ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners
Author: Spencer, Trina D.
Date: 2019-02-00
Type: Journal Articles
Subjects: Spanish,Spanish Speaking,Bilingualism,English (Second Language),Second Language Learning,Academic Achievement,Preschool Children,Native Language Instruction,Transfer of Training,Intervention,Story Telling,Vocabulary Development,Reading Skills,Pretests Posttests,Control Groups,Experimental Groups,Outcomes of Education,Disadvantaged Youth,Language Tests

Standards of academic performance place a high demand on students' English language. To help Spanish-speaking preschoolers who are developing English as a second language meet these demands, researchers recommend strengthening their first language to facilitate development of their second language. Head Start teachers and research assistants delivered 12 Spanish and 12 English language lessons to eight preschoolers in small groups. Lessons targeted storytelling and vocabulary and occurred 4 days a week for 20 min. A multiple-baseline experimental design across groups was used to examine the effect of the Spanish-English narrative intervention on children's retelling skills and a pretest posttest design without a control group documented children's acquisition of the target words. Results indicated that children made gains in English retelling while maintaining their already high Spanish retelling skills. Improvements in vocabulary were observed in English but not in Spanish.
Factor Validation of a Fidelity of Implementation Measure for Social Behavior Systems
Author: Massar, Michelle M.
Date: 2019-02-00
Type: Journal Articles
Subjects: Fidelity,Intervention,Program Implementation,Positive Behavior Supports,Social Behavior,Elementary School Students,Middle School Students,High School Students,Program Evaluation,Measures (Individuals),Content Validity,Usability,Test Reliability,Test Validity,Interrater Reliability

Assessing fidelity of implementation of school-based interventions is a critical factor in successful implementation and sustainability. The Tiered Fidelity Inventory (TFI) was developed as a comprehensive measure of all three tiers of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) and is intended to measure the extent to which the core features of SWPBIS are implemented with fidelity. The purpose of this study was to assess the extent to which the TFI can be used as one measure of all three tiers, three separate measures of individual tiers, or as a more granular level of fidelity that measures implementation on 10 subscales across the tiers. A confirmatory factor analysis was conducted to validate the factor structure of the TFI. Results indicate that the TFI is a valid measure of fidelity of implementation of SWPBIS and can be used to measure implementation by subscales, tiers, and as a comprehensive assessment of all three tiers.
Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions
Author: Fink Chorzempa, Barbara
Date: 2019-02-00
Type: Journal Articles
Subjects: Evidence Based Practice,Decision Making,Problem Solving,Preservice Teachers,Preservice Teacher Education,Special Education,Educational Practices,Educational Assessment,Models,Program Implementation,Educational Objectives,Benchmarking,Educational Strategies,Fidelity,Feedback (Response),Information Dissemination

Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one's practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students' learning outcomes. Implications for practice in the K-12 environment are also provided.
Advancing Student Interview Skills: Incorporating Virtual Interview Technology into the Basic Communication Course
Author: Hudak, Kasey
Date: 2019-00-00
Type: Journal Articles
Subjects: Communication Skills,Skill Development,Questioning Techniques,Computer Simulation,Computer Uses in Education,Computer Software,Scores,Outcomes of Education,Self Efficacy,Help Seeking,Job Search Methods,Employment Interviews,Employment Services,Nonverbal Communication,Undergraduate Students

This study examined the differences between student's self-reported communication interview skills before and after they received interview instructions and experienced virtual simulation interviews in a basic communication course. Incorporating interview instruction and utilizing mock interviewing software, InterviewStream, into several basic communication courses, this study found a significant difference between students' pre-instruction and post-instruction interview self-assessment scores. A Student Assessment of Learning Gains (SALG) revealed that students reported more confidence in their interviewing skills, were more likely to seek help from career services, and pay more attention to non-verbal communication during the interview (dress, posture, and eye contact) after participating in virtual mock interviews.
Mitigating Barriers to Persistence: A Review of Efforts to Improve Retention and Graduation Rates for Students of Color in Higher Education
Author: Banks, Tachelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Academic Persistence,School Holding Power,Graduation Rate,Minority Group Students,African American Students,College Students,Higher Education,Equal Education,Educational Strategies,Achievement Gap,Remedial Programs,Academic Ability,Educational Policy

