ethanporcaro/eric-fulltext-meta huggingface dataset:
Guji Guji Goes to College: Promoting Critical Literacy in Taiwan
Author: Kuo, Jun-­min
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Literacy,Worksheets,Student Attitudes,Learning Activities,Teaching Methods,College Students,Self Concept,Picture Books,Observation,Reflection,Teacher Researchers,Grounded Theory,Interviews,Student Role,Discourse Analysis,Writing (Composition),Second Language Learning,Second Language Instruction,English (Second Language),College Faculty,Classroom Communication

This study explores an activity designed to promote critical literacy in Taiwan. This activity had 23 college students perform different exercises all stressing the theme of self-identity as presented in a picture book and other learning sources. Data included classroom observations, reflection entries from the researcher­-instructor, classroom worksheets and artifacts, students' reflection papers, and follow-­up interviews. Luke and Freebody's (1999) four resources model of reading is used to frame the first research question about the implementation of the activity. Grounded theory serves as the analytical method for the second research question, that is, how students reacted critically to this activity. The study found that students assumed various learning roles (e.g., code breakers, text users, text participants, and text critics) during the activity. In addition, students started taking a definite stance toward their lives; four critical stances were identified. Finally, four pedagogical implications are outlined.
Maximizing Target Language Use in a Pre-­Service Practicum: Tensions, Power, and Identity Formation
Author: Parks, Susan
Date: 2015-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Language Teachers,Student Teachers,Language Fluency,Practicums,Student Teacher Attitudes,Case Studies,Power Structure,Cooperating Teachers,Social Environment,Preservice Teachers,Teacher Education,French,Native Language,Foreign Countries,Classroom Techniques,Professional Identity,Qualitative Research,Interviews

This study draws from a cultural-historical perspective to explore the experiences of two pre-­service ESL teachers in terms of their efforts to maximize the use of the target language during a school practicum. Both student teachers were fluent in English, had received training in maximizing target language use during their university studies, and were keen to implement this goal during their practicum. Through contrasting case studies, the study illuminates how aspects of their respective activity settings variously facilitated or constrained their ability to do so. Amongst the findings, the study demonstrates how the power wielded by the cooperating teacher was exercised through the choice of both symbolic and pedagogical tools (Smagorinsky et al., 2004). The study also highlights how the socio-political context in which the study took place mediated students' willingness to use the target language.
The Conflation of Adult ESL and Literacy: The Views of Experienced Teachers
Author: Fleming, Douglas
Date: 2015-05-00
Type: Journal Articles
Subjects: Adult Literacy,English (Second Language),Second Language Learning,Teacher Attitudes,Literacy Education,Second Language Instruction,Urban Areas,School Districts,Foreign Countries,Correlation,Federal Aid,Educational Finance,Language Teachers,Audio Equipment,Computer Software,Theory Practice Relationship,Hermeneutics,Semi Structured Interviews,Qualitative Research

This article explores the links between English as a second language (ESL) instruction and literacy instruction through an examination of viewpoints from eight teachers in two Canadian provinces. Four of these teachers worked in government--funded adult ESL and literacy education programs for a large urban school district in the province of Ontario, and the other four teachers worked in similar programs in the province of British Columbia.
Factors Affecting Learners' Attention to Teacher Talk in Nine ESL Classrooms
Author: Wang, Weiqing
Date: 2015-05-00
Type: Journal Articles
Subjects: Recall (Psychology),English (Second Language),Second Language Learning,Observation,Classroom Communication,Teacher Student Relationship,Interviews,Second Language Instruction,Self Evaluation (Individuals),Student Attitudes,Language Proficiency,Student Role,Peer Relationship,Feedback (Response),Role,Attention,Intensive Language Courses,Adult Students

With classroom observation and stimulated recall interviews as research instruments, the present study investigated some of the factors that affected learners' attention to teacher talk in nine English as a Second Language (ESL) classrooms. The results revealed five such factors, namely, learners' self evaluation of their language knowledge, the way teachers provided language information, learners' role in language episodes, peer behavior, and learners' concern for &quot;face.&quot; Specifically, learners paid more attention to teacher talk when they thought they did not understand a language feature, when they were the initiator of a question or at least involved in a language episode, when peers reacted to their mistakes, and when teachers used various techniques to explain a language point.
Learning English Pragmatics in China: An Investigation into Chinese EFL Learners' Perceptions of Pragmatics
Author: Yuan, Yifeng
Date: 2015-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pragmatics,Teaching Methods,Questionnaires,Interviews,Focus Groups,Language Teachers,Learning Processes,Foreign Countries,College Freshmen,Student Attitudes,Cultural Awareness,Communicative Competence (Languages),Language Usage,Translation

