ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;All These Nouns Together Just Don&apos;t Make Sense!&quot;: An Investigation of EAP Students&apos; Challenges with Complex Noun Phrases in First-Year College-Level Textbooks
Author: Priven, Dmitri
Date: 2020-00-00
Type: Journal Articles
Subjects: Nouns,Phrase Structure,English for Academic Purposes,Syntax,College Students,Foreign Countries,Difficulty Level,Second Language Instruction,Direct Instruction,Reading Comprehension

Complex noun phrases (CNP) are a major vehicle of academic written discourse (Halliday, 1988; 2004). However, in spite of the view that they pose significant challenges to English language learners, they are often overlooked in preparatory English for Academic Purposes (EAP) programs. This mixed methods study aims to investigate to what extent CNP present syntactic parsing challenges for upper-level college EAP students, and whether there is a perceived need for direct instruction in CNP in EAP programs. A special CNP proficiency test was administered to 70 upper-level Ontario college EAP students and a native speaker comparator group, and the results were compared with those obtained from interviews with seven of the test-takers. The results obtained from the statistical analyses and the interviews indicate that CNP are challenging to parse for upper-level EAP students and that direct instruction in CNP may be beneficial for improving their reading comprehension. Some teaching implications of the findings are also addressed.
Writing the Literature Review: Graduate Student Experiences
Author: Walter, Lori
Date: 2020-06-00
Type: Journal Articles
Subjects: Graduate Students,Writing (Composition),Literature Reviews,Foreign Countries,Information Management,Research Proposals,Academic Libraries,Information Sources,Laboratories,Supervisors,Search Engines,Search Strategies

Difficulties with academic writing tasks, such as the literature review, impact students' timely completion of graduate degrees. A better understanding of graduate students' perceptions of writing the literature review could enable supervisors, administrators, service providers, and graduate students themselves to overcome these difficulties. This paper presents a case study of graduate students at a secondary campus of a Canadian research university. It describes survey data and results from focus groups conducted between 2014 and 2015 by communications faculty, writing centre staff, and librarians. The focus group participants were Master's and Doctoral students, including students situated within one discipline and those in interdisciplinary programs. The questions focused on the students' experiences of writing the literature review as well as the supports both accessed and desired. Data analysis revealed four themes: (1) literature review as a new and fundamental genre; (2) literature review for multiple purposes, in multiple forms, and during multiple stages of a graduate program; (3) difficulties with managing large amounts of information; and (4) various approaches and tools are used for research and writing. Using an academic literacies approach, the paper addresses implications for campus program development and writing centre interventions and furthers research into graduate students' experiences of writing literature reviews.
Investigating Math Achievement Patterns over Time among Ontario Elementary School Students with Different Language and Literacy Characteristics
Author: Fesseha, Ellen
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Standards,Elementary School Students,Profiles,Longitudinal Studies,Mathematics Tests,Trend Analysis,English (Second Language),Second Language Learning,Literacy,Language Skills,Teaching Methods,Foreign Countries,Standardized Tests,Accountability,Cultural Differences,Correlation

Downward trends in Ontario's math achievement have raised concerns about the need for effective identification of students struggling to meet math achievement standards. This study identified latent profiles from math achievement patterns of students from Grades 3 to 6, examining how specific language and literacy characteristics predicted profile membership. Participants' test scores were collected from longitudinal cohort data of provincial math assessments. Latent class analysis identified two achievement pattern profiles: consistent and declining achievement groups. Subsequent logistic regression analyses revealed English Language Learners' (ELL) as likelier to decline in math achievement, suggesting the need for greater instructional support for ELL students.
The Effects of Schema-Based Instruction on Solving Mathematics Word Problems
Author: Hughes, Scarlet
Date: 2020-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Mathematics Instruction,Instructional Effectiveness,Mathematics Skills,Problem Solving,Word Problems (Mathematics),Elementary School Mathematics,Elementary School Students,Grade 2,Individualized Education Programs,Special Education,Small Group Instruction,Learning Strategies,Mathematics Achievement,Teaching Methods

