ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Teacher Induction: Collaborative Self-Studies across Institutions
Author: Smith, Déirdre
Date: 2015-05-00
Type: Journal Articles
Subjects: Institutional Characteristics,Beginning Teacher Induction,Phenomenology,Mentors,Partnerships in Education,Reflection,Inquiry,College School Cooperation,Educational Practices,Boards of Education,School Districts,Institutional Cooperation,Narration,Institutional Research,Elementary Secondary Education,School Community Relationship,School Community Programs,Group Dynamics

Educators from eight institutions engaged in collaborative self-studies of their own practices to gain deeper insight into the significance of narrative-based writing supporting the process of teacher induction. A series of teacher induction institutes based on narrative writing processes provided the context for critical exploration of the lived experiences of both beginning and mentor teachers. These institutes were key components of a tri-level teacher induction partnership between a provincial organization, a faculty of education and six district school boards. The significance of this multi-tiered teacher induction project for initial teacher induction, teacher education and for collaborative self-studies across institutions is explored in this inquiry.
Simplifying Parental Language or Increasing Verbal Responsiveness, What Is the Most Efficient Way to Enhance Pre-Schoolers' Verbal Interactions?
Author: Brassart, Elise
Date: 2015-05-00
Type: Journal Articles
Subjects: Preschool Children,Verbal Communication,Parents,Intervention,Language Usage,Parent Child Relationship,Foreign Countries,Pretests Posttests

Literature shows that parent-implemented language interventions have positive effects on children language skills. Nevertheless, studies in this field suffer from two limitations. This pilot study compared the efficiency of two brief self-implemented interventions, each aiming to manipulate a specific parenting language variable, on a non-clinical sample of preschoolers. Sixty participants were randomly allocated to: (1) Responsive group: forty-minute intervention in order to enhance the parents' responsiveness (20 participants), (2) Structural group: forty-minute intervention in order to simplify the parental language (20 participants), (3) Control group: forty-minute program that did not deal with parental issues (20 participants). A parent/child play session was administered before and after the intervention in order to make a pre-post comparison. Results showed several modifications only after the responsive intervention, including an equilibration of parent/child turn-taking. First, results demonstrated that increasing parent's responsiveness is more efficient than simplifying parental language to enhance verbal interactions. Second, as these patterns of communication are associated with language and behavioral development, it would be a first step toward the creation of brief and cost-effective responsive interventions for prevention purposes in pre-schoolers.
Effects of Online Sensory Feedback Restriction during the Training on Immediate and Long-Term Learning on a Finger Opposition Tapping Task
Author: Piemonte, Maria Elisa Pimentel
Date: 2015-05-00
Type: Journal Articles
Subjects: Feedback (Response),Sensory Experience,Psychomotor Skills,Training,Instructional Effectiveness,Perceptual Motor Learning,Young Adults,Foreign Countries,Statistical Analysis

Background: Online sensory feedback has been considered fundamental for motor learning. The sensory inputs experienced in previous attempts can be processed and compared to allow the online refinement of subsequent attempts, resulting on performance improvement. However, numerous studies have provided direct and indirect evidence that learning new motor abilities is possible, regardless of online sensory feedback. Objective: The purpose of this study was to investigate the influence of online sensory feedback on learning a new motor skill. Methods: We investigated the immediate and the 28-day delayed performance of a single-session training (4 blocks of 600 movements) performed under 4 different conditions of online sensory restriction: (1) no restriction; (2) visual input restriction; (3) visual and tactile input restriction and (4) total input restriction (mental practice), in 40 young healthy participants (mean age 26.6 ± 3.6 years). The task consisted of performing finger opposition sequences using the dominant hand (right). Results: The training condition did not influence immediate or delayed performance in terms of accuracy or speed. Conclusion: As all conditions resulted in a similar amount of performance improvement, the level of online feedback available during training did not affect the learning process. Probably, according to the sensory inputs availability on the training conditions, equally efficient strategies are developed to improve performance in terms of speed and accuracy.
Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety
Author: Ünal-Karagüven, M. Hülya
Date: 2015-05-00
Type: Journal Articles
Subjects: Motivation,Test Anxiety,Self Determination,High School Students,Foreign Countries,Correlation,Multiple Regression Analysis,Academic Achievement,Student Characteristics,Hierarchical Linear Modeling,Predictor Variables,Questionnaires

