ethanporcaro/eric-fulltext-meta huggingface dataset:
Using a Learning Community at an HBCU to Influence Health and Wellness
Author: Comess, Jill
Date: 2021-00-00
Type: Journal Articles
Subjects: Black Colleges,College Freshmen,Health Promotion,Wellness,Body Weight,Dietetics,Exercise,Health Behavior,Nutrition Instruction,Health Education,Communities of Practice,Career Exploration,Service Learning,College Faculty,Barriers,Obesity,Physical Activity Level,Life Style

This perspective article discusses how a health-related learning community was incorporated to help freshman students learn about health and wellness and prevent weight gain at an HBCU. Freshman students often gain weight during their first year away from home. These students make poor diet and exercise choices during their transition to college which can cause future health concerns. A health-related learning community, LIVE WELL, was established to teach health, nutrition, and wellness strategies. LIVE WELL also included self-care, future career exploration, service-learning/civic engagement, and lifetime learning experiences. Valuable lessons were learned from the faculty members who managed LIVE WELL. Challenges were presented to the faculty members who integrated solutions into the learning community. Integrating positive health changes to freshman students' lifestyles needs to be a priority and needs further exploration.
A Review of the Interlanguage on Performance and Competence Representation: Universal Grammar
Author: Qurrata'ain
Date: 2019-00-00
Type: Journal Articles
Subjects: Grammar,Interlanguage,Language Universals,Error Patterns,Second Language Learning,Second Language Instruction,Native Language,Linguistic Theory,Language Processing,Communicative Competence (Languages),English (Second Language)

Interlanguage has been the main development of field research on second language acquisition (SLA). According to Richard et al (1996) Interlanguage is one of the kinds of language that can be produced by second language learners in the process of acquiring or learning a new language. The influence of the universal grammar of the first language in learning the second language is still debated whether or not universal grammar takes part in second language acquisition. In this article has the aim to investigate the interlanguage of competence and performance representation. In second language acquisition, there is a confusion between the interlanguage of competence and performance. When people perform the second language, it will different from native speakers and argue that demonstrates defects in competence aspect. So, there is a lack of universal grammar. Interlanguage is natural when people acquire a second language based on the theory interlanguage. It might have the knowledge of grammar but when the people produced the sentence or words. It will be grammatical errors. There is some performance factor that the second language learners' competence is hidden such as parsing or demands of processing. It differences between pure knowledge and how people use the knowledge of its self. Both of them do not always coincide. This research tried to offer a descriptive review of the Interlanguage on performance and competence representation.
Genre Analysis of the Introduction Sections of &quot;Newsfile,&quot; a Ghanaian TV Talk Show
Author: Agbaglo, Ebenezer
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Styles,Television,Programming (Broadcast),Foreign Countries,Elections,English for Special Purposes,Discourse Analysis,Language Usage,News Reporting,Political Attitudes

In recent times, the language of mediatised genres has attracted much scholarly attention all over the world. However, little is known about the rhetorical structure and linguistic realisation of television talk shows in Ghana. This study, therefore, examined the Introduction section of Newsfile, a popular television talk show telecast on JoyNews, a Ghanaian television station, to determine its schematic structure and linguistic realisations. Data for the study comprised five Introduction sections of the Newsfile aired after the 2016 general elections. The data were transcribed and analysed based on the English for Specific Purposes (ESP) approach to genre analysis. The findings revealed that the Introduction section of the talk show was characterised by ten moves (Greetings, Naming of Programme, The Seller, Naming the Host, Invitation of Viewers, Introduction of Subject, Signalling Commercial Break, Hostoral Address, Introduction of Guests, and Introduction of Sponsors), with the Hostoral Address and Introduction of Guests realised by steps. The study also revealed that while some of these moves were obligatory, others were optional. Additionally, it was revealed that there were recursions of some moves. Further analysis revealed the linguistic resources used in each of the moves. This study has implications for scholarship on talk shows especially in sub-Saharan Africa, genre studies, pedagogy, and further research.
Reading Preferences across Genders of Undergraduate EFL Students in Indonesia
Author: Milal, A. Dzo'ul
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Habits,Reading Interests,Preferences,Undergraduate Students,Second Language Learning,English (Second Language),Foreign Countries,COVID-19,Pandemics,Leisure Time,Recreational Reading,Gender Differences,English Departments,Social Media,Electronic Publishing,Books,Printed Materials,Native Language,Reading Materials,Information Seeking

