ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;People around Me Here, They Know the Struggle&quot;: Students&apos; Experiences with Faculty Member&apos;s Mentorship at Three Hispanic Serving Institutions
Author: Castro Samayoa, Andrés
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Experience,Teacher Student Relationship,Mentors,Undergraduate Students,College Faculty,Occupational Aspiration,Diversity (Faculty),Culturally Relevant Education,Hispanic American Students,Institutional Characteristics,Program Effectiveness

Current attempts to further diversify the professoriate signal the critical need to cultivate pathways for students to enter academia by encouraging undergraduates to pursue further graduate education. Previous research has already noted the critical importance of positive graduate education experiences in preparing future faculty. Other researchers point to the role that faculty mentors offer in cultivating students' future aspirations to become academics themselves. Drawing on interviews from a longitudinal study with 30 undergraduates at three Hispanic Serving Institutions, this qualitative project explores how students of various racial and ethnic backgrounds make sense of the support they receive within a program (titled &quot;HSI Pathways to the Professoriate&quot;) specifically aimed at supporting students from Hispanic Serving Institutions interested in becoming faculty members. In what ways does the program's (&quot;HSI Pathways to the Professoriate&quot;) focus on racial and ethnic identities cultivate students' perceptions of what it means to enter academia with the goal of diversifying the professoriate? Framed by Museus' CECE (Culturally Engagement Campus Environments) model, this paper contributes to the importance of faculty mentors working alongside students &quot;and&quot; students' interactions with each another as critical to the meaningful engagement of culturally responsive principles. The paper concludes with suggestions for institutions interested in cultivating these principles within their faculty.
Exploring the Use of Written Authentic Materials in ESL Reading Classes: Benefits and Challenges
Author: Albiladi, Waheeb S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Materials,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Educational Benefits,Intensive Language Courses,Adult Students,Reading Instruction,Student Motivation,Cultural Awareness

The growing popularity of authentic materials provides English language teachers with more resources to practice the real language in language classrooms (Guo, 2012). However, integrating these types of reading materials can be difficult and time-consuming even though there are many benefits to using them to teach language learners how to read. Real-life based texts, which are not specifically designed for educational purposes have been recognized by many educators to be effective and interesting materials. The purpose of this study was to explore language learners' perceptions about the benefits and challenges of using authentic materials in English reading classes. The study involved 16 adult English language learners enrolled in an intensive English program. Observations of reading classes and semi-structured interviews were used to collect the data. Results indicated that the use of authentic materials leads to many social and academic benefits, such as increasing students' motivation and their cultural awareness. Findings also suggest that the use of authentic materials are encouraged as they bring the sense of authenticity and reality to the language classrooms.
Self-Efficacy Beliefs and Effective Instructional Strategies: U.S. University English Learners&apos; Perspective
Author: Shi, Hong
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,English Language Learners,Student Attitudes,College Students,English (Second Language),Second Language Learning,Feedback (Response),Learning Motivation,Teaching Methods,Instructional Effectiveness,Age Differences,Academic Discourse,Evaluation Methods,Learning Strategies,Questionnaires,Gender Differences

This study examined English Learners' (ELs) self-efficacy beliefs in a U.S. university setting by using a survey, interviews, and focus group discussions. The results identified that ELs from different disciplines had positive self-efficacy beliefs about their overall English learning, and self efficacy was related to ELs' age, years of English learning, country of origin, and previous educational level. However, ELs in this study lacked confidence and self-efficacy in learning in academic courses, and they faced challenges when using academic language. Effective instructional strategies such as social modeling, social persuasion, motivational feedback, group work, and participative assessment methods were identified by ELs in this study.
Challenges on Educational Policies Related to the English Teacher&apos;s Training
Author: Astrid, Ramirez Valencia
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Education Programs,Language Teachers,Policy Analysis,Teaching Methods,Teacher Competencies,Pedagogical Content Knowledge

The last events developed in the dimension of teachers' training have defined new rules which they must be trained in. This article points out some aspects and considerations that emerged from the resolution 2041, on February 3rd, 2016, which introduces different perspectives that must be taken carefully into account, and an analysis, specially due to the repercussions and implications that Colombian teaching programs have.
Courtroom Questioning Adapted to Legal Procedures
Author: Haijuan, Hu
Date: 2019-00-00
Type: Journal Articles
Subjects: Linguistic Theory,Court Litigation,Judges,Questioning Techniques,Chinese,Persuasive Discourse,Foreign Countries,Discourse Analysis

