ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Students&apos; Perceptions and Their Writing Performance on Collaborative Writing: A Case Study
Author: Du, Fangyuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Student Attitudes,Collaborative Writing,Writing (Composition),Writing Instruction,Correlation,Second Language Learning,College Students,Second Language Instruction,Writing Achievement,Writing Improvement

One important strand of research in collaborative writing has been the learners' attitudes and perceptions toward collaborative writing. This study sets out to compare three pairs of students' perceptions and their actual collaborative writing practices. Multiple sources of data were collected. Students' semi-interviews were audio recorded, transcribed and analyzed for their perceptions. Their collaborative writing tasks are also recorded and analyzed for quantity, type and resolution of language related episodes (LREs). The study further examined the collaborative texts using both quantitative and qualitative measures for students' language improvement. Our finding suggest that most participants expressed positive attitudes towards collaborative writing but only half of them were aware of language improvement. An analysis of pairs' discussion revealed that participants were overly concerned with vocabulary and all LREs were successfully resolved. The quantitative and qualitative analysis of collaborative texts demonstrated that two pairs received considerable language improvements in terms of lexical diversity, syntactic complexity, fluency and text quality. These findings can be used to encourage students to reflect on their own perceptions and practices in collaborative writing tasks.
Engaging ESP University Students in Flipped Classrooms for Developing Functional Writing Skills, HOTs, and Eliminating Writer&apos;s Block
Author: Salem, Ashraf Atta M. S.
Date: 2018-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Writing Skills,Control Groups,Experimental Groups,Blended Learning,Business Administration Education,Majors (Students),Second Language Learning,Second Language Instruction,Scores,Teaching Methods,Student Attitudes,Achievement Gains,College Students

The current study aims to investigate the impact of using flipped classroom approach on improving functional writing skills of business majors. Also, it aims to enhance some Higher Order Thinking (HOTs) skills including analysis, evaluation, and creation. Additionally, the study may help in eliminating writer's block of the study sample. A standardized functional writing skill Pre and Posttest, Higher Order Thinking (HOTs) skills test and writer's block questionnaire have been used to assess the target gains of students at the end of the study. The Quasi-experimental research design was used to investigate progress achieved by the sample of the study which included (51) business majors; (26) business students for the experimental group and (25) for the control group. The findings revealed large gains in functional writing skills, HOTs in favor of experimental group compared with the control group with minimized writer's block based on the T-test differences in scores. Also ANOVA statistics among the quizzes targeted individual skills during the experiment showed on-going progress in both targeted skills and reduced writer's block. It is recommended that flipped learning approach should be used in language learning practices.
Enhancing English Language Learners&apos; Conversation Abilities via CA-Informed Sitcom Lessons
Author: Waedaoh, Abdulloh
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Video Technology,Grammar,Discourse Analysis,High School Students,Teaching Methods,Foreign Countries,Instructional Materials,Role Playing,Student Evaluation,Pragmatics,Speech Communication

The study investigated the effectiveness of Conversation Analysis (CA)-informed sitcom lessons in enhancing conversation abilities of Thai learners of English. The participants included 42 high school students enrolled in an English for Communication course at a public high school in Southern Thailand. Through 15-week sitcom lessons, they were taught how to construct conversation sequences to accomplish such sequential actions as greeting and leave-taking, dis/agreement, new announcement, compliment, invitation, and request, as well as to collaboratively analyze conversations from the sitcoms and role-play them at the end of each lesson. Before and after the series of lessons, the participants were engaged in role-play conversations that were videotaped for subsequent assessment of their conversation abilities. The findings from both comparative statistical and close single-case analyses revealed significant improvements in all the aspects assessed especially regarding grammar and appropriacy. Therefore, it is recommended that EFL teachers should apply CA principles to teaching English conversation, integrating conversations from authentic materials such as sitcoms to strengthen English language learners' conversation abilities.
Implementing Critical Thinking Tasks to Fostering English Learners&apos; Intercultural Communicative Competence in a Genre-Based Learning Environment
Author: Gómez-Rodríguez, Luis Fernando
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Communicative Competence (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Intercultural Communication,Teaching Methods,Language Styles,Cultural Awareness

