ethanporcaro/eric-fulltext-meta huggingface dataset:
Hierarchical Linear Modeling with Maximum Likelihood, Restricted Maximum Likelihood, and Fully Bayesian Estimation
Author: Boedeker, Peter
Date: 2017-04-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Maximum Likelihood Statistics,Bayesian Statistics,Computation,Comparative Analysis,Correlation,Goodness of Fit,Statistical Analysis,Data Interpretation

Hierarchical linear modeling (HLM) is a useful tool when analyzing data collected from groups. There are many decisions to be made when constructing and estimating a model in HLM including which estimation technique to use. Three of the estimation techniques available when analyzing data with HLM are maximum likelihood, restricted maximum likelihood, and fully Bayesian estimation. Which estimation technique is employed determines how estimates can be interpreted and the models that may be compared. The purpose of this paper is to conceptually introduce and compare these methods of estimation in HLM and interpret the computer output that results from using them. This is done for the intraclass correlation, parameter estimates, and model fit indices using a simulated dataset that is available online. The statistical program R is utilized for all analyses and syntax is provided in Appendix 1. This paper is written to aid applied researchers who wish to better understand the differences between the estimation techniques and how to interpret their HLM results.
An Apprentice Teacher&apos;s Journey in &quot;Seeing Learning&quot;
Author: Orellana, Marjorie Faulstich
Date: 2017-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Teacher Education Programs,Preservice Teachers,Student Needs,Teacher Competencies,Educational Innovation,Change Agents,Case Studies,Educational Methods,Nonformal Education,Student Teaching,Observation,Ethnography,Anthropology,Grade 7,Clubs

In this article, the authors detail their attempt to encourage apprentices to merge theory and practice in a way that is atypical in teacher education. They base their approach on the idea that before stepping into the active work of teaching on their own, apprentices need more time observing children and seeing learning. Observing is hard to do when trying to master lesson delivery and when working with large groups of children with only the support of a single master teacher. What does learning look like when children interact with one another and with other adults under different conditions and in varying contexts? The aim is to contribute to conversations about how best to prepare teachers for schools as they currently exist and for the students they will meet in their classrooms. But perhaps more significantly, the authors ask another set of questions: (1) How can they prepare teachers for classrooms and schools that they might envision and imagine but that do not exist right now?; (2) How can they help teachers to meet the needs of a changing student body?; and (3) How can they prepare teachers to be innovators and change agents who are responsive to the conditions they encounter and who can lead into unknown futures rather than remain locked in the ways of the past? The authors report on a case study, Casssandra (pseudonym), a student in an innovative teacher preparation program that aims to do these things by tightly linking theory and practice, immersing teacher candidates in a nonformal learning context as well as in traditional student teaching placements. The teacher candidates wrote field notes about their observations, which the authors (the instructional/research team) read and responded to, with the aim of supporting their learning and stretching their ideas. Drawing from Wolcott's (2008) notion of ethnography as a way of seeing, the authors guided teachers to describe the everyday activities of schooling and to reflect deeply on their own practices. They encouraged them to see children, teaching, and learning in new ways--not merely as mirrors of their own experiences in K-16 education or those they observed in student teaching. The authors arranged for them to observe and work with children in different kinds of learning contexts, including home and community settings, traditional classrooms, and an after-school program.
Integrated Non-Formal Education and Training Programs and Centre Linkages for Adult Employment in South Africa
Author: Mayombe, Celestin
Date: 2017-04-00
Type: Journal Articles
Subjects: Nonformal Education,Qualitative Research,Adult Education,Employment,Adult Programs,Integrated Activities,Foreign Countries,Case Studies,Public Sector,Private Sector,Community Resources,Community Services,Small Businesses,Semi Structured Interviews,Observation

This article outlines the results of a qualitative study, which investigated the adult non-formal education and training (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after completing the NFET programs in South Africa. The article reports on an empirical study conducted to investigate what constitutes NFET enabling environments for employment. The findings reveal that managers did not create adequate linkages that could enable graduates to access needed post-training support, community resources, public goods and services. The author concludes that without linking the NFET programs to external stakeholders, graduates will continue to find it difficult to be employed or to start small businesses which perpetuates unemployment and chronic poverty in South Africa.
Interactive Book Reading with Expository Science Texts in Preschool Special Education Classrooms
Author: Breit-Smith, Allison
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preschool Education,Special Education,Reading Strategies,Group Activities,Reading Aloud to Others,Vocabulary Development,Content Area Reading,Books,Early Childhood Education,Group Discussion,Language Skills,Science Instruction

