ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Technology Platforms for Use in Transdisciplinary Research
Author: Chillakanti, Pratap
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Research Methodology,Educational Research,Evaluation Methods,Technology Integration,Technology Uses in Education,Information Technology,Problem Solving,Cooperative Learning,Program Evaluation

Transdisciplinary research (TR) is a growing field in a myriad of subject domains ranging from sustainability to education. The idea is to solve complex problems through the collaborative participation of academic actors, community stakeholders, governments, and other leaders to jointly define the problem and find solutions. To accomplish such complex projects, one of the main tools is an efficient technology platform. The need for an efficient technology platform, in turn, leads to a need for an evaluation tool to determine which is the most suitable for a given transdisciplinary research situation, however, a literature review confirms that research on such evaluation tools is scarce. The goal of this paper is to improve the evaluation of technology platforms for individual TR projects, based on the characteristics of that specific TR. The research question is &quot;Can TR characteristics be used to construct an evaluation tool for technology platforms?&quot; The specific aims used to answer the question were: the following: (1) to define the characteristics (core activities and skills) of TR and (2) to construct a tool for evaluating technology platforms for use in TR. Methodology: For the first specific aim, a literature meta-analysis was used; the second specific aim was addressed following a newly developed methodology, including elements of the technology acceptance model and elements of a standard technology evaluation process. Results: A chart for defining the core activities and skills in TR was developed, and a tool was constructed for evaluating technology platforms that could be used in TR.
Skills for a Working Future: How to Bring about Professional Success from the Educational Setting
Author: García-Pérez, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,21st Century Skills,Job Skills,Role of Education,Information Technology,Innovation,Cultural Awareness,Interpersonal Competence,Thinking Skills,Interdisciplinary Approach,Design,Knowledge Management,Cooperation,Skill Development

Globalization, digitalization, and the permanent alteration of information have led to important changes in the world of work. This demands a realignment of essential skills in order to access job positions in the coming years. In order to face up to the digitalization process, education is one of the ambits that has most come to a tipping point. This adds an urgency to the need to bring skills in line with the new demands of the job market and the challenges posed in the 21st Century. The methodology was based on a systematic review of the most commonly-used databases. It analyzed and synthesized the existing information on the skills required for the future job market and educational proposals to facilitate their acquisition. At the beginning of the search, 2045 records were selected. However, following the application of the exclusion criteria, a total of 63 records were included. From this in-depth analysis, it was uncovered that the most in-demand skill for the job market relates to the management of technology. Different proposals were located which targeted these skills in educational settings. The majority of these pertained to innovative projects emanating from digital and technological phenomena.
Mining for Untapped Talent and Overcoming Challenges to Diversity in Higher Education: Evidence for Inclusive Academic Programs
Author: Green, Joseph M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Diversity,Inclusion,Undergraduate Students,Educational Policy,Graduation Rate,First Generation College Students,Minority Group Students,Low Income Students,Disproportionate Representation,Academic Achievement,Achievement Gap,Federal Programs,Access to Education

The aim of this study is to examine and explore factors that impact the successful growth of student diversity at colleges and universities in the United States of America. Special emphasis is placed on America's five decade struggle since the 1970s to increase college access and success for underserved youth. The paper reviews select federal policies and collaborative efforts by higher education institutions to diversify the population of college students, toward realizing the potential of untapped talent. In addition, the authors review and examine statistics and trends in graduation rates for undergraduate students from First-Generation (FG), Underrepresented Minority (URM) and/or Low-Income (LI) backgrounds, and highlight programs at Predominantly White Institutions (PWI) that have demonstrated improvements in graduating URM undergraduate students. Likewise, the study describes initiatives that have attempted to address the graduation gap in higher education. Readers will have an opportunity to learn about the premier national program promoting diversity and academic achievement. The study closes with a discussion and evidence for continued national interest and attention to building successful academic enrichment, support, and achievement programs for students from diverse backgrounds.
Intuitive Theories of Parenting and the Development of Emotion Understanding in Preschoolers
Author: Bukhalenkova, Daria
Date: 2021-00-00
Type: Journal Articles
Subjects: Intuition,Parenting Styles,Theories,Emotional Development,Preschool Children,Parent Attitudes,Parent Child Relationship,Child Rearing,Early Childhood Education,Correlation,Socioeconomic Background,Educational Attainment,Parent Background,Family Income,Foreign Countries

