ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study Using ProQuest RefWorks: An Entry Point for Addressing Information Literacy
Author: Roseler, Katrina
Date: 2019-10-00
Type: Journal Articles
Subjects: Case Studies,Information Literacy,Citations (References),College Students,Student Attitudes,Video Technology,Management Systems,Computer Software,Interdisciplinary Approach,Pilot Projects,Private Colleges,Intervention,Student Characteristics

An interdisciplinary team of university faculty members collaborated to develop an intervention to address a deficiency in student information literacy skills. The team developed video modules that instruct users how to create, use and maintain a ProQuest RefWorks account; a citation management software (CMS) tool that is compatible with Google Docs word processing. The research team collected YouTube and ProQuest RefWorks analytics as well as pre/post survey data from university students who participated in a pilot using the video modules. Results indicate that the modules impacted student information literacy skills; specifically, in-text citation and referencing. Based on the results, we also describe next steps for this research.
Claiming Their Education: The Impact of a Required Course for Academic Probation Students with a Focus on Purpose and Motivation
Author: León, Molly Burke
Date: 2019-10-00
Type: Journal Articles
Subjects: Required Courses,Academic Probation,Student Motivation,Program Effectiveness,College Students,Student Characteristics,Academic Persistence,Intervention,Graduation Rate,Success,Disproportionate Representation,At Risk Students

This study assessed the impact of a course required of students placed on Academic Probation at a 4-year university. We focused our analysis on the 4,673 students who took the course as part of the 2008-2012 Fall cohorts, examining in detail the demographic composition of students taking the course as well as the timing of when the course was taken as related to its impact. Using logistic regression to control for a number of variables, we found that students who took the course as required were approximately 20% more likely to persist and graduate compared to students placed on Academic Probation who did not take the course. These findings suggest that a course of this kind, credit-bearing and with a curriculum centered on helping students identify purpose and motivation for their higher education experience, may serve as a widely useful intervention for helping to dramatically increase the retention and graduation of students facing academic difficulty.
Active Learning Strategies and Competency-Based Design in Research Education: A Longitudinal Review
Author: Haughton, Noela A.
Date: 2019-10-00
Type: Journal Articles
Subjects: Active Learning,Learning Strategies,Competency Based Education,Research Methodology,Graduate Students,Introductory Courses,Inquiry,Instructional Design,Schools of Education,Methods Courses,Student Attitudes,Concept Mapping,Student Projects,Cooperative Learning,Student Evaluation,Scores,Assignments

This paper describes the long-term re-development of an introductory graduate research methods course. The initial design is presented, followed by the two re-design phases. Phase 2 introduced additional inquiry-based strategies such as concept mapping and multiple levels of peer collaboration. Phase 3 incorporated competency-based techniques as well as additional technical, social, and instructional support. Assessment results, student feedback, moderate to strong relationships between scores on key assessments, and design principles support the assertion that the Phase 3 course is an improvement over the Phase 1 version. Limitations and further research are presented.
Faculty Beliefs about the Nature of Intelligence
Author: Rubin, Lisa M.
Date: 2019-10-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Beliefs,Knowledge Level,Intelligence,College Environment,Educational Environment,Tenure,Student Centered Learning,Academic Achievement

The purpose of this study was to measure the beliefs that faculty from various academic disciplines hold about both the nature of their own intelligence and the intelligence of their students. Faculty at one land grant institution participated in this pilot study, completing an eight-item mindset survey based on the work of Dweck (2000, 2006). Though several variables were studied (i.e., age range, position, rank, gender, college/academic discipline), only position was statistically significant for difference in beliefs between teaching and tenure-track faculty. Findings also show that faculty's beliefs about their own intelligence and the intelligence of their students are consistent. These results suggest that tenure-track faculty should engage with teaching faculty, focusing on creating a student-centered learning environment to empower students through a growth mindset in their classrooms.
Successes and Limitations of Inquiry-Based Laboratories on Affective Learning Outcomes for Deaf, Hard-of-Hearing, and Hearing Signing Students
Author: Marchut, Amber E.
Date: 2019-10-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Deafness,Hearing Impairments,STEM Education,Scientific Attitudes,Students with Disabilities,Instructional Effectiveness,Science Experiments,Cooperative Learning,Classroom Environment,Self Concept,Affective Objectives,Attitude Change,Biology,Scientists,Undergraduate Students,Science Careers

