ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing MTH 155: Statistical Reasoning Co-Requisite
Author: Waycaster, Pansy
Date: 2019-10-00
Type: Journal Articles
Subjects: Community Colleges,College Mathematics,Remedial Mathematics,Required Courses,Statistics,Developmental Studies Programs,Two Year College Students,Mathematics Curriculum,Outcomes of Education,Curriculum Development,Conventional Instruction,Online Courses

Virginia Highlands Community College (VHCC) implemented MTH 155 -- Statistical Reasoning Co-Requisite -- in the spring semester of 2018. MTH 155 replaced MTH 146 on VHCC's campus. Prerequisites for this course are the first five developmental MTE modules. The intended co-requisite audience for this new course consists of students having successfully completed at least three of the five MTE modules. These students co-enrolled in MCR 5 and received targeted assistance for the MTH 155 course. Successful completion of MTH 155 resulted in the prerequisite MTE modules 1-5 being satisfied. This paper will present the results of this study along with implications for future work with co-requisite mathematics courses.
Massive Resistance and the Origins of the Virginia Technical College System
Author: Hodges, Richard A.
Date: 2019-10-00
Type: Journal Articles
Subjects: Desegregation Litigation,School Desegregation,Civil Rights,United States History,Educational History,Politics of Education,Educational Legislation,Local Government,Government Role,Compliance (Legal),Resistance to Change,Community Colleges,Vocational Education,Postsecondary Education,Court Litigation,Business,Role,School Business Relationship,Industry

The 1954 rulings in the United States Supreme Court cases of &quot;Brown v Board of Education&quot; was a landmark event in civil rights history. As momentous as the rulings were, they were not embraced by many Southern politicians. This was especially true in Virginia where Harry F. Byrd, Sr., U. S. Senator from Virginia, embarked on a campaign to massively resist court ordered school desegregation. Over the course of the next several years, Virginia's leaders would pass laws specifically designed to undermine the &quot;Brown&quot; rulings. These laws, known as massive resistance would, among other things, grant the governor the power to close any school or school district attempting to comply with &quot;Brown.&quot; The results of implementation of these laws had catastrophic results socially, economically, educationally and on Virginia's national reputation. By 1959 massive resistance laws were declared unconstitutional by both state and federal courts, allowing Virginia the chance to undo this self-inflicted damage. An unintended consequence of massive resistance was the erosion and stagnation of its manufacturing sector. To rebuild the state's workforce, technical training on a large scale was necessary. To take on this herculean task the creation of a statewide system of technical colleges was needed. In 1964, the Virginia Technical College System (VTCS) was founded. This system exists today as the Virginia Community College System (VCCS). The creation of these colleges were a direct result of Virginia's ill-conceived response to &quot;Brown.&quot; Funding had been available for many years to support technical training, but it took the contested environment created by massive resistance to make the creation of a statewide system of technical education a reality.
Is It a Trump Bump, Spike, or Plateau? India&apos;s Changing Interest in Canadian versus U.S. Universities
Author: Yerger, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Enrollment Trends,Enrollment Management,Enrollment Influences,College Students,College Choice,Preferences,Study Abroad,Student Recruitment,Elections

This article assesses changing interest from India in Canadian versus U.S. universities since the 2016 U.S. presidential election, as measured by search activity reports from Google Trends. The findings indicate a rise in Indian interest toward Canadian versus U.S. universities was underway before the election. After controlling for this trend effect, there remains widespread evidence of a substantial shift in interest toward Canadian universities with search activity rising 70%--85% for Canadian versus U.S. universities in the postelection period. This shift in interest toward Canadian universities shows no sign of dissipating. Canadian universities are likely to make further enrollment gains of Indian students versus U.S. counterparts in upcoming recruiting classes.
The Grass Grows Green in Virginia: A Grassroots Effort Leading to Comprehensive Change in Removing Mathematics Barriers for Students
Author: Parker, Patricia
Date: 2019-10-00
Type: Journal Articles
Subjects: Statewide Planning,Change Strategies,School Holding Power,Academic Persistence,Community Colleges,Barriers,Mathematics Teachers,College Faculty,Program Design,Program Implementation,Mathematics Achievement,Remedial Mathematics,Educational Cooperation