Due to pandemics, students carry out their studies from home. They have more leisure time and are freer to do activities. In such a condition, questioning students' commitment to reading to learn becomes relevant. The question is whether and to what extent the students do the reading activity, what they read, and whether their preferences are different based on their genders. This topic is inconclusively studied, especially in the context of EFL. Therefore, it seems important to conduct a study on this topic because the results might raise the effectiveness of teaching EFL. This study is a descriptive survey revealing students' reading preferences to spend their leisure time based on gender differences. The subjects are undergraduate EFL students aged 19-23 years who study at the English Department in Indonesia. The data were collected by a questionnaire consisting of closed and open items. The responses were tallied, calculated, and tabulated. The findings show that female respondents favored reading more than males. Both genders tend to prefer reading social media to spend their leisure time. Female respondents are more likely to read e-books, while male respondents are more into the printed books. They do extensive reading to get knowledge more than to get pleasure. Although they are EFL learners, they prefer reading the sources in their native language because it is more accessible than in the target language. The reasons underlying those findings and pedagogical implications are also described at the end of the article.
Building Teacher Community during a Summer of Crisis: STEAM Professional Development in 2020
Author: Rao, Analía E.
Date: 2021-10-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Teacher Collaboration,College School Cooperation,Summer Programs,Faculty Development,Cooperative Planning,Interdisciplinary Approach,COVID-19,Pandemics,Online Courses,Educational Technology,Electronic Learning,Preschool Education,Elementary Secondary Education,Communities of Practice,Program Effectiveness,Teacher Attitudes

The GoSTEAM program promotes authentic integration of the arts into PreK-12 computer science, engineering, and invention instruction. STEM and arts teachers come together to form STEAM Innovation Teams in collaboration with university-based coaches and creative Innovators-in-Residence. Starting with a STEAM professional development summer institute and continuing throughout the year, the teams come together to design and implement novel STEAM lessons and initiatives in their schools that integrate learning goals from both the STEM and the art disciplines. This type of transdisciplinary collaboration between colleagues from vastly different fields is new to most teachers and presents unique challenges. A primary goal of the GoSTEAM professional development is therefore to create safe, interdisciplinary spaces where meaningful, cross-disciplinary collaborations can occur. In 2019, this was accomplished through an intensive, 120- hour face-to-face summer professional institute that incorporated many community building activities and collaborative planning sessions. In 2020, due to the COVID-19 pandemic, the summer institute changed to an online format and faced the challenge of providing teachers with a personally meaningful STEAM experience during a summer of crisis. Results show that the 2020 institute successfully supported the teachers, energized them, and provided them with tools to augment their virtual instruction. This paper describes the program adaptations due to COVID-19.
Students&apos; Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs
Author: Haniah, Amanda Ummu
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Educational Technology,Technology Uses in Education,College Students,Creativity,Critical Thinking,Problem Solving,Interpersonal Communication,Cooperation,Online Courses,Student Attitudes,Foreign Countries

Project-based Learning is still being a prominent method to be investigated. As the rapid advancement of technology has resulted in a more user-friendly virtual learning environment, this study aimed to investigate the implementation of Online PBL in teaching 4Cs. A total of 33 fifth-semester students, 22 females &amp; 11 males, of a public university in Central Java were involved in this study. Observation and Likert-scale questionnaires were employed in collecting the data. By calculating the overall score per item, the data were analyzed using descriptive statistics. The result of this study shows five stages of Online PBL implementation starting from selecting the topic and the purpose, outlining the project, rehearsing the product, presenting the product, and assessing the product. Online PBL helps students to master creativity and innovation skills, communication skills, critical thinking skills, and collaboration skills. Based on the positive responses from students, Online PBL becomes a suggested method for assisting students in acquiring the 4Cs.
Target Language Use in EFL Classrooms: Turkish EFL Teachers&apos; Beliefs and Practices
Author: Korkmaz, Sule Çelik
Date: 2021-00-00
Type: Journal Articles
Subjects: Language of Instruction,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Elementary School Teachers,High School Teachers,Teacher Attitudes,Public Schools,Private Schools,Teacher Characteristics,Teaching Experience,Travel,Predictor Variables,Turkish,Scaffolding (Teaching Technique),Foreign Countries

