ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Working-Class Students in Higher Education
Author: Soria, Krista
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Working Class,Student Employment,Student Experience,Student Surveys,Self Disclosure (Individuals),School Culture,College Environment,Social Integration,Social Class,Definitions,Student Characteristics,Predictor Variables,Undergraduate Students,Least Squares Statistics,Student Participation,Social Psychology,Student Attitudes,Regression (Statistics),Statistical Significance

Utilizing data from the multi-institutional &quot;Student Experience in the Research University&quot; survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social engagements than their peers who self-identify as middle/upper-class. Specific suggestions direct academic advisors to promote working-class students' success.
Non-Formal Education for a Culturally Isolated Student in a Remote Area: The Case of a Thai Student Who Received Learning Assistance via the Internet
Author: Maruyama, Hideki
Date: 2015-03-00
Type: Journal Articles
Subjects: Informal Education,Geographic Isolation,Foreign Countries,Language Minorities,Internet,Handheld Devices,Public Schools,Self Esteem,High Schools,Admission (School),High Stakes Tests,Test Preparation,Skill Development,Academic Ability,Cultural Isolation,Thai,Native Language,Asians,Immigrants,Junior High School Students

This article describes how a language minority student developed through flexible online learning assistance for the entrance examination of a Japanese public high school. The simple camera function of a digital tablet helped the isolated Thai student attain success in developing academic skills and self-esteem. The case also shows the insight that small public schools and local governments with few resources in remote areas can have advantages thanks to the tablet and the internet.
Auditory Technology and Its Impact on Bilingual Deaf Education
Author: Mertes, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Bilingualism,American Sign Language,English,Deafness,Hearing Impairments,Auditory Perception,Bilingual Education,Assistive Technology,Speech Communication,Language Acquisition,Teaching Methods,Language Skills

Brain imaging studies suggest that children can simultaneously develop, learn, and use two languages. A visual language, such as American Sign Language (ASL), facilitates development at the earliest possible moments in a child's life. Spoken language development can be delayed due to diagnostic evaluations, device fittings, and auditory skill development. While the auditory pieces are coming together, visual language should be used to support a child's cognitive development and social-emotional well-being. Once auditory access is established and auditory skills are developing, the two languages can be used to support education and bilingual approaches are available as teaching tools. New auditory technologies--from cochlear implants, to hearing aids, to devices that allow sound to be carried to the brain through bone conduction--provide many deaf and hard of hearing children with improved access to spoken language. These devices have become increasingly sophisticated; more deaf and hard of hearing children than ever before access spoken language so extensively they can learn through listening. This article discusses hearing aids, cochlear implants, and the need for teachers and professionals to continually monitor and tailor teaching as a child develops in bilingual programs that equally respect ASL and spoken English and facilitate development of both languages.
Understanding the Advising Learning Process Using Learning Taxonomies
Author: Muehleck, Jeanette K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Processes,Taxonomy,Academic Advising,Cognitive Processes,Affective Objectives,Affective Measures,Predictor Variables,Counseling Effectiveness,Learning Strategies,Higher Education,Educational Counseling

To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s revised taxonomy, we discuss the learning processes that underlie cognitive-based outcomes. We also describe the way the affective taxonomy developed by Krathwohl et al. contributes to understanding learning processes that promote affective outcomes. Through these analyses, we describe how learning occurs in advising and show that advising, as represented by Smith and Allen's eight defined outcomes, delivers the array of cognitive and affective changes presumed to constitute learning as articulated by these frameworks.
School Socioeconomic Context and Teacher Job Satisfaction in Japanese Compulsory Education
Author: Matsuoka, Ryoji
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Status,Institutional Characteristics,Teaching Conditions,Job Satisfaction,Compulsory Education,Junior High Schools,Secondary School Teachers,Self Efficacy,Teacher Persistence,Behavior Problems,Student Behavior,Socioeconomic Influences,Context Effect,Hypothesis Testing,Teacher Surveys,Age Differences,Gender Differences,Statistical Analysis,Surveys