Active learning pedagogies such as inquiry-based learning have the potential not only to improve students' science literacy but also promote affective learning and interest in science, technology, engineering, and mathematics (STEM) careers. Moreover, a focus on affective learning may be key to improve recruitment in STEM. Yet, we know little about how participation in inquiry-based courses can impact college students' affective learning. Here, we present results from a comparative analysis of two affective learning outcomes, attitudes toward science and science identity, after participation in inquiry-based laboratory courses. Then, we synthesize what we have learned about successes and limitations to promoting growth in positive attitudes toward science and science identity after participation in these courses. Our work focuses on non-science majors who are deaf, hard-of-hearing and hearing signers in bilingual (American Sign Language and written English) inquiry-based biology laboratory courses. We concentrate on the Deaf Community because deaf individuals often face challenges regarding access in STEM education. Our results indicate that participation in inquiry-based laboratory courses has the potential to positively influence students' attitudes toward science via repeated engagement with hands-on, student-driven experimentation, peer collaboration, and a welcoming classroom environment. However, participation in these classes had a limited impact on students' science identities. Some students saw themselves as scientists during laboratory classes, however, their science identities beyond the classroom remained unchanged. While inquiry-based laboratories successfully promote one aspect of affective learning, work is needed to improve students' science identities and increase interest in STEM careers to more effectively recruit students in these courses.
&apos;If They Don&apos;t Care, I Don&apos;t Care&apos;: Millennial and Generation Z Students and the Impact of Faculty Caring
Author: Miller, Amy Chasteen
Date: 2019-10-00
Type: Journal Articles
Subjects: College Faculty,Teacher Student Relationship,Caring,Generational Differences,Student Attitudes,Young Adults,Undergraduate Students,Difficulty Level,History Instruction,STEM Education,Student Motivation,Teacher Behavior,Research Universities,First Generation College Students,Teacher Effectiveness,Academic Achievement

This article draws on a qualitative study of 31 Millennial and Generation Z students to examine the meaning of teacher &quot;caring&quot; in a higher education context. Prior research clearly documents the importance of caring to student engagement, although much of that scholarship focuses on secondary schooling. Research also examines the changing demographics of higher education and new expectations brought to college classrooms by Millennials and others. In this article, we connect the existing research on caring and on generational differences to explore how traditional-aged undergraduates define caring and the degree to which that impacts their willingness to learn. Our findings indicate that students value approachability and relatability as traits in a caring professor; we also find that in-class pedagogical practices can dramatically demonstrate care or lack thereof. Our research suggests that the student success agenda in higher education must take in-class teaching practices seriously in order to impact students' engagement and motivation to learn.
Instructor Response to Uncivil Behaviors in the Classroom: An Application of Politeness Theory
Author: Yrisarry, Natalie
Date: 2019-10-00
Type: Journal Articles
Subjects: Antisocial Behavior,Teacher Response,Undergraduate Students,Credibility,Caring,Teacher Effectiveness,Student Motivation,Student Evaluation of Teacher Performance,Prosocial Behavior,College Faculty,Classroom Techniques

We investigated student perceptions of instructor responses to classroom incivility with a 2 (passive or active student incivility) x 2 (instructor avoidance or bald-on-record response) experimental design. Undergraduate students (n = 281) were randomly assigned to view one of four videos of an incivility incident. They then evaluated the instructor's behavior with respect to her credibility (competence, caring, and trustworthiness) and effectiveness, as well as how motivating the instructor was. Results indicated that when students in the video engaged in active incivility, bald-on-record responses in comparison to avoidance were considered to be more motivating and effective, and resulted in higher perceptions of instructor caring and trustworthiness. In the passive incivility condition, instructor response did not predict any outcome variable except trustworthiness.
Effective Vocabulary Instruction Fosters Knowing Words, Using Words, and Understanding How Words Work
Author: McKeown, Margaret G.
Date: 2019-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Language Usage,Morphology (Languages),Learner Engagement,Interaction,Instructional Effectiveness,Attention,Morphemes,Comprehension

Purpose: This clinical focus article will highlight the importance of vocabulary instruction, in particular, thinking about instruction in terms of focusing students' attention on words and their uses. Vocabulary knowledge that supports literacy and academic learning is extensive and multidimensional. Many learners accumulate high-quality vocabulary knowledge independently, through wide reading and rich language environments that provide abundant practice with words and language forms. However, instruction in vocabulary provides a more efficient way of getting that job done, especially for learners who are less likely to be experiencing rich language interactions, for example, because they struggle with reading and do little of it on their own. Method: Three aspects of vocabulary instruction, choosing words to teach, the inclusion of morphological information, and the importance of engaging students in interactions around words, will be explored. Considerations in choosing words include their role in the language and their utility to students. Morphology will be discussed in terms of using Latin roots in instruction as a resource for unlocking new word meanings and a framework for understanding language. Conclusion: Effective instruction means bringing students' attention to words in ways that promote not just knowing word meanings but also understanding how words work and how to utilize word knowledge effectively.
Coming to America for the Good of a Deaf Child: The Case of Joy
Author: Stone-MacDonald, Angi
Date: 2019-11-00
Type: Journal Articles
Subjects: Deafness,Immigrants,Decision Making,Health Services,Parent Attitudes,Specialists,Cultural Influences,Role,Disabilities,Family Relationship,Special Education,Student Needs,Students with Disabilities,African Culture,Foreign Countries,Case Studies,Well Being,Parent Child Relationship

