ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Peer Feedback on Paragraph Writing Performance among High School Students
Author: Trang, Nguyen Huynh
Date: 2022-04-00
Type: Journal Articles
Subjects: High School Students,Peer Evaluation,Student Attitudes,Feedback (Response),Writing Instruction,Teaching Methods,Second Language Learning,Second Language Instruction,Writing Skills,Rural Areas,School Districts,Vietnamese People,Scoring Rubrics,Comparative Analysis,Foreign Countries,Grade 10,Writing Tests,Textbooks,English (Second Language)

Writing is one of the four important skills in learning a foreign language. However, most high school students find it uneasy to write due to many different both objective and subjective reasons. Finding effective solutions to this problem is always appreciated. This study, therefore, hopes to investigate whether peer feedback has any positive effect on this group's writing performance. In order to support this investigation, the authors attempted to deploy a writing teaching strategy using peer feedback as the main instrument to foster students' ability to write their paragraph. Two groups of the participants were recruited: 37 control students and 39 experimental ones in a high school in a rural district in Vietnam. After six weeks of intervention with this strategy, most students in the experimental group were awarded a better score than their counterparts in the control groups in general. The authors applied a 10-scale rating rubric with three paragraph rating domains to measure their paragraph writing performance. Then, the authors also made an attempt to see the experimental students' attitudes towards peer feedback after their application in class and they were satisfied with it afterwards. It revealed that overall they showed positive attitudes towards peer feedback.
Impact of Formative Assessment Instructional Approach on Students&apos; Mathematics Achievement and Their Metacognitive Awareness
Author: Wafubwa, Ruth Nanjekho
Date: 2022-04-00
Type: Journal Articles
Subjects: Formative Evaluation,Mathematics Achievement,Teaching Methods,Mathematics Tests,Pretests Posttests,Gender Differences,Secondary School Students,Metacognition,Grade 11,Foreign Countries,Learning Strategies,Comparative Analysis,Instructional Effectiveness,Scores,Intervention,Mathematics Instruction

In the present study, the impact of formative assessment on secondary school students' mathematics achievement and their metacognitive awareness was examined. The participants included 164 (84 boys) grade 11 students and four mathematics teachers from four secondary schools in Kenya. A quasi-experimental pretest-posttest non-equivalent group design was used to determine if there was any significant difference in the students' mathematics achievement scores and their metacognitive awareness after a formative assessment intervention. The influence of gender on mathematics achievement and metacognitive awareness was also examined. Formative assessment was conceptualized as an instructional approach consisting of five strategies. After controlling for pretest scores, the results revealed that students who were taught using formative assessment instructional approach outperformed those taught using conventional approach for both mathematics achievement (p = 0.014, n[superscript 2] = 0.38) and metacognitive awareness (p &lt; 0.001, n[superscript 2] = 0.47). Analysis based on gender did not reveal any gender influence on students' mathematics achievement (p = 0.571, n[superscript 2] = 0.002) and their metacognitive awareness (p = 0.287, n[superscript 2] = 0.008). The current study adds knowledge to the limited empirical evidence regarding the impact of formative assessment conceptualized as an instructional approach on students' mathematic's achievement and their metacognitive awareness.
Online Career Intelligence Test: Self-Assessment for Students&apos; Career and Abilities
Author: Koolnaphadol, Pennapha
Date: 2022-04-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Foreign Countries,High School Students,Ability,Career Choice,Vocational Interests,Intelligence Tests,Test Construction,Decision Making,Self Concept,Multiple Intelligences,Test Validity,Test Reliability

Career intelligence is of major importance for students to understand their aptitudes, interests, and abilities. The aims of this quantitative research are 1) to develop an Online Career Intelligence Test (OCIT) for Thai high school students, and 2) to confirm factor analysis of the test. Multistage random sampling was performed on a sample of 2,000 high school students from 6 regions of Thailand. The instrument was an online individual test (OCIT) to identify students' career abilities, based on several different Theories integrated into a concept with a Thai context namely Gardner's Multiple Intelligence Theory and Holland's Theory, and Career Interest. The data was analysed using confirmatory factor analysis (CFA), means (M), and standard deviation (S.D.). The results were: 1) This test was composed of 9 factors; verbal-linguistic Intelligence, logical and mathematical intelligence, spatial and visual intelligence, bodily or kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, natural intelligence, and existential intelligence, totaling 90-items. 2) The findings of CFA showed that nine components of the OCIT corresponded significantly with empirical data by CFA (x[superscript 2]= 48.89, df=17, x[superscript 2]/df=2.87, RMSEA=0.031, RMR=0.00, GFI=0.99, AGFI=0.99). The OCIT can be used to assess students both effectively and conveniently.
The Challenges of Remote Area Elementary Schools in Thematic Curriculum Implementation
Author: Ghunu, Novtryananda M. S.
Date: 2022-04-00
Type: Journal Articles
Subjects: Rural Areas,Elementary School Students,Thematic Approach,Teaching Methods,Curriculum Implementation,Learning Processes,Creative Thinking,Barriers,Teacher Attitudes,Elementary School Teachers,Parent Participation,Parent Teacher Conferences,Geographic Isolation,Foreign Countries