Sociologists in education have pointed out disparities associated with socioeconomic status (SES) in the Japanese compulsory education system that was once regarded as egalitarian. In addition to disparities between individual students, prior studies have empirically shown SES-based disparities among schools on important indicators such as academic performance. This study extends the literature on the disparities among schools in compulsory education by focusing on one critical but inadequately explored factor: teachers. Using nationally representative data of junior high school teachers from the Teaching and Learning International Survey administered in 2013 (TALIS 2013), this study investigates whether teacher job satisfaction, which is known to be related to turnover, varies among schools, and whether teacher self-efficacy, a major factor influencing job satisfaction, differently shapes job satisfaction among schools. In addition, the study assesses whether school-level SES explains the disparities among schools in teacher job satisfaction and in the effect of self-efficacy on job satisfaction. Results using multilevel mediation modeling show that disparities in these two factors are indeed affected by SES. Specifically, school SES influences teacher job satisfaction through the frequency of students' behavioral issues: teachers at higher-SES schools tend to face fewer student behavior problems, resulting in higher job satisfaction. Similarly, among teachers with the same level of self-efficacy, those at higher-SES schools have higher job satisfaction. These empirical findings indicate that teacher job satisfaction depends on the socioeconomic context in which teachers are embedded; the context influences teacher job satisfaction partly through students' behavioral issues and the differing effects of teachers' self-efficacy. Since the lower job satisfaction of teachers in lower-SES schools may lead to higher turnover rates, this situation calls for policy intervention to help teachers who face greater difficulties in the schools with less affluent students within Japan's &quot;egalitarian&quot; compulsory education system.
Holistic Initiatives for Enhancing Graduate Employability in Zimbabwe
Author: Garwe, Evelyn Chiyevo
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Holistic Approach,Employment Potential,College Graduates,Education Work Relationship,Intervention,Interviews,College Curriculum,Entrepreneurship,Small Businesses,Internship Programs,Private Sector,Government (Administrative Body),Scholarships,Global Approach

The objective of the study was to document initiatives for enhancing graduate employability and building successful future careers for students. The author used the case of Zimbabwe to explore interventions by higher education institutions, government, industry and commerce as well as professional bodies. The methodology involved a mix of secondary data and where necessary buttressing with primary data collection through interviewing key informants from the relevant sectors. The results showed that the country utilized various ways to stimulate graduate future economic engagement. Crafting curricula relevant to economic and societal needs had the greatest impact. Exposing students to work related learning was also useful in nurturing future entrepreneurs as well as building successful careers in academia and industry. Government efforts to strengthen Small and Medium Enterprises (SMEs) and to promote internationalisation through scholarship programmes contributed immensely to improving graduate employment opportunities. Private sector initiatives included facilitating a six-month graduate internship programme by the Zimbabwe National Chamber of Commerce (ZNCC). The study recommended the critical need for all stakeholders to cooperate in enhancing graduate employability.
Predicting Public Confidence in Higher Education Institutions: An Analysis of Social Factors
Author: Hunsaker, B. Tom
Date: 2014-02-00
Type: Journal Articles
Subjects: Higher Education,Educational Objectives,Institutional Mission,Research,Public Opinion,Social Influences,Surveys,Statistical Significance,Social Indicators,Racial Differences

Research indicates that there are two primary aims of the higher education institution: (a) scientific and scholarly inquiry, and (b) the instruction of students (Veblen, 1918). This aim has been reified consistently for nearly a century. By 2002, the pursuit of higher education had reached record levels. However, more recently, public confidence in higher education is decreasing Previous research posits that public confidence in the institution of higher education is an important component of understanding the extent to which these institutions are delivering on their core missions, and that confidence varies based on specific social and economic factors. Using logistic regression techniques with data from the General Social Survey (GSS), this study Results support previous literature in highlighting the importance of race, while downplaying the previously posited importance of respondent age. Further, this study finds that ideology represented by political party affiliation is statistically significant in predicting confidence in these institutions.
Powerpoint®: It's Not &quot;Yes&quot; or &quot;No&quot;--It's &quot;When&quot; and &quot;How&quot;
Author: Jordan, Lois A.
Date: 2014-02-00
Type: Journal Articles
Subjects: College Instruction,Visual Aids,Computer Software,Teaching Methods,College Students,Instructional Effectiveness,Cognitive Processes,Difficulty Level,Learning Theories

