ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching in a Culture of Love: An Open Dialogue about African American Student Learning
Author: Bean-Folkes, Jane
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Students,Learning Processes,Culturally Relevant Education,Cultural Capital,Student Development,Learner Engagement,Technological Literacy,Teacher Education,Student Diversity,Critical Theory,Electronic Learning,Teacher Attitudes,Racial Bias,Teacher Student Relationship

Building relationships between teachers, school administrators, parents, and students is an ongoing process, and the core component of such relationships is teaching and learning. There is much to learn about developing supportive relationships that encourage today's diverse students and their parents in the U.S. However, there is an ongoing argument that few schools adequately equip preservice and in-service teachers with the necessary tools to prepare students to function in today's literate and global societies. For instance, some teachers mirror the dominant culture, which often follows a White savior mentality of seeking to &quot;save&quot; students who are considered less fortunate, or they subscribe to a deficit view model that perceives stereotypical biases and creates low expectations of students of color. In this article, we introduce the term &quot;teaching in a culture of love&quot; to debunk these models and instead seek to value diverse students and families' lives both within and outside school communities. Situated in Yosso's community cultural wealth framework, this work brings an awareness of the cultural capital that Black and Brown students already employ to leverage and improve their experiences in schools around the use of technology and literacy. This article combines community cultural wealth with recommendations for educators concerning (a) culturally appropriate pedagogical practices, (b) diverse and global literature for student development and engagement, and (c) digital literacy practices that create cultural relationships for 21st century learners.
The Relationship between L2 Motivational Self-System and Willingness to Communicate in Learning English as a Foreign Language
Author: Öz, Hüseyin
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Learning Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Private Colleges,Communication (Thought Transfer),Scores,Self Concept,College Students,Student Attitudes

In recent years, the L2 Motivational Self System (L2 MSS) has become an influential motivational theory on second or foreign language (L2) learning. Consequently, the present study sought to find out the possible relationship between L2 MSS and L2 Willingness to Communicate (L2 WTC). Participants for the study were 105 university students enrolled in an English as a foreign language preparatory program at a private university in Ankara, Turkey. Data were collected by using the Ideal L2 self, the Ought-to L2 self, and Willingness to Communicate Inside the Classroom scales. Findings of descriptive statistics revealed that 32.4% of the participants had high, 40% had moderate, and 27.6% had low L2 MSS scores. Findings also indicated that the relationship between the Ideal L2 Self and L2 WTC was statistically significant; however, the relationship between the Oughtto L2 self and L2 WTC was not statistically significant. To further understand the relationship between the Ideal L2 Self and L2 WTC a partial correlation was conducted, and the results indicated that even though the relationship lost its magnitude, it was still significant.
A Lexico-Semantic Analysis of Philippine Indie Song Lyrics Written in English
Author: Rivera, Johann Christian V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Music,Singing,Second Language Learning,Second Language Instruction,English (Second Language),Musicians,Foreign Countries,Linguistics,Semantics,Language Usage,Figurative Language,Computational Linguistics

The power of music to entertain and to affect people psychologically makes it a significant part of human society and a ripe field for empirical investigations. Researches about music's psychological and physiological effects on people as well as music's pedagogical value in language teaching and learning have shown interesting results. However, there still remains a dearth of empirical studies that look into the purported meanings of songs unearthed through linguistic lenses. This study, therefore, examines the intersection of music and linguistics by conducting a lexico-semantic analysis of 30 indie songs written in English by three Filipino indie musicians. One key finding is that indie songs are not usually unclear contrary to the popular belief that they generally tend to be nebulous and require deliberate disambiguation.
&quot;We Conquered This Together&quot;: Tier 2 Collaboration with Families
Author: Gerzel-Short, Lydia
Date: 2018-00-00
Type: Journal Articles
Subjects: Family Involvement,Family School Relationship,Response to Intervention,Kindergarten,Grade 1,Elementary School Students,Reading Instruction,At Risk Students,Achievement Gap,Parent Teacher Cooperation,Partnerships in Education,Problem Solving,Interaction,Family Relationship,Rural Schools,Suburban Schools,Student Needs,Emergent Literacy,Progress Monitoring,Parents as Teachers,Child Advocacy,Family Attitudes,Family Role,Communication Problems,Barriers,Family Characteristics,Consultation Programs

