ethanporcaro/eric-fulltext-meta huggingface dataset:
Team Teaching the Active Way: A Case Study about the Student Learning Experience
Author: Davis, Mendi
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Teaching,Student Experience,Doctoral Students,Learning Experience,Private Colleges,Online Courses,Teacher Student Relationship,Feedback (Response),Instructional Effectiveness,Individualized Instruction

The purpose of this qualitative research study was to describe the students' learning experience when utilizing a team teaching approach in an online doctoral program at a private university located within the Southwestern region of the United States. The theoretical foundation of Community of Inquiry developed by Garrison, Anderson, and Archer (2000) supported this study. The overarching question that drove this study was, &quot;How do students in an online doctoral program describe the team teaching learning experience?&quot; The sample consisted of six doctoral students from a private university enrolled in an online doctoral course. Participants were interviewed and videotaped using Zoom. Data were obtained through semistructured interviews with open-ended questions that focused on the student experience. The interviews were transcribed and coded to identify themes. The discussion of the findings included the importance of access to the instructor, instructor feedback, and student support. Participants reported that their student learning experience was enhanced due to the team teaching model. Future research should examine the team teaching model from the perspective of the instructor and from a variety of courses.
The Benefit of Utilizing Brain-Based Learning in Higher Education Online Environments
Author: Winter, Renee M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Benefits,Online Courses,Brain Hemisphere Functions,Teaching Methods,Brain,College Faculty,Comparative Analysis,Asynchronous Communication,Adjunct Faculty,Teacher Attitudes,Private Colleges,Knowledge Level,State Universities,Faculty Development,Age Differences,Reliability,Institutional Characteristics,Teacher Characteristics

Higher education has experienced a significant transformation from traditional face-to-face instruction to online instruction. The purpose of this quantitative causal-comparative study was to determine to what extent postsecondary online faculty utilized brain-based learning techniques as part of their academic practices in the online asynchronous learning environment and to assess differences in the use of these techniques between online full-time and online adjunct faculty employed by two public universities and one private university located in the Southwest region of the United States. The theoretical framework of Hart's (1983) brain-based learning theory (BBLT) informed this study. The sample consisted of 539 accepted and completed surveys. The participants completed 55 questions based on brain-based learning. Quantitative data were collected using Klinek's (2009) questionnaire about brain-based learning knowledge, beliefs, and practices. The data from the questionnaire measured the online faculty's knowledge, beliefs, and practices of brain-based learning techniques. The data were analyzed using descriptive information about the sample computing frequencies of the variables. Cronbach's alpha reliabilities were conducted to complete the descriptive statistics for the first research question. The statistical analysis used for research question two and three was Multivariate Analysis of Variance (MANOVA) using a 2×2 factorial design to test the hypotheses. The researcher found that there was a significant difference between the BBLT practices of the online faculty from public (M = 3.45) and private universities (M = 3.28), F (1, 294) = 1.62, p = 0.004, [eta]2 = 0.044. The study revealed that there is a lack of knowledge about BBLT supporting the need for professional development and training.
An Analysis of Communicative Interactions in School: Learning from Layered Messages in Humor
Author: Ilosvay, Kimberly
Date: 2019-00-00
Type: Journal Articles
Subjects: Humor,Classroom Communication,Language Usage,Foreign Countries,Intention,Teachers,Student Attitudes,Elementary Secondary Education

The ability to communicate through oral language is an innate human characteristic (Chomsky, 1968; Pinker, 2007) and is a product of the social process (Vygotsky, 1978). Though the language &quot; … in people's heads does not always translate automatically into appropriate words and phrases …&quot; uttered through the mouth (Chafe &amp; Danielwisc, 1987, p. 4), effective oral communication requires the producer to choose carefully from his or her lexicon and syntax knowledge to express specific intentions to listeners. As interactions among diverse peoples are becoming more frequent, so too are the mismatches in communication. This is especially true within the constraints of the education system where students are in contact with a diverse group of other students. Educators are always seeking effective ways to eliminate the disparities in communication present in the classroom. Researchers have long touted humor as a beneficial communication tool for classroom learning (Crossman, 1964). However, the effects of certain types of humor on students have largely gone unexamined. Through an analysis of humor used in classrooms in three different countries, this paper will highlight the prominent types of humor used and argue that some of the most widely used humor is counterproductive for student success. An analysis of the layered messages in specific humor reveals the impact of language use that might be helpful for educators and others to consider. Implications that positively influence instructional practices for educators are also discussed.
Problem-Solving Skills as Correlates of Attention Span and Working Memory of Low Ability Level Students in Senior Secondary Schools
Author: Ellah, Barnabas O.
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Correlation,Attention Span,Short Term Memory,Low Achievement,Foreign Countries,Adults,Intelligence Tests,Audience Response Systems,Cognitive Ability,Science Teachers,Science Instruction,Secondary School Students,Secondary School Science,Secondary School Teachers,Chemistry,Physics,Biology