Considering the teacher talk as the main input in English as a foreign language (EFL) classrooms, this descriptive study aimed to elucidate the beliefs and practices of Turkish EFL teachers regarding their use of a foreign language, namely English (L2) in their classrooms by taking into account school types, experience, and travelling abroad as variables. Accordingly, 308 EFL teachers from different regions of Turkey were given a questionnaire with two parts, firstly beliefs and then practices, to clarify this prominent issue. The results indicated the high level of teacher awareness about the necessity for using L2 for several reasons but without dismissing the use of their native language, namely Turkish (L1). Conversely, the study highlighted the clashes between their espoused beliefs and practices. Furthermore, being more experienced teachers and working in primary or high schools were not reported as significant factors in teacher agency in making language choices to teach L2 whereas working in state or private schools and visiting English speaking countries revealed significant differences in the beliefs and practices of the teachers with regard to their use of L2 to teach L2. The results were discussed with suggestions to maximize L2 use in EFL classrooms.
Conducting STEM Industry Internships While Sheltering in Place: The Biotech Partners Experience
Author: Gurn, Alex
Date: 2021-10-00
Type: Journal Articles
Subjects: Internship Programs,STEM Education,COVID-19,Pandemics,Partnerships in Education,School Business Relationship,High School Students,Industry,Distance Education,Disproportionate Representation,Mentors,Access to Computers,Homework,Workshops,Experiential Learning,Supervision

Before the shelter-in-place orders began, Biotech Partners (BP) was already engaged in contingency planning with its school and industry partners in an effort to mitigate potential disruptions caused by the looming health crisis. For 25 years prior, BP had successfully mentored and prepared underrepresented high school students to complete professional internships at diverse STEM institutions. Often working in a laboratory or pharmaceutical manufacturing setting, the internships allowed students to apply bioscience, biotechnology, and professional career skills developed in school within the context of a professional workplace. The promise of paid internships in a cutting-edge industry creates an incentive to motivate and maximize student learning in rigorous academic training and workforce preparation. As the COVID-19 pandemic unfolded, most industry sites cancelled their 2020 participation, putting the summer internships in jeopardy. BP rapidly shifted. Collaborating with new and longstanding industry partners, the internship program was modified from in-person to remote work and learning environments. This case study examines the pedagogical challenges and opportunities of conducting remote STEM internships amid a global pandemic. This paper illuminates the role of industry partnerships, student outreach, personalized mentoring, and wrap-around support services to broaden students' awareness of, interest in, and preparation for careers in the STEM workforce.
Exploring Writing Anxiety of the EFL University Students in Pontianak Indonesia
Author: Aunurrahman
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Apprehension,Stress Variables,Writing Skills,English (Second Language),Second Language Learning,Undergraduate Students,Private Colleges,Value Judgment,Self Efficacy,Time Management,Student Evaluation,Foreign Countries

The purpose of the descriptive study is to explore the English as a foreign language second-semester students' writing anxiety. The students were from a private university in Pontianak, West Kalimantan, Indonesia. A total of 92 students who were selected randomly filled the writing anxiety questionnaire. The writing anxiety questionnaire reports that 53.26% (n= 49) of the students experienced low writing anxiety and 46.74% (n= 43) of the students experienced high writing anxiety. In terms of the components of writing anxiety, the students experienced anxiety in the component of evaluation (mean score of 19.86), product (mean score of 19.25), and stress (mean score of 16.52). This study also has shown that writing anxiety caused by stress can be considered less frequent anxiety component that has been experienced by the students. It is suggested that students should learn to manage their problems that are related to writing. To do so, the lecturer should guide the students to help them to reduce their writing anxiety and help improve the students' writing skills.
Fostering Undergraduate Students&apos; Reading Performance in English Discourse through Problem-Based Learning Model
Author: Alek
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Problem Based Learning,Reading Skills,Second Language Learning,English (Second Language),Majors (Students),Foreign Countries,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Test Results

Choosing and applying appropriate models or strategies in teaching and learning reading comprehension may lead to enhance the quality of both teacher and students' performance or achievement. Fostering students' reading performance is the primary endeavor to master other English skills. This investigation has done in five main stages which cover pre-test, planning, acting, observing, reflecting, and evaluation of the results. This recent study expects to reveal and describe the application of Problem-Based Learning (PBL) in fostering the students' reading English discourses. The instruments used in gathering the data were the observation sheets, questionnaire, and tests. There were 32 participants chosen to form the fourth-semester students which majoring in English education program of UIN Syarif Hidayatullah Jakarta. The data were analyzed qualitatively and quantitatively. The results show that the students' scores since the pre-action test, first cycle up to the second cycle undergo increasing which tends to 'positive category' and ended with 'good level' (78 scores or high qualification category). It could be summarized that the application of PBL model towards EFL undergraduate students is effective in teaching and learning of English discourse reading comprehension.
Leveraging Game-Based Learning Technologies to Introduce Adolescents to Health Science Careers during the COVID-19 Pandemic
Author: Spain, Randall
Date: 2021-10-00
Type: Journal Articles
Subjects: Game Based Learning,COVID-19,Pandemics,School Closing,Health Sciences,Educational Technology,Technology Uses in Education,Middle School Students,Vocational Interests,Females,Minority Group Students,Disproportionate Representation,Vignettes,Career Exploration,Early Adolescents,Self Efficacy,Educational Games,Allied Health Occupations,STEM Education