This paper, taking linguistic theory of adaptation as its theoretical foundation, examines how courtroom questioning on the part of the judge is adapted to various contextual factors in legal setting. To account for the judge's adaptation to the legal procedures in courtroom questioning, three types of questions are found as specific choices at different stages of courtroom trial. By choosing key-word questions, confirmation questions and consultative questions in accordance with the different legal procedures, the judge can decide a case confidently, therefore the institutional goal of solemnity, impartiality and effectiveness are achieved satisfactorily. This paper provides a new understanding of courtroom questioning in Chinese context, which will be a contribution to the general research on forensic linguistics and a pragmatic approach to the rhetoric of questioning in general.
The Intercultural Competence in Colombian University Teachers--Analysis of a Questionnaire
Author: Rojas-Barreto, Lisseth S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,English Teachers,Second Language Instruction,English (Second Language),Cultural Awareness,Teacher Attitudes,Knowledge Level,Teaching Methods,Cultural Pluralism,Experiential Learning,Multicultural Education,Preferences

The promotion of Intercultural Competence (IC) in English Teaching has been an area of extensive study and advocacy at a global level; however, in the Colombian context, this initiative is in its first stages. This article reports results from a first phase of a mixed research study carried out within the framework of the Doctorate in Education at Universidad Autónoma de Madrid, which aims to explore and identify the intercultural profile of a group of English professors working at eight public universities in Colombia. In the first stage, a quantitative survey study was developed, based on the results of a questionnaire that was answered anonymously and voluntarily by 70 English teachers. After examining the questionnaire, one of the most interesting results was the significant difference between the beliefs of professors with and without postgraduate studies. This mirrors the fact that a high number of these educators understand promotion of intercultural competence merely as content transmission, ignoring the development of skills and attitudes. Whatsmore, it is evident that a large percentage of these professors filter cultural topics for the class and approach them in a personal and anecdotal way. On the other hand, there is a marked concern amongst the population about the need for promoting cultural relativism in students, both in order to recognize their own identity and accept otherness.
The Integration of Native Language in EFL Classes
Author: Valencia, Heriberto González
Date: 2019-00-00
Type: Journal Articles
Subjects: Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Language Tests,College Students,Student Attitudes,Goal Orientation,College Faculty,Language Teachers,Pretests Posttests,Scores,Spanish,Foreign Countries

This article shows how the integration of native language in EFL classes affect positively the teaching and learning processes of English as a foreign language. The methodology shows a quantitative approach performing different processes and techniques adapted to the requirements of the investigation, data is the result of tests done to two groups of fifteen students in two class at a university, surveys and interviews. There is a theoretical research from authors about the use of native language in EFL classes which makes the investigation very solid. The results show that the integration of students' native language in the learning of English as a foreign language can help them achieve their learning goals.
Teaching and Learning about Interprofessional Collaboration through Student-Designed Case Study and Analysis
Author: Henry, Beverley
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Learning Activities,Cooperation,Informal Education,Problem Based Learning,Outcomes of Education,Intervention,Teamwork,Vignettes,Teaching Methods,Interprofessional Relationship,Experiential Learning,Feedback (Response),Health Programs,Program Development,Program Implementation,Health Sciences,Health Personnel,Peer Evaluation,Course Descriptions

Learning activities to develop interprofessional collaboration align with goals for professional preparation to improve health outcomes. A problem-based case study approach can offer formal and informal learning interactions that promote information exchange and collaborative practice. The purpose of this instructional article was to describe a five-stage student-designed case study and analysis activity to accomplish student learning outcomes for developing knowledge and skills in evidence-based case analysis through interprofessional collaboration. Four main learning outcomes included gaining knowledge of other professions, planning and reviewing care interventions, evaluating outcomes of other practitioners, and facilitating inter-professional case conferences and team working. An example case scenario and lessons learned are presented. This paper offers key learning points for educators and students related to the literature in problem-based learning and interprofessional education. The results confirm the feasibility of student-designed case studies as a problem-based experiential learning activity. Potential benefits for students include increased knowledge of, and appreciation for, other disciplines gained through practicing and reflecting on peer feedback. Information exchange between the students allowed interprofessional learning to occur. Students from different disciplines collaborated in the development of strategies for planning, implementing, monitoring, and evaluating a health program.
The Mindset and Intellectual Development Scale (MINDS): Metacognitive Assessment for Undergraduate Students
Author: Mandeville, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Undergraduate Students,Intellectual Development,Student Attitudes,Factor Analysis,Social Desirability,Evaluation Methods,Questionnaires