Emotion understanding develops intensively in preschool and junior school. Although the parent/family environment has been shown to affect the development of emotion understanding in children, very little research has examined examined how parents' view upbringing and education and how they are related to their child's emotion understanding, given that the intuitive theories of parenting are reflected in actual parent behavior. This study fills this gap in the literature and examines the links between children's ability to understand emotions and their parents' intuitive theories of parenting. The sample was 171 5- to 6-year-old children and their parents. Analyses revealed a significant relation between intuitive theories of parenting and children's emotion understanding. In particular, the intuitive attitude of uninvolved parenting was associated with the understanding of mental causes of emotions and the overall level of emotion understanding in preschool children. Integrating these results will allow us to reach more informed conclusions about the role of parental beliefs in the development of emotion comprehension in preschool children.
Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old Children
Author: Agirregoikoa, Ainhize
Date: 2021-00-00
Type: Journal Articles
Subjects: Family Influence,Child Development,Young Children,Social Development,Emotional Development,Cognitive Development,Language Acquisition,Foreign Countries

Within a bioecological model, research works over the past decades have shown the significant influence of family micro systemic variables on child development. This study is aimed to test the factorial structure of the Haezi-Etxadi Family Assessment Scale (HEFAS-6), designed to detect protective family factors for language and reading development through the assessment of family context quality. The sample of this study consisted of 127 children aged 5 to 7 and their families. The factorial structure and the internal consistency of the data were analyzed. Results of the exploratory factor analysis (principal components with varimax rotation) showed the emergence of four factors: promotion of cognitive and linguistic development, promotion of socio-emotional development, family system strain and parental profile fostering child development. This structure was confirmed by confirmatory factor analysis. The internal consistency indices showed acceptable values. In conclusion, the tool shows good potential to assess the quality of the family context in the field of the promotion of reading and linguistic skills in educational, clinical and social intervention settings and through the implementation of evidence-based parenting policies.
The Correlation between Self-Esteem and Student&apos;s Reading Comprehension
Author: Rosalina, Elsa
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Self Esteem,Reading Comprehension,English (Second Language),Second Language Learning,College Students,Foreign Countries

The aim of this study was to know the correlation between self-esteem to student's reading comprehension. This study employed quantitative approach in the form of correlation design to identify the correlation between self-esteem and students reading comprehension. The population of the present study was English department students of ULM academic year 2018/2019. Data collection involved 35 students who took part in the reading course. There are two kinds of the instrument used: test and questionnaire. The data in this study were analyzed by using Pearson product-moment. The result of the study reveals that there is a correlation between self-esteem and student's reading comprehension. The result showed that the r of the first calculation was 0.0457. It meant that H0 was rejected and self-esteem has a correlation to the reading comprehension with significance tailed 0.006 &lt; 0.05.
Constructing Identity: Experiences of Indonesian ESP Teachers in a Language Institute
Author: Mahendra, Aloisius Wisnu
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Professional Identity,Teacher Education,Faculty Development,Teacher Attitudes,Pedagogical Content Knowledge,Personal Narratives

This study focuses on examining four Indonesian English for Specific Purposes (ESP) teachers' experiences regarding their identity construction and negotiation in a language institute. Given the concern on an analytic framework by an adapted model of TESOL teacher identity, the teachers' experiences were explored through life-history interview. The results revealed a complex process of transforming professional practices and constructing identities in relation to the struggles of becoming ESP teachers. The participants constructed ESP teacher identities through acquiring subject knowledge via professional development activities and building a sense of intrinsic fulfillment in becoming ESP teachers. However, the participants found challenge to cope with the students' demands of learning ESP. Furthermore, a need to equip the ESP teachers with ESP skills in various subject knowledge areas became the participants' concern in order to meet the students' expectancy as well as to enhance their professional development.
Connecting with Community and Facilitating Learning through the Little Rock Congregations Study
Author: Glazier, Rebecca A.
Date: 2020-12-00
Type: Journal Articles
Subjects: Religious Organizations,Urban Universities,Community Involvement,School Community Relationship,Research Projects,College Students,College Faculty,Student Research,Program Effectiveness,Institutions