The study sought to determine the relationship between problem-solving skills and measure of working memory and attention span of science students of low ability level. The study adopted correlational survey research design. The population for the study comprised all Secondary School I (SSI) that offered physics, chemistry and biology as school subjects in all the public senior secondary schools in the study area for 2017/2018 academic session while the sample was 450 science students from 24 Senior Secondary Schools in the study area. Wechsler Adult Intelligence Scale (WAIS) backward digit span task and Attention Lapses Clicker (ALC) were used for data collection. Multiple regression analysis was used to analyse data used to answer the research questions and test null hypotheses at 0.05 level of significance. Findings revealed that low percentage variation in students' problem-solving skills in science can be attributed to measure of working memory and attention span. There exist no significant relationship between measure of working memory, attention span and the combination of working memory and attention span of students. It was recommended among others that science teachers should vary concentration spans of science students by inherently mimicking the same kind of cognitive gear shift in the activities that require creative problem-solving skills and thinking, Also interventions and accommodation need be designed by school administrators to help science teachers differentiate instruction with explanations on how techniques or strategies can address students with working memory difficulty and attention deficits in the classroom.
Infant Temperament Affects Toddler Language Development
Author: Davison, Linnea
Date: 2019-00-00
Type: Journal Articles
Subjects: Infants,Toddlers,Behavior Problems,Underachievement,Personality Traits,Language Acquisition,Longitudinal Studies,Predictor Variables,Mother Attitudes,Psychological Patterns,Infant Behavior,Vocabulary Skills,Correlation,Scores,Prediction,Phrase Structure,Check Lists,Child Behavior,Gender Differences,Family Income,Educational Attainment,Marital Status,Age Differences

An extensive literature links language problems with behavioral difficulties and academic underachievement. Although less extensive, emerging literature suggests that temperament, Positive Affectivity (PA) in particular, contributes to language development. Thus, the present study was focused on PA related temperament dimensions in infancy as predictors of early expressive language. Mothers (N=148) were recruited and administered a temperament questionnaire when their infants were 8 and 12 months of age. PA scales: Activity (ACT), Smiling &amp; Laughter (SL), High-Intensity Pleasure (HP), Perceptual Sensitivity (PS), Approach (APP), and Vocal Reactivity (VR) were considered. A follow-up evaluation addressing language development -- vocabulary and phrase length, was conducted at 24 months of age (n=85). Length of phrases positively correlated with PS and APP at 8 and 12 months, and VR at 8 months. Infants' vocabulary score was positively correlated with PS at 8 months and 12 months, and APP at 12 months. Further hierarchical multiple regression analyses indicated that ACT and APP at 8- months uniquely predicted phrase length, whereas PS and APP of 8-month infants contributed to later vocabulary scores. PS at 12-months predicted vocabulary scores, after accounting for covariates and other PA attributes.
Effect of Round-Robin Instructional Strategy on Senior Secondary School Students&apos; Interest in Electrochemistry in Federal Capital Territory Abuja Nigeria
Author: Folaranmi A., Adigun
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Strategies,Gender Differences,Chemistry,Secondary School Students,Secondary School Science,Science Instruction,Teaching Methods,Science Teachers,Pretests Posttests,Experimental Groups,Control Groups