The purpose of this study was to investigate the frequency with which students use math word problem strategies during and after schema-based instruction. It examines the extent to which students increase their ability to correctly solve word problems. It compares students' attitudes toward mathematics problem solving before and after schema-based instruction. The study was conducted in a resource class with seven second-grade students on individualized education programs (IEPs). A single-subject research design was used. The schema-based instruction was implemented by the special education teacher in a small group setting. Students showed an increase in attempted and correct strategy use during instruction. Three students increased their attempts of strategy use from pretest to posttest, but only one student used the strategy correctly on all attempts. The mean problem-solving accuracy increased from 22 percent to 34 percent from pretest to posttest. Students showed minimal change in their attitude toward math word problems.
Central Events and Causal Connections: A Narrative-Inquiry Study among Colombian Female Scholars in Their Processes as Writers
Author: Ramos-Holguín, Bertha
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Processes,Scholarship,Women Faculty,Writing for Publication,Faculty Publishing,Foreign Countries,Academic Language,Postcolonialism,Authors,Experience,Mentors,Cultural Context,English (Second Language),Publish or Perish Issue,Public Colleges,Disproportionate Representation,Personal Narratives,Correlation

In the Colombian context there has been an increase in the interest for publishing in high impact academic journals. This is due to various factors such as institutional requirements, hiring requirements, categorization of teachers and academic visibility. The purpose of this research-based paper, as a decolonial report, is to portray the central events and the causal connections of three female Colombian authors in their process as writers for academic purposes. Data were gathered through in-depth interviews that emphasized on Van Manen's (1997) four lifeworld existential dimensions that include lived time, lived space, lived body, and lived relation. These dimensions helped us uncover the essences of lived experience. Results indicated that central events and causal connections affect the authors' experiences in their process as writers. The key ingredients female authors judge as important events were social interactions with mentors and the context.
Teaching and Learning Design Thinking (DT): How Do Educators See DT Fitting into the Classroom?
Author: Hennessey, Eden
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Teaching Methods,Student Projects,Active Learning,Problem Solving,Experienced Teachers,Curriculum Evaluation,Guidelines,Teacher Attitudes,Lesson Plans,Barriers,Alignment (Education),Experiential Learning,Global Approach,School Business Relationship,Creativity,Computer Software,Robotics,Computer Peripherals,College Faculty,Familiarity,Technological Literacy

As a problem-solving approach, design thinking (DT) emphasizes iterative, user-focused designing. While DT is being readily adopted into education, little is known about how educators integrate DT across curricula. To address this question, we collaborated with a tech-ed industry partner and a focus group of experienced educators to assess curriculum content developed using a DT framework. Results showed that educators expressed positive impressions of the DT framework and lesson plans, but also identified potential challenges to integrating DT into classrooms (e.g., assessing skills and attitudes related to DT). Findings suggest that DT-based learning aligns with a shift from project-based instruction to experiential learning aimed at achieving global competencies.
&quot;Teaching Is a Learning Experience&quot;: Exploring Faculty Engagement with Low-Income Adult Learners in a College-Community Partnership Program
Author: Bourke, Alan
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Low Income,Adult Students,School Community Programs,Urban Areas,Student Needs,Teacher Attitudes,Delivery Systems,Social Justice,Access to Education,Postsecondary Education,Learner Engagement,Foreign Countries,Student Empowerment,Teacher Student Relationship,Community Centers,Instructional Design,Classroom Environment

This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway.
The Giver: Getting Students out of Their Comfort Zone
Author: Wilson, Tara
Date: 2018-00-00
Type: Journal Articles
Subjects: Novels,Teacher Educators,Preservice Teachers,Creative Thinking,Student Projects,Art Activities,Teaching Methods,Creativity

Within the context of a first-person account of pedagogical growth, a literacy professor details a way to bring preservice teachers out of their comfort zone and participate in divergent thinking. The project that the professor assigned is supported by current research on creativity and divergent thinking. The rationale for focusing on these two aspects are offered. Additionally, how this experience fueled the professor's fire for teaching is provided in order to help ignite fellow educators' passion for teaching.
Passionate about Early Childhood Educational Policy, Practice, and Pedagogy: Exploring Intersections between Discourses, Experiences, and Feelings...Knitting New Terms of Belonging
Author: Whitty, Pam
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Educational Policy,Curriculum,Feminism,Child Care,Access to Education,Politics of Education,Social Justice,Interpersonal Relationship,Curriculum Development,College Faculty

