ethanporcaro/eric-fulltext-meta huggingface dataset:
Action Research for Graduate Program Improvements: A Response to Curriculum Mapping and Review
Author: Jacobsen, Michele
Date: 2018-00-00
Type: Journal Articles
Subjects: Action Research,Program Improvement,Masters Programs,Teacher Education Programs,Curriculum Evaluation,Ethics,Expectation,Graduate Students,College Faculty,Educational Objectives,Teacher Attitudes,Diaries,Reflection,Meetings,Foreign Countries,Coding,Curriculum Design,Course Descriptions

There is a global trend toward improving programs and student experiences in higher education through curriculum review and mapping of degree programs. This paper describes an action research approach to program improvement for a course-based MEd degree. The driver for continual program improvement came from actions and recommendations that arose from an institutionally mandated, year-long, faculty led curriculum review of professional graduate programs in education. Study findings reveal instructors' perceptions about how they enacted the recommendations for program improvement, including (1) developing a visual conceptualization of the program; (2) improved connections between the courses; (3) articulation of coherence in goals and expectations for students and instructors; (4) an increased focus on action research; (5) increased ethics support and scaffolding for students; and (6) the fostering of communities of practice. Study findings highlight strengths of the current program and course designs, action items, and research needed for continual program improvement.
Legitimacy at the &quot;Margins&quot;: Promotional Strategies in the Canadian For-Profit College Sector
Author: Pizarro Milian, Roger
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Advancement,Proprietary Schools,Private Colleges,Institutional Characteristics,Content Analysis,Position Papers,Statistical Analysis,Qualitative Research,Educational Practices

Conventional scholarship within the sociology of education and organizations posits that schools achieve legitimacy by virtue of conforming to normative standards, abiding by government regulations and mimicking the forms of successful peers. Through this study, an examination of a sample of 751 Canadian for-profit colleges (FPCs) is performed, revealing the presence of an alternative logic. Rather than conformity, organizations within this sector engage in niche-seeking behaviour, using promotional materials to carve out unconventional identities. They do so by directly drawing on symbolic resources and affiliations from the industrial sectors which they service. These findings are interpreted through the prism of contemporary theorizing within organizational sociology.
Working for a Living Wage around the Ivory Tower
Author: Stevens, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Salaries,Job Security,Family Work Relationship,Foreign Countries,Adjunct Faculty,Part Time Faculty,Labor,Professional Recognition,Work Environment,Costs,Living Standards,Online Surveys,Teacher Attitudes,Employee Attitudes,Teaching Assistants,Salary Wage Differentials,Semi Structured Interviews

Since the 1980s, research on employment conditions in post-secondary institutions has focused on the growth of contingent academic workers, or what the Higher Education Quality Council of Ontario (HEQCO) has labelled &quot;non-full- time instructors&quot; (Field, Jones, Stephenson, &amp; Khoyetsyan, 2014). Very little attention, however, has been paid to administrative, physical plant, and other operational staff employed within universities and colleges. Using data from a study of University of Regina students and employees, academic and support staff, this paper confronts the broader conditions of labour around the ivory tower. Employment at a post-secondary institution is analyzed through the lens of living wage research advanced by the Canadian Centre of Policy Alternatives (CCPA) (Ivanova &amp; Klein, 2015). The study reframes the notion of a living wage in a post-secondary institution to include work-life balance, job security, and the realities of dignity and respect in the university workplace.
Living the Curriculum Review: Perspectives from Three Leaders
Author: Lock, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Quality Assurance,Curriculum Evaluation,Undergraduate Study,Expectation,Strategic Planning,Communication Strategies,Organizational Communication,Participative Decision Making,Stakeholders,Program Implementation,Change Strategies,Foreign Countries

A requirement for quality assurance is becoming more prevalent in higher education today as institutions are being asked to demonstrate that they are providing robust, meaningful learning experiences for students. Many institutions are adopting curriculum review frameworks as part of their overall quality assurance strategy. Three leaders at various levels who were engaged in a year-long curriculum review process share reflections about their experiences and challenges while conducting an undergraduate program review. Their theoretical framework for an effective curriculum review process is shared in this paper. The leaders offer institutional, faculty, and course level insights, and make five recommendations for a collaborative curriculum review process: (1) setting clear expectations; (2) maintaining open, consistent communication; (3) incorporating multiple levels of leadership; (4) engaging various groups of stakeholders; and (5) implementing through actionable items.
A Positive Approach to Good Grammar
Author: Kuehner, Alison V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Grammar,Writing Skills,Punctuation,English,Standard Spoken Usage,Teaching Methods,Sentences,Writing Instruction,Retention (Psychology),Role,Reading Comprehension,Skill Development,English Instruction

