ethanporcaro/eric-fulltext-meta huggingface dataset:
Rankings and the Identification of Inequities within the Brazilian Federal University System
Author: Hewitt, W. E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Reputation,Equal Education,Social Differences,Foreign Countries,Universities,Institutional Evaluation,Criticism,Integrity,Evaluation Methods,Decision Making,College Faculty,Educational Improvement,School Choice,Geographic Regions,Publications,Evaluation Criteria

International and national university ranking exercises have attracted increasing criticism in recent years, as observers question the integrity of the methodologies employed, the influence of rankings on institutional decision making, and ultimately the utility of the exercise. At the same time, for stakeholders &quot;per se&quot; rankings can have beneficial effects, particularly in enhancing institutional recognition, attracting top faculty and researchers, as aids to student choice and decision-making, and stimulating program improvement. Another important effect--which has drawn scant attention in the literature to date--relates to the impact of rankings exercises in exposing unintended quality related inter-institutional anomalies within university ecosystems. In this study, the role of rankings in this regard are examined in the specific case of Brazil, through an investigation of regional inequities in that country's publicly funded federal university network.
The Relationship between State Funded Merit Scholarships and Student Loan Debt
Author: Borg, Mary
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,State Aid,Student Financial Aid,Debt (Financial),State Universities,Graduation,Scholarships,Comparative Analysis,College Attendance,College Graduates,Student Characteristics,Race

This article uses a sample of 13,643 students attending a 4-year state university in Florida to estimate a selection-bias corrected quantile regression of loan debt at graduation. The study investigates whether the debt levels of students who received the Florida Bright Futures (FBF) scholarship are significantly different from the debt levels of students who did not receive the scholarship. The empirical results show that FBF recipients accumulate higher debt, on average, than similar students who did not receive the award. However, for students from the lowest income households and with the highest levels of debt, the FBF scholarship award does reduce the overall amount of debt they accumulate.
What&apos;s in a Debt Letter? A Content and Linguistic Analysis of Student Loan Debt Letters
Author: Taylor, Z. W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Debt (Financial),Content Analysis,Structural Analysis (Linguistics),Student Loan Programs,Letters (Correspondence),College Students,Jargon,Readability

Since 2012, many Title IV institutions of higher education have sent their students debt letters to inform them of their outstanding loan amounts, estimated or real monthly payments, and other loan-related information. However, no extant research has analyzed whether these letters are written at an appropriate level for college students, nor has research articulated what complex jargon is used in these letters (e.g., &quot;subsidized,&quot; &quot;consolidated&quot;) and what content is contained in these letters (e.g., interest rates, loan types). Subsequently, this study analyzes a sample of 24 letters gathered from institutions of higher education across the country to fill these research gaps. Results suggest most debt letters are not comprehensible by the average first-or second-year college student, jargon differs between sectors (e.g., public, private), and debt letters share many common elements, such as aggregate loan totals and interest rates, but many do not include contact information or any multimedia, even though letters were written to be delivered digitally. Implications for research, practice, and financial aid communication are addressed.
Moving toward Implementation of Universal Mental Health Screening by Examining Attitudes toward School-Based Practices
Author: Moore, Stephanie A.
Date: 2022-05-00
Type: Journal Articles
Subjects: Program Implementation,Mental Health,Screening Tests,Teacher Attitudes,Parent Attitudes,Child Behavior,Rating Scales,Elementary School Teachers,Preschool Teachers

Universal mental health screening is a proactive approach to identify students who may benefit from prevention or early intervention services. Despite known benefits, few schools are engaging in screening efforts, and it is critical to examine factors that may impede or enhance implementation. Following implementation of a universal screening program across five preschools and elementary schools, this study investigated the attitudes of teachers (n = 40) and parents (n = 330) and found strong agreement among stakeholders about the acceptability and appropriateness of universal mental health screening. Teachers and parents expressed less willingness to regularly complete screening forms, yet teachers reported that the Behavior Assessment System for Children--Third Edition: Behavioral Emotional Screening System was a usable screening tool. Implications and future directions to enhance implementation efforts are discussed.
Something of Our Own to Say: Writing Pedagogy in India
Author: Gupta, Anuj
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Academic Language,Cultural Differences,Reading Skills,Writing Skills,Student Diversity,Second Language Learning,Social Differences,Foreign Countries,College Faculty,Higher Education,Dialogs (Language)

