ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Collaborative Academic Writing Skills in English in CALL Classroom
Author: Shayakhmetova, Leysan
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Language,Writing Skills,Skill Development,Collaborative Writing,Cooperative Learning,Teamwork,College Students,Student Attitudes,Instructional Effectiveness,Computer Assisted Instruction,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries

The modern system of foreign language teaching impacts a qualitative change in the new methodological approaches with using innovative technologies in the educational process. Spencer Kagan created Cooperative learning structures that make collaborative learning easy to use. It provides students with valuable and ample opportunities to combine language resources and collaboratively build knowledge and writing through interaction. Cooperative learning methods do not require a detailed study of plans, educational materials, and special training. Hence the article depicts University students' implementation of collaborative academic writing skills in a Computer-assisted Language Learning environment. Collaborative writing is interpreted as an action in which students communicate, consult, and make collective decisions during the writing process through computer and create a unique text with shared accountability and co-ownership. In this paper, the crucial types of academic writings are highlighted, and experimental teaching results have proved Kagan's collaborative model as a useful technique for improving students' academic writing skills.
Perceptions of Undergraduate Agricultural Education Students on the Effects of Question Difficulty and Post-Question Wait-Time on Cognitive and Emotional Processes
Author: Gilliam, Kyle C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Agricultural Education,Difficulty Level,Questioning Techniques,Cognitive Processes,Psychological Patterns,Preservice Teachers,Agriculture Teachers

The purpose of this study was to explore the perceptions of undergraduate agricultural students on the cognitive and emotional processes produced after exposure to low- and high-level questions, as well as the effects of post-question wait-time to determine the benefits of differing lengths of post-question wait-time based on the level of question. Forty students were shown four different treatment videos in this with-in subjects design, with each video being followed by either a low- or high-level question. Following each question, a wait-time period of either five seconds or ten seconds was employed before the subjects were instructed to answer the question. The student perceptions resulted in a difference between low- and high-level questions on question difficulty, variability in cognitive engagement, and positive and negative emotions, as well as a difference on their perceptions of what constituted an adequate amount of post- question wait-time for low- and high-level questions.
Promoting Japanese University Students&apos; Participation in English Classroom Discussions: Towards a Culturally-Informed Bottom-Up Approach
Author: Albertson, Brendon Paul
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Educational Background,Group Discussion,Classroom Communication,Cultural Influences,Foreign Countries,Asians,English for Academic Purposes,Intercultural Communication,Student Participation

This study reviews the current body of research into reasons for Japanese university students' reluctance toward spoken class participation in English, along with a critical review of general teaching suggestions for encouraging participation. It then identifies the limitations of teaching strategies that may not take into account certain reasons for their silence, which may be rooted in the Japanese communication style or educational background rather than confidence or language ability. This paper aims to make use of these reasons to identify concrete, bottom-up participation skills that are more grounded in Japanese culture and communication style differences, and to provide related teaching suggestions. While this paper aims to address the issues affecting Japanese students, the implications can be applied to other East Asian students whose verbal participation may be affected by similar cultural factors.
Developing Computer Literacy of Bilingual Students via CLIL Methodology
Author: Danilov, Andrew V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Literacy,Content and Language Integrated Learning,Foreign Countries,College Students,Second Language Learning,Russian,Turkic Languages,Instructional Effectiveness

The research intended to present the scientific basis of CLIL and validate CLIL technology's implementation in a Russian higher education institution to develop computer literacy of Russian bilingual learners experimentally. Consequently, we acquired two essential scientifically proven procedures for implementing science education and math for multilingual learners in the educational institutions of The Republic of Tatarstan, Russia. The initial one indicates that bilingual learners can adjust their mother language to the bilingual education program's Russian education environment. The second one includes the concept of language immersion: educating bilingual learners utilizing the Russian language. In compliance with the first strategy, we devised computer-assisted learning assistance of CLIL implementation to evolve bilingual Tatar learners' computer literacy in teaching Informatics. The bilingual resource is made up of seven modules. It has been developed with the aid of commonly available technologies as well as Web 2.0 services. The investigation was managed to demonstrate the efficiency of CLIL technology to develop computer literacy of Tatar learners. The Institute of Philology and Intercultural Communication of Kazan Federal University was adopted as a site for the experiment: 69 students of the first year of education participated in the pilot experiment. The experiment outcomes revealed that CLIL, as a technology to teach Informatics, improves the development of bilingual learners' computer literacy.
Discourse Analysis in Teaching Professional Communication
Author: Mo, Wang
Date: 2020-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Communication Skills,Professional Education,Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Students,Majors (Students),Learning Processes,College Students,Language of Instruction,Resumes (Personal),Russian,Courseware,Business Communication,Foreign Countries

