ethanporcaro/eric-fulltext-meta huggingface dataset:
A Web-Based Computer-Aided Learning Module for an Anatomy Course Using Open Source Image Mapping Software
Author: Carleton, Renee E.
Date: 2012-12-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Computers,Anatomy,Internet,Learning Modules,Open Source Technology,Editing,Computer Software,Web Based Instruction,Educational Technology,Concept Mapping,Science Education,Science Instruction,Higher Education,College Science,Computer Uses in Education,Outcomes of Education,Computer Peripherals,Web Sites

Computer-aided learning (CAL) is used increasingly to teach anatomy in post-secondary programs. Studies show that augmentation of traditional cadaver dissection and model examination by CAL can be associated with positive student learning outcomes. In order to reduce costs associated with the purchase of skeletons and models and to encourage study outside of the laboratory period, interactive web-based CAL modules were developed for a comparative vertebrate anatomy course using skulls on hand, an open source image editor, and a simple text editor. Each module featured images of an animal skull in four orientations and allowed the user to identify individual bones and bony landmarks with a mouse. Study modules and practice quizzes were made available to students through the institution's learning management system for 24-hour access. (Contains 2 figures.)
Disability Documentation: Using All the Data
Author: Shaw, Stan F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Guidance,Documentation,Academic Achievement,Academic Accommodations (Disabilities),Program Effectiveness,College Students,Postsecondary Education,Data,Educational Legislation,Federal Legislation,Court Litigation

Approaches to disability documentation have long been grounds for contention among postsecondary disability service providers. While the new AHEAD Documentation Guidance seems to be creating the usual intensity and heat among its members, there does seem to be a data-based middle ground. The AHEAD Guidance recommends that disability service providers place a greater emphasis on students' history of accommodation use. This history can be established with an array of secondary school data, including the Summary of Performance (SOP). Research by de Vries and Schmitt (2012) demonstrates that AHEAD members find a comprehensive SOP to be very useful. Recommendations for using high school data to support documentation and accommodations decisions are made and approaches for enhancing the quality of data from secondary schools are presented.
The Incidence and Types of Occupational Role Stress among University Research Administrators
Author: Katsapis, Christine C. A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Role Conflict,Probability,Coping,Stress Variables,Research Administration,Incidence,Work Environment,Surveys,Administrator Role,Work Experience,Administrator Attitudes,Peer Evaluation,Self Evaluation (Individuals),Intervention,Universities

This study explored the types of stressors prevalent in the self-reports of university research administrators (URAs) and examined whether or not the degree or type of role stress was influenced by: a) the affiliation of their office unit within their institution, or b) their type. Randomly selected members of NCURA were invited via e-mail to participate in an on-line survey. The Occupational Stress Inventory-Revised (OSI-R) Occupational Roles Questionnaire (ORQ) (Osipow, 1998) was administered with additional questions about the URAs' professional characteristics. The study revealed that role ambiguity was present at a level indicating a high probability of maladaptive stress and/or debilitating strain. Role overload was present at mild levels. Lastly, type, office unit organizational affiliation, and years of experience did not influence the occupational stressors reported. Overall, the degree of occupational stress was indicative of a need for intervention from their institutions. The researcher recommends peer review, self-evaluation, and interventions to increase coping skills and reduce potential negative impacts on the URAs and their employers. (Contains 8 tables and 1 figure.)
Percent Effort vs. Fee-for-Service: A Comparison of Models for Statistical Collaboration
Author: Ittenbach, Richard F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Statistics,Professional Personnel,Cooperation,Compensation (Remuneration),Income,Expenditures,Hospitals,Medical Schools,Models,Comparative Analysis

Many statisticians are uncomfortable with discussions about the financial implications of their work. Those who are comfortable may not fully understand the policies and procedures underlying the financial operations of the department. The purpose of the present paper is twofold: first, to describe two predominant models of compensation used by statistics departments in academic medical centers today, percent effort and fee-for-service, and, second, to offer a rationale for combining the two approaches into a single comprehensive framework. (Contains 4 tables.)
Research Administration Training and Compliance at the Department Level for a Predominantly Undergraduate Institution
Author: Temples, Beryline
Date: 2012-00-00
Type: Journal Articles
Subjects: Research Administration,Colleges,Grants,Compliance (Psychology),Workshops,Surveys,College Faculty,Administrators,Deans,School Personnel