This literature review highlights barriers to persistence, retention, and graduation for students of color at institutions of higher learning. Successful strategies, approaches, and initiatives are discussed with consideration to deficit and strengths-based approaches. It is also highlighted that universities may need to address programmatic barriers within the institutions that may exacerbate systemic barriers to success for students of color in higher education.
Virtual Immersive Learning Environments (VILEs) Based on Digital Storytelling to Enhance Deeper Learning for Undergraduate Students
Author: Jantakoon, Thada
Date: 2019-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Story Telling,Undergraduate Students,Learning,College Instruction,Multimedia Instruction

This research aimed at proposing virtual immersive learning environments (VILEs) based on digital storytelling to enhance deeper learning for undergraduate students in all fields. The VILEs based on digital storytelling to enhance deeper learning for undergraduate students was developed based on the review of the literature, the expert's interview and evaluated by five experts. The research results were found that the VILEs based on digital storytelling to enhance deeper learning for undergraduate students consist of three components were (1) Immersive technology, (2) Digital storytelling process, and (3) Stories Evaluation. The experts also evaluated which step of the VILEs based on digital storytelling to enhance deep learning for undergraduate students was suitable for the development of the respective aspects of deeper learning.
Determining the Development Status of United States Counties Based on Comparative and Spatial Analyses of Multivariate Criteria Using Geographic Information Systems
Author: Wheeler, Lauren B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Geographic Regions,Geographic Distribution,Poverty,Health,Educational Attainment,Income,Counties,Economic Development,Human Geography,Developing Nations,Illiteracy,Food,Security (Psychology),Classification,Maps

The United States ranked 8th in 2015 according to the United Nations' Human Development Index, but empirical evidence shows that there are regions &quot;within&quot; the U.S. that would not classify as having &quot;very high human development.&quot; We know about domestic poverty and hardship, but there are regions in the United States that are starting to look developmentally more like Albania or Kenya. Using multivariate quantitative data (health statistics, education levels, and income) to replicate international development indices like that of United Nations on the national level, U.S. counties were ranked according to their development status. In this way, widely recognized scales of development were translationally applied to the United States to fully understand the state of development, or rather regression, in the U.S. The results were displayed cartographically to show the geographic distribution of regression across the U.S., mainly the Mississippi River Delta and the Appalachian Region. In total, there were 66 counties that fell into fourth class, or the &quot;low development&quot; category, for all three development criteria.
The Relationship between Interpersonal Emotion Regulation and Interpersonal Competence Controlled for Emotion Dysregulation
Author: Malkoç, Asude
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,Correlation,Self Control,Emotional Disturbances,Interpersonal Relationship,Measures (Individuals),College Students,Student Attitudes,Interpersonal Competence

The aim of this study is to examine the role of interpersonal emotion regulation on interpersonal competency when controlled for emotion dysregulation. The sample of the study consists of 342 (235 female; 107 male) undergraduate students attending to the various departments of a private university in Turkey. The average age of participants was 20.81 (SD=2.29). The Interpersonal Emotion Regulation Scale, Difficulties in Emotion Regulation Scale and Interpersonal Competency Scale were used. Analyses were conducted through the SPSS 20 (IBM, 2011). Results of hierarchical regression analysis revealed that interpersonal emotion regulation and emotion dysregulation seem to predict interpersonal competency. After controlling for the effect of emotion dysregulation, interpersonal emotion regulation alone explains 18% of the overall variance in interpersonal competency. Interpersonal emotion has the highest contribution on interpersonal competency followed by emotion dysregulation.
Action Research in Doctoral Coursework: Perceptions of Independent Research Experiences
Author: Vaughan, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Action Research,Doctoral Programs,Graduate Study,Graduate Students,Student Research,Educational Benefits,Researchers,Professional Identity,Research Skills,Research Projects,Doctoral Dissertations,Reflection

Action research focuses on creating meaningful and authentic change for those involved, whether in a classroom or community. This action research study examined the perceptions and potential benefits of action research coursework within a doctoral program. Participants were a cohort of doctoral students (n=7) that participated in a graduate level action research course. Students in this study experienced shifts in their identities as researchers, knowledge of the methodology, and their perception of the function and value of action research. The authors argue that action research is a viable course option in doctoral programs and the research skills supported through the course and the completion of an independent research project expand research knowledge and prepare doctoral students for dissertation research across a variety of methodologies.
Digital Documentation Platforms in Prehospital Care - Do They Support the Nursing Care
Author: Pahlin, Torbjörn
Date: 2019-00-00
Type: Journal Articles
Subjects: Nursing,Documentation,Foreign Countries,Nurses,Emergency Medical Technicians,Computer Use