Family involvement in a child's education is vital to student success. This article presents qualitative findings from a more extensive study that examined family participation within a Response to Intervention (RtI) framework for K-1 grade students receiving Tier 2 reading interventions. RtI is a problem-solving tiered framework designed to provide high quality instruction to students who struggle with academic challenges, and Tier 2 interventions are for students who require more targeted instruction. This study focused on a group of families of K-1 students receiving targeted (Tier 2) reading interventions. Data were collected from extensive interviews, memos, field notes, and other artifacts. Analysis of the family interviews revealed several themes including &quot;frustration,&quot; &quot;engagement,&quot; and &quot;collaboration,&quot; which is relevant for all educators as they collaborate with families to close learning gaps among students. Key findings after the study intervention included families reporting feeling more comfortable in the role of teacher at home, families reporting increases in problem-solving, and families feeling more engaged in academically supporting their children. Actual and perceived barriers of time, human connection, and fear of upsetting teachers often impeded family engagement. A lack of understanding and communication between the school and the families influenced family engagement and connectedness to student learning.
Examining the Anxiety and Attitudes of Secondary School Students towards Geography Lessons in Terms of Some Variables
Author: Aydin, Fatih
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Anxiety,Geography Instruction,Scores,Positive Attitudes,Gender Differences,Academic Achievement,Institutional Characteristics,Instructional Program Divisions

The purpose of this study is to reveal the relation between anxiety and attitude scores of the secondary school students. In addition to this, in the present study, the anxiety and attitude scores of the students for Geography lesson were examined in terms of their achievement levels, gender, grade level and school type variables. The relational screening model was used in the present study and total of 2854 students attending to secondary schools in Karabük city center joined the research within the 2016-2017 academic year. In the present study, it was determined that there is a moderate-level, negative and significant relation between the anxiety and attitude scores of the secondary school students. In addition, it was also determined that the anxiety levels of the students about Geography lessons were low; however, their attitude levels were positive. In the present study, a significant difference was detected between the gender, achievement level, class level and type of school and Geography attitude averages of the students. It was also determined in the present study that as the success levels of the students increased, and the geography lesson anxiety scores decreased. In the present study, it was determined that there were no significant differences between the geography lesson anxiety scores and gender and grade levels of the students.
Table, Graphic, and Diagram Interpretation and Preparation Skills: Social Studies and Geography Teachers&apos; Practice and Beliefs
Author: Gurgil, Fitnat
Date: 2018-00-00
Type: Journal Articles
Subjects: Tables (Data),Visual Aids,Graphs,Teacher Attitudes,Social Studies,Geography Instruction,Data Interpretation,Foreign Countries,Instructional Materials

This study aims to determine the views of social studies and geography teachers on their table, graphic, diagram interpretation and preparation skill (TGDI-PS). In according with this study, the research was designed in the mixed method, in which both quantitative and qualitative data collection instruments were used together. The research was conducted with the participation of teachers working in Eskisehir, Istanbul and Ankara (in Turkey) during the 2017-2018 Fall Semester. The quantitative side of the research was made with the participation of 207 teachers from the fields of geography and social studies. The qualitative side of the research was made with the participation of 5 geography and 5 social studies teachers. The data were gathered with the questionnaire and interview forms that were prepared by the researcher. As the result of the analysis of the gathered data, although the views of the teachers on their TGDI-PS were found to be positive, it was found that this did not reflect an implementation. It was concluded that the most important reference for the relevant skills is the textbooks. Furthermore, it was found that tables were given the place in the lessons of the teachers the most and it was followed by graphics, whereas diagram visuals were not given any place in their lessons. In the lessons of social studies and geography, it was found that only the level of 'interpretation/reading' level of TGDI-PS was performed and problems were experienced at the level of 'preperation/drawing'. Under the light of the gathered findings, recommendations were made.
Superintendents Building Public Trust and Engagement in Five Public School Communities
Author: Poynton, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Superintendents,Public Schools,Trust (Psychology),School Community Programs,Parent Participation,Parent School Relationship,Training,Community Involvement,Parent Education,Stakeholders,Knowledge Level,School Districts,Advocacy,Participative Decision Making,Capacity Building,Outcomes of Education