This study examines the effect of Round-robin instructional strategy on senior secondary school student interest in electrochemistry in Federal Capital Territory Abuja Nigeria. The Sample for the Study comprised 210 (126 male and 84 female) students selected from 2 co educational Secondary Schools using probability sampling technique. The data were collected by the use of a Questionnaire tagged Electrochemistry Achievement Test (EAT) and Electrochemistry Interest Scale (EIS) designed and validated. The reliability of the EAT was determined using Kuder-Richardson (KR-20) and the value r= 0.75 was obtained. The EIS was analyzed using Cronbach alpha reliability coefficient and the value r=0.65 was obtained. Two Research questions and two null hypotheses were formulated. Mean and standard deviation was used to analyze the research questions and t-test was used to test the hypotheses at 0.05 level of significances. The study revealed that Round-Robin instructional strategy improves student interest in electrochemistry than the conventional method and also there was no significant difference in gender on student interest in electrochemistry. Recommendations were made which includes; Chemistry teachers should adopt the use of Round-robin instructional strategy in teaching difficult concept like electrochemistry thereby improving students' interest in Chemistry. Teachers of Chemistry should also use all available instructional materials to raise students' interest and maintain it so as to improve their performance in Chemistry.
Assessing Multicultural Competence of Counsellors in Public Universities in Ghana
Author: Mensah, Ebenezer Kobina
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Foreign Countries,Counselor Client Relationship,State Universities,Counselor Attitudes,Ethnic Groups,Cultural Pluralism,Multicultural Education,Counselor Training,Metacognition,Counseling Services,Counseling Techniques

A person's cognition defines the cultural mindset, religious beliefs and way of life. Culture affords its adherents with a theoretical basis for the understanding of sickness and emotive misery. This study, therefore, aimed at assessing multicultural competence of counsellors in the public universities in Ghana. The study adopted the descriptive survey design and mainly questionnaire (Multicultural Competence Questionnaire, [MCQ]) to obtain data. A sample of 45 counsellors was used for the study comprising 25 male counsellors and 20 female counsellors. The study used descriptive statistical tools (means and standard deviations) to analyse data obtained. The study revealed that counsellors sampled perceived their cultural competency to be low as measured on all sections (Knowledge, Skills and Awareness). This low cultural competence is portrayed by looking at the overall means on the sections as well as the overall mean (2.34) of the MCQ whose mean scores obtained were lower than the standard benchmark (2.50). From the results obtained, it is recommended among others that counsellors should capitalise on the low multicultural counselling competence to attend multicultural awareness training programme about Ghanaian cultural beliefs and ethnic diversity to increase their competence. Also, multicultural counselling should be infused in counselling programmes and training in Ghana.
Predictors of College Enrollment among Latinx High School Students
Author: Sanchez Gonzalez, Mayra L.
Date: 2019-10-00
Type: Journal Articles
Subjects: Predictor Variables,High School Graduates,Hispanic American Students,College Bound Students,Enrollment,Acculturation,College Applicants,Knowledge Level,Citizenship,Mexican Americans,Rating Scales,Cultural Influences,Family Influence

This study investigated the relationship between psychocultural, sociocultural, college knowledge, and citizenship status factors on Latinx high school students' college enrollment. Participants included 307 Latinx ninth-grade students enrolled across four high schools in central Texas that were followed post-high school graduation. Results indicated that only receiving-culture acquisition and college knowledge were statistically significant predictors of college enrollment. Researchers provide implications for counselors and psychologists.
Was I Being Critical? Vision and Action in English Language Teacher Education
Author: Basabe, Enrique Alejandro
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Critical Theory,English Literature,Teacher Education Programs,College Faculty,Teacher Attitudes,Ethnography,Foreign Countries,Language Teachers,Educational Environment,Teaching Methods,Educational Practices,Literacy

Criticality has recently made its way into the field of English Language Teaching. It has mainly fostered the study of teachers' individual commitments with their social context. A reflective account is offered here based on my praxis when I adopted a critical pedagogy to teach literature in the English language teacher education program at the National University of La Pampa (UNLPam) in Argentina. Drawing on observations and documents, I give in this paper an autoethnographic account of my practice. The results show that I maintained a constant questioning of my practice and a persistent wariness about the appropriateness of keeping a critical position in my teaching context. All teachers should perform these two reflective actions in view of our role as socially and pedagogically responsible agents of practice.
The Lingua Franca Core: A Plausible Option?
Author: Ugarte Olea, Marco Sandro Antonio
Date: 2019-00-00
Type: Journal Articles
Subjects: Pronunciation,Models,English (Second Language),Second Language Instruction,Pronunciation Instruction,Native Speakers,Spanish Speaking,English Teachers