Correct grammar is important for precise, accurate, academic prose, but the traditional skills-based approach to teaching grammar is not effective if the goal is good writing. The sentence-combining approach shows promise. However, sentence modeling is more likely to produce strong writing and enhance reading comprehension. Through sentence modeling and understanding how punctuation makes meaning, developmental writers can employ sophisticated sentences, use punctuation effectively, and follow the conventions of standard English with minimal grammar instruction. Students analyze how and why authors make certain moves in their writing, then produce similar effects in their own writing. Inspired by Constance Weaver's approach to grammar that is &quot;positive, productive, and practical&quot; and by Rei Noguchi's emphasis on minimal grammatical terminology, this method makes for engaged instruction and retention of skills.
Open Educational Resources: An Annotated Bibliography for Librarians
Author: Bober, Chris
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Resources,Access to Education,Equal Education,Shared Resources and Services,Instructional Materials,Disadvantaged,Annotated Bibliographies,Library Role

Open educational resources (OER), which have existed over 15 years, consists of, in principle, fully open educational content, available for free to all and are adaptable to serve the needs of the user. They were created as a response to the high cost of textbooks and as a means of leveling the playing field in terms of ensuring equal access to education for disadvantaged populations. The selected resources in this annotated bibliography is an effort to address and overcome these challenges in student learning.
Academic English and Language-Related Technology
Author: Behrens, Susan J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Discourse,Computer Software,Metalinguistics,Web Sites,Grammar,Error Analysis (Language),Teaching Methods,Educational Technology,English Instruction,Nonstandard Dialects,Language Patterns,Black Dialects,Error Correction,Higher Education

Utilizing the framework of educational linguistics, we investigate ways to foster greater awareness of, and facility with, academic English for educators and students across disciplines by maximizing the popularity of language-related software packages, applications and websites, those already commonly found in and out of the classroom. Our work examines such technology to uncover assumptions made about language by these programs and thereby heightening meta-linguistic knowledge for educators and students, an awareness that can lead to more reflective and informed teaching and learning with--and about--academic English. At a time of growing linguistic diversity in our classrooms, and with the expanded pedagogical use of technology in higher education, linguistics and technology need to join forces.
Students Dread the &quot;P&quot; Word: Is Turnitin® Good for Plagiarism Detection and Feedback?
Author: Krishnan, Rathi
Date: 2016-00-00
Type: Journal Articles
Subjects: Plagiarism,Writing Evaluation,Feedback (Response),Computer Software,Conference Papers,Educational Benefits,Audio Equipment,Writing Instruction,Grading,Scoring Rubrics,Student Attitudes,College Faculty,Teacher Attitudes,Undergraduate Students,Web Sites,Time Management,Citations (References)

This paper is based on a presentation made at NADE 2016, in Anaheim, California, entitled &quot;Turnitin--An Extraordinary Teaching and Feedback Tool in the Writing Classroom&quot; which discussed the value and benefits of using Turnitin (TII), a subscription-based software/website available to universities that serves as an audio-visual feedback tool, a plagiarism checker, and a self- monitoring tool to assist in creating correct citation and producing original work by students in all courses requiring writing and research. TII is a valuable resource, not only as a plagiarism checker, but also as an extraordinary tool for giving comprehensive feedback on papers, including audio feedback. Students consistently report how much they value the feedback they receive using TII. This paper will discuss the use of TII to grade effectively including the use of comment banks and Quick Marks, incorporating custom rubrics, and providing audio feedback. Narrative experience of students and faculty using TII at Kaplan University will also be discussed.
Take a Breath: Yoga and Meditation in the Developmental Classroom
Author: Arbeau, Denise Cady
Date: 2016-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Nontraditional Students,Stress Management,Relaxation Training,College Students,Success,College Freshmen,Metacognition,Coping

Teachers of developmental education are familiar with non-traditional students who are balancing innumerate stressors in their lives, in addition to the overwhelming stress of college. Stress relief methods like yoga and meditation are essential life management tools in helping new college students succeed, not only in their education but also in their careers and personal lives. When incorporated into a first-year seminar class, yoga and meditation can offer students healthy stress relief in order to successfully pursue their academic goals, in addition to offering lifelong stress management.
SOARing to New Heights with Underprepared Students
Author: Cook, Annette G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,College Readiness,Developmental Studies Programs,Academic Advising,Tutoring,Curriculum,Program Effectiveness,Academic Persistence,Graduation,Teacher Student Relationship,High Schools,College School Cooperation,Summer Programs,Faculty Development