Families of children with disabilities must make difficult choices about providing health and educational services that their children need and finding an environment where they can be socially accepted. In this study, parents from Kenya whose daughter is deaf weigh their desire to provide the best life for her against their desire to use their professional expertise to help people in Kenya. This article examines the role of cultural beliefs about disability in this family's experience. It highlights issues that deserve further research to learn more about how to meet immigrants' needs in special education, especially immigrant families from African countries with children with disabilities.
Selected Educational Resources as Determinants of Academic Performance in Public Secondary Schools in Kuria East and Kuria West Sub-Counties, Kenya
Author: Othoo, Hezekiah Adwar
Date: 2019-11-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Access to Education,Educational Quality,Counties,Sustainable Development,Principals,Content Analysis,Teacher Attitudes,Administrator Attitudes,Check Lists,Educational Resources,Teacher Shortage,Equal Education,Secondary School Students,Teacher Student Relationship,Teaching Methods

The constitution of Kenya commits to providing Kenyan youths with access to quality education. Kenya has committed to achieve goal four of the global Sustainable Development Goals (SDGs) which aims to provide inclusive, equitable and quality education and promote lifelong learning opportunities for all by the year 2030. An analysis of Kenya Certificate of Secondary Education performance in Migori County showed that Kuria East and Kuria west sub-counties are always at the bottom of the seven sub-counties with continually declining academic performance from 2012 to date. This study sought to determine the influence of the levels of adequacy and utilization of teachers on learners' academic performance in Kuria East and Kuria West sub-counties. The objectives of the study were: to determine the influence of the levels of adequacy of teachers on learners academic performance in Kuria East and Kuria West sub-counties; to establish the influence of the level of utilization of teachers on learners' academic performance in Kuria East and Kuria West sub-counties. The study adopted a descriptive survey research design. The population consisted of 40 principals and 345 teachers. Saturated random sampling technique was used to select 36 principals while stratified random sampling was used to select 138 teachers for the study. Data was collected through questionnaires, document analysis guide and observation checklist. Face and content validity of the instruments was ascertained by supervisors. Quantitative data was analyzed using both descriptive and inferential statistics involving percentages, mean and linear regression and qualitative data using content analysis. Findings indicated that adequacy and utilization of selected educational resources had statistically significant effect on academic performance with a regression coefficient of 0.87 for teachers. The government should employ more teachers to bridge the gap of over 60.58% teacher shortage in Kuria East and 50.1% shortage in Kuria West and ensure that those who are already employed are not overworked. Findings of the study may be useful to Kuria East and Kuria West sub counties, county government of Migori, Teachers Service Commission, educational planners, policy makers, and educational managers to utilize educational resources efficiently and device measures to address shortages of educational resources in schools so as to improve academic performance and to academicians for research purposes.
Excelling in Exam through Narrative Writing: A Connection of Creative and Descriptive Expressions
Author: David, Roseline
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Writing Skills,Writing Improvement,Language Tests,Limited English Speaking,Expressive Language,Creative Activities,Writing (Composition),Scores,Grades (Scholastic),Essay Tests

This paper discusses the impacts of an action research on how students can excel in writing skills regardless of their level of competency especially for those taking the English Language paper (SPM 1119) in the Malaysian Secondary School Public Exam in 2018. This action research aims to exert the need for realigning our focus to incorporate an approach of teaching and learning at upper secondary level. The research was carried out from January to October in a secondary school in Kota Kinabalu, Sabah. Two classes of 37 Limited English Proficiency students and 24 High English Proficiency Students who were sitting for SPM 1119 in 2018 were the subjects. The students were exposed to creative expressions under various topics which were then emphasized to be utilized in continuous writing. As a result, the performance of students had improved significantly in their continuous writing where they eventually scored 100 percent pass in SPM1119 in 2018. All 24 Highly Competent students were able to score ranging from &quot;A-&quot; to &quot;A+&quot; with grade A being the median grade. On the other hand, all the students from the Limited English Proficiency students passed with grades ranging from &quot;A&quot;+ to &quot;E&quot; (minimum passing grade) with grade &quot;B&quot; as the median.
Examining High School Students&apos; Writing Self-Efficacy Perceptions
Author: Demirel, Mehmet Volkan
Date: 2019-10-00
Type: Journal Articles
Subjects: High School Students,Writing Skills,Self Efficacy,Student Attitudes,Gender Differences,Institutional Characteristics,Books,Reading Habits,Grade 9,Grade 10,Instructional Program Divisions,Writing Processes,Measures (Individuals),Foreign Countries,Writing Instruction