One important decision that English language teachers should make is to decide on a pronunciation model. This decision should be based not only on mere preference, but also on technical information. This paper seeks to review the Lingua Franca Core (LFC), a pronunciation model proposed by Jennifer Jenkins (1998, 2000) in an attempt to facilitate communication for L2 speakers. This paper also presents a set of reactions that her proposal has prompted in scholars in the area of teaching English language pronunciation. Such reactions are the manifestation of rejection of the LFC which is based on a number of arguments. First, there is no agreement as to the number of interactions that occur in English in L1 and L2 contexts. Thus, the predominant use of L2 speakers of English is questioned. Secondly, the advantage of the intelligibility of non-native speakers over native speakers in interaction with other non-native speakers is also subjected to scrutiny. Finally, a special focus on implications for the L1-Spanish-speaking learner of English is proposed, as well as for English language teachers who teach pronunciation. For instance, a series of issues which could facilitate the learner's workload is discussed. One the other hand, the implementation of the LFC implies that the amount of work to be done by the teacher would be drastically increased. This necessarily entails a disadvantage in terms of both time and teaching materials to be allocated by the English Language Teaching (ELT) professional.
Principles of Self-Regulation in EFL Mediated by Dialogic Tutoring Sessions
Author: Zorro Rojas, Imelda
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,English (Second Language),Second Language Learning,Second Language Instruction,Grounded Theory,Learning Strategies,Undergraduate Students,Teacher Education Programs,Language Teachers,Foreign Countries,Teaching Methods,Tutoring,Dialogs (Language),Intervention,Video Technology,Student Attitudes,Teacher Attitudes,Teacher Student Relationship,Language Patterns,Goal Orientation,Feedback (Response),Scaffolding (Teaching Technique),Sociocultural Patterns,Learning Theories

Students' engagement and determination require the use of self-regulated learning strategies to facilitate adequate preparation. This article reports a research study that looks into how eight instructors, who were trained to promote self-regulation, interact with 18 students of a Bachelor of Arts program in English language teaching in Bogotá. The problem was the prevalence of an instructional model of reproduction of knowledge in the English language classes taken by the 18 students. The pedagogical intervention introduces dialogic tutoring. The instructors' voices, in the role of tutors, and the students' voices, as tutees, were collected in 40 videos, a questionnaire, and a focus group. Grounded theory allowed transposing the identification of patterns, code tagging, and code grouping into concepts. This process generated four principles that worked positively in the promotion of self-regulation in this socially and culturally diverse sample of instructors and students, namely: (1) addressing needs, interests and beliefs; (2) setting goals; (3) scaffolding learning; (4) providing quality feedback.
The Interactivity of ICT in Language Teaching in the Context of Ukraine University Education
Author: Savchuk, Nataliya M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Information Technology,Multimedia Materials,Foreign Countries,Textbooks,Structural Equation Models,Preferences,Computer Assisted Instruction,Feedback (Response),Student Attitudes,Problem Solving,Lifelong Learning,Student Centered Learning,Ukrainian,Languages for Special Purposes,Linguistics,Majors (Students),English (Second Language),Student Motivation,Learning Processes,Time Management,Higher Education,College Students,Computational Linguistics,Comparative Analysis

The purpose of the study is to examine and evaluate the impact the the multimedia textbook-based interactive, based on ICT model learning environment provides for the learning styles of the university students majoring in Philology. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains this learning model brought to both students and instructors. A multimedia textbook to deliver the course in Urkainian Languge was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students' responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Philology, this methodology could be applicable to teaching Ukraninan for Specific Purposes to other majors, such as: Psychology, Law, Cultorology. The research is advancing the knowledge of integration ICT (multimedia) tools into teaching, and specifically the use of multimedia textbooks to deliver Ukrainian English course to the students majoring in Philology.
Understanding Alumni Relations Programs in Community Colleges
Author: Smith, Everrett A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Alumni,Alumni Associations,Community Colleges,Institutional Advancement,College Administration,Leadership,Fund Raising,Mentors,Publications,Leisure Education

The purpose for conducting the study was to explore and describe the use of alumni societies and associations in community colleges, particularly focusing on the intended outcome of their implementation. To collect data for the study, the research-team developed a survey instrument that was distributed electronically to 250 community college advancement senior leaders. A total of 106 (42%) usable surveys were returned for use in the study, and the results described community college expectations for alumni societies, primarily focused on fundraising. The societies were also critical, however, in career placement for students, developing career-oriented programs, and reviewing curricula. Survey results also indicated that many community college leaders use alumni societies in creative ways, including assisting in faculty searches, hosting recruitment events, and teaching community education (lifelong learning) courses. Study findings are critical for college leaders who are often faced with difficulties in funding existing or new programing. The respondents to the study illustrated how alumni societies can serve as critical catalysts for improving existing programs and expanding the reach and value of the institution. Findings also suggest that alumni societies are perceived to be strong gateways to developing philanthropic support for institutions.