A great deal of research has been done on the use of PowerPoint in the classroom. Most of it has used student acceptance of PowerPoint as the measure of its effectiveness, and these results have overwhelmingly shown that students like PowerPoint. However, most studies measuring PowerPoint's impact on learning have not shown any benefit from its use, and there is no shortage of articles blaming PowerPoint itself for these results. In this paper we show that the problem lies in the way in which PowerPoint is used rather than with the technology itself, and that more information is needed to fully understand how and when to use PowerPoint to enhance learning.
An Empirical Investigation of Student Satisfaction with College Courses
Author: Sinclaire, Jollean K.
Date: 2014-02-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Satisfaction,Student Surveys,Correlation,College Faculty,Teacher Student Relationship,College Instruction,Academic Achievement,Student Recruitment,Job Satisfaction,Online Surveys,Likert Scales,Educational Environment,Class Size,Time Factors (Learning),Teacher Characteristics,Teacher Behavior,Technology Uses in Education,Grading,Gender Differences,Racial Differences,Ethnicity

This paper explores the relationship between the organizational behavior concept of job satisfaction and student satisfaction with college courses. It reports on a survey of 560 students on attitudes related to aspects of college courses including views on faculty, interaction and communication, the course, the physical learning environment, and college facilities and services. In post-secondary education, student satisfaction is both an outcome of the learning process as well as a requirement for successful learning. Student satisfaction is linked to improved academic performance, continued learning (Sloan, n.d.), the decision to take additional classes (Booker &amp; Rebmon, 2005) and the recruitment of future students.
Attitudes toward Education Expenditures in Japan: Comparisons with Social Security and Welfare Services Expenditures
Author: Nakazawa, Wataru
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Attitudes,Educational Finance,Expenditures,Comparative Analysis,Welfare Services,Financial Policy,Public Opinion,Taxes,Trust (Psychology),Educational Policy,Multivariate Analysis,Surveys,Questionnaires,Predictor Variables,Elementary Secondary Education

This paper examines people's attitudes toward public spending on education in Japan. It is well known that Japan has the smallest public education expenditure relative to GDP among the OECD countries, and this may yield unequal opportunities in education. The tax burden in Japan is small compared to those in OECD countries, and there may be no room to distribute public spending on education without a tax increase. The following three issues should be considered concurrently: people's attitudes toward public expenditure on education, people's attitudes toward the balance between tax burden and public services, and people's trust in the government. In order to find simple patterns in these attitudinal responses, latent-class analysis was employed using data captured through the Japanese General Social Surveys conducted in 2010. As a result, four latent classes were found. The largest class accounted for over 40% of the sample, and members of this group think that the government should increase public expenditure on education and social security, even if tax increases are required. The same group, however, distrusted the government. Trust in small-government policy seemed to be weak among the Japanese people, because in all the latent classes, the majority of people wanted the government to improve public services, even if this would require tax increases. However, those who preferred no improvement in public services and did not trust the government were more likely to have a lower-level socioeconomic background, even though they would be the beneficiaries of those services. People who did not have children were less likely to agree with increasing public expenditure on education, because among the Japanese people, child-birth and child-rearing might be considered individual rather than social issues.
Screen Recording: An Essential Classroom Tool
Author: McArthur, April
Date: 2015-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Feedback (Response),Sign Language,Faculty Development,Assistive Technology

Technology has opened up avenues for deaf and hard of hearing students that were previously inaccessible. No longer dependent on such equipment as chalkboards and filmstrip projectors, tools such as Smart Boards, computers, and even iPads have become part of the standard educational experience for many children. For teachers at the Washington School for the Deaf (WSD), the technology that recently has proven to be most valuable is the screen-recording tool. Screen recording has become so integrated into their work that they cannot imagine living without it. The screen-recording tool, which makes a digital video of what is displayed on the computer screen, has many applications. Not only can it be used for instruction and student engagement; it can also be used for assessment, documenting growth, classroom management, and professional development. Further, it enables teachers to support the development of American Sign Language (ASL) and English in an innovative and time-efficient way. Screen recording also allows teachers to give feedback to students in ASL. In this article, the author describes the benefits of the screen-recording tool and its success in the classroom.
Captions, Whiteboards, Animation, and Videos: Technology Improves Access
Author: Beal-Alvarez, Jennifer S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Teaching Methods,Technology Uses in Education,Assistive Technology,Educational Technology,Printed Materials,Pictorial Stimuli,Animation,Sign Language,Books,Electronic Publishing,Computer Software,Video Technology,Technology Integration,Visual Aids,Interactive Video,Elementary School Students,Middle School Students,High School Students,College Students