As writing pedagogy gains distinct footholds in university classrooms in India, it is worth retracing some of its steps to the shaping influence of composition pedagogies in the United States. In this article, the authors recount their experiences of using the concept of conversation to enable academic writing in their classrooms. Each narrative details adaptations of what did not automatically transfer to their particular contexts. These adaptations highlight a range of cross-cultural assumptions -- from misaligned cultural references to the levels of prior reading and writing skills -- that can be taken for granted. Overall, the work has required many more intermediate steps to make writing pedagogy workable in their socially and linguistically diverse classrooms. The authors learned that what seems matter-of-fact in American composition -- the analogy of conversation as talk or strategy for analytic writing -- has to be made accessible in their classrooms as something of their own.
Tracing Ableism&apos;s Rhetorical Circulation through an Analysis of Composition Mission Statements
Author: Bennett, Kristin C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Disabilities,Social Bias,Discourse Analysis,Position Papers,Documentation,Writing Instruction,Writing (Composition),Neoliberalism,Language Usage,Freshman Composition,Universities

Circulated documents, like mission statements, demarcate normative boundaries related to student and instructor identities, behaviors, and experiences. In attempting to create inclusive documentation, universities frequently use standardizing language. While promoting standardization, however, such documents may prove exclusive by disregarding a range of student and instructor identities and abilities. Grounded in insights from disability studies and technical and professional communication theory, this study models the use of corpus linguistic analysis for analyzing mission statements, thereby providing interdisciplinary methods for writing programs to evaluate the documents they create and circulate. The findings show that by attempting to universalize experience, composition programs may contribute to normalizing structures that circulate ableism. These findings help programs recognize the discursive impact that mission statements may have by illustrating how ableism may move across even seemingly neutral spaces. In turn, the article calls for composition studies to consider critical documentation practices that prioritize disability and offers data-driven guidelines for revising mission statements.
Weh Wi Deh/Veh Vi Is/Where We Are: Teaching and Researching Academic Writing in the Caribbean
Author: Milson-Whyte, Vivette
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English,Creoles,African Languages,Language Usage,Academic Language,Writing Instruction,Writing (Composition),Educational History,Foreign Policy,Higher Education,Student Diversity

The title for this article reflects the complex linguistic situation of the Anglophone Caribbean, where multiple English-lexifier Creoles (such as Jamaican Creole [Weh Wi Deh] and Bahamian Creole [Veh Vi Is])--all of which developed in the colonial era out of the contact between English and myriad African languages spoken by contemporary Caribbean people's enslaved ancestors--coexist and contend with international Standard English (Where We Are). Further adding to this complex linguistic situation, the teaching of academic writing in the Caribbean reflects the region's history of competition between British (through direct colonial rule) and American (through the neo-colonial influence of American media) language variants and educational culture. This article presents a brief history of academic writing instruction in the Caribbean, where academic writing instruction in the Caribbean is now, and where academic writing instruction in the Caribbean is going.
Global Efforts to Professionalize Online Literacy Instructors: GSOLE&apos;s Basic OLI Certification
Author: Cicchino, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Literacy Education,Online Courses,Teacher Certification,Standards,Program Effectiveness,Tutors,Teacher Competencies,Teacher Attitudes,Integrated Learning Systems,Barriers,COVID-19,Pandemics,Faculty Development,International Organizations,Reading Teachers,Writing Teachers,Reading Instruction,Writing Instruction

The Global Society of Online Literacy Educators (GSOLE) Basic Online Literacy Instruction (OLI) Certification is open to GSOLE members and is designed to help online literacy instructors, tutors, and writing program administrators learn foundational principles, theories, and practices of teaching and tutoring writing online and apply those to the contexts in which they work or anticipate working. The certification consists of two courses that span an academic year. Both courses guide participants, who come to the experience with various levels of online teaching and/or tutoring experience, toward meeting the pedagogical and curricular standards established by experts of online literacy education as articulated by GSOLE. Participants experience both courses within a learning pod, made up of one instructor-mentor and up to five participants. This article examines the course and its effectiveness for GSOLE's members.
Modern Aspects of Home Economics Education and Slovenia
Author: Erjavšek, Martina
Date: 2021-00-00
Type: Journal Articles
Subjects: Family and Consumer Sciences,Foreign Countries,Educational Change,Interdisciplinary Approach,Elementary School Curriculum,Curriculum Evaluation