The purpose of this study was to develop a concise composite measure of mindset and intellectual development in order to inform pedagogical strategies to support students' intellectual growth. A development sample of undergraduate students (n = 295) completed the 37-item pilot Mindset and Intellectual Development Scale (MINDS). The dataset was analyzed using Principal Component Analysis to determine the orthogonal dimensionality of the scale and for item reduction. The MINDS was shown to have eleven items describing two orthogonal dimensions: Intellectual Maturity and Mindset. An additional item was included to control for the social desirability bias. The MINDS collapsed what often are seen as separate dimensions of learning in order to capture a more robust underlying construct of intellectual development with which to assess undergraduate students' metacognitive states.
Opinions of Prospective Primary School Teachers about Methods and Techniques Suitable for Teaching Science: A Case Study from Turkey
Author: Hamurcu, Hülya
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Elementary Education,Foreign Countries,Teaching Methods,Science Instruction,Instructional Effectiveness,Opinions

The aim of this study was to determine opinions of a group of prospective Turkish primary school teachers about what teaching methods and techniques are more suitable to teach science. In addition, their perceived competence in selection of teaching methods and techniques was explored. In Turkey, primary school teachers offer various courses in the first four years of primary education. Their ability to benefit from teaching methods and techniques suitable for subjects and courses is considered important in terms of realization of learning. The study was also directed towards examining whether third-year university students having taken courses for methods and techniques used to teach different subjects felt competent about selection of suitable methods and techniques. This is a case study using both quantitative and qualitative research methods. Quantitative data were gathered with Perceived Competence Scale for Selection of Teaching Methods and Techniques for Prospective Teachers, developed by Durdukoca et al. (2017). Qualitative data were collected through an open-ended question &quot;What teaching methods and techniques do you think you want to use in the future&quot;. All the participants answered this open-ended question and completed the scale. Data obtained through the open ended-question were analyzed with content analysis. The study sample included 96 third-year students studying in the Department of Primary Education in Buca Education Faculty of Dokuz Eylül University in the spring term of the 2017-2018 academic year. Quantitative data were analyzed with SPSS v. 22 and t-test. The prospective primary school teachers were found to plan to use student-centered methods and techniques and to have high perceived competence concerning selection of teaching methods and techniques. Their perceived competence did not differ between genders and students with different academic performance. Only having a positive perception of competence significantly differed between branches of students.
The Role of Learners&apos; Attitudes toward Parental Involvement in L2 English Learning
Author: Kim, Jung-Tae
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Parent Participation,English (Second Language),Second Language Learning,Second Language Instruction,Negative Attitudes,Language Proficiency,Parent Child Relationship,Personal Autonomy,Foreign Countries,Grade 6,Elementary School Students,Correlation

This paper seeks to examine Korean EFL learners' perceptions of parental involvement and how their attitudes toward parental involvement are associated with the success of parental involvement. Two hundred fifty four EFL children in South Korea participated in a survey asking the degree of their parent's involvement in seven involvement types and their attitudes towards parental involvement. The results showed that while all types of parental involvement were positively correlated with English proficiency for the group of children with positive attitudes towards parental involvement, no such correlations were found for the group of children with highly negative attitudes. In addition, for the group of children with moderately negative attitudes toward parental involvement, only less direct, autonomy-supportive parental involvement was found to be related to their achievement. These results suggest that learners' attitudes toward parental involvement may be a factor that delimits the positive influence of parental involvement on EFL learners' achievement.
Using Learning Centers to Improve the Language and Academic Skills of Preschool Children
Author: Aktulun, Özgün Uyanik
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Preschool Children,Learning Centers (Classroom),Skill Development,Language Skills,Basic Skills,Emergent Literacy,Mathematics Skills,Experimental Groups,Control Groups,Outcomes of Education