The field of deaf education lacks rigorous research that supports any singular instructional practice (Luckner, Sebold, Cooney, Young III, &amp; Muir 2005/2006; Easterbrooks &amp; Stephenson, 2012). However studies indicate that technology, frequently used during instruction with students who are deaf or hard of hearing (Easterbrooks, Stephenson, &amp; Mertens, 2006; Kaplan, Mahshie, Moseley, Singer, &amp; Winston, 1993), is motivating for students (Alessi &amp; Trollip, 2001; Cannon, Fredrick, &amp; Easterbrooks, 2010; Cannon, Easterbrooks, Gagné, &amp; Beal-Alvarez, 2011; Nikolaraizi &amp; Vekiri, 2012), and that it can facilitate student learning (Beal-Alvarez &amp; Easterbrooks, 2013; Cannon et al., 2010; Cannon et al., 2011). In a review of research-based studies, the authors found that most instruction in classes of deaf and hard of hearing students included use of multiple facets of technology (Beal-Alvarez &amp; Cannon, 2014). This may be advantageous because technology allows a combined visual and verbal presentation of information, and this may strengthen students' processing and retention (Paivio, 1991, 2006; Sadoski &amp; Paivio, 2004). They categorized these facets of technology as text, pictures, animation, and sign language (Beal-Alvarez &amp; Cannon, 2014). This article provides a look at how technology incorporates each of these within the classroom.
MOOCs and Joseph Lancaster: Lessons from a Two-Hundred Year Precedent in Mass Learning on a Global Scale
Author: Stevenson, William R., III
Date: 2015-03-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Higher Education,Global Education,Technology Uses in Education,Educational History,Cooperative Learning

Over the past three years, Massive Open Online Courses, or MOOCs, have spanned the globe, educating millions with the potential to reach millions more. Taught by leading academics from top institutions, the courses are as complete as those offered in traditional settings; yet, in being web-based and tuition free, they disregard long-standing geographic and economic barriers. These qualities have led many to see MOOCs as a significant step towards universal education and the fulfillment of the United Nation's goal of education as a human right. MOOCs, however, are not without precedent. As others have noted, the twentieth century witnessed several--generally unsuccessful--attempts at using film, radio, and television for large-scale learning. What has been mostly forgotten is that combining technology and methodology to increase efficiency and reach a &quot;massive&quot; number of students predates all of these examples. This study argues that the attempt to use technology for the purpose of mass education dates at least to the early nineteenth century with the educational system of Joseph Lancaster (1778-1838). Furthermore, the Lancasterian system was far more successful than most pre-MOOC applications of educational technology, having a profound and global impact. As such, the Lancasterian system deserves to be reevaluated in the context of recent developments and, as a predecessor to MOOCs, its successes and failures should serve as distant guideposts to further MOOC development.
On &quot;Japanese Style&quot; Teacher Education Reform: Considering Issues of Quality Development under an &quot;Open System&quot;
Author: Iwata, Yasuyuki
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Educational Change,Educational Quality,Higher Education,Teacher Characteristics,Quality Assurance,Open Education,Teaching (Occupation),Teacher Role,Educational Policy,Comparative Analysis,Curriculum Development

A complication of teacher education policy in Japan is rooted in a gap between an image of teachers, which is held by society as a whole, and includes various character traits and the reality of Japanese university education. On the other hand, the expansion of an &quot;open system&quot; and lack of nationwide standard are making individual universities that provide teacher education programs in Japan to &quot;narrow down.&quot; The enforcement of the current approval system is deficient as a quality assurance measure, and therefore has many harmful effects. Accordingly, it is desirable to recognize the realities of teacher education and respect the independence of individual universities when considering teacher education reform in the future. [This article was translated by Ai Omori.]
Engaging Teens in Recreational Reading through Book Clubs
Author: Heard, Jil'Lana
Date: 2015-00-00
Type: Journal Articles
Subjects: Recreational Reading,Clubs,Adolescents,Books,Adolescent Literature,School Libraries

Being concerned about the decline in recreational reading among adolescent students, with several colleagues, the author began brainstorming ideas on how to better promote reading. One of the ideas that kept recurring was hosting a book club for students. Since the focus would be on reintroducing the idea of reading for pleasure and not just for academic purposes, Jil'Lana Heard decided to hold the meetings during lunch so as to create a comfortable, welcoming environment. Originally expecting 25 to 30 students for each lunch period, she had more than one hundred students show up. In this article, the author shares several things she feels need to be considered when planning a successful book club that is designed &quot;not&quot; to feel like just another class.