The thematic curriculum is defined as a learning method that integrates attitudes, skills, knowledge, learning value, and creative thinking using themes in the learning process. By implementing this curriculum, it is expected that it would bridge the school and daily-life learning experiences. The present study investigated some challenges in thematic curriculum implementation at five elementary schools in a remote area. This qualitative research utilized semi-structured interviews and classroom observation involving 20 teachers. A thematic analysis approach was used for this study. The study found that the teachers' lack of understanding of thematic curriculum and the lack of parental involvement are the main challenge of this curriculum implementation. This study suggests that providing teachers' learning environment and creating PTA meetings might maximize the potential of thematic curriculum implementation in elementary schools in remote areas.
Transitioning to Emergency Online University Education: An Analysis of Key Factors
Author: Aranyi, Gabor
Date: 2022-04-00
Type: Journal Articles
Subjects: Higher Education,College Students,Student Attitudes,Communication (Thought Transfer),Educational Technology,Foreign Countries,COVID-19,Pandemics,Access to Computers,Electronic Learning,Teacher Student Relationship

Restrictions and lockdown measures implemented in response to the COVID-19 pandemic exerted unprecedented pressure on higher education institutions to switch to online-only teaching. This transition was characterised by swift implementation of policy, and the adoption of a wide range of information technologies at extraordinary speed and scale. Our aim was to explore which factors contributed to a successful switch and to what extent. We collected data from university students related to their experience with the deployment of emergency remote teaching. Using a framework of Person, Artefact, and Task factors as indicators, we conducted a hierarchical logistic regression analysis to predict problem-free transition to online-only university education. Transparency of tasks and difficulties with practicals emerged as the most important predictors, among factors related to IT equipment (availability, experience, and attitude), and teachers' availability to communicate with students. We present an impact-prevalence analysis of the predictors to provide guidance for managerial decision-making and prioritisation for future intervention and research. The findings are used to provide an evaluative reflection of the transition, and to promote improvement and planning. Knowledge generated within the pandemic context is especially valuable for future contingencies, such as natural emergencies and disasters, times of conflict, and other unforeseen events.
Using the Model of Benchmarking of Educational Services in a Socially Responsible Education-Innovation Cluster during the COVID-19 Pandemic
Author: Shcherbak, Valeriia
Date: 2022-04-00
Type: Journal Articles
Subjects: Benchmarking,Social Responsibility,Educational Innovation,COVID-19,Pandemics,Educational Practices,Best Practices,Foreign Countries,Multivariate Analysis,Universities

Purpose of the study is to substantiate the feasibility of using the model of benchmarking of educational services in the socially responsible educational-innovative cluster in the context of COVID-19 pandemic. Specifically, the authors focus on justify a &quot;nuclear&quot; approach to the cluster formation. The process-oriented benchmarking model was used to apply best practices of providing higher educational service in the context of COVID-19 pandemic. The method of factor analysis was used to determine the impact of each of the 4P subsystems of benchmarking. Using the method of benchmarking makes it possible to develop a final competitive product in the context of the COVID-19 pandemic -- an educational service for all industry and territorial stakeholders. In the light of COVID-19 pandemic, the formation of socially responsible educational-innovative clusters in Ukraine is one of the most promising and effective trends to modernize the provision of educational service. The uniqueness of the educational service is created by strengthening and synergizing the competitive advantages and competencies of all participants in the educational cluster: teachers, students, employers, research staff, the local community.
Technology Considerations and Opportunities in Higher Education
Author: Anthony, Wes
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Higher Education,Evidence Based Practice,COVID-19,Pandemics,Educational Needs,Student Needs,College Students,Developmental Studies Programs,Conventional Instruction,Online Courses,Social Media,Telecommunications,Handheld Devices,Integrated Learning Systems,Electronic Learning,Blended Learning