The goals of the article's authors are: to justify the need to teach students the skills of professional communication in a foreign language on the basis of a text-oriented approach; to demonstrate the possibility of conducting this type of training in reference to the discourse analysis of a particular institutional area. Achievement of the goals is ensured by a set of the following theoretical, empirical, and experimental. Analysis, synthesis, a generalization of scientific and methodological works on the research topic; discourse analysis (method) of institutional communication; methods for collecting and accumulating data; experiential learning, implementation into practice. The article presents the results of the study: teaching professional communication through the use of professional texts with due regard for the discourse analysis of the corresponding communicative situation is grounded; the significance of the text-oriented approach in teaching international students the language of their university major is estimated; ways of developing the respective speech competencies are exemplified. The results presented in this article could be instantaneously applied in the learning process and eventually in the job search. The conclusions would be demanded in theoretical courses on the methodology of teaching foreign languages, special courses on the university major's language, etc.
Project Based Learning versus Traditional Learning -- Comparing Perpectives of Arab Managers with Chinese Managers
Author: Jaeger, Martin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Student Projects,Problem Based Learning,Conventional Instruction,Engineering Education,Higher Education,Competence,Employer Attitudes,Competency Based Education

The perspectives on Project Based Learning (PBL), traditional learning and engineering competencies are influenced by national and organizational culture. Based on Hofstede's cultural dimensions theory and grounded in constructivist learning theory, the purpose of this study is to identify the perspectives of Arab and Chinese managers on the effectiveness of PBL versus traditional learning. Utilizing descriptive and inferential statistics (Wilcoxon and Mann Whitney U test), findings show that Arab managers perceive 13 and Chinese managers 2 competencies to be more effectively developed by PBL, while the difference between PBL and traditional learning is perceived smaller among Chinese managers. A higher desire of avoiding uncertainty among Arab managers, higher achievement orientation among Chinese managers and an influence of educational systems were identified. Higher Education Institutions (HEIs) are advised to consider these findings, in order to compare with their institutions' utilization of PBL versus traditional learning and to prepare engineers for global employment.
Business Education Learners in the Further Education and Training Phase: Towards the Development of a South African Readiness Model to Strengthen Learners&apos; Academic Performance
Author: McGhie, Venicia
Date: 2020-00-00
Type: Journal Articles
Subjects: Business Education,Economics Education,Accounting,Elementary Secondary Education,Higher Education,Learning Readiness,High School Students,Public Schools,Disadvantaged Schools,Socioeconomic Background,Context Effect,Literacy,Numeracy,Academic Support Services,Academic Achievement,Intervention,Foreign Countries

African and coloured students continue to perform poorly both at public schools and institutions of higher learning. There are two main reasons for their weak performance -- a lack of literacy and numeracy skills, and being under-prepared. This article reports on two findings of a study that was conducted at two high schools in the Western Cape Province. The one high school was a quintile 1, and the other a quintile 4 school. The study aimed to implement intervention strategies over a three-year period for Grade 10 to 12 learners in the business-related subjects, Accounting, Business Studies, and Economics. The objective was to develop a readiness model that public schools in South African could use to overcome the challenges so that learners could be equipped with a strong foundation in their primary schooling. The study was situated within a critical education science paradigm and used a critical participatory action research design. Two groups of 30 learners formed the main research participants. Interventions strategies were implemented with the learners when they were in Grade 10 in 2017, in Grade 11 in 2018, and in Grade 12 in 2019. The results show that both groups of learners did not have an adequate rating of 50% and more subject content knowledge and skills when they arrived in Grade 10 in 2017 in all three subjects, and they did not manage to obtain a 50% or more rating in the three subjects in their final examinations at the end of Grade 12 in 2019. Based on the four key principles of the readiness model, recommendations are proposed that would assist public schools to develop and support the learners during the early childhood and foundation phase so that a solid foundation in literacy and numeracy skills could be laid.
Perceptions of Youth, Parents, Community Volunteers, Corporate Volunteers, and 4-H Professionals about the 4-H STEM Career Pathway Model
Author: Donaldson, Joseph L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Parent Attitudes,Community Attitudes,Volunteers,Youth Programs,Agricultural Education,STEM Education,Career Pathways,Corporations,Role Models,Learner Engagement,Student Experience,Gender Differences

