ethanporcaro/eric-fulltext-meta huggingface dataset:
Lextale-Esp: A Test to Rapidly and Efficiently Assess the Spanish Vocabulary Size
Author: Izura, Cristina
Date: 2014-00-00
Type: Reports - Research
Subjects: Vocabulary,Language Proficiency,Spanish,Test Construction,Native Speakers,Second Languages,Measurement Techniques,Foreign Countries,College Students,Adults,Test Items,Scores,Self Evaluation (Individuals)

The methods to measure vocabulary size vary across disciplines. This heterogeneity hinders direct comparisons between studies and slows down the understanding of research findings. A quick, free and efficient test of English language proficiency, LexTALE, was recently developed to remedy this problem. LexTALE has been validated and shown to be an effective tool for distinguishing between different levels of proficiency in English. The test has also been made available in Dutch, German, and French. The present study discusses the development of a Spanish version of the test: Lextale-Esp. The test discriminated well at the high and the low end of Spanish proficiency and returned a big difference between the vocabulary size of Spanish native and non-native speakers.
And Girl Justice for All: Blending Girl-Specific &amp; Youth Development Practices
Author: Muno, Ann
Date: 2014-00-00
Type: Journal Articles
Subjects: Females,Youth Programs,Gender Issues,Skill Development,Mentors,Trust (Psychology),Communication Skills,Goal Orientation,Social Justice,Social Bias,Media Literacy,Curriculum,Activism,Minority Groups,Racial Factors,Academic Achievement,Empowerment,Self Esteem,Expectation,Success,Adolescents

In this article, the author describes a Seattle-based nonprofit organization, Powerful Voices, designed to help girls realize their dreams, engage their communities, and shape a better world. One among many efforts to address the equity gap for girls of color, Powerful Voices intertwines gender- and race-specific practices with evidence-based youth development practices. Using a skills- and strengths-based approach, it combines group meetings and one-on-one mentoring to build trust, communication skills, and goal-setting while exploring the roots of societal injustice through media literacy and anti-racism curricula. Girls use their newly acquired activism skills to develop a culminating project that champions a meaningful issue and fosters positive girl culture. Powerful Voices integrates best practices in girl-specific programming with those of the broader youth development field. Program evaluation results suggest that integrating the two approaches is a winning strategy for promoting academic gains among low-income girls of color. Herein, the author provides &quot;what-you-can-do-now&quot; suggestions for girl-specific programs that reflect current understanding. Youth development practice models and a hierarchy of program characteristics created by the Youth Program Quality Assessment (YPQA)--a quality improvement initiative launched by the Seattle-based Raikes Foundation--are described. The article concludes with implications and recommendations for youth development professionals and youth development programs.
Cosmic Chemistry: A Proactive Approach to Summer Science for High School Students
Author: Parsley, Danette
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,High School Students,Secondary School Science,Team Sports,Scientific Concepts,Astronomy,Knowledge Level,Program Development,Program Implementation,Program Design,Program Evaluation,Creative Teaching,Summer Programs,Chemistry

Though school is out for the summer, ninth- and tenth-grade students at Union Intermediate High School are burning off energy playing a game of tag on the soccer field. But that is not all they are doing. They are also synthesizing and applying key chemistry concepts they have just learned related to the conditions of the early solar system. They are acting out concepts including the fundamentals of matter--atoms, ions, and isotopes--while deepening their understanding of how the solar nebula transformed into our present solar system about 4.6 billion years ago. These students are engaged in Cosmic Chemistry--a two-week summer learning program focused on chemistry with an astronomical twist. Why do districts, including Union Public Schools in Tulsa, Oklahoma, choose to implement summer programs that, like Cosmic Chemistry, address science concepts? Some districts use summertime to help reinforce or remediate learning from the previous year. Others, like Union, hope to accelerate future learning by providing young people with engaging, high-quality learning that builds a foundation of essential knowledge and skills for next year's science content. Cosmic Chemistry engages ninth and tenth graders to prepare them to take chemistry in school the following year. This proactive approach to summer learning provides rigorous, relevant science experiences to help the students who need it most &quot;before&quot; they fall behind. Cosmic Chemistry was developed by educators at McREL International and Education Northwest. In this article, the authors describe their process of designing, implementing, and evaluating Cosmic Chemistry and offer lessons that may be useful to designers of other academically oriented out-of-school time (OST) programs.
The Costs of Sharing: Attending to Contact in Composition Practices
Author: Heard, Matthew
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing (Composition),Sharing Behavior,Writing Instruction,Interpersonal Relationship,Productivity,Ethics,Psychological Patterns,Human Body