A mixed-methods research design was employed to investigate the impact of use of learning centers to support language and academic skills of children aged 61-72 months. The sample of quantitative data of the study consisted of 70 children (35 in the experimental group and 35 in the control group). In the quantitative dimension of the study, data were collected using the &quot;Kaufman Survey of Early Academic and Language Skills,&quot; &quot;Progress in Maths 6 Test,&quot; and the &quot;Control List for the Evaluation of the Print Awareness of Pre-School Children&quot; scales. In the qualitative dimension of the study, semi-structured interviews were conducted with the teachers of the experimental group through the &quot;Teacher Interview Form&quot; developed by the researchers. During the implementation period, learning centers were established and organized in such a way that the 35 children in the experimental group could use them for about 75-90 minutes every day for eight weeks. The results obtained from the study reveal that arrangements made in the learning centers provide important contributions to the development of children's language, literacy and mathematics skills.
Adjunct Professors&apos; Perception of Their Teaching Effectiveness
Author: Hanson, Paul
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Adjunct Faculty,Teacher Attitudes,Teacher Effectiveness,Educational Attainment,Teacher Education,Educational Principles,Educational Practices,Academic Degrees,Readiness,Program Implementation

This study examines the extent to which adjunct professors (a) perceived that they have applied six effective teaching principles (Ramsden, 2003), and (b) perceived that they have been educationally prepared to implement such principles. A purposeful sampling of adjunct professors was conducted. Relationships between whether or not the respondents had a professional teaching degree (bachelor's, master's, or doctoral degree in education) and dependent variables (a) and (b) were addressed. Adjunct professors holding professional teaching degrees perceived that they implemented effective teaching principles to a statistically significantly greater extent than did their non-professional teaching degreed counterparts. Adjunct professors holding professional teaching degrees also perceived that they were better educationally prepared to implement effective teaching principles than were their peers without such degrees.
A STE[A]M Approach to Teaching and Learning
Author: Copeland, Susan
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Interdisciplinary Approach,Science Fiction,College Instruction,Undergraduate Students,Graduate Students,Student Research,Student Experience,Physics,Biology,College English,Active Learning,Class Activities,Research Projects,Cooperative Learning,College Science,Instructional Effectiveness

Since the advent of STEM (Science, Technology, Engineering and Math) programs, first in K-12 and now in college curricula, many variants of STEM have arisen to include other disciplines in developing cross-disciplinary literacy among students. This paper briefly defines our own variant STE[A]M branch within the context of cross-disciplinary teaching and learning and then describes an interdisciplinary course, The Science in Science Fiction, in which professors of Biology, English, and Physics provided a range of science fiction texts which undergraduate and graduate students studied and discussed in depth. Students then produced and presented collaborative cross-disciplinary research on topics of their choice from the course work. Finally, students provided input on their experiences with collaborative cross-disciplinary teaching and learning. The overall effect was extremely positive. This article provides a framework for other faculty who would like to model this approach.
Characteristics of High-Achieving Students and the Effectiveness of a Low-Cost Program in Three New Zealand Universities
Author: Millward, Pam
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,High Achievement,Student Characteristics,Student Satisfaction,Resilience (Psychology),Self Concept,Program Effectiveness,Costs,Paying for College,Learning Motivation,Measures (Individuals),Academic Persistence

This article reports on the final phase of a three-phase project and investigates the characteristics of high-achieving students at a university. It also reports student evaluations of a low-cost program aimed at supporting them, assesses their levels of satisfaction, and evaluates the applicability of the program across three institutions in the tertiary sector in New Zealand. Quantitative data were collected from 126 participants prior to the introduction of the program and 55 participants were interviewed. End-of-year data were gathered via a questionnaire and one focus group interview. The findings indicated that the participants appeared to have stronger intrinsic motivation, resilience, and self-belief when compared with participants from other undergraduate groups participating in international studies. Interviewed participants expressed pleasure at being identified as high-achieving, appreciated their involvement in the study, and as a consequence were considering transitioning to postgraduate study. We concluded that this low-cost program was an effective strategy for supporting high-achieving undergraduate students across three different universities' departments and that other tertiary institutions might find the strategy useful.