,Student Surveys,Online Surveys,College Students,Student Evaluation of Teacher Performance,Teacher Workshops,College Faculty

Faculty members take on the role of primary advisors on many small campuses. Many report feeling underprepared for the advising role. Assessment of academic advising can raise the awareness and perceived importance of advising and provide helpful feedback for practitioners. We developed a 14-item online advising assessment used to evaluate four important domains of advising: academic advice, advisor availability, advisor as personable and interested, and advising about vocation. We used this assessment to evaluate advisors who participated in an advising workshop designed to enhance their relational and conceptual advising skills. Student evaluations of advisors before and after the workshop showed significant positive differences. We recommend this assessment for advising improvement and as a means of evaluating workshop efficacy.
The Socio-Cultural Factors Influencing Learners of Arabic in the Sultanate of Oman
Author: Al-Busaidi, Fatma Yousuf
Date: 2019-00-00
Type: Journal Articles
Subjects: Semitic Languages,Language Attitudes,Foreign Countries,Second Language Learning,Cultural Context,Student Experience,Social Environment,Cultural Differences,Student Adjustment,Adults,Foreign Workers,Employer Attitudes,Program Effectiveness,Islam,Educational Resources

The main purpose of this study was to investigate the sociocultural factors influencing learners of Arabic as a foreign language in the Sultanate of Oman. A qualitative inquiry approach was adopted for the study, using in-depth interviewing, and students' diaries to understand how the sociocultural context impact non-Arab learners of Arabic in the Sultanate of Oman. Twenty-two non-native learners of Arabic participated to describe their experience of learning Arabic with special emphasis on the Omani culture and social milieu. The findings of the study showed that these learners experienced three main sociocultural factors which affected their learning of Arabic in Oman. Specifically, it was found that these factors were associated with the lack of encouragement given to learning Arabic in the Sultanate of Oman, the characteristics of the Arabic language programs in the country, and finally difficulties in adjusting to the cultural differences. These factors were further divided into different sub-categories and these were analysed and discussed in detail. Studying the sociocultural circumstances elucidate the development and proficiency of foreign language acquisition from a new perspective.
Direct Measure Assessment of Learning Outcome-Driven Proactive Advising for Academically At-Risk Students
Author: Kraft-Terry, Stephanie
Date: 2019-00-00
Type: Journal Articles
Subjects: At Risk Students,Performance Based Assessment,Academic Advising,College Curriculum,Student Evaluation,Curriculum Design,Undergraduate Students,Behavioral Objectives,Curriculum Evaluation

Creating advising curricula through backward design ensures that learning objectives remain central to the process and enables those in advising units to design comprehensive assessment plans for continued curricular improvement. By incorporating measures to observe student learning directly, advisors can evaluate their curriculum objectively to ensure students achieve desired learning outcomes. An advising unit created a proactive advising curriculum for academically at-risk students through backward design that includes multiple assessment measures. Students in four categories of academic risk were targeted for intervention. Through the evaluation of direct-learning evidence gathered through assessment, the advising unit improved the advising curriculum, showing the process for intentional curriculum design and assessment to improve student learning.
An Advising Initiative for Online Students on Academic Probation
Author: Miller, Nathan
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,Online Courses,Academic Probation,College Students,Academic Achievement,Academic Persistence,Outcomes of Education,Grade Point Average,On Campus Students

Online courses are increasingly popular with students, and postsecondary institutions are increasing the availability of online courses and degrees. Continued improvements in the academic experience, including academic advising, for students attending online degree programs will be expected as more students take these courses. This article provides an example of how institutions can improve academic advising for online students. An advising initiative designed for residential students on academic probation was adapted for use with online students on academic probation. Discussion of the advising approach used with both populations is included. Outcomes included improved academic standing for both student populations.
The Impact of a Play-Based Training Program on Reducing the Negative Effects of Students Abuse and Improving Their Self-Esteem
Author: Aldmour, Hisham Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Play,Program Descriptions,Self Esteem,Child Abuse,Outcomes of Treatment,Comparative Analysis,Gender Differences,Self Evaluation (Individuals),Measures (Individuals),Child Neglect,Sexual Abuse,Elementary School Students,Accuracy,Content Validity,Correlation,Foreign Countries,Play Therapy

The aim of this study was to investigate the effect of a play-based program on reducing the effects of student's abuse and to improving their self-esteem. To achieve this goal, a sample was selected and composed of 60 male and female abused students. They were divided into two groups: control group and experimental group which both consisted of 30 students. The experimental group was divided into two groups: the first consisted of 15 male students, while the second consisted of 15 female students. The measure of exposure to abuse and the self-assessment scale were applied as an anterior and posterior test of both experimental and control groups. The experimental group was only exposed to training through the training program. After completing the data collection, the means and standard deviations of the performance of the experimental and control groups were calculated on the study scales. The multivariate variance analysis was also conducted to identify the impact of the training program on gender. The results of this study showed statistically significant differences at the mean level (a = 0.05) between the performance mean of experimental and control groups. These differences were in favor of the experimental group that improved their level of self-esteem and decreased the level of exposure to abuse. The results also showed that there were no statistically significant differences at the level of significance (a = 0.05) between the female and male performance means.
Major Adjustment: Undergraduates&apos; Transition Experiences When Leaving Selective Degree Programs
Author: Halasz, Helen Mulhern
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Majors (Students),Change,Coping,Decision Making,Resources,Selective Admission