Expository, or informational, text can be defined as a type of nonfiction that describes a topic categorically by moving from subtopic to subtopic with the intent to teach content or convey information (Maloch &amp; Bomer, 2013). One vehicle for teaching the text structure and language of expository text to preschool-age children is through interactive book reading. Although interactive book reading has traditionally used narrative texts to teach text structure (i.e., story grammar) and content, the activity of interactive book reading has a lot to offer teachers who want to expand understanding of text structure and build children's language and vocabulary in particular. Yet, simply exposing preschool children to expository text through read-alouds is likely not enough to build a foundation for the language of expository text for children, particularly given the language needs of those with language or learning disabilities (e.g., language impairment, autism spectrum disorder). Rather, it may be more beneficial to build this foundation through a strategic approach, such as explicit instruction focused on a text structure. This article describes an approach conducted in repeated whole- or small-group book readings that can be specialized for the needs of students with language-based disabilities. Three components that can be used as a guide when teaching life science using a sequence text structure are provided.
On the Borders of Pedagogy: Implementing a Critical Pedagogy for Students on the Thai Burma Border
Author: Couch, Jen
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Theory,Curriculum Implementation,Ethnography,Teaching Experience,Adolescent Development,Transformative Learning,Educational Theories,Educational Practices,Praxis,Classroom Techniques,Humanization,Refugees,Teaching Methods,Alternative Assessment,Culturally Relevant Education,College Programs

This article uses an auto-ethnographic approach to explore the reflections and insights that occurred during my teaching of a subject in adolescent development on the Thai Burma border. This paper adopts a relatively descriptive style to a personal reflection of teaching on the border and how it transformed the way I teach and made me look at the pedagogy that underpins my teaching practice. I found a lack of congruence between the pedagogical theories that are espoused and how I could apply these to a border setting. Therefore, the purpose of this article is to explore some of the ways I began to develop a Thai Burma classroom praxis that drew on the theoretical underpinnings of a humanising critical pedagogy.
Analysis of an Organisation: A University of the Third Age (U3A), Mornington, Victoria
Author: Small, Michael
Date: 2017-04-00
Type: Journal Articles
Subjects: Organizational Theories,Organizational Objectives,Universities,College Administration,Administrative Organization,Institutional Characteristics,Learning Activities,Organizational Culture,Organizational Climate,Systems Analysis,Organizational Effectiveness,Efficiency,Foreign Countries

The purpose of this paper is two fold: to look at Mornington U3A in organisational terms and then look at U3AM as a loosely coupled system. One outcome of the study would be to undertake further analyses of U3As in Victoria to determine the levels of bureaucracy under which each operates. Questions to be asked: are U3As in Victoria operating as bureaucracies and so need to be loosened up? Or are they run as organisational anarchies and need to be tightened up?
School Working Conditions and Changes in Student Teachers&apos; Planned Persistence in Teaching
Author: Shirrell, Matthew
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Conditions,Student Teachers,Persistence,Career Change,Career Choice,Urban Schools,Labor Turnover,School Districts,Student Surveys,Statistical Analysis,Documentation,Content Analysis,Student Characteristics,Likert Scales

This study examines the relationship between the working conditions of student teaching schools and changes in student teachers' planned persistence in teaching. Planned persistence (and a related construct, initial commitment) is an important predictor of initial entry (Rots, Aelterman, Vlerick, &amp; Vermeulen, 2007) and actual persistence in teaching (Chapman, 1984; Chapman &amp; Green, 1986; Johnson &amp; Birkeland, 2003), making planned persistence an important outcome of interest. This study quantifies the working conditions of student teaching schools in two ways: first, using surveys of more than 1,000 student teachers who student taught in one large urban district during 2 years, and second, using several years of district administrative data on in-service teacher stability in those schools. These measures of school working conditions are used to predict changes during student teaching in student teachers' planned persistence in education, teaching, and the district where they student taught. These analyses shed light on whether the broader school workplace matters to student teachers as they make plans for their future careers or whether other aspects of student teaching are more important, and have implications for the decisions student teaching programs--and school districts--make about where to place student teachers.
The New Teacher Induction Experience: Tension between Curricular and Programmatic Demands and the Need for Immediate Help
Author: Mitchell, Douglas E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Beginning Teacher Induction,Curriculum,Formative Evaluation,Coaching (Performance),Teacher Competencies,Case Studies,Program Effectiveness,Online Courses,Educational Technology,Technology Uses in Education,Teacher Attitudes,Elementary Secondary Education,Teacher Characteristics,Institutional Characteristics,Surveys