The Virginia Community College System (VCCS) embarked on a comprehensive mathematics pathways project in October 2015 with a move from design to implementation in spring 2017. The VCCS Mathematics Pathways Project (VMPP) aimed not only to develop strategies to improve retention and completion, but also to address foundational barriers to students' success. This grassroots effort involved collaboration among all 23 community colleges, over 200 mathematics faculty, and staff from career and technical support departments. Collaboration extended to the K-12 and university sectors, professional organizations, publishers, and foundations. VMPP goals focused on creating structured mathematics pathway courses for all program levels, implementing co-requisite opportunities for students, collaborating with K-12 and four-year institutions regarding mathematics readiness, developing multiple measures of placement, and improving Virginia's placement instruments. While the decisions made throughout this project were informed by research, how Virginia's organization, processes, stakeholder collaboration, and communication laid the foundation to successfully implement this comprehensive project at scale is the focus of this discussion.
International Students&apos; Perceived Language Competence, Domestic Student Support, and Psychological Well-Being at a U.S. University
Author: Luo, Zhengda
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Well Being,Linguistic Competence,Communicative Competence (Languages),Social Support Groups,Student Adjustment

To increase knowledge of international students' psychological well-being at U.S. universities, we examined the degree to which demographic factors, perceived language competence, and domestic student social support were associated with Ryff's (1989a, 1989b) six aspects of psychological well-being. Participants (n = 216) were undergraduate and graduate students from one mid-sized private university in the Southeast. Analyses revealed differential psychological well-being scores based on demographics. Perceived language competence and domestic student social support were associated positively with multiple aspects of psychological well-being. The novel findings of this case study provide initial evidence of a potentially useful new approach toward international student adjustment and well-being. The authors provide initial recommendations for researchers, practitioners, and international students.
Investigation of Appearance Anxiety and the Gender Role in Women&apos;s Sports Except for Social Gender Norms
Author: Bastug, Gulsum
Date: 2019-00-00
Type: Journal Articles
Subjects: Personality Measures,Sex Role,Turkish,Foreign Countries,Athletes,Females,Anxiety,Human Body,Mothers,Parent Background,Educational Attainment,Fathers,Correlation,Age Differences,Social Influences,Sex Stereotypes,Masculinity,Femininity

The Bem Sex-Role Inventory (BSRI), conducted by Hart et al. (2008) and adapted to Turkish by Dogan as Social Appearance Anxiety Scale (SAAS) (Dogan, 2010) was used in our study. In the analysis of the data, t-test and ANOVA test were used. As a result; There was a significant difference between female athletes' hormone use variable and appearance anxiety and gender role (p &lt;0.05). It was determined that female athletes using hormone had appearance anxiety. A significant difference was found between maternal educational status and appearance anxiety and gender role. A significant difference was found between the paternal education status variable and the masculine gender role. A significant negative correlation was found between the age variable and appearance anxiety of female athletes. There was a positive relationship between appearance anxiety and masculine gender role. When the gender role values increase the values of appearance anxiety increase. It is recommended that special contact with women athletes who go beyond the social gender norms should be established according to expert opinions and all actors such as sports managers, trainer, sportsman, referee, physical education teacher etc. should be informed. In order to increase the proportion of women engaged in sports in the society, to support the girls who are new to the sports and not to create false opinions about the sportswomen, it is recommended to put forward the role models suitable for the female athlete profile.
Pre-Service Social Studies Teachers&apos; Opinions on Using Comic Books in Social Studies Teaching
Author: Avarogullari, Ayten Kiris
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Opinions,Social Studies,Teaching Methods,Cartoons,Books,Instructional Materials,Foreign Countries,Teacher Developed Materials

In the age of technology which is ever changing and developing, not only the technologies but also the generations have different characteristics. Therefore, the methods and the materials used in teaching are changing as well. Today, comic books are one of the materials that are used for bringing students' attention into the class and motivating their active participation in the class. This study examines the opinions of the 4th-grade pre-service social studies teachers, who are educated in preparing comic books, on designing and using comic books in social studies teaching. This research is a descriptive study. The study was carried out in the 2018-2019 school year with the pre-service social studies teachers, who continue their education at a university in western Turkey. The practice of the preparation of comic book panels was carried out for six weeks. Before and after the comic book preparation practices, participants took surveys with open-ended questions that were provided by the researchers. The data acquired from the open-ended survey forms are used for content analysis. According to the findings obtained throughout the research, it has been concluded that the fourth-grade pre-service social studies teachers, who are trained in preparing comic book panels, have positive views on preparing and using comic books in social studies teaching. Several propositions are made in light of these findings.
Teaching for Transfer to First-Year L2 Writers
Author: Cui, Wenqi
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Second Language Instruction,Second Language Learning,English (Second Language),Writing (Composition),Transfer of Training,Writing Instruction,Teaching Methods,Literary Genres,Writing Skills,Writing Across the Curriculum,English for Special Purposes,Rhetoric,Metalinguistics,Prior Learning,Metacognition,Critical Literacy,Reflection