&quot;Sharing&quot; is a ubiquitous yet largely unexamined term in composition scholarship and practice. Scholars and teachers use the term widely to talk about practices such as peer review, collaboration, and student-teacher conferences, all of which have been used to support the relevance of composition as a social and communal act. Yet, as this article demonstrates, sharing has been aligned historically with assumptions and values that emphasize individual productivity at the cost of exploring the affective and ethical costs of social engagement and interaction. This article investigates tensions in the historical practices of sharing that create openings for alternative ways to understand and value the complex encounters writers undergo when they interact in the space of the writing classroom. Specifically, the article explores how sharing might be revised in composition studies to draw attention to the affective, corporeal, and ethical consequences of interpersonal contact.
Breaking the Silence: Toward Improving LGBTQ Representation in Composition Readers
Author: Hudson, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Identity,Sexual Orientation,Reading Materials,Textbook Content,Social Bias,Writing Instruction,Writing (Composition),Reading Material Selection,Teacher Response,Writing Teachers,Classroom Environment,Publishing Industry,Social Attitudes,Social Justice

Lesbian-Gay-Bisexual-Transgender-Queer (LGBTQ) representation in composition readers remains limited and is frequently nonexistent. In addition, the LGBTQ-related materials that do find their way into composition readers are often problematic. In this essay I explain why WPAs and composition teachers should be concerned about LGBTQ representation in composition readers, and offer suggestions as to the kinds of LGBTQ content to include in readers that might then be used as part of an anti-homophobic pedagogy. I argue that WPAs and composition teachers can take specific steps--both within their composition programs and without--to move us, along with publishers, toward improving LGBTQ representation in our textbooks and in our classrooms. By doing so, we can help shape composition readers that are more inclusive and more representative of LGBTQ subjectivities, while also creating more inclusive and welcoming classroom environments for our LGBTQ students.
Are They Empowered Yet?: Opening up Definitions of Critical Pedagogy
Author: Thomson-Bunn, Heather
Date: 2014-00-00
Type: Journal Articles
Subjects: Definitions,Critical Theory,Student Empowerment,Politics of Education,Writing (Composition),Student Characteristics,Educational Practices,Student Participation

Approaching definitions (and the act of defining) as inherently political and ideological, this article argues that there is a lack of definitional precision surrounding &quot;critical pedagogy&quot; and its core terms (e.g., &quot;student empowerment&quot;). This lack of precision can impede the successful and ethical implementation of critical pedagogy in the composition classroom. This article calls for a deeper articulation of what critical pedagogy is and does, and for sharing definitional power with students by enlisting their help in this articulation. Inviting students to participate in such definitional work may mitigate resistance by offering students a greater say, and a greater stake, in their own education. Defining these terms more precisely may also help instructors to enact and communicate critical pedagogy in a more open and purposeful way.
Can They Tutor Science? Using Faculty Input, Genre, and WAC-WID to Introduce Tutors to Scientific Realities
Author: Kohn, Liberty L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Content Area Writing,College Science,Writing Instruction,Tutor Training,Writing (Composition),Laboratories,Rhetoric,Literary Genres,College Faculty,Writing Assignments,Citations (References),Writing Research

Writing centers can be staffed wholly or partially by tutors with little training in science writing. This article suggests that an emphasis on scientific rhetoric, not content, may be most useful for training tutors and developing handouts and checklists to aid novice science writers in invention and revision. The article also suggests that a training program in science writing can be informed by local science faculty&apos;s major concerns. However, these faculty discussions toward tutor training should be supplemented through WAC-WID and genre research to retain a training focus on the connection between scientific thought and scientific writing, science writings&apos; primary genre families, and the delivery of scientific writing to different audiences.
Writing as Embodied, College Football Plays as Embodied: Extracurricular Multimodal Composing
Author: Rifenburg, J. Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: College Athletics,Team Sports,Rhetoric,Writing (Composition),Human Body,Writing Instruction,College Instruction

Recent explorations position multimodality as a largely curricular practice wherein the body typically is not figured as a potential mode of meaning making. Such a projection not only fails to acknowledge extracurricular uses of such a rhetoric but also fails to acknowledge the role of the body in and especially for composing. In hopes of countering this limited yet common understanding of multimodality, I consider an Auburn University 2004 defensive football play and sketch a picture of how embodied multimodality figures heavily in the literate activity surrounding college football. I end with a brief word on how Gunther Kress's theory of multimodality encompassing the material and the bodily--two important concepts at play when examining football as literate activity--informs classroom practice through paving the way for embodied multimodal pedagogies. Ultimately, I hold that an analysis of extracurricular embodied multimodality in college football invites student-athletes to hone a beneficial form of second-nature embodied rhetoric absent in curricular multimodality.
Getting By: A &quot;Lost Generation&quot; Member's Local History of the College Extracurriculum
Author: Rohan, Liz
Date: 2014-00-00
Type: Journal Articles
Subjects: Local History,College Students,Diaries,Letters (Correspondence),Intellectual History,Extracurricular Activities,Student Experience,School Culture,Student Writing Models,Writing Attitudes,Student Publications