Home economics operates in the academic, curriculum and social realms, as well as in everyday life. Due to its multidisciplinarity, it includes and interconnects the contents of different disciplines (e.g., healthy lifestyle, nutrition, dietetics, textiles, home, family, consumption, personal and family economics, design and technology), which are considered in terms of meeting the needs of the individual, family, and society. Home economics education and literacy play an important role in acquiring knowledge and skills that help raise the quality of life of the individual, family, and society. With the development of society, the needs of both the individual and the family are changing; therefore, changes are also needed in home economics education, which is reflected in the updating of the subject curricula. The goals and contents in the curriculum must reflect and meet the needs of the current society and take into account the cultural dependence and social determinism of the home economics field. To a certain extent, the current curriculum of the subject home economics in Slovene elementary schools already includes some content areas that have been recognised as important for meeting the needs of society. These relate to healthy lifestyle, nutrition, health, textiles, consumption, economics, family, environment and sustainable development. Given the perceived needs of society, the use of household appliances, home contents, and first aid should be additionally included in home economics education in Slovenia, and students should be encouraged to develop social and communication skills. It is also necessary to consider the appropriate placement of the subject in the curriculum, as it is necessary to implement home economics education in the entire elementary school education. Doing so will enable the acquisition of knowledge and skills needed in society and, therefore, the appropriate level of home economics literacy of the individual.
The Role of Home Economics Education in the 21st Century: The COVID-19 Pandemic as a Disruptor, Accelerator, and Future Shaper
Author: Pendergast, Donna
Date: 2021-00-00
Type: Journal Articles
Subjects: Family and Consumer Sciences,COVID-19,Pandemics,Educational Change,Food,Well Being,Trend Analysis

This paper explores the role of home economics education in the 21st century. It commences with an explanation of the disruption to the five predicted future global megatrends -- globalisation, urbanisation, digitisation, cybersecurity, sustainability -- as a consequence of the global Covid-19 pandemic. The place of megatrends framing home economics is explored by presenting a textual analysis of a literacy publication created as an acceleration point for framing the next one hundred years of home economics and underpinned by global megatrends, published prior to the pandemic. Using the Voyant Tool, visualisations of the book Creating Home Economics Futures: The Next 100 Years are presented and compared to other key literary documents informing the field. The paper then turns to the ways in which education and learning have led to the repositioning of home economics as a field and home economics literacy as the key strategy for ensuring the field continues to remain relevant into the future. Priority areas for education include food literacy; individual, family and community well-being; and the reconstitution of the place of the home.
The Role of Parental Self-Efficacy in Explaining Children&apos;s Academic Outcomes
Author: Bubic, Andreja
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Role,Self Efficacy,Academic Achievement,Outcomes of Education,Elementary School Students,Parent Participation,Predictor Variables,Parent Attitudes,Student Attitudes,Foreign Countries

Students' educational outcomes are influenced by several factors that are not directly related to their personal characteristics, among which parental beliefs and behaviours are of special relevance. The present study was conducted on a sample of 301 primary school students and their parents, who completed a set of prepared questionnaires used for investigating the contribution of parental self-efficacy and the perception of parental involvement to students' academic achievement, perceived academic control and achievement goals. The obtained results indicated parental self-efficacy as a predictor of perceived academic control and avoidance goals, whereas perception of parental involvement predicted perceived academic control, mastery approach and work avoidance goals. These findings confirm and extend previous knowledge regarding the relevance of parents' engagement to children's educational outcomes.
Evaluation of the Problem Based Flipped Classroom Instruction Process in the Framework of Community of Inquiry
Author: Günbatar, Mustafa Serkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Flipped Classroom,Instructional Effectiveness,Communities of Practice,Inquiry,Preservice Teachers,Foreign Countries,Teacher Student Relationship,Cognitive Processes,Social Behavior

The aim of this study is to determine the effectiveness of the instruction process through the use of the PBFC model within the scope of the CN&amp;C course. The evaluation of the PBFC process was made with the qualitative data obtained from the participants within the scope of CoI. Within the scope of cognitive presence, the participants firstly talked about the fact that video-based materials started the learning process. Within the scope of social presence, they talked about the contribution of PBL activities to motivation and a respectful communication environment. Within the scope of teaching presence, participants firstly mentioned the fact that PBL activities deepen the meaning of the subject. Within the scope of learning presence, participants talked about the increase in their self-efficacy regarding course content, the formation of regular study habits thanks to video-based materials, and they stated the fact that their intrinsic and extrinsic motivations stayed alive.
Group Processing: Students Reflections on the Experience and Impact of Group Processing
Author: Lachowsky, Nathan John
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Self Evaluation (Individuals),Reflection,Cooperative Learning,Feedback (Response),Active Learning,Inquiry,Student Experience,Problem Based Learning,Foreign Countries,Undergraduate Students,Student Attitudes