This study examines and describe the ambulance nurse's experience of nursing documentation in single responder and the transfer of the documentation to other care levels. A qualitative design was used with focus group interviews as data collection method to enhance knowledge of the everyday experience of nursing documentation. The ambulance service in Sweden is a profession in transition that evolved from being a transport organization to provide advanced medical care and nursing. However, all patients do not need advanced medical treatment and the Single responder is an alternative resource to the ambulance that is used when no life-threatening conditions exists. However, the nurse faces a number of challenges when documenting nursing care interventions related to technological development and the mismatch between the care offered and people's demands and needs. Even though nursing care documentation is key to enhance and develop patient safety within a young field as ambulance service. There is a lack of a coherent documentation system and two themes emerged through content analyzes which conveyed how nursing care becomes invisible and how nursing care interventions are communicated through a hidden language. There are serious shortcomings in the transfer of nursing documentation to other care levels as well as deficiencies in the nursing documentation. Which jeopardizes the quality of care and patient safety as well as a systematic development of nursing care in this field.
Prevalence of Sexual Harassment of Female Students of Tertiary Education in Taraba State, North East Nigeria: Implications for Counselling
Author: Onoyase, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sexual Harassment,Females,College Students,Incidence,Institutional Characteristics,Universities,Schools of Education

The study was set out to investigate prevalence of sexual harassment of female students of tertiary education in Taraba State North East, Nigeria. One research question and one hypothesis were formulated to guide the study. The researcher used &quot;Sexual Harassment of Female Students of Tertiary Education Questionnaire&quot; (SHOFSOTEQ) to collect information for the investigation. The instrument was made up of 14 items and had a reliability coefficient of 0.85. It had content validity and language appropriateness. The researcher used three research assistants to administer copies of the questionnaire on the respondents. The researcher chose 2.50 as a benchmark for either agreeing or disagreeing with each of the items. The One-Way Analysis of variance (ANOVA) was used to test the hypothesis at 0.05 level of significance. The study found out that: there is prevalence of sexual harassment of female students of tertiary education in Taraba State. Sexual harassment of female students' were carried out through inappropriate sexual comments, unwanted touching of female students' breasts, tapping of female students' buttocks and enticing of female students with high scores for sex amongst other. The result also revealed that there is no significant difference among the respondents in the universities, polytechnics and colleges of education on the prevalence of sexual harassment of female students. One of the recommendations is that authorities of tertiary educational institutions should put in place adequate measures to ensure that lecturers do not leak examination questions to students.
From Language Learners to Language Teachers: Construction and Implementation of Pedagogical Competence in Pronunciation Instruction
Author: Chein, Chen-Wen
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Teachers,Pedagogical Content Knowledge,Undergraduate Students,Foreign Countries,Pronunciation Instruction,Preservice Teachers,Teaching Methods,English (Second Language),Second Language Instruction,Teacher Education Programs

This study explored 36 undergraduates' knowledge construction and implementation of pedagogical competence in pronunciation instruction. These undergraduates were language learners themselves, but they were trained to become language teachers receiving pronunciation instruction in an English Pronunciation Instruction course at a university in Taiwan. Data in this study included interview, document, and videos. This study had the following major findings. First, their language competence, knowledge of phonology and pedagogy were constructed in the tertiary course through the instructor's demonstration and their own teaching practice. Secondly, they demonstrated limited knowledge in explicitly explaining pronunciation features to their learners and designing drill practices. They still needed to acquire more knowledge of phonology and pedagogy in order to design communicative tasks for pronunciation practice. A framework on pronunciation instruction to be included in language teacher education was provided.
Teaching Hidden History: A Case Study of Dialogic Scaffolding in a Hybrid Graduate Course
Author: Swan, Amy K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Graduate Students,Inquiry,Case Studies,Course Descriptions,Dialogs (Language),Teacher Student Relationship,Scaffolding (Teaching Technique),Interdisciplinary Approach,History Instruction,College Faculty,Management Systems,Electronic Publishing,Student Projects,Assignments,Feedback (Response)