By providing training from the Central Sponsored Programs Office (SPO), departments, and colleges at Predominantly Undergraduate Institutions (PUIs) can increase compliance with grant requirements. PUIs usually do not focus on department- or college-level grants administration and lack monetary resources to support this function. However, at the department level grant administration still needs to run smoothly. To meet these responsibilities at PUIs without an official departmental research administrator (DRA), support staff in the departments and/or colleges are sometimes utilized to fill the gaps. It is very important for central administration, DRAs, and support personnel to work together to share the goal of growing the quality and productivity of grants and research activities. The purpose of this study was to increase understanding of grant administration requirements at the University of Central Arkansas (UCA), and how best to share this information with DRAs and/or support personnel, as well as other PUIs.
Facilitating the University-Wide Research Response to Disasters: The Role of a University Research Office
Author: Lee, Matthew R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Research Administration,Role,State Universities,Cooperation,Researchers,College Faculty,Coordination,Grants,Emergency Programs,Administrative Organization,Financial Support,Case Studies

On occasion, colleges and universities are confronted with natural or technological disasters that affect their communities or their constituents throughout the state. While these situations demand a coordinated institutional research response, administration and management of these endeavors are extremely complex. In this paper we discuss the case of Louisiana State University and the measures implemented by its Office of Research and Economic Development in response to the Deepwater Horizon drilling disaster of 2010. Challenges that surfaced and lessons learned are described, too.
A Role for History and Philosophy of Biology in Exploring New Questions in Biology
Author: Daggett, Melissa A. F.
Date: 2012-12-00
Type: Journal Articles
Subjects: College Graduates,Biology,Science Education,Science Instruction,College Science,Higher Education,Philosophy,Undergraduate Students,College Faculty,Undergraduate Study,STEM Education,Research Projects,Science Experiments,Science Laboratories,Molecular Structure,Cooperation

A number of current reports are challenging educators of undergraduate biology students to increase the role, interactions and approaches of other disciplines. The goal stated in these reports is to produce a college graduate with the skills and competencies to solve pressing global problems such as producing ample food, fuels, and making health care available, while also preventing the degradation of the Earth's renewable resources. This perspectives essay presents the inspiration and motivation that resulted from the interactions and collaborations with faculty in philosophy. My goal is to describe how these interactions occurred and how it has helped to inform and guide me in the development and implementation of new biological questions that can be addressed by undergraduate researchers. It has also allowed reflection on how scholarly endeavors in biology and philosophy can complement each other.
A Field Guide to Constructivism in the College Science Classroom: Four Essential Criteria and a Guide to Their Usage
Author: Hartle, R. Todd
Date: 2012-12-00
Type: Journal Articles
Subjects: Prior Learning,Psychological Patterns,Criteria,Biology,Feedback (Response),Best Practices,Metacognition,Constructivism (Learning),College Science,Educational Experience,Science Education,Science Instruction,Science Teachers,College Faculty,Higher Education

This field guide provides four essential criteria for constructivism as well as a guide for using these criteria to identify and assess the level of constructivism being used in an educational experience. The criteria include: 1) prior knowledge, 2) cognitive dissonance, 3) application with feedback, and 4) metacognition. This guide provides timely, valuable information and "best practices" for science educators, especially faculty in higher education. (Contains 1 table.)
Psychometric Evaluation of a Brief Parent- and Teacher-Rated Screen for Children at Risk of Conduct Disorder
Author: Duncombe, Melissa E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Foreign Countries,Psychometrics,Elementary School Students,Validity,Interrater Reliability,Risk,Behavior Disorders,Identification,Evaluation Criteria,Teacher Attitudes,Parent Attitudes

This study examined the psychometric properties of the Conduct Problems Risk Screen (CPRS), a seven-item screen derived from DSM-IV-TR criteria that can be completed by parents or teachers. The sample consisted of 4,752 Australian five- to nine-year-old primary school children. The results showed the parent and teacher screens had very good internal consistency and high convergent validity with other well-established measures. The CPRS also showed good discriminant validity and moderate inter-rater reliability. The CPRS is a valid and reliable instrument and could be used effectively as a screening tool to identify those children at risk of developing conduct disorder. (Contains 2 tables.)
The Longer They Stay the Less Talented They Perceive They Are: Females' Talent Based on Approaches to Learning
Author: Bowles, Terry
Date: 2012-00-00
Type: Journal Articles
Subjects: Age Differences,Multivariate Analysis,Multiple Intelligences,Talent,Females,Questionnaires,Secondary School Students,Student Attitudes,Physical Activities,Language Aptitude,Athletics,Communication Skills,Scores,Metacognition,Self Concept,Cognitive Style,Gender Differences,Foreign Countries