This article features the diaries and letters of a college student, John Price, who attended Denison University from 1917 to 1921. It shows how Price was pushed and pulled into writing in the extracurriculum by his literacy sponsors, which resulted in his founding a humor magazine as &quot;the jock&quot; took over as &quot;the big man on college campuses&quot; across the US. The article explores how writing in and for the extracurriculum among male college students developed, historically, in tandem with the emerging &quot;modern college man identity.&quot;
Performing the Groundwork: Building a WEC/WAC Writing Program at The College of St. Scholastica
Author: Bastian, Heather
Date: 2014-00-00
Type: Journal Articles
Subjects: College Programs,Writing Instruction,Interdisciplinary Approach,Program Descriptions,Program Development,Interprofessional Relationship,Pilot Projects,Learning Experience,Writing Workshops,Educational Practices,Writing Across the Curriculum,Rhetoric,Curriculum Enrichment

This program profile describes the efforts needed to develop a new writing program at a small college. The author explores how she cultivated relations with disciplinary faculty to collaboratively redefine a &quot;problem&quot; into an opportunity by adopting Krista Ratcliffe&apos;s technique of rhetorical listening. She then outlines the Writing-Enriched Curriculum (WEC) and Writing Across the Curriculum (WAC) components of the writing program. Additionally, the author offers lessons learned about writing program development and building productive college-wide relationships as well as some precautions. Overall, the profile contributes to existing scholarship on small college writing programs by addressing issues of program development and explores the possibilities of rhetorical listening for writing program administrators.
Writing Program Building in a Compromised Space: Relative Agency in a Small College in a Public University System
Author: Cripps, Michael J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Universities,Writing Instruction,Writing Across the Curriculum,General Education,College Curriculum,Spiral Curriculum,College Programs,Curriculum Development,Courses,Program Administration,College Faculty,Teacher Participation,Administrative Change,English Departments

This program profile examines efforts by WPAs at York College, a senior college in the CUNY system, to adapt to externally imposed changes and develop a locally meaningful writing program. 1999 marked the end of remediation at four-year (senior) colleges in The City University of New York. The elimination of developmental writing at CUNY's senior colleges was accompanied by a university-wide mandate for WAC. Fall 2013 marked the start of a university-wide set of general education requirements that will partially eclipse existing local requirements. Between these two bookends, WPAs--drawing on a mindset of relative agency and informed by an awareness of the curricular and institutional positioning of writing--carried out local efforts to build a more effective and coherent program.
The Graduate Writing Program at the University of Kansas: An Inter-Disciplinary, Rhetorical Genre-Based Approach to Developing Professional Identities
Author: Sundstrom, Christine Jensen
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Identity,Graduate Study,Writing Instruction,Interdisciplinary Approach,Rhetorical Invention,Educational Needs,Educational History,Course Descriptions,Writing Workshops,Participant Characteristics,Barriers,Hidden Curriculum,Cultural Context,Program Administration,Improvement Programs,Success,College Programs

In 2004, the University of Kansas (KU) launched an interdisciplinary Graduate Writing Program as part of a larger initiative to reduce time to degree rates and increase degree completion rates. Serving both domestic and international students, this program employs a rhetorical genre-based approach in a series of courses organized around the genres of graduate school and beyond. In these Graduate Studies courses, students become ethnographers of the research and writing practices of their disciplines while writing their own texts and developing their professional identities. In addition, the Graduate Writing Program fields a Summer Writing Institute and offers workshops for students. The program supports departments and faculty members through consultations and workshops on such topics as how to mentor graduate writing. This profile--part program description, part theoretical construct--outlines the history and structure of the program as well as the academic and cultural challenges that graduate students and their mentors face. It argues that rhetorical genre studies is ideally suited for teaching graduate writing and supporting students as they create their professional identities.
Research as a Recursive Process: Reconsidering &quot;The Composing Processes of Unskilled College Writers&quot; 35 Years Later
Author: Perl, Sondra
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Research,Writing Processes,Two Year College Students,Research Methodology,Doctoral Dissertations,Research Design