We are five early childhood researchers, from across Canada, thrown together amongst a series of alarming discourses, where developmental, economic, and neuroscientific rationales for ECEC drown out alternative theoretical perspectives, as well as personal experience, values, subjective knowledges, and the fierce passion we feel for our work. In the midst of this &quot;throwntogethness&quot; (Massey, 2005), how do we bring our situated knowings and desires to these discursive material relational mashups? How do we engage with the throwntogetherness that is the Canadian ECEC field as we knit together alternative ways of being, doing, and acting, figuring out what resonates in localized situations (Osgood, 2006)? To begin to answer these questions, we think with feminist theory (Bezanson; 2018; Langford et al., 2016; Prentice, 2009); the politics of the event of place, (Massey, 2005) and relational and spatial networked discursive entanglements (Massey, 2005; Nichols et al., 2012; Ingold, 1995; Haraway, 2016) as we untangle three vignettes related to advocating for a competent universal public ECEC system; writing post-developmental curriculum frameworks; and weaving productive relationships between university researchers and early childhood practitioners. These vignettes illuminate our struggles to &quot;stay with the trouble,&quot; as Haraway (2016) suggests, stubbornly hanging on to the hope of producing new terms of belonging (Burns &amp; Lundh, 2011) as a form of resistance, allowing us to open up spaces to imagine, tell alternative stories (Moss, 2014), and create real change within our local contexts.
An Examination of Challenges and Pressures Encountered by Literacy Teacher Educators in Texas
Author: Sharp, Laurie A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Literacy Education,Teacher Educators,Preservice Teachers,College Faculty,Stress Variables,Teacher Burnout,Barriers,Teacher Attitudes,Accountability,Work Environment,Content Analysis,Professionalism,Literacy,Student Characteristics,Education Work Relationship,Teacher Education Programs,Classroom Environment,Curriculum Development,Educational Practices

Similar to K-12 classroom teachers, literacy teacher educators are susceptible to high levels of stress and burnout. The objective of the present analysis was to add to the limited base of available literature and specific challenges and pressures experienced by literacy teacher educators in Texas (n=61). Data from an open-ended survey question were collected and analyzed using content analysis techniques and three separate coding phases. Data analyses resulted in the following five categories: External Accountability and Mandates, Conceptions about Literacy and Professionalism, Characteristics of Preservice Teachers, Appropriate Classroom Settings, and Literacy Curricula and Preparation Program Requirements. Three implications from these findings were described, along with recommendations for practice.
Patterns of Cyberbullying Victimization in US Adolescents: A Latent Class Analysis
Author: Mindrila, Diana
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Victims,Adolescents,At Risk Persons,Probability,Classification

This study used latent class analysis (LCA) with binary observed indicators to identify latent classes of victimization, based on the extent to which adolescents in the U.S. experienced traditional victimization and cyber-victimization. Data were collected by the National Center for Education Statistics and the Bureau of Justice Statistics using 2013 School Crime Supplement of the National Crime Victimization Survey. The sample included 4,939 individuals ages 12-18. LCA yielded a four-class solution: a) &quot;Nonvictims&quot; (N=4,274), b) &quot;Traditional victims&quot; (N=486), c) &quot;Cyber-victims&quot; (N=107), and d) &quot;Traditional victims and cyber-victims&quot; (N=72). These findings inform practitioners of the most prevalent types of victimization in the population of adolescents and facilitate the identification of individuals who are at risk of being victimized.
The System of Public Education in Stavropol Governorate in the Period 1804-1917. Part 1
Author: Natolochnaya, Olga V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Public Education,Politics of Education,Elementary Secondary Education,Government Role,Religion,Administrative Organization