The COVID-19 pandemic produced a dramatic nationwide shift in K-12 education from in-person classroom learning to remote online learning. This shift left teachers and parents facing the challenge of finding engaging online resources to motivate students to become deeply involved in science learning. The pandemic also left educators and researchers, whose work focuses on providing students with experiential learning opportunities in the sciences, with the challenge of adapting to virtual and remote models to continue engaging students in STEM learning activities. In this article we describe: 1) the Health Quest project, which centers on the development of technology-rich learning resources to promote middle grade students' interest in health science careers, with a focus on girls and underrepresented racial and ethnic minorities; and 2) how the project has responded to the challenges presented by the COVID-19 pandemic. In Health Quest, through engaging narrative-based learning scenarios, students work with virtual characters to experience health science careers from multiple perspectives. Although originally envisioned for in-person classroom learning, we discuss how the team is adapting the Health Quest Career Adventure Game to remote learning, including highlighting the role science plays in addressing public health outbreaks. We describe new gameplay features that have been added to support career modeling and how we have adapted the core technology underpinning Health Quest to support broad dissemination to meet the project's broader goal of increasing adolescents' interest in and self-efficacy for pursuing health science careers. We conclude with a discussion of how our evaluation strategies have changed from in-person focus groups and testing to an online data collection model and lessons learned.
Indonesian English Teachers&apos; Social-Emotional Competence and Students&apos; English Learning Motivation
Author: Anisa, Larasati
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Social Cognition,Self Management,Interpersonal Competence,Teacher Competencies,Teacher Responsibility,Decision Making,Language Teachers,English (Second Language),Second Language Learning,Secondary School Students,Correlation,Learning Motivation,Private Schools,Foreign Countries

This study was carried out to determine the correlation between the social-emotional competence of the English teachers and the English learning motivation of their students. The sample was 111 students of secondary school. This study provides not only the correlation but also the survey results of teachers' social-emotional competence and students learning motivation as well as the contribution of the teachers' competence to their students' motivation. The instruments used in this study were two questionnaires that were given to the students to assess their learning motivation and the social-emotional competence of their English teachers. The results of the study presented that there was a fairly significant correlation between the two variables, with teachers' social-emotional competence contributing 23.1% to students' learning motivation. The results also showed that the self-management of teachers' social-emotional competence gave the highest contribution to students' motivation with 16.8% contribution value while the self-awareness gave the lowest contribution with 3.8%.
Principal Turnover: Using Teacher-Assessments of Principal Quality to Understand Who Leaves the Principalship
Author: Husain, Aliza N.
Date: 2021-12-00
Type: Journal Articles
Subjects: Principals,Labor Turnover,Administrator Effectiveness,Public Schools,Elementary Secondary Education,Recruitment,Teacher Attitudes,Administrator Characteristics,Institutional Characteristics,Correlation,Administrator Qualifications,Models,Collegiality

Purpose: The purpose of this article is to estimate the relationship between principal quality and turnover. Principals can have potentially large effects on student outcomes. When school leaders leave their roles, they cause disruptive effects to the school's climate. If effective principals are more likely to leave, the negative effects of principal turnover are likely exacerbated. Relatively little, however, is known about the quality of principals who leave the principalship. Research design: We use teachers' perceptions of their principals as a measure of principal quality to understand the quality of principals who leave schools. We address this research question in New York City public schools from 2013 to 2016, and then replicate it at the national level using the Schools and Staffing Survey data from 2008 to 2012. To understand how principal quality relates to principal turnover, we run linear probability regressions of principal exits on (teacher-assessed) principal quality, controlling for a set of teacher, principal, school, district/state, and time characteristics. Findings: We find that higher quality principals are less likely to leave their schools. This finding persists across school contexts and time, lending robustness to our results. Conclusions: Findings suggest that inasmuch as principal turnover is a concern, it is not driven by higher quality principals. Districts should therefore focus on recruiting more higher quality principals as opposed to focusing on reducing overall principal turnover. Moving forward, research should focus on differential attrition patterns so that efforts to retain principals can be better targeted.