Previous studies have identified that genres and genre knowledge are not only pivotal for the development of writing expertise but also for facilitating writing-related transfer. However, little research concerns issues of teaching genres for writing transfer to first-year English as a second language (L2) writers at universities in the US. This article attempts to develop a genre-based pedagogic framework for L2 transfer teaching, aiming to help first-year L2 students address linguistic, rhetorical, and genre-bound challenges they confront and improve their writing expertise, as well as develop their ability of writing transfer across disciplines. The goals of this article are dual: (a) to address an existing gap in the literature and research on transfer, and (b) provide academic writing instructions for teaching first-year L2 writers at universities in the United States.
Understanding Language Teacher Motivation in Online Professional Development: A Study of Vietnamese EFL Teachers
Author: Truong, My Thi
Date: 2019-11-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Cooperative Learning,Computer Simulation,Learning Motivation,Learning Experience,Program Descriptions,Foreign Countries,Faculty Development,Online Courses,Teaching Methods

Online teacher professional development (oTPD) for English language teachers is of increasing interest, and so is research into teacher motivation as one potential success determinant of oTPD courses. Situated in an oTPD programme for English as a foreign language (EFL) instructors in Vietnam, this study aims to explore motivation for oTPD in a context where development is obligatory for in-service teachers, and online options appear to work best for them. Responses to semi-structured interviews were analyzed to understand nineteen participants' initial and sustaining motivations for the programme. The results showed an important role of technology in driving teachers to both start and remain in the course; a strong influence of second language motivation on teachers' learning experiences, and a challenge to the established value of collaborative learning in virtual environments. [The volume number (24) shown on the PDF is incorrect. The correct number is 23.]
A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities
Author: Melloy, Kirstine J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Students with Disabilities,Behavior Disorders,Emotional Disturbances,Civil Rights,Public Education,Positive Behavior Supports,Equal Education,Inclusion,Educational Legislation,Federal Legislation,Individualized Education Programs,Teacher Student Relationship,Evidence Based Practice,Social Development,Emotional Development,Disadvantaged,Advocacy

Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in our schools. In essence, students with EBD are often denied their civil right to a free and appropriate public education (FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a socially just school when they promote the implementation of multi-tiered systems of support (MTSS) through evidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens. Implementing these interventions while being social justice allies in socially just schools offer the best opportunity for students with EBD to receive an equitable and socially just education in schools thereby achieving social justice regarding their civil right to a FAPE.
The Impact of TOEFL on Instructors&apos; Course Content and Teaching Methods
Author: Wang, Yangting
Date: 2019-11-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Teaching Methods,Course Content,Test Preparation,Textbooks,Teacher Attitudes,Intensive Language Courses,Instructional Improvement,Public Colleges,English Instruction,Student Attitudes,Foreign Students

Even though there are books that guide students in preparing for TOEFL exams, the literature on TOEFL test preparation courses at the university level is sparse (Huang, 2018). The current study aimed to fill the research gap by investigating the impact of TOEFL ITP assessment on teachers' TOEFL course content and teaching methods. Five different TOEFL classes and four TOEFL instructors participated in the study. Following a qualitative research design (Glesne, 2015), fourteen classroom observations, fourteen student interviews, and four teacher interviews were collected. A combination of the Communicative Orientation of Language Teaching (COLT) observation scheme (Spada &amp; Frohlich, 1995) and Miles &amp; Huberman's (1994) inductive approach were used to analyze classroom observations. The results from the observations were triangulated with student and teacher interviews. Findings indicated that teachers relied on the TOEFL textbooks to teach and practice test-taking strategies. They followed a &quot;teach-model-practice-explain&quot; structure during their instruction and spent the majority of class time conducting teacher-centered activity and student-alone activity. Additionally, teachers' beliefs shaped their teaching methods, and their different beliefs led to students' varied attitudes toward the TOEFL class. Pedagogical implications of implementing TOEFL classes at English language programs were discussed.
Teachers and Learners&apos; Views on Isolated vs. Integrated Form-Focused Grammar Instruction: A Comparison of Two Contexts
Author: Mansouri, Behzad
Date: 2019-11-00
Type: Journal Articles
Subjects: Grammar,Teacher Attitudes,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Intensive Language Courses,Teaching Methods,Preferences,Individual Differences,Communicative Competence (Languages),Foreign Countries,Cross Cultural Studies,Adult Students,Language Teachers