The development of intercultural communicative competence in EFL (English as a Foreign Language) education in many countries is still a difficult goal to achieve. EFL teachers and learners require more tangible and concrete methodological approaches to foster this important competence in the classroom. Therefore, this reflection article aims at proposing the use of genre-based learning as a significant communicative language approach to foster English learners' intercultural communicative competence (ICC) through a Sequence of Critical Thinking Tasks. Through two samples of genres, the article explains how the &quot;skills of discovery,&quot; &quot;of interpreting,&quot; and &quot;of relating,&quot; contained in the concept of ICC, can be articulated, complemented, and enhanced gradually through a set of more specific Critical Thinking Tasks. These mental skills can be useful to help learners understand, discover, interpret, and evaluate critically elements of deep culture that appear in different documents, genres, or texts produced by English-spoken cultures, other language communities, and learners' own culture. Doing critical thinking tasks through genre-based approach can constitute a preliminary but significant step to enhance English learners' critical intercultural awareness in EFL learning environments.
Theme Centered Interaction in Critical Vocational Teacher Education: An Introduction into an Ethical Founded Method and Model to Strengthen Self-Reflexive Autonomy and Socially Responsible Action
Author: Kaiser, Franz
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education Teachers,Preservice Teacher Education,Critical Theory,Theory Practice Relationship,Critical Thinking,Teamwork,Reflective Teaching,Vocational Education,Seminars,Personal Autonomy,Social Responsibility,Teaching Methods

Context: The train of thoughts in this contribution is situated in the VET teacher training on an academic level, as it is usual in Germany. Key issue is the pedagogical qualification of the VET teachers and the question of how to give them possibilities to reflect their own biography, their interdependences to the actual cultural and economic environment and their way to choose the pathway to become a VET teacher. How to enable them to argue with their values, fears, strength and weaknesses in their life and especially in leading groups, as they will have to do in classroom management. And at least how to give them an idea of an emancipative, critical and participative way of forming learning situations in which they feel sure and lively to encourage the apprentices and learners in schools to act autonomic and critical in work and besides. This is necessary because of the changes in work and VET in the recent centuries with consequences for workers, learners and curricula as well as the contradictions in that process. Approach: The transformation and the liberalisation of markets and changes of work organisation, the enlargement of tasks in the occupations adds greater meaning to social knowledge and competences, the ability for teamwork and personal development in vocational education. To develop this ability Theme-Centered Interaction (TCI), as a humanistic-psychological approach is used and combined with Critical-Subject-Oriented Vocational Education Theory, inspired by the Critical Theory of the Frankfurt School. VET-teacher students learn in theory and practice to shape their own way to lead themselves and the pupils in the class and to reflect their activities in a critical way of thinking. The paper ends with brief description of seminar lectures with VET teacher students at the University of Rostock where TCI is practiced as one example how we can reach the objectives described before. Findings: The TCI-concept is helpful to set up better teamwork and self-reflection in the group of the learners. Its a useful way to prepare them for their practical school phase in which TCI is used as reflection model as well. Key Message: Universities as learning places in the tradition of enlightenment have to open up spaces in VET teacher development for domination-free communication and participatory learning within the framework of university studies, which can create a distance to a given social reality, enables students to dissociate from collectively developed goals to become critical formers of their working life and teaching.
The &apos;Future of Employment&apos; on the Shop Floor: Why Production Jobs Are Less Susceptible to Computerization than Assumed
Author: Pfeiffer, Sabine
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Manufacturing,Automation,Skilled Workers,Employees,Experience,Technological Advancement

Context: Germany is seen as one of the major players in developing what is known as &quot;Industry 4.0&quot;. Especially in the manufacturing and the automotive sector, the vocational training system is seen as a precondition and consequence alike for the global success of these sectors. Current research though characterizes production work, especially machine-related tasks, as dull routine work and therefore of high probability of computerization. Approach: Based on qualitative research perspectives and sociological results that reveal the importance of experience and implicit capabilities, this study quantifies what is mostly seen as &quot;non-routine&quot; work. To measure these dimensions of living labouring capacity, an index is introduced that is developed from 18 items of one of the biggest German task-based, representative surveys. Findings: The contribution challenges the widespread prognosis that production workers face high susceptibility. Comparing data on non-routine share in production and of vocational trained workers with those of Frey and Osborne, the findings stress the mostly neglected importance of non-routine work, even in production and especially with vocational trained, machine-related occupations. Conclusion: The results draw on how much more employees on the shop floor are apt to handle change, complexity, and imponderabilities than often assumed. If their work will or will not be susceptible to novel approaches in robotics or algorithms, therefore, is not a question of routine.
A Comparative Analysis of the Science Curricula Applied in Turkey between 2000 and 2017
Author: Orhan, Ahmet Turan
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Science Curriculum,Foreign Countries,Content Analysis,Science Instruction,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Students,Middle School Students