In 2007, the president of Shelton State Community College in Alabama announced that with more than 60% of incoming freshmen placing into developmental courses, the college had a moral and ethical obligation to provide top-quality opportunities for underprepared students. He appointed a team to investigate options for improving services and coursework for incoming underprepared students and committed to providing the funding (without reliance on grants) that would be necessary. The result was the creation of the Student Opportunities for Achievement and Resources (SOAR) Institute, a comprehensive program that includes intensive mandatory advising, comprehensive tutoring services, and changes in developmental curricula and course offerings. SOAR has resulted in higher persistence rates and higher pass rates in both developmental courses and subsequent college-level coursework, expanded tutoring, and intensive individual advising/mentoring services for developmental students.
Reimagining and Expanding Accelerated Learning at a Midwestern Minority-Serving Institution
Author: Williams, Concetta A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Minority Group Students,College Students,Writing Instruction,Writing (Composition),Acceleration (Education),Literacy,Educational Theories,Time Factors (Learning),College Credits,Peer Teaching,Mentors,Writing Skills

This article explores how a composition program at a minority serving, Midwestern university used an accelerated learning approach in its general education composition course sequence. Using research in the area of literacy theory and developmental education, as well as assessment data, the program designed a two-course general education composition sequence that includes increased instructional time, college credit, and an embedded peer-writing mentor. The major goal of the program is to provide students with an opportunity to strengthen their writing skills while continuing on the path toward graduation. This article outlines the ways the program has evolved over the past 20 years.
The &quot;Perfect Storm&quot; of Policy Issues and Its Impact on Developmental Education
Author: Boylan, Hunter R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Developmental Programs,Higher Education,Student Costs,Labor Needs,Debt (Financial),Remedial Programs,State Legislation,Misconceptions,Graduation Rate,Educational Policy,Policy Analysis,Labor Supply,Knowledge Economy

In the past decade, a variety of political and economic issues have contributed to changing the landscape of American higher education. Among these issues is a shortfall of college educated laborers for the workforce, the increasing costs of college attendance, and the subsequent expansion of student debt. State politicians and decision makers have responded to these issues with mandates affecting the design, delivery, and evaluation of remedial courses. Unfortunately, developmental educators have had little input into discussions of these mandates while being held accountable for their success. Although many of the reforms discussed do contribute to improved college completion, it remains to be seen how far they will &quot;move the needle.&quot;
Two LEAPS Forward, One LEAP Back: A Two-Year Pilot of a Developmental Mathematics and English Cohort Program
Author: Oubre, Katherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Cohort Analysis,Pilot Projects,Developmental Programs,Remedial Mathematics,Remedial Programs,English (Second Language),Barriers,Educational Objectives,Communities of Practice,Models,Program Effectiveness,Success,Academic Persistence,College Programs

Learning Expectations and Academic Preparation (LEAP) was a two-year pilot offering a cohort (20 students) of our lowest scoring English and mathematics developmental students an intensive cross-disciplinary semester to accelerate through their developmental courses. Blending learning community and summer bridge best practices, LEAP incorporated significant scaffolding to help students develop transferable cognitive, academic, and college skills. In both pilot semesters, we achieved early successes; however, our retention/success rates over time tended to match rather than substantially exceed that of traditional courses. While LEAP did not achieve long-term sustainability, we reflect in this article on our &quot;take-aways&quot; as individual instructors, developmental program coordinators, and faculty members promoting stronger academic and college skills on a university-wide level.
Commuting the Math Sentence: Accelerating Developmental Mathematics Using the Co-Requisite Model
Author: Atkins, Charlene
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Remedial Mathematics,Undergraduate Students,Success,Student Centered Learning,Developmental Studies Programs,Acceleration (Education),Models,Scores,College Entrance Examinations,Statistical Analysis,Mathematics Skills

This study compares the results of a developmental co-requisite program with those of a traditional pre-requisite program in an attempt to determine whether the two models provide equivalent levels of effectiveness and efficiency. The research focused on gateway course completion scores and final exam scores for undergraduate students enrolled in a college-level quantitative reasoning course at a public four-year university in the mid-west. The results of this study suggest student success may be improved through the implementation of co-requisite pathways. A learner-centered approach to teaching, one offering just-in-time support, is recommended in this study. The co-requisite model coupled with evidence-based instructional methods demonstrates a promising practice in developmental education worthy of further inquiry.
The Cultural Values in Texts of English Coursebooks for Junior High School in Ambon, Moluccas-Indonesia
Author: Lekawael, Rosina Fransisca J.
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Textbooks,Content Analysis,Textbook Content,Cultural Awareness,Values,Ethics,Individual Characteristics,Creativity,Aesthetics,Social Justice,Caring,Beliefs,Junior High Schools,Qualitative Research,Economics,Politics,Religion