Technology has transformed teaching and learning by providing access to education that transcends the boundaries of race, gender inequity, costs, and physical constraints. The importance of providing professionals in higher education with a compilation of evidence-based findings, focused on the use of promising practices in technology and what is needed to create a learning environment that will meet the educational needs of students, is even more significant now in light of a worldwide COVID-19 pandemic. Based on the increased need for expanded knowledge on such practices, the authors have examined the importance of technology usage in developmental and transitional education courses; however, discussion is included on technology use in higher education courses, the transition from traditional seated courses to fully online delivery, the use of social media in the classroom, and the inclusion of cell phone technology in learning.
Towards a Model for Cultivating Online Learning Communities
Author: Ortlieb, Evan
Date: 2020-00-00
Type: Journal Articles
Subjects: Models,Communities of Practice,Online Courses,Student Needs,Universities,Professional Development,Constructivism (Learning),Doctoral Students,Doctoral Programs,Computer Software,Computer Mediated Communication,Guidelines,Evidence Based Practice,Social Responsibility,Social Media,Tutoring,College Faculty,Teacher Student Relationship

With the growing number of online students, universities must provide support for students in developmental education to engage, collaborate, and co-construct their learning in socially dynamic ways. Online learning communities provide spaces for students to identify with others, communicate openly and candidly, and develop professional relationships. With social constructivism utilized as a frame to guide this formative experiment, researchers examined social interactions and engagement among students of a PhD cohort across online platforms and apps. Through collective responsibility and the consideration of multiple entry points, the B.E.S.T. (backchannels; engagement; social media; tutoring) framework was established by the researchers and continues to evolve according to students' needs. Discussion includes highlights and future opportunities to extend and enrich online communities of practice to benefit developmental education programs.
Conflicting Opinions: Speech Rights and Student Protests on College Campuses
Author: Hertz, Lica
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Rights,Freedom of Speech,Activism,Constitutional Law,Educational Administration,College Environment,Generational Differences

College students have a widespread history of exercising their rights to free speech through protest as a means of expressing displeasure with the status quo. While some administrators consider it a disruption to academic learning on college campuses, extensive research has found that student activism as a form of involvement on campus lends itself to the development of leadership qualities that contribute to being an agent of social change and higher levels of civic engagement (Biddix, 2014; Chambers &amp; Phelps, 1993; Kezar et al., 2017). Several institutions are working to balance speech protections while maintaining an inclusive environment for students. Some states and universities, however, have implemented or revised policies to protect freedom of expression regardless of its content in order to uphold students' First Amendment rights. Speech rights are actively debated by college administrators and policymakers across the country in response to the increase in campus demonstrations and have garnered attention from all sides of the political spectrum (Selingo, 2018). Though the First Amendment provides the framework for the right to free speech, there is a divide on where the line, if any, should be when it comes to protecting the freedom of speech on college campuses that is considered hateful or offensive. The purpose of this article is to provide an overview of the conflicting opinions around speech rights on college campuses and offer recommendations to higher education administrators working to maintain a safe environment for students while complying with sanctioned free speech guidelines at their respective institutions.
Elephants in the Room: Examining and Understanding the Black Assembly Line
Author: Dilworth, DaShawn
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Student Personnel Workers,African Americans,Recruitment,Disproportionate Representation,Racial Discrimination,Career Pathways,Racial Bias,Work Environment,Labor Turnover,Cultural Relevance,Supervision,Personnel Selection,Human Resources

Despite the increase in efforts to recruit Black student affairs professionals in the field to keep pace with the growing level of Black students entering university doors, Black student affairs professionals are still heavily underrepresented across campuses in proportion to their White counterparts. This is attributed to the often subtle, yet constant, barrage of discrimination and discomfort Black professionals are made to feel within predominantly White and homogenous spaces. Due to discrimination, power hierarchies, and the continuous lack of adequate support systems, there are high attrition rates of many Black practitioners, contributing to this concept of the Black Assembly Line. Rooted in the original idea of the P.O.C (People of Color) assembly line introduced by Browning and Palmer (2018), which addresses the toxic workplace cultures that bring in professionals of color, overworking and undervaluing them while also tokenizing and further marginalizing them leading to the attrition of P.O.C professionals, the conception of the Black Assembly Line seeks to build on Browning and Palmer's (2018) initial idea of the systematic treatment of professionals of color within student affairs. Instead of hiring and forcing another staff of color to endure the cycle of toxic workplace culture, this analysis of the Black Assembly Line aims to investigate the environmental culture's impact on the attrition. The narrative of the Black Assembly Line also is creating a platform to outline the specific experiences of Black student affairs professionals navigating toxic work environments that impact their presence in the field. Ultimately, the question remains: how do we combat the Black Assembly Line, in order to solidify and affirm the presence of Black professionals within the field of student affairs?
Financial Support, Programs, and Services for Latinx Students
Author: Martinez, Stephanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Scholarships,Financial Support,Educational Opportunities,Poverty,Race,Housing,Acculturation,Higher Education,Social Differences,Academic Achievement,Barriers,Community Colleges,Social Services,Cultural Awareness,Student Personnel Services,Extracurricular Activities,Undergraduate Students,Disadvantaged,Graduation,Social Class,Inclusion,Universities,College Attendance,High Schools