This study sought to understand the 4-H STEM Career Pathway Model program, a three-year initiative to expose youth to college readiness skills, career readiness skills, STEM skills, and careers associated with high-demand STEM jobs such as computer scientists and engineers. The qualitative study described here used document reviews, observations, focus groups, and individual interviews. The initiative was conducted in 13 states, and research participants were 4-H youth, parents, corporate volunteers, community volunteers, and Extension 4-H professionals from a subset of those states. Findings were described in four major themes: (a) 4-H STEM programs were perceived as successful and engaging, yet participants described the need for more advanced experiences for youth; (b) 4-H STEM programs required considerable investment in partnerships as well as professional and volunteer development; (c) increased numbers of girls and minority youth were engaged in 4-H STEM programming when local role models and local partnerships were leveraged, and (d) the 4-H STEM Career Pathway Model needs clear concepts and definitions to be a sustainable approach in the 4-H movement. The major recommendation is an enhanced 4-H STEM Career Pathway Model that delineates outcomes. Additional recommendations include the need to provide effective volunteer and professional development and the need for outreach to corporate volunteers.
Professional Life Phases: Identifying Professional Development Needs for Florida Agriscience Teachers
Author: Thornton, Kelsey M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agriculture Teachers,Faculty Development,Career Development,Teaching Methods,Instructional Development,Student Evaluation,Motivation Techniques

For learners to be better prepared to solve current and future complex problems, teachers must continue to strengthen and refine their teaching and learning practices throughout their career. One known modality to assist teachers in refining their pedagogical skills is teacher participation in professional development opportunities. The purpose of this study was to identify the self-perceived professional development needs of agriscience teachers in Florida based on their professional life phase. All three career phases shared modifying instruction for students with special needs as one of their top identified instructional practice needs. It is recommended that agricultural education professional development organizers consider years of experience when planning workshops and opportunities. The &quot;cookie cutter&quot; method or &quot;one size fits all&quot; themes for professional development may not be the most effective way to continue offering these workshops since the findings of this study and others indicate differing needs of agriscience teachers based on professional life phase and years of experience.
Queering Agricultural Education Research: Challenges and Strategies for Advancing Inclusion
Author: Murray, Kaitlyn A.
Date: 2020-00-00
Type: Journal Articles
Subjects: LGBTQ People,Agricultural Education,Educational Research,Inclusion,Student Diversity,Sexual Orientation,Student Organizations,Periodicals,Barriers

For more than 30 years, the field of agricultural education has grappled with complex questions of how to recruit, support, retain, and teach diverse youth. Yet the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community is rarely included in published agricultural education research. This philosophical paper addresses the immediate need for understanding more about LGBTQ youth in agricultural education, while identifying opportunities and specific strategies to shift the culture of agricultural education research towards inclusion. Queer theory is leveraged to reveal a nascent body of literature related to sexuality in 4-H and school-based agricultural education. LGBTQ youth in agricultural education face significant challenges: educators ill prepared to meet their needs, a lack of policies to inform decision making, active homophobia from teachers and peers, among others. Agricultural education researchers face methodological and disciplinary barriers to conducting LGBTQ research. Authors employ unique tactics to conduct and disseminate their work. Understanding these strategies and analyzing the conditions that necessitate their use contributes to the disciplinary knowledge of how to conduct inclusive research -- not just for LGBTQ youth -- but for the profession writ large.
Recruitment and Retention of Agriculture Teachers in the Southeast: An Empirical Analysis of the STAR Program
Author: Guffey, Kristie B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Agriculture Teachers,Program Evaluation,Teacher Shortage,State Programs,Differences,Regression (Statistics)