This paper reports the findings of a study investigating Chinese English language learners' perceptions of pragmatics in the EFL learning context in China. A total of 237 Chinese EFL first--year university students participated in the study. A questionnaire and focus group interviews were used to collect data about learners' pragmatics insights during their English language acquisition process. The findings of the study have provided empirical evidence for English educators and practitioners in China, indicating that there have been substantive changes in Chinese university students' perceptions of English pragmatics. Except for organizational knowledge, they have a strong desire to acquire English pragmatic knowledge in their English language learning process, and would like to be pragmatically competent language users. This inquiry emphasizes the necessity to introduce pragmatics use and practice, which can effectively facilitate Chinese English learners to achieve pragmatic competence in communication.
The Effect of Institutional Leadership on Quality of Higher Education Provision
Author: Garwe, Evelyn Chiyevo
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Instructional Leadership,Educational Quality,Questionnaires,Interviews,Observation,Academic Standards,Correlation,Private Colleges,Public Colleges,Recruitment,Educational Finance,Financial Support,Educational Facilities,Leadership Effectiveness

The study was carried out with the aim of examining the effect of institutional leadership on the quality of educational provision in higher education institutions in Zimbabwe. The study analysed the indicators determining provision of quality higher education in state and private universities and how they are influenced by institutional leadership. The major techniques used were documentary analysis, questionnaires, interviews and direct observation. The results showed that institutional leaders who promote intellectual growth of both staff and students and who create a culture of learning make it easy for their institutions to uphold high quality standards. The study also highlighted the need for an effective national quality assurance agency in making sure institutions are supported in the global quest for quality.
A Critical Analysis of Anti-Discrimination Law and Microaggressions in Academia
Author: Lukes, Robin
Date: 2014-08-00
Type: Journal Articles
Subjects: Social Justice,Legislation,Racial Bias,College Faculty,College Administration,Social Bias,Educational Environment,Critical Theory,Race,Gender Bias,Legal Responsibility,Equal Opportunities (Jobs),Court Litigation,Work Environment,Academic Freedom,Responsibility

This article provides a critical analysis of microaggressions and anti-discrimination law in academia. There are many challenges for faculty claiming discrimination under current civil rights laws. Examples of microaggressions that fall outside of anti-discrimination law will be provided. Traditional legal analysis of discrimination will not end systemic inequality in higher education. Instead, a critical microaggression analysis, based on principles of critical race theory, should augment a legal approach to discrimination. This article provides a conceptual and practice framework to address microaggressions in the academic setting that fall outside of the legal definition of discrimination by encouraging academic communities to recognize that microaggressions permeate institutions of higher education and that both narrative and data are necessary to create a whole picture of the harm microaggressions cause. Additionally, universities and colleges must centralize the response to microaggressions, making faculty and administration accountable to end the unfair use of marginal group status within their institutions.
Equality under the Law
Author: Hamilton, Lemondra V.
Date: 2014-08-00
Type: Journal Articles
Subjects: Case Studies,State Universities,School Desegregation,Desegregation Litigation,Black Colleges,Administrators,College Administration,Enrollment,School Holding Power,Student Diversity,Critical Theory,Race

The purpose of this case study was to examine how Mississippi Valley State University (MVSU) implemented the negotiated ruling of the &quot;Ayers&quot; desegregation lawsuit and settlement to empower the institution and similarly situated historically black colleges and universities (HBCUs). The spoken and written words of three administrators of the MVSU Executive Council identified MVSU's need to increase enrollment, increase freshman retention rates and achieve student diversity. MVSU's ability to achieve student, programmatic and funding diversity after the &quot;Ayers&quot; settlement can be explained by the interest convergence principle of Critical Race Theory.
Using Derivatives to Hedge Interest Rate Risk: A Student Exercise
Author: Donaldson, Jeff
Date: 2014-00-00
Type: Journal Articles
Subjects: Risk,Risk Assessment,Banking,Business Administration Education,Business Administration,Business Skills,Learning Activities,Investment,Teaching Guides,Teaching Methods,Higher Education,Credit (Finance),Financial Services