Academic motivation and test anxiety have been still adduced for low performance of students by educators. To know the factors that have an effect on students' academic motivation and test anxiety levels can be helpful to improve students' academic performance. The aim of this study was to investigate the effects of demographic variables and communal mastery as predictors of academic motivation and test anxiety levels based on the self-determination theory. Study group consisted of 336 Turkish high-school students. Academic Motivation Scale, Test Anxiety Inventory, Communal Mastery Scale and a questionnaire were used (n = 64). Multiple correlation analyses and hierarchical multiple regression were used to predict variables' effects on academic motivation and test anxiety. Results were discussed in terms of self-determination theory. Correlation analyses partly confirmed and partly disconfirmed study's hypotheses. Communal mastery was positively associated, with perceived academic achievement while test anxiety and amotivation were negatively associated with perceived academic achievement. Gender, school type, parents' education levels, having siblings, having a computer and communal mastery were partly negatively and partly positively associated with academic motivation and test anxiety. Perceived academic achievement was negatively associated with test anxiety and amotivation. Multi levels analyses results showed that demographic factors and communal mastery were significant predictors of high-school students' academic motivation and test anxiety levels.
Effectiveness of a Metacognitive Reading Strategies Program for Improving Low Achieving EFL Readers
Author: Ismail, Nasrah Mahmoud
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Experimental Groups,English (Second Language),Second Language Learning,Language Tests,Scores,Program Effectiveness,Low Achievement,Reading Instruction,Control Groups,Reading Comprehension,Females,Undergraduate Students,Pretests Posttests,Reading Tests,Reading Improvement,Foreign Countries,Psychometrics,Validity,Item Analysis,Measures (Individuals),Questionnaires

As the training of language learners was a main concern of EFL teachers, this study aimed to assess the effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who achieved low results in reading. The final sample of this study was (21) female university students. The sample was divided into two groups; the experimental group, which consisted of (10) girls, and the control group, which consisted of (11) girls. By using the quasi experimental-research methodology, three research objectives were addressed in this study: (a) to examine whether there were significant differences between the experimental group and the control group on the employment of metacognitive reading strategies and reading comprehension post-tests): (b) to explore whether there were significant differences between the mean scores of pre- and post-tests on the English Language reading test: (c) to find out whether there were any significant differences between the mean scores of the post-test and the follow up of the use of metacognitive reading strategies and the English Language reading comprehension test given to the experimental group. Data from pre- and post-test measurements were used to investigate the impact the intervention had on EFL low achievers in reading. Statistical analyses of the data showed that there were statistically significant differences between the experimental group and the control group on the post-test reading comprehension test as well as the reading strategies questionnaire. These showed a significant improvement in the reading skill in the experimental group. They also revealed that there were statistically significant differences between the pre-test and post-test results for the experimental group on the reading comprehension test and the reading strategies. This showed that the experimental group improved in reading skills after the students participated in the program, as seen on the post-test. In the light of these results, the study provided a number of procedural recommendations that may contribute to raising the importance of metacognitive reading strategies training for the students with low achievement in reading.
&quot;The Course Fit Us&quot;: Differentiated Instruction in the College Classroom
Author: Dosch, Mary
Date: 2014-00-00
Type: Journal Articles
Subjects: Individualized Instruction,College Instruction,Undergraduate Students,Preservice Teachers,Instructional Effectiveness,Academic Achievement,Student Attitudes,Comparative Analysis,Conventional Instruction,Assignments,Tests,Statistical Analysis

As diversity in higher education increases, the one-size-fits-all, teacher-centered, traditional model of lecture-style teaching sets students up for failure. In addition, the strategic rhetoric of blaming students for academic failures keeps the systemic power in place, justifying the current system. In contrast, differentiated instruction, a student-centered instructional model, has shown success in higher education through a limited number of mostly qualitative studies. The purpose of the current study was to explore implementing differentiated instruction in higher education to understand if quantitative improvements were noted in a differentiated (DI) classroom compared to a nondifferentiated (NDI) classroom in two different sections of the same Educational Psychology course taught by the same instructor. In addition, perceptions toward the use of differentiated instruction were attained. The DI and NDI sections had enrollments of 39 and 38 undergraduate students, respectively. The majority were preservice teachers attending a mid-sized Midwestern University. The DI group significantly outperformed the NDI group on the aggregates of the assignments and the exams. However, only two assignments and one exam showed significantly higher scores for the DI group when examined individually. The DI group perceived differentiated methods as beneficial to their learning as noted on the course evaluation and survey questions.
Entrepreneurship Education: Experiences in Selected Countries
Author: Bakar, Rosni
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Business Administration Education,Economic Development,Correlation,Models