This article describes the collaborative efforts of various state and national agencies working together to recruit and retain agriculture teachers in the states of Kentucky, South Carolina, and Ohio. We contrast multiple measures of recruitment and retention in these states with those from the comparator states of Arkansas, West Virginia, and Alabama. The strategies outlined market to new agriculture teachers and maintain current teachers in the profession targeting work-life balance, emotional, physical and social health. These have been a focal point in the federal State Teach Ag Results (STAR) program, but the effects of participation in STAR on recruitment and retention require additional investigation. Using a difference-in-differences regression model, we assume parallel trends and no spillovers (SUTVA) between participating and non-participating states in the Southeastern US and Ohio Valley regions to model changes in multiple measures of recruitment and retention of agriculture teachers. We find a positive and significant effect of STAR participation on recruitment, an insignificantly positive effect of participation on retention, and an insignificantly negative impact of participation on creation of new agricultural positions in public schools. Our results suggest that recruitment is lagged behind existing positions, which necessitates further work investigating new policy aimed at filling those positions before creating any new ones.
Relationships Matter: The Role Transition Specialists Play in Youth&apos;s Reentry from the Juvenile Justice System
Author: Sinclair, James
Date: 2021-02-00
Type: Journal Articles
Subjects: Juvenile Justice,Specialists,Transitional Programs,Youth,Barriers,Reentry Students,Youth Employment,Independent Living

Increasing engagement to school, employment, and community are strong predictors of reducing recidivism for youth involved in the juvenile justice system. This study examined what occurs at reentry upon leaving a youth correctional setting. This study comprised of qualitative semi-structured interviews of transition specialists (TSs; n = 7) and young offenders (n = 8) who participated in a 4-year reentry project in the Pacific Northwest. A total of 21 (13 TS and eight youth) interviews were thematically coded. Findings from this study included the important role of the TS in supporting a youth's school, family, and community reentry. Key themes are described around the services to support employment, school engagement, and independent living during a youth's reentry into a school setting.
Using &quot;Twitter&quot; to Enhance Writing Skill with Senior High School Students: A Case Study
Author: Espinoza-Celi, Verónica
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Writing Instruction,Teaching Methods,Social Media,Writing Skills,Computer Assisted Instruction,English for Academic Purposes,Instructional Effectiveness,Electronic Publishing,Web Sites,Web 2.0 Technologies,Academic Achievement,Student Satisfaction,Learning Motivation

Computer Assisted Learning (CALL) is defined as the process in which a learner improves language skills by using a computer. Hani (2014) argued that CALL enables individualized, continuous, and authentic activities to teach and integrate the four language skills and indicates that immediate feedback can be given. Thus, this research aims to investigate and analyze the use of Twitter to improve writing skills on senior high school students and to determine its effectiveness as a tool in EAP instruction. The participants were 19 students from the senior level and an English teacher. To conduct this research, a mixed-method design was applied; and a survey and pre-post tests were administered to the participants. At the end of the research process, the participants outperformed on post-testing of writing, therefore, it can be concluded that Twitter is an effective tool to improve the written production of senior high school students, and this micro-blogging platform can be integrated to enhance EAP instruction within EFL contexts.
¡Somos Nosotros! Lived Experiences of Latinx ELL Youth Enrolled in Secondary Agricultural Education
Author: Barajas, Graciela
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Experience,English Language Learners,Second Language Learning,English (Second Language),Agricultural Education,High School Students,Hispanic American Students,Immigrants,Racial Bias,Racial Discrimination,Rural Schools,Student Attitudes,Teacher Student Relationship

This study examines the inherent relationship Latinx English-Language Learners students have with their agriculture teacher and the overall agricultural education program at four rural high schools. It is based upon a series of 11 focus group interviews with two U.S. born and 27 immigrant students from Central America and Mexico, all of whom were in at least their second year of enrollment in secondary agricultural education. The study also includes direct observations of classrooms and peer interactions. Four themes emerged that reflect White students creating an unaccepting dynamic, ignorance toward the Latinx students passion for agriculture, high respect toward the agriculture teacher and a program culture that is currently not relatable to Latinx youth. Recommendations for pedagogical approaches that encourage English comprehension should be implemented into the agricultural education programs along with bold initiatives that gives voice for Latinx students throughout the program, specifically the FFA organization. Additional research that further replicates this study is necessary as well as an understanding of teacher's current knowledge and skills for teaching Latinx ELL youth.