Throughout the history of California's Beginning Teacher Support and Assessment (BTSA) program, new teachers have reported experiencing substantial tension between the curricular and programmatic demands arising from their induction programs' formative assessment systems and the immediate coaching help they need to deal with day-to-day classroom responsibilities. To examine some dimensions of this tension, the authors undertook in-depth case study analyses of 18 novice teacher participants in an innovative online induction program managed by the Riverside County Office of Education (RCOE). Because the online format provides reasonably complete transcriptions of the new teachers' induction experiences, the authors anticipated being able to examine this tension in some detail. Preliminary analysis does indicate that inductees see coaching as fundamental, with formative assessment activities as valued but secondary in importance to their overall perceived needs within the classroom. Additionally, when examining overall satisfaction of new teachers enrolled in an induction program, the authors found important differences associated with teacher characteristics and assignments needing interpretation. They learned, however, that the data collected from this online induction program are more fragmentary and harder to organize than expected. As a result, this report must be considered a preliminary work in progress, and the findings will need to be confirmed (or modified) by future work.
Just Another Student Survey?--Point-of-Contact Survey Feedback Enhances the Student Experience and Lets Researchers Gather Data
Author: Lake, Warren
Date: 2017-04-00
Type: Journal Articles
Subjects: Student Surveys,Feedback (Response),Student Experience,College Students,Learning Strategies,Questionnaires,Foreign Countries,Statistical Analysis,Student Attitudes

When student surveys are conducted within university environments, one outcome of feedback to the researcher is that it provides insight into the potential ways that curriculum can be modified and how content can be better delivered. However, the benefit to the current students undertaking the survey is not always evident. By modifying Biggs' revised two-factor study process questionnaire (R-SPQ-2F), we have provided students with immediate point-of-contact feedback that encourages students to consider their own cognitive processes. The main purpose of the modified tool is to provide immediate benefit to the student, whilst retaining the functionality of the survey for the researcher. Two versions of the survey were presented to students, a feedback version and non-feedback version, with results indicating that the participants of the feedback version had a significantly higher opinion that the survey helped them to be a better learner. In general, the importance students place on feedback, regardless of the version of the survey completed, was evident in the study. The point-of-contact survey model implemented in this study has successfully allowed a tool that was once exclusively researcher focused to be oriented towards current students, introducing an additional layer of feedback, which directly benefits the current student, whilst retaining its usefulness as a diagnostic research tool.
Insights into Attrition from University-Based Enabling Programs
Author: Bookallil, Cheryl
Date: 2017-04-00
Type: Journal Articles
Subjects: Student Attrition,Adult Programs,College Programs,Access to Education,Higher Education,Mixed Methods Research,Adult Students,Student Motivation,Barriers,Maturity (Individuals),Spouses,Fear,Welfare Services,Foreign Countries

High attrition rates from university-based enabling programs continue to be the subject of much research and administrative effort. Understanding the factors behind decisions to withdraw from such programs is difficult since those who do not successfully complete an enabling program may not readily agree to participate in research into their motivations for enrolling, and reasons for withdrawal, leaving them silent in the literature. Students who are relatively successful with enabling study have &quot;insider&quot; perceptions to share concerning the motivations of their fellow students, and the barriers some face. They can provide unique insights into factors behind the intractable problem of high attrition from enabling programs and the low rates of articulation into university study.
Instructional Insights Gained from Teaching a Research Methods Course to Chinese International Graduate Students Studying in Canada
Author: Beres, Jacqueline L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Graduate Students,Research Methodology,Courses,College Instruction,Asians,Qualitative Research,Ethnography,Student Experience,Student Research,Vocabulary,Cooperative Learning,Masters Programs