Acknowledging the distinction between two types of form-focused instruction (FFI) on grammar, this study investigated learners and teachers' stated beliefs about isolated and integrated FFI. Placed in two major groups (ESL and EFL), 120 teachers and 280 learners were recruited from college-wide Intensive English Programs in Iran and USA. The analysis of quantitative and qualitative data collected from participants' responses to two questionnaires developed and validated by Valeo and Spada (2016) pointed to the existence of both harmony and discord between learners and teachers' views across ESL and EFL contexts. While teachers were mostly in favor of integrated FFI, learners were more interested in isolated FFI. However, their preferences for either of these approaches were not absolute, and both groups acknowledged the complimentary nature of these approaches. Data also showed that each group's preferences could be attributed to individual background factors which shaped their views in their respective specific context. A number of discrepancies were, however, evident between learners' and teachers' perceptions within each context particularly regarding attitudes towards formal grammar instruction. The study also makes recommendations for synthesizing these approaches in various learning environments to enhance grammar awareness in communicative-oriented language instruction.
The Association between Ethnic Group Affiliation and the Ratings of Comprehensibility, Intelligibility, Accentedness, and Acceptability
Author: Tekin, Oguzhan
Date: 2019-11-00
Type: Journal Articles
Subjects: Correlation,Ethnic Groups,Self Concept,Speech Communication,Pronunciation,Scores,Student Attitudes,Language Usage,Native Speakers,English,English (Second Language),Language Attitudes,Role,Undergraduate Students,Task Analysis,Political Influences,Second Language Learning

Previous research has shown that there is a relationship between language and identity, and thus the present study focuses on ethnic group affiliation (EGA) as a part of one's ethnic group identity and its association with speech constructs (i.e., intelligibility, comprehensibility, accentedness, and acceptability). EGA scores were collected through an online questionnaire and the speech data were evaluated globally using a 9-point Likert scale. Contrary to the findings of previous research on the relationship between EGA and the aforementioned speech constructs, the present study did not find any significant correlations between speakers' EGA scores and their ratings on the four speech constructs at least in a non-conflictual college context. Furthermore, there was also no relationship between the nonnative speakers' daily use of language and their EGA scores. Similarly, the listeners' EGA scores also did not correlate significantly with the way they evaluated the speech samples. The only exception in this correlation was the relationship between language-related EGA and the accentedness scores. Finally, the study also points to a trend where a new generation of native speakers of English tend to score non-native speech less harshly especially as regards accentedness. [The volume number (24) shown on the PDF is incorrect. The correct number is 23.]
Why We Need to Talk about Lifelong Learning and Intercultural Universities
Author: Tyson, Lorena Sanchez
Date: 2019-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Latin Americans,Multicultural Education,Indigenous Knowledge,Participative Decision Making,Foreign Countries,Universities,Social Justice,Postcolonialism,Neoliberalism,Educational Quality

This article explores whether and how contemporary discourses in lifelong learning (LLL) can support intercultural universities in Latin America. Since the late twentieth century, LLL has primarily been seen through a Eurocentric lens, with a strong focus on the development of skills for knowledge-based economies and societies. As this discourse has been promoted and adopted by so-called developing countries, the focus has shifted from an identified need for continuous learning in a global society to mainly targeting the promotion of basic education, as is evidenced by the United Nations Sustainable Development Goals. In this context, we have identified a need for further discussion and research on intercultural universities, many of which are becoming increasingly vulnerable in current neoliberal times. This article looks at two intercultural universities in Mexico and Ecuador and suggests that a more indigenized approach to LLL could provide a stronger sense of ownership and participation in decision-making. Thus, LLL can be an ally for a new and decolonized conceptual framework that further legitimizes intercultural universities and provides a long-term strategy for the future.
Reconceptualizing Cultural Literacy as a Dialogic Practice
Author: Maine, Fiona
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Literacy,Program Descriptions,Teaching Methods,Cultural Education,Intercultural Communication,Democracy,Dialogs (Language),Educational Policy,Foreign Countries

Culture and heritage are plural and fluid, continually co-created through interaction between people. However, traditional monologic models of cultural literacy reflect a one-way transmission of static cultural knowledge. Using the context of a large European project and augmenting the work of Buber with models of literacy as social practice, in this article cultural literacy is reconceptualized as fundamentally dialogic. We argue that cultural literacy empowers intercultural dialogue, opening a dialogic space with inherent democratic potential. Considering implications for the classroom, we outline how a dialogic pedagogy can provide a suitable context for the development of young people's cultural literacy.