A cohort of female adolescents from 11 to 18 Years of age (n = 325) completed a questionnaire based on Gardner's theory of multiple intelligences (Gardner, 1999) to examine their perception of their talents as they progressed through secondary school. Results showed that the highest ranking talents were Physical and Sport Activity, and Language and Communication. The perceptions of total talent declined from Year 7 to Year 9 and then remaining relatively stable from Year 10 to Year 12. Analysis of the nine talents by the two year level groups (the younger group of Year 7 to Year 9, and the older group of Years 10 to 12) showed three trends but there was no significant difference for individual talents. Cluster analysis of the nine talent scores revealed two groups of students with one group significantly higher (n = 156) in all talents and a second group significantly lower (n = 169) in comparison. A MANOVA comparing nine talents between year levels (younger/older) and cluster (low/high) showed only one interaction in which the low perceived talent, older students were problematically low on self-awareness. The findings are discussed in reference to students' developing accurate perceptions of their performance and enhancing the salience of past and future learning. (Contains 5 tables and 5 figures.)
Goals for Teaching: Towards a Framework for Examining Motivation of Graduating Teachers
Author: Mansfield, Caroline
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Teacher Persistence,Goal Orientation,Teacher Effectiveness,Foreign Countries,Student Surveys,Preservice Teachers

Teacher motivation is an important field of research, especially in countries where teacher retention and quality have become prominent concerns. This paper presents a conceptual framework for understanding the stage appropriate &quot;goals for teaching&quot; of graduating teacher education students. Generated from empirical data and grounded in established literature (Ford, 1992; Ford &amp; Nichols, 1987) the framework shows that both within-person and person-environment consequences inform goals for teaching. This framework makes a unique contribution to the field of teacher motivation, providing a tool to explore the content of teachers' goals, thus providing further insights into teacher motivation. (Contains 1 table.)
Feuerstein's Mediated Learning Experience as a Vehicle for Enhancing Cognitive Functioning of Remedial School Learners in South Africa
Author: Seabi, Joseph
Date: 2012-00-00
Type: Journal Articles
Subjects: Intelligence,Intervention,Foreign Countries,Control Groups,Experimental Groups,Learning Experience,Cognitive Ability,Remedial Instruction,Measures (Individuals),Pretests Posttests,Scores,Urban Schools

The study investigated the effects of mediated learning experience (MLE) intervention on Remedial school learners' cognitive functioning as measured by the Ravens Coloured Progressive Matrices (RCPM). The sample comprised 67 participants (males = 35; females = 32; mean age = 11.8) from Grade 4 through to Grade 7. Participants were given the RCPM on two occasions, and in-between, a non-randomly constituted experimental group was exposed to MLE intervention. Pre-post test results revealed significant improvement within the experimental group on the RCPM, while non-significant pre-post test results were found within the control group. These findings provide support for further development and application of dynamic assessment and its MLE construct. (Contains 1 table and 1 figure.)
Student Conceptions of Assessment by Level of Schooling: Further Evidence for Ecological Rationality in Belief Systems
Author: Brown, Gavin
Date: 2012-00-00
Type: Journal Articles
Subjects: Factor Analysis,Factor Structure,Student Attitudes,Elementary School Students,High School Students,Statistical Significance,Student Evaluation,Foreign Countries,Questionnaires,Measures (Individuals)

Student beliefs about assessment may vary according to the level of schooling. The &quot;Students Conceptions of Assessment&quot; version 6 (SCoA-VI) inventory elicits attitudes towards four beliefs (assessment: improves teaching and learning, measures external factors, has affective impact/benefit, is irrelevant). Using multi-group confirmatory factor analysis, responses of primary (n = 100) and high school students (n = 134) revealed statistically significant mean score differences. The older students agreed less with improvement, affect/benefit, and external factors conceptions and more with the irrelevance conception. This study provides further evidence that student beliefs about assessment are consistent with how assessment is used in their school environments. (Contains 3 tables and 1 figure.)
Spelling Instruction through Etymology--A Method of Developing Spelling Lists for Older Students
Author: Hutcheon, Greg
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Spelling,Instruction,Teaching Methods,Word Lists,Vocabulary Development,Etymology,Morphology (Languages),Intervention,Pretests Posttests,Gender Differences,Program Evaluation,Instructional Effectiveness

The purpose of this study was to investigate whether an approach to developing word lists centred on etymological roots would improve the spelling performance of older primary school students. Participants were 46 students in the last year of primary school in south-east Queensland (31 girls and 15 boys) across three classes, with two classes being assigned to control conditions. Students were evaluated pre- and post-intervention on three dependent measures: British Spelling Test Series spelling, spelling in writing and writing. The results of this intervention revealed improvements in spelling for girls but not for boys. The implications for improved teaching methods are discussed. (Contains 2 figures.)
An Instrument to Assess Beliefs about Standardized Testing: Measuring the Influence of Epistemology on the Endorsement of Standardized Testing
Author: Magee, Robert G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Testing,Measures (Individuals),Standardized Tests,Epistemology,Test Validity,Beliefs,Factor Structure,Prediction,World Views,Test Use,Scores,Statistical Analysis