To increase capacity for public participation and improve problem-solving practices, some public school districts have launched stakeholder-training programs. This mixed methods study examined the impact of five school district parent training programs (four in Colorado and one in Illinois) designed to increase trust and engagement. Data were collected from 67 trainee surveys, 21 trainee interviews, and five superintendent interviews. Quantitative analysis examined five domains: knowledge, relationships, willingness, efficacy, and action. Using qualitative thematic analysis, we examined stakeholder and superintendent interviews. Stakeholders (parents and community members) reported increased knowledge about school district operations and improved relationships with district leaders. Four main themes emerged from the superintendent interviews: building trust, advocacy, community engagement, and sharing power. Findings converged indicating that trainings increased engagement, knowledge, advocacy, and trust for district administrators. Findings suggested school superintendents can increase stakeholder trust, build capacity for public participation, and narrow the engagement gap in district affairs through stakeholder training programs.
The Role of Parental Involvement and Social/Emotional Skills in Academic Achievement: Global Perspectives
Author: Roy, Mamta
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Role,Parent Participation,Social Development,Emotional Development,Interpersonal Competence,Skill Development,Academic Achievement,Foreign Countries,Comparative Education,Cultural Differences,Social Class,Family Characteristics,Cross Cultural Studies,Parent School Relationship

The purpose of this systematic literature review is to examine global perspectives on the role of parental involvement and social/emotional skills in school-age children's academic success. A multistage filtering analysis process provides relevant information in relation to key issues on the topic of parental involvement in different countries and reveals distinctive characteristics of parental involvement as well as contextual differences from one culture to another. A discussion of the concepts is presented, and recommendations are drawn from the analysis.
Trends and Patterns of Mobile Learning: A Study of Mobile Learning Management System Access
Author: Ortiz, Sergio
Date: 2019-01-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Integrated Learning Systems,College Students,Distance Education,Teaching Methods,Barriers,Computer Use

The use of mobile technology such as smartphones and tablets is deeply embedded in college life by Generation Z (students born between 1995 and 2010). Using reports generated by the Learning Management System (LMS), this research studied the mobile device access patterns of both undergraduate and graduate students enrolled in courses utilizing the Blackboard Learning Management System at a small university in South Texas over the 2015-2016 school year to determine patterns of usage. Frequency counts were employed to determine numbers of logins over 24 hours, logins over days of the weeks, and preferred operating systems. Reports determined that there were 14, 234 unique visitors, that Monday had the most logins of the days of the week, and that the most frequent time of day for logins was 10 a.m. Surprisingly, however, there were a robust number of logins between midnight and 6 a.m. The reports also show that iOS devices dominate the user base with 121,990 logins within the one year date range.
A Logistic Regression Analysis of Factors Affecting Enrollment Decisions of Prospective Students of Distance Education Programs in Anadolu University
Author: Ozturk, Oznur
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Bound Students,Gender Differences,Educational Attainment,College Entrance Examinations,Marital Status,Employment Level,Family Income,Parent Background,Age Differences,Distance Education,Student Characteristics

Some prospective students placed by the Assessment, Selection and Placement Center (OSYM) to associate and undergraduate programs in the Faculty of Open Education of Anadolu University enroll in these programs, while others do not. A decision to enroll may be affected by the following variables: the prospective student's gender, educational status, plans for retaking the university entrance exam, the number of times they took the entrance exam, marital status, employment status, household income, parents' level of education, and age. The aim of this study is to use the above-mentioned variables to develop a model that will help classify prospective students placed on the distance education programs of Anadolu University into two groups, i.e. students who are more likely to enroll and those who are not; and to discuss the potential benefits of the model in the administrative processes. Students assigned by OSYM in the 2015-2016 academic year to the distance education programs of Anadolu University comprise the population of this study, which is a finite population consisting of 178.229 people. Data were collected via an online survey. The survey included items on demographics, enrollment status, and the above-mentioned variables. A total of 1.829 students completed the survey, of which 1.117 enrolled and 712 did not. Data were analyzed using the SPSS 22.0 software package. Binary logistic regression analysis was used to develop a model to classify the students as enrollees and non-enrollees. Education status, marital status, plans to retake the university entrance exam, the number of times the entrance exam was taken, employment status, and age were found to affect the prospective students' decision to enroll.
Exploring the Relationship between ICT Use, Mental Health Symptoms and Well-Being of the Historically Disadvantaged Open Distance Learning Student: A Case Study
Author: Van Der Merwe, Donald
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Mental Health,Symptoms (Individual Disorders),Well Being,Distance Education,Computer Use,Student Employment,Incidence,Emotional Response,Social Influences,Psychological Patterns,Stress Variables,Sleep,College Students,Interpersonal Relationship