The aim of this study was to investigate whether high school students' writing self-efficacy perceptions differ based on their gender, grade level, type of high school and the number of books they read annually. A total of 585 students (Females = 270; and Males = 315) studying in the ninth and tenth grade classes from high schools of different type participated in the study. The results showed that high school students' self-efficacy perceptions differed based on their gender, grade level, school type and the number of book they read annually. This difference was observed in the writing stages of planning, drafting, revision and modification. Consequently, it was concluded that reading books positively affected individuals' writing self-efficacy.
Exploring Teacher Perceptions of Using E-Portfolios in Public Schools in the United Arab Emirates
Author: Ghany, Samaa Abdel
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Teacher Attitudes,Electronic Publishing,Portfolio Assessment,Knowledge Level,Teacher Competencies,Teacher Motivation,Barriers,Skill Development,Principals,Administrator Attitudes

This study explores e-portfolio practices among K-12 teachers and investigates their perceptions, attitudes and skills towards the potentials of e-portfolios to enhance the required 21st century competencies. Both qualitative and quantitative methods were used to investigate teachers' perceptions of the use of e-portfolios in both public and private sectors in the seven Emirates of the UAE. In addition, 10 school leaders were interviewed to explore how willing and able they were in supporting a hypothetical change in the practice of documentation by using e-portfolios. A survey was conducted with over 400 teachers responding to 54 questions via an online questionnaire supported by the Survey Monkey web service tool. Data analysis results revealed that a substantial proportion of participants felt positively towards the possibility of using e-portfolios. However, the survey also revealed that the majority of teachers in the field need to acquire knowledge, associated skills, and competencies, through professional developmental training programs to cultivate and improve reflective, selective, organizational, constructive feedback skills, along with familiarity and proficiency in using online collaborative and professional networking tools. The study concludes with implications for policy-makers and stakeholders to consider before introducing requirements and regulations on e-portfolios.
Fostering Students&apos; High Order Thinking Skills through the Use of Interpretation Cards
Author: Asari, Slamet
Date: 2019-10-00
Type: Journal Articles
Subjects: College Students,Thinking Skills,Skill Development,Teaching Methods,Critical Thinking,Creative Thinking,Visual Aids,Case Method (Teaching Technique),Learning Processes,Intercultural Communication,Second Language Learning,English (Second Language)

In teaching and learning process particularly at university level, High Order Thinking Skills (HOTS) should be an integral element to foster students's critical and creative thinking. It should not only be designed for assessment purposes but also be implemented within classroom teaching process. This study is aimed at analyzing students' HOTS encompassing three cognitive domains as parameters to identify students' HOTS namely; analysing, evaluating, and creating. This is a mixed method study which is descriptively presented. The data collection was conducted by employing three observations during teaching learning process and distributing questionnaires to 32 students of English department in semester 5. In addition, students were selected using snowball technique and were interviewed. Both qualitative and quantitative approaches were used to data analysis. The finding reveals that indicators and characteristics of HOTS are presented very consistently during classroom teaching. Students frequently show critical and creative thinking through variety of ways when participating in the classroom teaching process. The Interpretation Card works so effectively and contributes vividly to the HOTS of the students.
A Different Analysis with the Literature Circles: Teacher Candidates&apos; Perspectives on the Profession
Author: Çetinkaya, Fatih Çetin
Date: 2019-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching (Occupation),Public Colleges,Positive Attitudes,Books,Discussion Groups,Attitude Change,Teaching Methods,Reading Material Selection,Book Reviews,Foreign Countries,Professional Identity,Instructional Effectiveness

This study aimed to determine the perceptions of teacher candidates and to use the literature circles method to help them to develop a positive attitude towards the profession. Given that the study of literature circles in the national literature is only for a specific area, this study is the first study in which the literature circles are used for a different purpose. The research was carried out with eight teacher candidates who were studying in two different undergraduate programs of a public university in the spring term of the 2018-2019 academic year. Participants were selected by using convenience sampling and purposeful sampling methods. In the study, which was formed by selecting the case study from qualitative research designs, data were analyzed by the content analysis method. Findings from the books and sessions performed within the literature circles show that the process has a positive effect on the teacher candidates' perspectives.