Education is known as the great equalizer to many--it creates a supposed leveled field where students of all backgrounds have the opportunity to gain financial assets thus influencing their social status (Cafferty, 1985). Social constructions and inequalities such as poverty, race, assimilation, and housing segregation play a role in Latinx students' success in grades K-12 (Department of Education, 2017). By the time Latinx students set foot into higher education institutions, inequalities are once again reinforced. These inequalities negatively impact their college success. Although there are support systems in place such as financial aid workshops, scholarships, and involvement opportunities, navigating to reach that support is difficult or is not utilized to its full extent, which in essence affects Latinx student's success in college. This paper will analyze how aspects of college construct is creating inequality, the affects students and what keeps inequality going on college campuses. So far, inequalities in higher education studies have proven that Latinx students are not reaching degree completion, especially in community colleges (Levesque, 2018). In brief, we provide several recommendations, including the implementation of social services, cultural competency offices, and programs in the curriculum as well as extracurricular activities to eradicate classism, exclusivity, and uplift a marginalized group that strives to successfully graduate with an undergraduate degree. Through our recommendations we believe college campuses will have a more inclusive campus, therefore fostering success amongst Latinx students.
Gender Disparities in Ghana&apos;s Tertiary Education System
Author: Christel, Kimberly
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Study Abroad,Educational Development,Educational Innovation,Higher Education,College Administration,Sex Fairness,Access to Education,College Students,Females,Socioeconomic Status,Disadvantaged,Sexual Harassment

This paper will examine gender disparities in Ghana's tertiary education system and make the case that, while a great deal of progress has been made, gender inequality remains an issue that must continue to be monitored. The author of this paper had the pleasure of participating in a short-term, faculty-led, study abroad experience in Ghana in March of 2019 as part of a 3-credit course that examined global perspectives in higher education. The purpose of the course was to learn how higher education is structured in Ghana and some of the challenges and innovations surrounding higher education. During this study abroad course, the author, along with a group of their peers, visited five universities -- two public, one technical (also public), and two private. The author and their classmates met with administrators to learn about the administrative processes and challenges in tertiary education in Ghana and also had opportunities to speak to students. This paper will first, briefly explore the sociocultural factors that affect women's participation in tertiary education in Ghana. It will then discuss the problems women face when they enter tertiary education, how different types of institutions are serving women, and the progress that women have made. This paper will end with an overview and predictions for the future.
From GI Joe to College Joe: Bridging the Gap between Military and College Life
Author: Beck, Katie E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Veterans,College Students,Student Adjustment,Student Attitudes,Enrollment,Advocacy,Student Personnel Services

The student veteran population is comprised of a diverse group of people that are often considered members of other sub-populations within the collegiate student body, including those who are racially minoritized and nontraditional students. With enrollment numbers for student veterans continuing to rise, following a decade-long pattern, easing the transition is a challenge that needs urgent attention. This paper will analyze the demographic makeup of student veterans and the unique challenges they face during their postsecondary education before formulating pragmatic, on-campus solutions to assist this population in achieving their educational goals.
&quot;The Choice Is Yours -- You Can Get with This, or You Can Get with That&quot;: The Geospatial Relationship of School Choice and Educational Attainment in New York City
Author: Lliguichuzca, Estefanie America
Date: 2020-00-00
Type: Journal Articles
Subjects: Geographic Location,School Choice,Educational Attainment,Educational Policy,High School Students,Socioeconomic Status

School choice is an umbrella term that describes an array of policies offering alternatives to publicly provided schools. Throughout the history of American education, various school choice policies have been devised to accomplish different goals. This paper focuses on New York City's high school choice policy through the empirical strategy of identifying the top two and bottom two community districts in terms of attainment, first at the secondary level then at the postsecondary level, in order to examine the geospatial relationship of school choice and educational attainment.