Problem-based or Enquiry-based learning is recognized as a transformative pedagogy, but there is a paucity of research examining group processing, a critical component of this pedagogy. Group processing is a structured approach to peer- and self-assessment that encourages learning that is both self-reflective and collaborative. Students develop the skills of peer and self-assessment, they learn to receive and deliver constructive feedback, and they benefit from continuous assessment. This article presents a mixed method study that asked former students, who had taken an enquiry-based learning seminar within the past 10 years, to reflect on their experience of group processing. Participants concluded that, based on their own experience, group processing is a skill transferable to other contexts and had a significant effect on their university experience.
Disagreeing about the Problem in PBL: How Students Negotiate Disagreements Regarding the Problem in PBL
Author: Velmurugan, Giajenthiran
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Higher Education,Interaction,Participative Decision Making,Cooperative Learning,Interpersonal Communication,Foreign Countries,Engineering Education,Group Dynamics,College Students

An essential part of Problem-Based Learning (PBL) is the students' group work. What happens in students' group work when no tutor/facilitator is present is normally a hidden land. Thus, there is limited research on students' interactional way of doing PBL, this study tries to amend this by looking at how students conduct group work without any tutor/facilitator present. In this study, our research question is: How do students negotiate disagreements in their decision-making regarding their problem construction, and which element(s) in the interaction establishes if the decision is made or not? With a focus on students' interactional work, we used video-observation to gather data of a 3rd semester Engineering Group at Aalborg University, Denmark. Our findings indicate that the conversation's structure has a profound impact on whether a decision proposal is accepted. Thus, the individual's ability to hold on to their position and answer questions towards one's proposal determines if other group members follow your suggestion. The study provides knowledge to an under-researched area of PBL and recommends a focus on PBL students' interactional work in relation to near future cases of PBL.
Writing Instruction in Australia
Author: Thomas, Susan E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Creative Writing,Second Language Instruction,Educational History,Higher Education,Undergraduate Students,Writing Across the Curriculum,Freshman Composition

&quot;Writing Instruction&quot; in Australia usually means one of two things: creative writing or TESOL, both having rich histories and traditions and usually offered as graduate courses in departments of Education or Linguistics. Academic writing, however, with few exceptions, is an all-but-invisible practice in undergraduate education. It draws attention only when it falls short, at which point the response is to fix what's wrong at the surface level rather than consider the broader needs of student writers. This article presents a brief history of writing instruction in Australia in higher education.
Perspectives on Environmental Education, Citizenship, and Assessment: A Case Study of Elementary School Teachers and Principals in Israel
Author: Gan, Dafna
Date: 2021-09-27
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Citizenship Education,Elementary School Teachers,Principals,Curriculum Implementation,Teacher Attitudes,Accountability,Student Evaluation

Environmental education (EE) is recognized as an important way to improve the environmental crisis. It seems that international and national educational assessment and accountability ideas are working against EE. By examining the perspectives of Israeli teachers, who are important change agents in society, this qualitative case study seeks to understand the potential of EE, when paired with citizenship, to foster a more equitable society in the context of the global educational reform movement. The study focuses on EE implementation in two Israeli schools, asking, &quot;How do Israeli elementary school teachers understand EE's role in fostering citizenship in the context of assessment and accountability?&quot; The findings contribute to the literature by exploring the relationship between EE, assessment, and citizenship. They also suggest that a school's ontological perspective on knowledge, namely the constructivist approach, enhances pro-environmental behavior, while the positivist approach matches the EE scientific approach that focuses more on assessment. A whole-school approach to EE deepened the active involvement of participants and enhanced their sense of citizenship more than an inquiry -- based learning approach. This study recommends integrating the social component of EE and developing action skills for citizenship, taking into consideration the global assessment movement and accountability context.
From Theory to Implementation: Examining EL Certification Requirements through the Lens of Local Context
Author: Johnson, Adrienne M.
Date: 2021-08-16
Type: Journal Articles
Subjects: Second Language Instruction,English Language Learners,Language Teachers,Teacher Certification,Teacher Qualifications,Geographic Location,Teaching Skills,Teacher Attitudes,Cultural Awareness,Practicums,State Policy

With growing English learner (EL) populations enrolling in districts throughout the United States, educators must be trained to meet the needs of this culturally and linguistically diverse population. However, the approaches used to meet this growing teacher training need vary widely, with little available research on how different approaches impact student success. The current paper uses geospatial mapping to examine how states' EL teacher certification requirements are related to the academic success of English learners in those states. The results of this study suggest that state EL teacher certification requirements are related to student outcomes and that geographic location moderates those results. The geospatial mapping technique utilized in this study improves the accessibility of available data to the general population and policy makers.