Places of worship play important roles as anchor institutions that promote community engagement and motivate political activity. Universities, particularly in urban settings, can also serve as anchor institutions that connect communities. Yet, there is often a gulf between the two, to the detriment of the broader community. In this article, we present the Little Rock Congregations Study (LRCS) as an approach to community engagement with faith-based organizations in an urban setting. This research project, based at the University of Arkansas at Little Rock, involves an interdisciplinary team focused on understanding and improving the community engagement of congregations in the city of Little Rock since 2012. We present qualitative and quantitative data to illustrate the benefits of our approach, including research results returned to community organizations, greater visibility of the university in the community, student involvement in research and with faith-based organizations, and substantive findings that inform the greater body of knowledge and our own community. Through more than eight years of community-based work on the LRCS we provide six key lessons learned for researchers and students building relationships with religious leaders that can help bridge the gulf between these two key community institutions.
Faith Community and Campus Engagement in Immigrant Integration
Author: Filomeno, Felipe A.
Date: 2020-12-00
Type: Journal Articles
Subjects: Immigration,Public Colleges,Catholics,School Community Relationship,Program Effectiveness,Volunteers,College Faculty,Institutional Cooperation,Research Projects,Dialogs (Language),Undergraduate Students,Attitude Change

Immigration is one of the most contentious topics in contemporary American politics. This study presents the planning, implementation, and evaluation of a program of faith community dialogues on immigration developed in partnership between a public university, a faith-based group of volunteers, and Catholic congregations. Based on data from dialogue transcriptions, exit questionnaires completed by participants, observation notes, and reflections shared by students and faith community leaders, the study shows the outcomes of the program for the congregations, the volunteer group, the students, and the faculty leader. The volunteer group was able to launch a new program that helped immigrant and United States-born members of faith communities develop feelings of mutual understanding and collaboration. Students had the opportunity to learn research skills and better understand people's perspectives on immigration and race. The faculty leader produced community-based scholarship that otherwise would not have been possible. The study concludes that cumulative collaborative learning, the inclusion of a religious dimension, and support from faith leaders are key for the success of partnerships between academic and faith-based organizations.
Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature
Author: Kart, Ayse
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Inclusion,Regular and Special Education Relationship,Academic Achievement,Social Development,Program Effectiveness,Classroom Environment,Elementary School Students,Secondary School Students,Age Differences,Barriers,Preschool Education

In many countries, educational practices are changing to inclusive education. Inclusive education is educating students with disabilities in general education classrooms with their peers without disabilities. If inclusive education is spreading, research needs to investigate the effects of inclusion not only for students with special needs but also for typically developing students. However, there is more research on the outcomes of inclusion for students with disabilities and less for students without disabilities in inclusive settings. Research shows academic and social gains for students with disabilities, but there is less clarity regarding the influence of inclusion on general education students. Therefore, the purpose of this review is to summarize and organize the literature on the academic and social outcomes of inclusion on students without disabilities. Academic effects of inclusion on students without disabilities are mixed, and the levels of schooling may have a differential impact on the achievement of students without disabilities. The literature indicates mostly positive or neutral effects of inclusion on the academic achievement of typically developing students in the lower grades, whereas neutral or negative influence is indicated for later grades. Additionally, students without disabilities have socially benefited from being in inclusive classrooms with students with disabilities. Mainly, the social effects of inclusion are reduction of fear, hostility, prejudice, and discrimination as well as increase of tolerance, acceptance, and understanding.
Is &apos;Just More than Trivial&apos; the Best We Can Do?
Author: Foley, Kate Anderson
Date: 2020-00-00
Type: Journal Articles
Subjects: Equal Education,Students with Disabilities,Legal Responsibility,Student Rights,Educational Legislation,Federal Legislation,Elementary Secondary Education,Individualized Education Programs,Teacher Competencies,Teacher Education Programs

This is not a legal brief. This is an article written by a special education expert who has witnessed the very best and the very worst education has to offer. This article is meant to serve as a springboard for examining what is meant by education for all, high expectations, schools as laboratories for innovation, high caliber academic and social emotional learning, and comprehensive data systems used to gauge growth. This article advocates for the use of a higher standard because children with disabilities are general education students first and they deserve the very best education has to offer. I encourage readers to refer to legal articles and state and local education agency definitions of the standard used to determine a Free Appropriate Public Education or a FAPE under the Individuals With Disabilities Act [IDEA].
Fostering Students&apos; Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design
Author: Chen, Rosa Huiju
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Skills,Interpersonal Competence,Problem Solving,Cooperation,Teamwork,21st Century Skills,Work Environment,Active Learning,Student Projects,Inquiry,Constructivism (Learning),Instructional Design,Instructional Effectiveness,English for Science and Technology,Second Language Learning,Second Language Instruction,Reflection,Undergraduate Students,Student Satisfaction,Public Colleges,Learner Engagement,National Surveys,Student Surveys,Career Development,Foreign Countries