This study aimed at investigating and understanding the cultural values in texts of English coursebooks in Ambon, Moluccas, Indonesia. The researchers used content analysis method to analyze data in depth, detailed, and complete about the cultural values. The result of this research revealed that the cultural values from texts view found in the English coursebooks were prestige, honesty, discipline, alignment, individuality, diversity, hard-working, generosity, creativity, beauty, equality, fighting spirit, mutual help, caring, proud, independent, and belief. Thus, there were three dominant values that are, diversity, beauty, and alignment. Those results lead to implication that English teacher can apply the cultural values in teaching processes. Then, for the further language researchers can conduct related research on the impact of the cultural values to the attitude and the teenagers' age.
EFL Published Materials: An Evaluation of English Textbooks for Junior High School in Indonesia
Author: Hanifa, Rizaldy
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Junior High Schools,English (Second Language),Textbook Evaluation,Instructional Materials,Qualitative Research,Grade 7,Costs,Layout (Publications),Student Centered Learning,Course Descriptions,Language Skills,Cultural Awareness

The use of EFL published materials like textbooks are becoming more widespread as they can bring easiness in the classroom by providing teachers with guidelines comprised of syllabus, methodologies, as well as materials for teaching and learning. However, choosing a suitable textbook for their teaching situation is deemed to be one of the most challenging tasks that EFL teachers often face. To get a good picture of the suitability of a textbook, a careful investigation needs to be undertaken. This study focused on the analysis and evaluation of two different English textbooks addressed to junior high schools grade VII in Indonesia, KTSP and curriculum 2013 textbook. Harmer's (2007) framework was employed to figure out the strengths and weaknesses of each textbook. The analysis revealed that both textbooks are quite satisfactory as they are very affordable, contain interesting layout, attractive designs, and clear instructions, correspond to current ELT methodology, cover all language skills, and comprise a wide range of topics which are familiar and culturally appropriate for learners. Nonetheless, the KTSP textbook does not have add-ons and extra materials; meanwhile, curriculum 2013 textbook is weak in providing authentic listening materials. Therefore, although the teachers manage to use the textbooks as their core materials, they are supposed to make adjustment and supplement them with other materials according to their learners' needs and their teaching context.
Genre Analysis of Iranian TEFL Students&apos; Master Theses
Author: Shirani, Shadi
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Theses,English (Second Language),Second Language Instruction,Language Teachers,College Students,Rhetoric,Qualitative Research,Academic Discourse,Writing (Composition)

Genre analysis dealing with the study of situated language in a particular context is regarded as a crucial component in every communication in general and academic writing texts in particular. Furthermore, recently it has been set as a requirement for the graduated students to pursue a shared rhetorical pattern for generating an academic text. Several researchers have recommended detailed explanations for rhetorical structures of various parts of academic texts, and an extensive literature is dedicated to investigate different academic genres such as research articles, theses, and dissertations in English. But, there are not enough studies that work on the thesis as a whole product and analyze all sections together and not separately. Therefore, 40 M.A. theses produced by Iranian TEFL students at Islamic Azad University (IAU), Isfahan (Khorasgan) Branch were collected and analyzed for the rhetorical structures of the Introduction, Method, Results, and Discussion (IMRD) sections in order to accomplish the objectives of the study. Through calculating the frequencies and percentages of data, it was revealed that a number of moves in different sections was absent in the theses.
The Dilemma of Learning Phrasal Verbs among EFL Learners
Author: Al Nasarat, Salman A.
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Verbs,College Students,Majors (Students),Nonmajors,Language Skills,Language Proficiency,Translation,Speech Communication,Written Language,Scores,Language Tests,Statistical Analysis,Student Characteristics,Language Usage,Gender Differences

This study was designed to examine difficulties in interpreting English phrasal verbs (PVs) that individual college student of English face during their academic career. Interpretation is an apparent obstacle that Jordanian English students encounter as they learn language systematically. The learners being investigated were divided into two groups including regular students of English language and literature and non-majoring English students who study communication skills in English at Al Hussein Bin Talal University. Basically, the present study attempted to investigate students' background level and performance to identify the source of weakness in interpreting PVs either orally or based on written texts. The findings would shed light on translating inability and more significantly on interpreting strategies while students work out the meaning of spoken or written PVs combinations. The overall score obtained by students in the designed test resulted in a plausible explanation for this learning problem and should help for a better course design and instruction as well as effective classroom teaching and curricula.