Chinese students represent an increasing proportion of the student body in Canadian postsecondary institutions (Citizenship and Immigration Canada, 2015). While studying abroad, many of these students face linguistic and sociocultural challenges (Zhang, 2016), resulting in calls for Western instructors to provide linguistically and culturally sensitive instruction (Lin &amp; Scherz, 2014). In this qualitative study, we utilized a form of reflexive ethnography (Enfield &amp; Stasz, 2011) to outline our experiences teaching a required research methodology course to Chinese graduate students. Specifically, we discuss our pedagogical efforts in context of utilizing students' reported research experiences, facilitating their acquisition of subject-specific vocabulary, and fostering a collaborative learning environment. We conclude by offering instructional suggestions to others who teach research methodologies to Chinese students.
Second Chance Learning in Neighbourhood Houses
Author: Ollis, Tracey
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Learning,Adult Students,Adult Education,Inclusion,Informal Education,Case Studies,Qualitative Research,Educational Experience,Community Education,Community Centers,Program Effectiveness,Educational Policy,Lifelong Learning

Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The focus of this research is on adult learners and adult learning that engages with &quot;second chance&quot; learners who participate in adult learning programs in the Barwon and South West regions of Victoria. The greater Geelong region is characterised by declining car automotive and textile manufacturing industries and emerging new industries such as hospitality and tourism. The data from the research participants in the study include career changers, long term and recently unemployed, newly arrived and migrant communities, young people and older adults. This paper focuses on the learning practices of second chance learners who frequently have negative perceptions of themselves as unsuccessful learners, but are transformed through their learning experiences in Neighbourhood Houses. We argue the unique social space of the Neighbourhood House, the support and guidance offered by staff and teachers, the unique pedagogy and small group learning experiences, allows adult learners to reconstruct a new identity of themselves as successful learners.
Lexical Collocations in English: A Comparative Study of Native and Non-Native Scholars of English
Author: Demir, Cüneyt
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Phrase Structure,Periodicals,Second Language Instruction,Statistical Analysis,Written Language,Computational Linguistics,Classification,Teaching Methods,Verbs,Nouns,Form Classes (Languages),Turkish,Authors,Native Language

In the field of ELT, a growing awareness has been paid to the use of correct and appropriate word combinations. Of methods and techniques existed in the literature, the issue of lexical collocation gets a great deal of attention. However, one of the main obstacles, particularly for non-native writers (NNW), is indeterminate knowledge of word combinations. Through the acquisition of collocation, it may be possible for NNW to increase their lexical competence. The present study attempted to investigate the use of English lexical collocations in the texts written by native writers of English (NW) and non-native writers of English (NNW), and to examine whether there are any statistically significant differences between NW and NNW in terms of employing collocations in their written productions. The corpora for the current study consisted of 40 research articles (RAs) published in leading journals in ELT, 20 of which belong to native speakers of English while the rest to non-natives. Only RAs published in ELT discipline were included in the corpora because lexical collocation may show difference across disciplines. Before analysing, the data were categorized according to a taxonomy divided into seven: &quot;verb+noun,&quot; &quot;verb+adj./adv.,&quot; &quot;noun+verb,&quot; &quot;noun+noun,&quot; &quot;adjective+noun,&quot; &quot;adverb+adjective,&quot; and &quot;adverb+verb.&quot; To able to explore the data, Independent Samples T-test was employed. The findings yielded significant results. Further, the current study sheds light on whether to include lexical collocations for a better writing. At the end, based on the research findings, some pedagogical implications and suggestions for further research and collocation awareness were discussed.
Learning Indicators of a Foreign Language in Spanish Public University. Case Study
Author: Cáceres-Lorenzo, M-Teresa
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Second Language Learning,Second Language Instruction,Likert Scales,Questionnaires,Communicative Competence (Languages),Foreign Countries,Student Mobility,Student Attitudes,Graduate Students,Correlation,Statistical Analysis,Student Characteristics,Certification

This article investigates 292 postgraduate students of the University of Las Palmas de Gran Canaria (Canary Islands, Spain), through a Likert-scale questionnaire. This inquiry was about private, educational actions and learning valuation of a foreign language and its relation with the learning of one or several foreign languages. The analysis of the obtained information from the coefficient of Pearson's correlation shows us that 60% of the students have certificates in a foreign language, although the international mobility does not overcome 19%. This research must be extended in other Spanish universities in order to be able to evaluate the communicative competence according to the Europe 2020 strategy.