This paper illustrates the efficiency of implementing an inquiry-based teaching and learning module on the development of workplace communication competence and collaborative mindset in a college-level English as a Foreign Language context. In particular, the study highlights the 5E constructivist approach as the pedagogical foundation and addresses the effects of project-based learning scenario on students' engagement and their views in terms of &quot;workplace habits of mind&quot;. The 5E model includes five stages: engagement, exploration, explanation, elaboration, and evaluation. In addition, teaching strategies like academia-industry cooperative teaching, industry field trip, reflective writing, and project-based presentation were incorporated into each instructional phase to emphasize the development of students' social, collaborative, and problem-solving skills. Both quantitative and qualitative data were collected including students' perceived effectiveness of engagement activities, weekly reflective journal writing and focus group interviews. The results of the study indicate that the inquiry-based teaching and learning approach had a favorable effect on the development of students' engagement and hands-on, mind-on skills such as critical thinking, collaboration, and communication.
One District&apos;s Strategy to Curb Summer Slide among Elementary School Students
Author: Shideler, Annette
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Elementary School Students,English Language Learners,Summer Programs,Academic Achievement,Program Effectiveness,Achievement Gap

Across the United States, K-12 schools are recognizing that as the number of English Language Learners (ELLs) enrolled increases, there is an opportunity for greater linguistic and cultural exchange among all learners. ELLs also face the dual challenge of learning English in addition to rigorous academic content. This makes them vulnerable to &quot;summer slide,&quot; one of several terms used to describe when students attain a level of measured achievement based on standardized testing at the end of the school year, but begin the following school year with lower scores after having spent approximately 8 to 10 weeks outside of an academic setting. A diverse suburban school district on Eastern Long Island, New York has seen a dramatic increase in English Language Learners over the past decade. The district recognizes that these students make strong progress during the academic school year and also experience the effects of spending two months away from school in the summer. This diverse suburban school district has run a grant-funded summer program for seven years as of 2018. The initial goal was simple: to help students learn English. Success was measured anecdotally at first: students were excited about the experience, and teachers reported considerable language growth. However, the district recognized that more was needed and created a partnership with Stony Brook University. For two summers, reading scores for students in the program were more closely examined. When reading scores at the end of the school year were compared with reading scores at the start of the following school year, students who participated with regular attendance in a summer program for ELLs were able to begin the school year in September without further academic loss. In fact, the majority of students had reading scores that either improved or remained at the same level -- a great step toward reducing the academic learning gap.
A Study of the Emotional Intelligence and Personality Traits of University Finance Students
Author: Rosales-Pérez, Ana M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Personality Traits,College Students,Public Colleges,Economics Education,Business Administration Education,Accounting,Financial Services,Professional Personnel,Investment,Risk,Bias,Self Control,Decision Making,Personality Measures,Foreign Countries

Studies on financial behavior indicate that emotional intelligence (EI) and personality traits (PTs) explain much of the bias in financial activity. This study aims to identify in which dimensions of theEI and PTs of university students in finance further training is needed to avoid financial behavior bias. To this end, the EI and PT levels of a sample of university finance students and financial industry professionals were compared using the Trait Emotional Intelligence Questionnaire (TEIQue) and Big Five Inventory questionnaire. Subsequently, the dimensions of EI and PTs in which students have a deficit compared to professionals were identified, and the impacts that this deficit causes on the financial behavior of students were determined. The results indicate that students are deficient in the EI competencies related to empathy, emotion regulation, self-motivation, stress management, optimism, and self-esteem. Furthermore, PTs are related to kindness, awareness, openness, and extraversion. This deficit makes students more likely to have financial behavior biases such as risk tolerance, endowment, optimism, self-control, and loss aversion. These findings suggest that universities should be aware of providing financial students with full training in EI and PTs to help them successfully address their professional future.