This article describes Sondra Perl's retrospective review of the composing processes of unskilled college writers and whether her assumptions and values in the designing of research projects have changed over her long teaching career. She uses her college dissertation &quot;Five Writers Writing&quot; as the basis to reflect on the authors and documents that shaped her views. Perl concludes: while there are many things she would now do differently when designing research projects, there are also many things that would remain the same; she endeavors to stay true to what matters--developing a writer's voice; and in looking back, she remembers the main case study of her dissertation, the five writers, who have accompanied her as she learned the craft of research.
LeaderBeing: Critical Reflections on Context, Character and Challenge in the Culture of Research and Its Administration
Author: Gabriele, Edward F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Leadership,Research Administration,Research,Culture,Individual Power,Leadership Styles,Administrator Characteristics

Servant leadership is a critical concept for understanding the ongoing importance of research administration as a central profession of service within the culture of research itself. The leadership of research administrators is both a unique gift and a challenge to the research culture. To ensure the continued productivity of the research enterprise, while respecting its wider and more powerful mission of service to the public trust, research administrators have a critically important role that can open the research enterprise to new depths, unprecedented possibilities, and unforeseen horizons of opportunity. Providing for these expansive missions necessitates that the research administrator as servant leader understands and courageously enters into the dynamic, never-ending processes of &quot;LeaderBeing.&quot;
Science Research Group Leader's Power and Members' Compliance and Satisfaction with Supervision
Author: Meng, Yi
Date: 2014-00-00
Type: Journal Articles
Subjects: Scientific Research,Compliance (Psychology),Participant Satisfaction,Supervision,Supervisor Supervisee Relationship,Supervisory Methods,Correlation,Power Structure,Postdoctoral Education,Doctoral Programs,Questionnaires,Leadership Styles,Regression (Statistics),Predictor Variables,Group Dynamics,Research Administration,Foreign Countries,Graduate Students

This study investigated the correlations between science research group members' perceptions of power bases used by their group (lab, team) leader (coercive, reward, legitimate, expert and referent) and the effect of those perceptions on group members' attitudinal compliance, behavioral compliance, and satisfaction with supervision. Participants were postdoctoral and Ph.D. students at a research institution in the UK that is a world leader in its fields. Three questionnaires, including the Rahim Leader Power Inventory (RLPI), the Compliance with Supervisor's Wishes (CSW), and the satisfaction with supervision facet of the Job Descriptive Index (JDI), were used. The results of statistical descriptive analysis indicated that group members perceived expert power used by the leader as the greatest among five power bases; while the results of the multiple regression analysis indicated legitimate power and expert power were positively related to attitudinal compliance; legitimate power, coercive power and expert power had positive correlations with group members' behavioral compliance; and referent power, reward power, and expert power were positively associated with group members' satisfaction with supervision. Based on the findings, this study offers recommendations for the effective exercising of power in research groups and draws implications for advancing administration in science institutions.
Research Management in Portugal: A Quest for Professional Identity
Author: Trindade, Margarida
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Research Administration,Semi Structured Interviews,Definitions,Operations Research,Minimum Competencies,Skill Analysis,Career Development,Administrator Role,Job Skills

Research managers at science-intensive institutions appear as a continuously evolving group of professionals whose identity is somewhat fragmented, even to themselves. In Portugal, specialized research manager roles have rapidly emerged over the last years alongside the development of a small but consolidated scientific system. In order to get an inside view of the professional identity associated to research management in Portugal, the authors conducted a semi-structured discussion session with a group of professionals. The session aimed to find operational definitions of research management in a broad sense, identifying competencies and skills required to perform such roles, and discuss perspectives on career development in the current scenario. This article departs from the perceptions collected within the group of professionals to inquire about the future environment of the profession.
Detection of Q-Matrix Misspecification Using Two Criteria for Validation of Cognitive Structures under the Least Squares Distance Model
Author: Romero, Sonia J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Q Methodology,Matrices,Sampling,Simulation,Least Squares Statistics,Item Response Theory,Sample Size,Cutting Scores,Indexes,Cognitive Structures

Cognitive Diagnostic Models (CDMs) aim to provide information about the degree to which individuals have mastered specific attributes that underlie the success of these individuals on test items. The Q-matrix is a key element in the application of CDMs, because contains links item-attributes representing the cognitive structure proposed for solve the test. Using a simulation study we investigated the performance of two model-fit statistics (MAD and LSD) to detect misspecifications in the Q-matrix within the least squares distance modeling framework. The manipulated test design factors included the number of respondents (300, 500, 1000), attributes (1, 2, 3, 4), and type of model (conjunctive vs disjunctive). We investigated MAD and LSD behavior under correct Q-matrix specification, with Q-misspecifications and in a real data application. The results shows that the two model-fit indexes were sensitive to Q-misspecifications, consequently, cut points were proposed to use in applied context.