This work examines the system of public education in Stavropol Governorate in the period 1804-1917. The present part of the work covers the development of the region's public education system in the period 1804-1871. In putting this work together, the authors drew upon both various regulatory documents issued in the Russian Empire in the area of public education, including some of those listed in the Complete Collection of Laws of the Russian Empire, and a set of statistical digests. In terms of methodology, the authors made extensive use of the statistical method. The use of this method helped identify some of the key distinctive characteristics of the making and development of the system of public education in Stavropol Governorate in the period 1804-1871. To achieve their research objectives, the authors also employed a set of general methods of research, including analysis and synthesis, concretization, and summarization. In addition, use was made of the historical-situational method to explore particular historical facts in the context of the era under study in conjunction with various &quot;neighboring&quot; events and facts. The authors' conclusion is that the period 1804-1871 was a time of the making of the system of public education in Stavropol Governorate. It was a complicated process, as there was a war waged in the Caucasus up to 1864 (the Caucasian War of 1817-1864). Nevertheless, by 1871 the governorate became home to an extensive network of educational institutions, which included secondary (two gymnasia), lower (five uyezd schools and one St. Aleksandra female school), and primary educational institutions (52 primary schools). In addition, a key role in the development of the governorate's system of primary education was played by the Department of Religious Affairs, which ran 56 primary educational institutions in the region.
The System of Public Education in Kars Oblast in the Period 1878-1917. Part 2
Author: Magsumov, Timur A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Educational History,Politics of Education,Elementary Education,Compulsory Education,Church Role,Gender Discrimination,Governance,Secondary Education,Private Schools,Religious Education,Parochial Schools

This work explores the system of public education in Kars Oblast in the period 1878-1917. The present part of the work covers the period 1908-1917, which spans the timeframe from the commencement of preparatory activities on the introduction of compulsory primary education to the start of the February Revolution. The key sources used in putting this work together are the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region's schools run by the Ministry of Public Education, and the Reports of the Chief Procurator of the Holy Synod, which contain information on the region's parochial schools. Of major importance are also the records of the Ministry of Public Education stored in the Russian State Historical Archive (Saint Petersburg, Russia). The authors' conclusion is that Kars Oblast's system of public education was characterized by a number of distinctive features. Creating the system of public education from scratch subsequent to the incorporation of the formerly Turkish-controlled areas into the Russian Empire required convincing the locals of the need to have their children attend Russian secular schools. A key role in making primary education accessible was played by the implementation of the project on the introduction of compulsory primary education. In the period from 1908 to 1914, the number of ministerial primary schools in the region rose from 66 to 202. This helped increase the number of students in the region from 4,000 to 12,000. In addition to this, a large amount of work in the area of public education was also conducted by the Russian Orthodox Church, which ran over 60 primary schools in the region. By the start of World War I, schools in Kars Oblast were attended by nearly 100 % of all Russian boys in the region, with similar figures posted by the region's Greek and Armenian boys and much lower ones exhibited by its girl population. However, on the war's eve, the region's female education system was making such headway that the school system seemed capable of reaching all of its Christian population by as early as the period 1916-1917, which, of course, was achievable on condition that the pace carried on.
Digital Games (Gamification) in Learning and Training: An Approach to Adaptation and Integration in the Classroom
Author: Vargas-Macías, Zulma Liliana
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Games,Teaching Methods,Learning Strategies,Game Based Learning,Research Reports,Computer Software,Online Courses,Higher Education,Electronic Learning,Social Networks,Business Administration,Learning Processes

This article is the result of the SGI 2174 project. Its objective is to identify how elements, techniques and mechanics game (gamification) have been implemented, as an ICT-mediated learning strategy for learning and training in the education. A systemic literary review of works on the subject is carried out to contextualize and identify methods, techniques, tools and platforms of gamification. The results make an analysis of the articles reviewed, and describe and describe the technologies and methodologies of gamification and the most relevant results with which gamification has been implemented in educational and business environments. This project is developed in the research groups TelemaTICs and TICA, and funded by DIN-UPTC.
Effects of Digital Short Stories on the Development of Listening Skills: An Action Research
Author: Çetin Köroglu, Zeynep
Date: 2020-00-00
Type: Journal Articles
Subjects: Action Research,Listening Skills,Second Language Learning,Second Language Instruction,English (Second Language),Content Analysis,Authors,Literary Genres,Achievement Tests,State Universities,College Students,Literature,Foreign Countries,Teaching Methods,Comparative Analysis,Audio Equipment,North American English,Native Speakers,Grammar,Worksheets,Vocabulary Development,Instructional Effectiveness,Cultural Differences,Skill Development

The present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories' implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyse quantitative data. On the other hand, content analysis was used to analyse qualitative data. The data were collected in 2016-2017 academic years at a state university, Turkey. Participants were preparatory class students of English language teaching department of the university. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by American native speakers of English. Additionally, weekly worksheets and hand-outs were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners' listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants were satisfied with digital