In a world of fluctuating asset prices, many firms find the need to hedge in order to avoid or reduce losses. From a gold miner selling gold derivatives to airlines buying oil futures to protect against rising fuel costs, hedging is common practice across many different industries. In this paper, we provide students with a simplified example of a bank hedging against interest rate risk. We provide an exercise that allows students to analyze the interest risk of a bank, calculate how to hedge that risk, and examine the impacts of hedging under different scenarios.
First-Year Experiences of Associate Deans: A Qualitative, Multi-Institutional Study
Author: White, Gary W.
Date: 2014-02-00
Type: Journal Articles
Subjects: Research Universities,Deans,Novices,Stress Variables,On the Job Training,Skill Development,Organizational Culture,Educational Environment,Collegiality,Professional Isolation,Peer Groups,Job Satisfaction,Educational Administration,Professional Identity,Qualitative Research,Semi Structured Interviews,Questionnaires

This study examines the first-year experiences of new associate deans at doctoral granting, Research I universities. Participants were 24 associate deans from various disciplines at three difference universities who had been in their positions for five years or less. Findings show that the transition into the associate dean position is stressful and difficult, and that the first year involves a great deal of on-the-job skill acquisition, learning to navigate the broader organizational environment, dealing with significant changes in the nature of their interactions with colleagues from their previous departments along with a great sense of loneliness and isolation, and a need to establish new peer groups. However, nearly all report high job satisfaction and a desire to remain in administration. Future study is necessary to examine how these early experiences shape decisions to move into higher-level positions in higher education administration.
Study of Citizen Competences among Students of a Private University in Mexico
Author: Escorza, Eloisa Heredia
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Personal Narratives,Social Services,Service Learning,Citizenship Education,Competence,Demography,Scores,Gender Differences,Statistical Significance,Intellectual Disciplines,Interpersonal Competence,Content Analysis

This study analyzed the narratives of a group of college students in so-called &quot;Citizen Experience Reports&quot; (REC). These reports provide an account of experiences carried out by students during their social service. The objective was to analyze these narratives and identify the level of development of related skills concerning citizenship, using for this purpose the institutional definition of citizenship and the operative model created by Cantu, García and Ochman (2008). It was found that some of the components of the competences related to the citizen construction such as tolerance, respect, analysis, judgment, responsibility, and identity are the most common references in the student's narratives and that some variables such as gender may establish differences in these reports.
Liability of College Faculty and Administrators
Author: Wall, Patricia S.
Date: 2014-08-00
Type: Journal Articles
Subjects: College Faculty,Administrators,College Administration,Educational Malpractice,Legal Responsibility,Court Litigation,Study Abroad,Employment

According to a &quot;Wall Street Journal&quot;/NBC News poll, 59 percent of all adults consider education essential to getting ahead in life. At the same time, an increasing number of adults have begun to blame educators for their failure in life, claiming educational malpractice. Historically, education has been more of an issue at the state and local levels. Courts do not recognize educational malpractice as a tort because of public policy concerns, saying that claims of &quot;educational malfeasance&quot; are not capable of assessment within the judicial forum. Over 20 years have passed since the California Appellate Court dismissed a case brought for negligent breach of duty to educate in &quot;Peter W. v. San Francisco Unified School Dist.&quot; (1976). This paper will survey lawsuits involving teachers and administrators brought since Peter. It will also explore some new areas of liability for professors and administrators: conducting study abroad programs and helping graduates gain employment.
Something Old, Something New: MBA Program Evaluation Using Shift-Share Analysis and Google Trends
Author: Davis, Sarah M.
Date: 2014-04-00
Type: Journal Articles
Subjects: Masters Programs,Business Administration Education,Program Evaluation,Program Development,Strategic Planning,Enrollment Management,Private Colleges,Trend Analysis,College Administration

Shift-share analysis is a decomposition technique that is commonly used to measure attributes of regional change. In this method, regional change is decomposed into its relevant functional and competitive parts. This paper introduces traditional shift-share method and its extensions with examples of its applicability and usefulness for program evaluation and development, strategic planning, enrollment management and other traditional functions of higher education administration. To illustrate we provide an appraisal of the impact of demographic and employment changes resulting from the great recession of the MBA program of a regional private university in the state of Connecticut. We establish the validity of our shift-share based analysis with a Google Trends examination of relevant keywords.
Academic Advising Experiences of First-Year Undecided Students: A Qualitative Study
Author: Ellis, Kyle C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Advising,College Students,Guidance,College Freshmen,Educational Experience,Case Studies,Qualitative Research,Research Universities,Interviews,Phenomenology,Student Development,Graduation Rate,Student Attitudes,Expectation