This article describes the development of an instrument to assess beliefs about standardized testing in schools, a topic of much heated debate. The Beliefs About Standardized Testing scale was developed to measure the extent to which individuals support high-stakes standardized testing. The 9-item scale comprises three subscales which measure beliefs about objectivity and knowledge, the utility of tests as a criterion for retaining students, and the use of tests in rewarding teachers. The scale's factorial structure and internal consistency were assessed in Study 1 (N = 142). The scale's utility in predicting responses to items from the Phi Delta Kappa/Gallup Poll was demonstrated in Study 2 (N = 161). Results provided evidence of the reliability and validity of the scale scores and its subscale scores. Respondents' acceptance of the notion that objective and unbiased knowledge is possible and desirable was associated with a greater likelihood of endorsing standardized testing. Effective dialogue about standardized testing should consider how differences in worldviews can shape individuals' beliefs about standardized testing. (Contains 6 tables.)
Changes in Children's Beliefs about Everyday Reasoning: Evidence from Greek Primary Students
Author: Metallidou, Panayiota
Date: 2012-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Elementary School Students,Grade 5,Grade 7,Grade 3,Foreign Countries,Student Attitudes,Vignettes,Thinking Skills,Age Differences

The study aimed at providing evidence for the development of children's beliefs about everyday reasoning. A total of 116 third, fifth, and seventh graders participated in the study. They were examined individually with 14 everyday thinking scenarios which have been developed by Amsterlaw (2006). After each scenario, children were asked to evaluate the quality of each way of thinking and to explain their evaluations. The results showed that children as young as 8-9 years have a well-developed awareness of good and bad thinking processes in everyday situations. Further, they indicate an emergent ability in fifth graders to give process-focused explanations. (Contains 1 table and 2 figures.)
From Self-Theories of Intelligence to Academic Delay of Gratification: The Mediating Role of Achievement Goals
Author: Abd-El-Fattah, Sabry M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Path Analysis,Delay of Gratification,College Students,Intelligence,Goal Orientation,Theories,Role,Academic Achievement,Correlation,Foreign Countries,Prediction,Mastery Learning,Academic Aspiration

This study examined the relationships among implicit self-theories, achievement goals, and academic delay of gratification. Do achievement goals mediate the relationship between implicit self-theories and academic delay of gratification? A sample of 195 Omani high school students rated themselves on three measures tapping these constructs. A path analysis showed that entity beliefs positively predicted performance-approach and performance-avoidance goals. Incremental beliefs positively predicted a mastery-approach goal. Incremental beliefs and entity beliefs positively and negatively, respectively, predicted academic delay of gratification. A mastery-approach positively predicted academic delay of gratification. Mastery-avoidance, performance-approach, and performance-avoidance negatively predicted academic delay of gratification. (Contains 4 tables and 1 figure.)
Belonging as a Guiding Principle in the Education of Adolescents
Author: Allen, Kelly A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Well Being,Physical Health,Depression (Psychology),Life Satisfaction,Adolescents,Outcomes of Education,Cognitive Processes,Intervention,Attachment Behavior,Student Attitudes,Social Integration

Belonging has been shown to have a significant impact on a range of factors associated with wellbeing. These areas include life satisfaction, general wellbeing, clinical depression, cognitive performance, academic outcomes, and physical health. Belonging is an important aspect of psychological functioning. Schools offer unique opportunities for mediating belonging for school-aged children. Research on belonging in educational settings has been unsystematic and diluted by disparities in definition and terminology. This paper provides an overview of belonging, the importance of belonging in schools, and proposes an argument as to why further research is needed. Future findings should have relevance for the design of interventions and modification of organisational structures within the school including, policy, pedagogy, and teacher training.
Breaking down Barriers: Academic Obstacles of First-Generation Students at Research Universities
Author: Stebleton, Michael J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Study Skills,First Generation College Students,Depression (Psychology),Mathematics Skills,Student Experience,Barriers,At Risk Students,Comparative Analysis,Success,Student Responsibility,Family School Relationship,English (Second Language),Reading Skills,Physical Health,Mental Health,Student Employment

The purpose of this study was to examine the perceived academic obstacles of first-generation students in comparison to non-first-generation students. Using the Student Experience in the Research University (SERU) completed by approximately 58,000 students from six research universities, the researchers used nonparametric bootstrapping to analyze differences between first-generation and non-first-generation students' obstacles to academic success. The results suggest that first-generation students more frequently encounter obstacles that compromise their academic success as compared to non-first-generation students, such as job responsibilities, family responsibilities, perceived weak English and math skills, inadequate study skills, and feelings of depression. Implications for learning assistance professionals are outlined. (Contains 1 table.)