Entrepreneurship and education play a role in enhancing the country's economic state. Entrepreneurship helps the economy by providing job opportunities. The lack of job opportunities has caused unemployment rates to increase tremendously throughout the years making the development rate of a country slow down. One way for the economy to improve is by providing jobs for the unemployed. With technology improving day by day, the need for human labor decreases over time, this is where entrepreneurship comes in. The entrepreneur taking on the challenge of unemployment and provides an occupation for him and for others by being innovative is the act of entrepreneurship. Education is used to inspire entrepreneurship among young graduates in order for them to be able to produce job opportunities for themselves and their peers. Education is also seen as a method to eradicate poverty. Hand in hand, entrepreneurship and education plays a vital role and has been an interest of researchers. Entrepreneurship education is used to educate people with the skills and knowledge needed to be able to seize the opportunity presented. This paper discusses entrepreneurship and economic growth followed by entrepreneurship education along with the efforts and obstacles faced by Europe, China, Malaysia and Nigeria in enhancing entrepreneurship education. The paper intends to provide an understanding on entrepreneurship and its role in economic growth and entrepreneurship education.
Impromptu Learning: Unplanned Occurrences, Intended Outcomes
Author: Jefferies, Julián
Date: 2014-00-00
Type: Journal Articles
Subjects: Study Abroad,Informal Education,Qualitative Research,Interviews,Student Journals,Experiential Learning,Learner Engagement,Area Studies,College Students,Tourism,Environmental Education,Ethnography,Participant Observation

During a study abroad experience on the island of Vieques, Puerto Rico, participants found themselves in an &quot;impromptu learning experience&quot; that extended their learning beyond Puerto Rican culture to real-world debates of tourist development, environmental issues, and the struggles of the native population. In this paper, we introduce impromptu learning: an unplanned experiential learning experience, triggered by a significant and personalized incident, that engages, invigorates, and mobilizes students to seek further learning and knowledge. We used qualitative data in the form of interviews and students' journals to describe and elucidate the characteristics of impromptu learning. Implications of these experiences and their potential for making study abroad as well as learning in other contexts more student-led and more effective for critical consciousness are discussed. In addition, recommendations for supporting and promoting impromptu learning experiences are provided.
Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills
Author: Chittum, Jessica R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Improvement,Graduate Students,Peer Evaluation,Periodicals,Student Participation,Academic Discourse,Skill Development,Constructivism (Learning),Guidelines,Learning Theories,Sociocultural Patterns,Writing (Composition),Expertise,Feedback (Response),Writing for Publication

Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert &amp; Spark, 2008; Singleton-Jackson, Lumsden, &amp; Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005). Today's scholars in any field must be prepared to communicate findings effectively to a variety of audiences and venues. As such, explicit support in academic writing and communication skills at the graduate level is vital, and yet this area of support is often neglected in graduate level programs (e.g., Pfeifer &amp; Ferree, 2006; Surratt, 2006). Thus, we propose engaging students in the professional peer-review process to nurture this skillset. In this paper, we present support for and practical implications of involving students in the professional peer-review process, where graduate students serve as initial reviewers in double-blind (or similarly robust) review procedures for refereed journals. We discuss theoretical and empirical support for incorporating professional peer-review activities to facilitate growth in graduate students' academic writing skills and productivity, including constructivist theory, examining examples and nonexamples, working within the zone of proximal development to engage in deeper levels of learning, and utilizing general student peer review to improve writing skills. Finally, we present a framework for incorporating this form of peer review into graduate programs across disciplines.
Experiences in Postsecondary Education That May Lead to Cultural Intelligence: Exploring and Proposing Practices
Author: Lopes-Murphy, Solange A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cultural Awareness,International Education,Higher Education,Standards,College Graduates,Educational Experience,Global Education,Teaching Methods,Educational Practices,Intelligence,Metacognition,Decision Making,Cross Cultural Training,Assignments,Learning Experience,Literature Reviews