This study aims to conduct a multidimensional analysis of the 2017 Science Curriculum taking the previous three curricula into account. The document analysis technique, which is a qualitative research method, was used. The Science curricula of 2000, 2005, 2013 and 2017 were analyzed in detail for this purpose. The 2017 Science Curriculum, which is one of the last four curricula, was described and interpreted by discussing its important qualities as well as the similarities and differences between this curriculum and the other curricula. In addition, it was found out that the Science curricula used between 2000 and 2017 were in line with the Ohio Competency-Based Science Model. The skills included in these four curricula, the contents used to have skills acquired, the materials used to equip students with the skills, and the conditions where the acquisitions are expected to be used are pointed out in this study taking into account the key elements included in the Competency-Based Science Model. We think that the findings of this study are important as they reveal the general points of view and consistency of the curricula rather than showing their superiorities or shortcomings in relation to each other.
Cognitive and Social Benefits among Underrepresented First-Year Biology Students in a Field Course: A Case Study of Experiential Learning in the Galápagos
Author: Mason, Nicholas A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Disproportionate Representation,Minority Group Students,Biology,Introductory Courses,Field Trips,Experiential Learning,Study Abroad,Educational Benefits,Scientific Literacy,School Holding Power

Student attrition is a persistent challenge in the life sciences, particularly among underrepresented minorities, first-generation students, and women. Experiential learning through short-term study abroad opportunities diversifies curricula by immersing students in nontraditional academic environments. However, most experiential learning and study abroad opportunities are primarily available to upper-division undergraduates. Here, we present a qualitative analysis of an experiential learning opportunity offered exclusively to first-year U.S. undergraduate students from underrepresented demographics. We performed ethnographic observations of a 10-day field component in the Galápagos Islands and analyzed self-reported survey results and field journals. Students consistently reported strong cognitive gains in their understanding of basic evolutionary concepts. Most students also benefited socially, although we observed higher variation in selfreported social gains. Our findings suggest that immersive field courses increase scientific literacy and promote social cohesion among students. We speculate that experiential learning opportunities may improve retention of underrepresented minorities in the life sciences, and we encourage future studies to further examine the short-term and long-term impacts of study abroad on student cognition and retention.
Motivation and Connection to Earth on Geology Field Trips in New Zealand: Comparing American Study Abroad Students with Local Undergraduates
Author: Jolley, Alison
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Motivation,Geology,Field Trips,Study Abroad,Undergraduate Students,Outdoor Education,Student Attitudes,Environmental Education,Place Based Education

Field education is a critical and enriching component of the undergraduate geoscience curriculum and is enhanced when combined with a study abroad program. The affective domain -- defined in geoscience as emotion, motivation, and connection to Earth -- is an integral part of the field experience. Using questionnaire data collected at the start of two geoscience field trips, this study compares motivation and connection to Earth of study abroad students from the United States with local New Zealand students. Results show that study abroad students are more intrinsically motivated for learning, place higher value on the field trip tasks, are more pro-environmental, and are more attached to and see more positive and diverse meanings in the field area. To leverage this and improve student outcomes, we recommend that this study abroad module be adapted to be more applied, environmentally focused, and place-based. Findings highlight the importance of teaching and learning to specific study abroad students, as compared to applying unchanged curricula from local institutions.
Promoting Student Engagement: The Efficacy of a Criminal Justice Short-Term Study Abroad Program
Author: Capps, Jennifer E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Study Abroad,Correctional Rehabilitation,Program Effectiveness,College Freshmen,College Seniors,Student Surveys,National Surveys,Undergraduate Students,Outcomes of Education,Student Satisfaction