Using an expanded version of Alexander's (2008) theory of dialogic teaching developed by RojasDrummond, Torreblanca, Pedraza, Vélez, and Guzmán (2013), this case study explored how instructors and students in a hybrid graduate course engaged in the process of dialogic teaching and learning (DTL). In particular, we examined the ways in which scaffolding strategies used in the course supported inquiry-based learning. Our findings suggest that instructors and students engaged in all five dimensions of DTL as defined by Rojas-Drummond et al. (2013), and illuminate the ways in which scaffolding can facilitate inquiry-based learning in interdisciplinary instructional settings.
Gender and Affect: Linguistic Predictors of Successful Academic Performance among Economically Disadvantaged First Year College Students
Author: Lewine, Richard
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Predictor Variables,Academic Achievement,Grade Point Average,Economically Disadvantaged,College Freshmen,Student Characteristics,Poverty,Language Usage,Essays,Discourse Analysis

Individuals entering college from disadvantaged economic backgrounds often face multiple obstacles to successful academic performance. Nonetheless, many such students are successful. In this study, we explore the personal characteristics of students from poverty who do well academically in comparison to their economic peers who were less successful academically. Pre-admission, written applications were analyzed using the computerized linguistic analysis tool, LIWC, to predict first semester GPA in a group of 48 students, all of whom came from economic backgrounds that were 150% or more below Federal guidelines. Significant poverty level and sex differences were found. Men's GPA was highly correlated with Total Word Count, while women's GPA was significantly correlated with Reward and Tentativeness. Most striking was the strong positive correlation between GPA and Positive Affect among women from the lowest economic group. The findings suggest further research to clarify and confirm the role of cognitive styles and affect in academic performance as moderated by both sex and degree of poverty, even among those traditionally viewed as belonging to a homogenous economic group.
Chinese Graduate Student Understandings and Struggles with Critical Thinking: A Narrative-Case Study
Author: Lucas, Kyle J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Critical Thinking,Asians,Cultural Differences,Comparative Education,Foreign Students,Case Studies,Student Attitudes,Research Universities,Difficulty Level,Foreign Countries

Qualitative research offers the potential to inform an ongoing issue concerning why international students struggle with critical thinking. This article approaches the issue by examining how international graduate students understand critical thinking as well as the challenges they have faced with critical thinking. The study used a narrative-case study framework to collect data from 4 Chinese international graduate students at a large mid-Western research university in the United States. The results showed that the participants had diverse conceptions of critical thinking and that they tended to focus on dispositions related to critical thinking rather than skills. These results suggest that participants' struggles may be related to diverse conceptualizations of critical thinking as well as an overemphasis on dispositions. Furthermore, educational differences between the U.S. and China were highlighted in the interviews with the participants, which supports other findings in the literature.
An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation
Author: Khoury, Caitlin Rasplica
Date: 2019-02-00
Type: Journal Articles
Subjects: Validity,Fidelity,Program Implementation,Self Evaluation (Individuals),Positive Behavior Supports,Intervention,Measures (Individuals),School Personnel,Elementary Schools,Middle Schools,High Schools

Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first few years of implementation. The present study used cross-sectional data from 1,438 schools to examine relations between fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results showed strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation.
Cultural Concepts as Powerful Theoretical Tools: Chinese Teachers&apos; Perceptions of Their Relationship with Students in a Cross-Cultural Context
Author: Han, Jinghe
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Cultural Background,Cultural Differences,Teacher Student Relationship,Asians,Volunteers,Teaching Experience,Cultural Influences,Asian Culture,Teaching Methods,Teacher Attitudes,Foreign Countries,Humor,Power Structure,Confucianism,Mandarin Chinese

Teachers' cultural backgrounds can result in challenges in establishing positive teacher-student relationships in cross-cultural settings. The context for this study is based on the everyday practice of teachers and students in the classrooms of diverse Australian schools, where issues of cross-cultural teacher-student relationships have been raised. This study involved a group of Chinese-background Mandarin teachers who had one year of volunteer teaching experiences in Australian schools. Data were collected from focus group discussions at the point of the completion of their twelve-month teaching practice, in order to access their fresh memories of their experiences. It explores their &quot;culture&quot; in relating to their Australian students during their teaching practice. This research draws on Chinese cultural concepts for theorizing and finds that the cultural concepts of &quot;Guanxi&quot;/relationship, &quot;Dengji&quot;/hierarchy, &quot;Zunzhong&quot;/respect, and &quot;Hexie&quot;/harmony have had a significant impact on these teachers' understanding and management of teacher-student relationships in their Australian classes.