Cultural intelligence is among the top essential learning outcomes for college graduates. Despite the emphasis on internationalizing higher education and the increased culturally focused initiatives across campuses, fewer than seven percent of college-level students meet even basic standards for cultural intelligence by the time they graduate with a bachelor's degree. Research on the postsecondary experiences that lead to cultural intelligence is still rather limited. This paper, through an extensive review of the literature, presents the context of global education in higher education, discusses cultural intelligence and its dimensions, and presents recommendations on ways to infuse culturally intelligent practices inside and outside of postsecondary classrooms.
A Global Dialogue on Peace: Creating an International Learning Community through Social Media
Author: Carmichael, Tami
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,Foreign Countries,Peace,Communities of Practice,Program Descriptions,Computer Mediated Communication,Teaching Methods,Global Approach,Student Projects,Pilot Projects,Cooperative Learning,International Cooperation,Learner Engagement,Student Attitudes,College Faculty,Assignments,Partnerships in Education,College Students,Universities,International Education,Study Abroad

Technology and social media, often seen as counter productive to student learning, can provide intriguing new ways to extend and enhance learning across international borders. This article explores one successful learning project, based on the Nobel Peace Prize, that connected students from Norway, South Africa, and the United States through various social media forms, allowing them to learn about, dialogue on, and create projects surrounding the concepts of world peace, sustainable peace, and global citizenship, while themselves practicing that citizenship. The article details the pedagogy behind the learning project, explains the student responses, and describes the way that the high impact practices involved helped to increase student engagement. It also describes the international faculty collaboration that made this international learning project successful.
Lab Reports: A Concise Guide for Non-Native English Speakers
Author: Soundranayagam, Luxshmi
Date: 2014-00-00
Type: Journal Articles
Subjects: Guides,English (Second Language),Second Language Learning,Science Education,Majors (Students),Laboratory Experiments,Writing (Composition),Difficulty Level,Language of Instruction,Teaching Methods,Writing Instruction,Foreign Countries,College Students

College students in the non-English-speaking world have to overcome formidable barriers in reading and writing when their medium of instruction is English. One particular problem faced by science majors is the writing of lab reports, a demanding task that might not be effectively supported by the standard guides and manuals available. This paper presents a new, very basic, no-frills guide aimed specifically at students in countries where English, although a second language, is also the language of instruction. The purpose of the guide is to provide an explicit structure to assist the user in presenting and communicating information in a clear and logical manner.
The &quot;Outsider/Insider&quot; Assignment: A Pedagogical Innovation for Teaching Cross-Cultural Understanding
Author: Garcia, Angela Cora
Date: 2014-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Assignments,College Instruction,Cross Cultural Training,Undergraduate Students,Instructional Effectiveness,Social Distance,Social Class,Poverty,Coping,Cultural Differences,Intercultural Communication,Grounded Theory

In this paper, I describe an innovative assignment for teaching undergraduate students cross-cultural understanding. The Outsider/Insider assignment simultaneously teaches facts about cultural difference and skills for managing cross-cultural encounters. Briefly, the assignment is to write two short papers, one in which the student describes a situation in which he or she was the outsider, and the other a situation in which he or she observed a newcomer to a group where that person was an insider. The paper begins by reviewing previous research on cross-cultural interaction and its relevance for pedagogy, and describing the course, its goals, and the &quot;Outsider/Insider&quot; assignment. The effectiveness of the assignment is demonstrated through an analysis of excerpts from student papers. This analysis shows how the assignment can accomplish learning on a range of dimensions. The main themes that will be addressed are the following: (a) being seen as the outsider; (b) challenges related to outsider status; (c), the relevance of social class, poverty, and wealth on insider/outsider status; (d) strategies for coping in cross-cultural encounters; and (e) benefits to the student of being willing to cross boundaries. The paper concludes with a discussion of how the assignment facilitates student learning and its relevance for a range of undergraduate courses.
Preparing Students for Higher Education: The Role of Proactivity
Author: Geertshuis, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,College Preparation,College Readiness,Longitudinal Studies,Student Behavior,Creative Development,Creative Thinking,Self Efficacy,Personality,Cognitive Style,Scores,Student Surveys,Part Time Students,Questionnaires,Likert Scales,Correlation,Regression (Statistics),Outcome Measures,Foreign Countries,Academic Achievement

Proactivity is important to individual success, particularly where individuals face significant obstacles and where formal support may be lacking or difficult to access. The study tracks mature students over a one-semester university preparation course designed for returners to learning. Measures of proactivity included proactive personality, confidence to perform proactive learning behaviors and frequency of proactive behaviors. While measures of proactive personality remained relatively stable, we observed increases in both confidence to perform and the frequency of proactive behaviors over time. At the end of semester these three variables were predictive of a number of outcomes including self-assessed self-directed learning, the taking of a mastery approach to learning, and grades. We argue that issues of proactivity are under-researched in higher education. The implications for course structure and student support are discussed.