In this study, we assessed student engagement during a short-term, faculty-led criminal justice study-abroad course using elements of the National Survey of Student Engagement (NSSE). Study abroad education has been identified as a high-impact learning strategy but significant evidence to support its efficacy is limited, particularly when delivered in a short-term format. This study is a partial replication of Rourke &amp; Kanuka's Student Engagement and Study Abroad study (2012). We administered a pre/post survey comprised of selected NSSE and criminal justice content-specific questions to a total of 101 undergraduate students at a major metropolitan university. The surveys were administered over a period of two years from five different courses traveling to three different destinations for study abroad education. A comparison of responses from the pre- and post-tests indicated that student engagement increased after participation in their short-term study abroad program. Student knowledge of international criminal justice systems also improved. The study results are limited by a small sample size which required a non-paired, pre- and post-testing comparison. Future research should focus on engaging a larger sample size which would allow for matched pre- and post-testing.
Scientifically Based Research in a Post-Truth Era
Author: Van Cleave, Jessica
Date: 2018-11-19
Type: Journal Articles
Subjects: Scientific Research,Anti Intellectualism,Discourse Analysis,Educational Researchers,Advocacy,Epistemology,Evidence,Definitions,Scientific Principles,Scientific Methodology,Evidence Based Practice,Inquiry,Decision Making,Educational Research,Activism

In this article, I explore the tension between the current political context in which science needs defending against anti-intellectualism and outright assaults on evidence as a means of decision-making on the one hand and the overzealous scientism that can result from backlash against a perceived lack of rigor in various forms of inquiry. To do so, I return to the emergence of the discourse of scientifically based research (SBR) in education and the debates surrounding it (2002-2013), which have implications for how and why educational researchers would advocate for science and what that advocacy might do. Specifically, I argue that we must have a science that does not allow alternative facts and politically expedient truth claims while still allowing science to be flexible, responsive, and theoretically informed. I conclude by advocating for theoretically informed activism and non-innocent science.
Short-Term, Faculty-Led Study Abroad and Global Citizenship Identification: Insights from a Global Engagement Program
Author: Mule, Lucy W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Study Abroad,College Faculty,Comparative Analysis,Correlation,International Education,Citizenship,Global Education,Seminars,Private Colleges,Single Sex Colleges,Females,Self Concept,Prosocial Behavior,Student Attitudes,Social Values,Undergraduate Students,Liberal Arts,Case Studies,Program Descriptions

Short-term, faculty-led study abroad programs are increasingly featured in higher education internationalization efforts. As noted in the literature, such programs can aid in the development of varied student outcomes, including developing global citizenship. This paper presents an examination of the Global Engagement Seminar (GES) program, a short-term, faculty-led program at a private women's liberal arts college that has expressed a firm commitment to internationalization. A quasi-experimental design was employed to examine whether participation in the GES program influenced participants' antecedents, identification, and pro-social values of global citizenship (Reysen &amp; Katzarska-Miller 2013a), and how the relationships compare with those of a matched comparison sample. The results of the survey indicated that GES completion moderated some but not all of the paths in the global citizenship model. Completing a GES was associated with non-significant relations among the moderated paths, a finding that emphasizes the need for a nuanced discussion of the complex relationship between short-term study abroad and global citizenship. Implications for faculty-led global engagement programs that aim to promote global citizenship among undergraduates in liberal arts contexts are discussed.
New Genealogies and the Courage of Truth: Toward an Ethics of Adversarial Public Educational Scholarship and Policy Activism
Author: Burns, James P.
Date: 2018-11-19
Type: Journal Articles
Subjects: Ethics,Public Education,Educational Research,Activism,Educational Policy,Advocacy,Power Structure,Public Relations,Propaganda,Research Methodology,Neoliberalism,Genealogy

Science denial in the post-truth era is driven by both the rejection of empirical science and the fraudulent use of scientific language. Education policy based on junk science produced by philanthrocapitalists depoliticizes political questions by relocating complex legislative and policy issues from the realm of political and philosophical discourse to that of scientific rationality using metrics and methods that are themselves fatally flawed. Dominant configurations of institutional power also attack scholarship that both debunks spurious causal claims and establishes causal links to existential crises, which in both cases inconveniences the neoliberal capitalist project. We discuss the methodological implications of education research as the counter-conduct of policy advocacy against power claims based on both the rejection of empirical science and the production of junk science. We both discuss and model Foucault's tactic of genealogy and his analysis of &quot;parrhesia&quot;, or truth telling, through creating an imperfect, preliminary genealogy of the &quot;new&quot; post-truth era, which contextualizes contemporary technologies of alternative facts in the history of public relations and propaganda that extend to the early 20th century. The methodological and political tactic of genealogy could be a move toward a new ethics of adversarial public scholarship that seeks to reconfigure what counts as scholarship in academia, itself a rationalizing disciplinary institution. Considering the moment, the study of power, the academy's roles both in subverting and perpetuating it, and the necessity of epistemological and methodological counter-conduct have perhaps never been more important.