More than 80% of college students switch degree programs, and students in selective majors, such as business and nursing, often face complex processes with serious implications when leaving such selective degree programs. Therefore, using qualitative, exploratory research, we sought to understand the resources, including support, situation, strategies, and self, that students in selective majors use when transitioning to new degree programs. We also examined the resources students identified as most valuable and the factors most influential in their decision to persist at their current institutions. The findings can provide academic advisors with valuable insight about ways to best support students as they transition out of selective majors.
Advising Student-Athletes for Success: Predicting the Academic Success and Persistence of Collegiate Student-Athletes
Author: Brecht, April A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,Student Athletes,College Students,Academic Persistence,Cognitive Processes,Predictor Variables,Prior Learning,Grade Point Average,School Holding Power

Stakeholders at institutions across the United States are continuously looking for ways to improve the academic success and retention of students. We used logistical regression in an examination of noncognitive, cognitive, and demographic factors as predictors of academic success and retention of Division I first-year student-athletes. The results indicated that high school GPA is the best predictor for academic success. The Transition to College Inventory index, self-confidence, institutional commitment, and independent activity focus can be used in the prediction of academic success. Retention was most accurately predicted by students' first-year cumulative GPA. University advisors can use the results of this study to enhance the resources designed to improve the academic performance and persistence of student-athletes.
The Professionalization of Academic Advising: A Structured Literature Review
Author: McGill, Craig M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,Professional Identity,Scholarship,Graduate Study,Communities of Practice,Barriers,Professional Associations,Educational Needs,Professional Autonomy,Professional Personnel,Educational History,Journal Articles,Role Perception

Practitioners and scholars of academic advising have long grappled with the professional status of the field. To better understand the characteristics of professionalization and the obstacles that stand in the way of professionalizing the field, a structured review of the literature from 1980 to 2016 was conducted. Three characteristics of professionalization were discussed in the advising literature: issues with scholarship, expansion of graduate programs, and community. Obstacles to professionalization discovered through the review were the need to define the field further, role of the professional association, training and education required to perform the advising role, personal and occupational autonomy, and lack of a consistent administrative home for advising. Suggestions for future research are offered.
Augmented Advising
Author: Lema, Joseph
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,Learning Readiness,Independent Study,Technology Uses in Education,Student Characteristics,Undergraduate Students

Augmenting academic advising in the era of smart cognitive computing technologies creates new dynamics of engagement that can help academic advising evolve toward a learning-centered paradigm. We examined the self-directed learning readiness of students selected through demographic variables. The results indicate that differences in employment experience, length of employment, and grade point average (GPA) are statistically significant with regard to self-directed learning readiness scores. Preparing learners for self-directed processes can augment student development when purposefully positioned in a learning-centered approach with continuity across mobile, cloud, and cognitive technology-based learning platforms and in components of academic advising processes.
The #acadv Community: Networked Practices, Professional Development, and Ongoing Knowledge Sharing in Advising
Author: Pasquini, Laura A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Academic Advising,Professional Development,Communities of Practice,Discussion Groups,Higher Education,Independent Study,Sharing Behavior,Participation,Competence

The #acadv Twitter chat is an organic, online community of higher education academic advising professionals. Using a longitudinal study, we explored the way a self-directed learning network sustains ongoing professional development and knowledge sharing by examining the archives of 203 structured online discussions. In mapping the chat topics to published core competencies, we discovered that this advising community scaffolds on-demand learning for discussion of advising approaches and strategies, distribution of resources for supporting student success, collective sharing of personal advising philosophies, and encouragement to engage in reflective assessment about advising practice. Community members are motivated to contribute to networked practice to enhance professional development activities, share open educational practices, and support advising competency development in an occupational community of practice.
Transforming the Lives of Early Childhood Teachers, Autistic Children and their Families: Findings and Recommendations from an Evaluation of a Programme of Continuing Professional Development
Author: Ring, Emer
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Students with Disabilities,Autism,Pervasive Developmental Disorders,Program Effectiveness,Professional Continuing Education,Inclusion,Lifelong Learning,Government Role,Child Caregivers,Foreign Countries,Preschool Children,Parent Teacher Cooperation,Andragogy,Tutors,Teacher Attitudes

In response to the exponential growth in the prevalence of autism in Ireland and 95% of all children availing of the universal free pre-school scheme, AsIAm delivered a continuing professional development (CPD) programme, to 311 adult learners. The paper reports on a multi-method evaluation of the impact of the programme on early childhood teachers' capacity to effectively include and support autistic children. The findings underline the importance of government investment in lifelong learning and the potential of a focused CPD programme to transform both participants' professional lives and the experiences they provide for the children in early learning and care services. Recommendations for future policy development are also suggested.
&quot;Understand the Child Better:&quot; Using Retrospective Miscue Analysis to Engage Children of Color in Meaningful Reading Conversations
Author: Wang, Yang
Date: 2019-00-00
Type: Journal Articles
Subjects: Miscue Analysis,Learner Engagement,Literacy,Literacy Education,Instructional Effectiveness,Reading Difficulties,Case Studies,Reading Processes,Elementary School Students,African American Students,Hispanic American Students,Reading Instruction,Reading Teachers,Tutoring,Whites,Reading Tests,Reading Programs,Minority Group Students

To help teachers notice minority students' reading process, strategy use, and strengths and independently analyze assessment data regarding students' literacy skills and instructional decisions the instructor introduced retrospective miscue analysis (RMA) as an assessment and instructional tool. This study investigated how teachers could encourage children from diverse backgrounds to read and build their confidence as readers, how teachers could explore the children's reading to ensure they are reading for meaning, and how teachers facilitated all students' thinking. As of 2014, 49.5% of enrolled students in public school were White, 25.4% were Hispanic, and 15.5% were Black (McFarland et al., 2017). This study also focused on White literacy teachers using RMA with children of color who struggle with reading. The purpose was to explore what these teachers learned from conducting RMA with children of color. The inquiry questions were: (1) What did literacy teachers learn about minority children's reading and learning through RMA sessions? and (2) How did RMA impact teachers' instruction with children of color?