Often the frontline campus representatives who interact with undecided students, academic advisors receive the opportunity to offer academic support and guidance during the academic journey, which especially benefits first-year students trying to navigate this new and challenging endeavor. As a result of their unique position, advisors have the potential to influence both students' academic experience and satisfaction with the institution. This qualitative case study focuses on the advising experiences of first-year students who were undecided in their majors while attending a high-research-activity institution. Through individual interviews, participants articulately revealed how they made meaning of academic advising.
Modeling of Students' Profile and Learning Chronicle with Data Cubes
Author: Ola, Ade G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Profiles,Database Management Systems,Information Management,Progress Monitoring,Student Records,Data Analysis,Data Collection,Educational Research,Individualized Instruction,Learning Strategies,Multidimensional Scaling,Models,Business Administration,Business Skills,Educational Environment,Higher Education

Over the years, companies have relied on On-Line Analytical Processing (OLAP) to answer complex questions relating to issues in business environments such as identifying profitability, trends, correlations, and patterns. This paper addresses the application of OLAP in education and learning. The objective of the research presented in the paper is to depict learning data with multidimensional data cube model so as to enable tools capable of answering multifarious questions regarding instruction and learning. Educational data abound in various formats and platforms. There are also interoperability standards which enable diverse applications to interact and share data. The challenge is to provide educators and teachers with interactive tools to identify the needs of individual students and to enable personalization of instruction and learning to meet the needs of the learners. Such tools will allow teachers to analyze profiles and performance history of individual students across multiple dimensions, calculate individual students' mastery of the curriculum, and recommend necessary changes to their learning plans. The ultimate goal of the research is to improve student learning by providing the ability to establish the acquired knowledge and skills of individual students through portable learning management cubes, which would maintain the profile and learning chronicle of the learners.
AAAC&amp;U's Integrative Liberal Learning and the CAS Standards: Advising for a 21st Century Liberal Education
Author: Robbins, Rich
Date: 2014-00-00
Type: Journal Articles
Subjects: Liberal Arts,Academic Advising,Standards,Higher Education,Learning Strategies,Holistic Approach,Interdisciplinary Approach,Consciousness Raising,General Education,Labor Force Development,Job Skills,Scaffolding (Teaching Technique)

The Association of American Colleges and Universities presented and promoted integrative liberal learning as a collaborative goal that all institutions of higher education must strive to achieve. The similarities between the goals of integrative liberal learning and the Standards for Academic Advising by the Council for the Advancement of Standards in Higher Education are discussed with emphasis placed on the critical role that academic advising plays in support of an integrative liberal learning education, and in turn, future success for all students.
Exploring Work Values: Helping Students Articulate Their Good (Work) Life
Author: Carlstrom, Aaron H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Career Development,Academic Advising,Career Counseling,Work Ethic,Values,Vocational Interests,Occupational Aspiration,Computer Software,Self Evaluation (Individuals),Experience,College Students

The current article builds on &quot;Living the Good (Work) Life: Implications of General Values for Work Values&quot; (Carlstrom, 2011) by presenting ways to address work values in career advising. The following questions are addressed in the current article: When should students explore work values in career advising? What career development and planning tasks and goals can advisors help them achieve with an exploration of work values? What advising settings and formats encourage exploration of work values? What activities help students address work values?
Advising Financially At-Risk Students: Detecting and Addressing Premature Affluence
Author: Shaffer, Leigh S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Advising,At Risk Students,Debt (Financial),Money Management,Credit (Finance),Life Style,Graduation,Dropouts,Paying for College,Undergraduate Students,Decision Making,Financial Problems,Financial Services,Role

Academic advisors likely will encounter financially at-risk (FAR) students who jeopardize their chances of completing a college education and compromise their economic futures by accruing burdensome debt. Students may use loans and credit cards to pay for the necessities of a college education, but many also generate personal debt by financing nonessentials while attending college; that is, they borrow to enjoy an expensive lifestyle that they cannot sustain after graduation while living independently. The article traces the history of premature affluence, articulates the borrowing practices that make FAR students susceptible to dropping out of college, and describes the boomerang generation. It concludes with suggestions for detecting FAR students and ways advisors can help all undergraduates make responsible financial decisions.
An Application of the Seven Principles of Good Practice to Online Courses
Author: Hathaway, Karen L.
Date: 2014-02-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Educational Principles,Educational Practices,Constructivism (Learning),Curriculum Design,Teacher Effectiveness,Instructional Effectiveness,Teacher Student Relationship,Cooperation,Peer Relationship,Active Learning,Feedback (Response),Time on Task,Teacher Expectations of Students,Learning Processes

Online learning has become a more common way to earn a college degree during the past ten years. Therefore, curriculum designers must evaluate the best ways in which to deliver information and assess student knowledge in an online forum. One way in which online courses can be designed is by using transition into the associate dean position (1996). This article analyzes the usefulness of each of the principles and suggests ways in which the principle can be implemented effectively in an online forum.