Whereas there exists a complex pattern of interrelated factors that act as determinants of the successful implementation of ODL in developing countries, most point at differences in access, use of, or impact of ICT. In addressing an area of research that has not received any attention, this study reports on an investigation into the relationship between ICT use patterns, selected mental health symptoms and the emotional, social and psychological well-being of the historically disadvantaged ODL student in the South African context of disparities. Data collected from 315 students in online survey revealed medium ICT use, higher computer use by working students compared to full-time students, a low prevalence of computer overuse symptoms, medium loss of sleep and a preference for individualized and non-collaborative activities that require minimalistic use of ICT. Differences between the ICT use scores of students who reported symptoms of stress and sleep disturbances and those who did not report symptoms were not significant, while the majority of students were diagnosed as moderately mentally healthy or flourishing. A significant relationship was found between working students' ICT use scores and reduced performance, as well as between their ICT use scores and their social, emotional and psychological well-being scores. The strengths of the well-being relationships, however, ranged from weak to very weak. No significant relationships were reported for full-time students, nor for both groups between their ICT use scores and total mental health scores. The study concluded that in the context studied, ICT use patterns hold no risk factors for the mental health and well-being of the historically disadvantaged ODL student.
Distance and Face-to-Face Students&apos; Perceptions towards Distance Education: A Comparative Metaphorical Study
Author: Bagriacik Yilmaz, Ayse
Date: 2019-01-00
Type: Journal Articles
Subjects: Distance Education,Conventional Instruction,Educational Technology,Technology Uses in Education,Figurative Language,Student Attitudes,Preferences,Foreign Countries,College Students

The aim of this study is to determine and compare the metaphorical perceptions of face-to-face and distance education students towards distance education. The research was conducted using phenomenology pattern. Research data were obtained from 80 distance education students and 56 face-to-face education students using metaphorical perception form for distance education. Data were analyzed with the content analysis technique. Analysis of the data showed that distance education students produced 66 metaphors while face-to-face students produced 55 metaphors. In both groups, metaphors were grouped under three categories. Considering the categories, it was seen that &quot;provided opportunities&quot; and &quot;limitations&quot; categories emerged in both groups. Distance education is not indispensable for face-to-face students. Some of the distance education students prefer distance education because of desperation. As for sub-categories, it was seen that unlike face-to-face students, distance education students -perceived distance education as a road to dreams and they thought that distance education provided them to study while working in a job. While the most repeated metaphors in distance education students were &quot;a golden blessing, a great opportunity, and indispensable&quot;, face-to-face students repeated the &quot;essential&quot; metaphor the most.
Predictors of Students&apos; Satisfaction with a Hybrid English Course
Author: Suwantarathip, Ornprapat
Date: 2019-01-00
Type: Journal Articles
Subjects: Student Attitudes,Gender Differences,English (Second Language),Second Language Learning,Second Language Instruction,Blended Learning,Teaching Methods,Private Colleges,Correlation,Positive Attitudes,Predictor Variables,Instructional Improvement,Course Descriptions,College Students,Computer Mediated Communication

Hybrid learning is becoming a crucial part of education in the 21st century. It is one of the most popular methods that has been accepted and used in many educational institutions all over the world. Therefore, hybrid learning was adopted in an intermediate English course at a private university in the first semester of the 2017 academic year. This paper studied the satisfaction with the hybrid course of 415 students who experienced a hybrid learning environment (online classes + face-to-face classes) and investigated factors which predicted their satisfaction. The instrument was a five-part questionnaire in a five-rating scale format. The results of the study revealed that the students' satisfaction with the hybrid course was at a high level. Although computer literacy, attitudes toward hybrid learning, perceptions of the instructor and perceptions of online learning showed positive correlations with students' satisfaction, these variables were not predictors of satisfaction. In the same vein, gender was not found to be a factor that impacted satisfaction. From this study, attitudes toward hybrid learning were the only one significant predictor for students' satisfaction with the course. The conclusion part addressed several issues for future course improvement.