ethanporcaro/eric-fulltext-meta huggingface dataset:
A College Assistance Migrant Program Learning Community: A Faculty, Staff and Student Collaborative Approach
Author: Genareo, Vincent R.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Programs,Migrant Programs,Migrants,College Freshmen,Academic Advising,Tutoring,Tutors,Teacher Student Relationship,Grants,Federal Aid,School Orientation,Socialization,Teacher Collaboration,Program Evaluation

In 2019, [Sunny] (City, State) was awarded a federal College Assistance Migrant Program (CAMP) grant designed to provide necessary support for the first-year success of migrant and seasonal farmworkers and their direct families. This article describes programming of the CAMP grant, focusing on how it functions as a learning community through its advising, tutoring, faculty partnerships, and other supports intended to provide academic, social, and personal success to its participants. Recommendations are offered for lessons learned about communicating with students, working with tutors, selecting faculty for strong partnerships, and evaluating learning communities.
Building Community during a Pandemic through Course Support Groups
Author: Farrelly, Denise
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Support Groups,COVID-19,Pandemics,Distance Education,Interpersonal Relationship,Cultural Awareness,Cooperative Learning,Communities of Practice,Community Colleges,Two Year College Students,Transformative Learning,Group Discussion

Maintaining a learning community's status as a high-impact practice involves understanding the factors that contribute to their effectiveness in increasing retention, engagement, and overall academic success. By creating diverse small groups in which students are encouraged to support one another academically, both during and outside of class, the learning community's impact can extend to sociocultural development and learning. During the onset of the pandemic in the spring of 2020, the ability to socially connect and engage was threatened by the shift to remote learning. However, in my Learning Community course, brief introductions and contact information exchanges served as a catalyst for interpersonal support and cultural understanding during a challenging time.
COVID-19 Response: An Interdisciplinary Online Community Building Event to Promote Holistic Student Success
Author: Ericksen, Kirsten S.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Interdisciplinary Approach,Stress Management,Well Being,School Closing,Holistic Approach,Communities of Practice,College Students,Student Needs,Social Media,Exercise,Metacognition,Interpersonal Communication

This manuscript discusses the creation of online strategies to support belonging while de-stressing for learning community student participants during the compounded stress of the world epidemic of COVID-19 and final exams. De-stress techniques were implemented via Instagram Live and were presented and facilitated as an easily accessible activity to enhance the importance of well-being for students and provide a sense of community during quarantine social distancing/restrictions. These strategies were intended to incorporate a holistic approach to working with students to help build a supportive learning community and overall well-being (SAMHSA, 2014). Discussion includes implications for a holistic/inclusive approach to establishing a online learning community event including an interdisciplinary collaborative approach. The authors examined strategies, which engaged students in effective holistic de-stress life skills.
Investigating and Reflecting on the Experiences of STEM Students in a Residential Learning Community
Author: Wagnon, Amber E.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Residential Programs,Communities of Practice,Program Effectiveness,Student Recruitment,Academic Persistence,School Holding Power,College Freshmen,Interpersonal Relationship,College Faculty,Outcomes of Education,Interaction

The National Science Foundation projects that the United States could see over 2 million unfilled STEM jobs in 2025 (National Science Foundation, 2018). At Redacted University for Review faculty from the STEM fields have undertaken the Science and Mathematics Attraction, Retention, and Training for Texas (SMART Texas) project, a National Science Foundation initiative funded under the Scholarship in STEM program to increase recruiting and retention. Scholars enrolled in SMART Texas were provided scholarship support, a STEM first-year success course, a STEM residential learning community (RLC), and opportunities to engage in STEM conferences and undergraduate research. These scholars and this program demonstrated great levels of success, given six years to graduate, 70% of SMART Texas scholars graduated with a STEM degree. Programs like SMART Texas can assist in the national efforts to both recruit and retain STEM majors to meet the growing and continual demand.
Multimedia Open Educational Resource Materials for Teaching-Online Diversity and Leadership: Aligning Bloom&apos;s Taxonomy and Studio Habits of Mind
Author: Johnston, Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Multimedia Instruction,Open Educational Resources,Electronic Learning,Online Courses,Higher Education,Taxonomy,Curriculum Development,Scaffolding (Teaching Technique),Technology Integration,Learning Strategies,Distance Education,Leadership Styles,Visual Arts,Art Activities,Web Based Instruction

Objective: The purpose of this study was to explore, develop, test, and refine processes to incorporate meaningful and equitable use of open educational resources (OER) in online classrooms. Method: The intent of this qualitative study was to use an action research process of interactive discussions between higher education practitioners to shape collective understanding of how to teach in an online learning environment using OER. Results: The study resulted in the identification six exemplar learning opportunities which could be incorporated into the blended pedagogical model. Each exemplar OER included all four types of knowledge as defined by Bloom's taxonomy and required skills of observe and envision as defined in the Studio Habits of Mind (SHoM). A second criteria for our purposive selection was that each exemplar could be used to teach in multiple contexts for multiple purposes across a spectrum of higher education online courses. Conclusion: This study reminds us that educators need a new mindset to work with multimedia and visual resources. The blended pedagogical model provides scaffold teaching and learning opportunities that were not visible in either Bloom's taxonomy or SHoM alone. This blended pedagogical model scaffolds the &quot;how&quot; when using a visual approach to curriculum development that may enrich the learning experiences of students when presented in online higher education classrooms. Implication for Practice: Educators might replicate this study or transfer findings for purposes of comparing and testing further the use of OER in their online higher education classes to further engage student learning. Applying new understanding in a project that is shared with the larger learning group is essential as students understand and begin to own new skills and insights. The blended pedagogical model presented in this paper could be helpful to educators to maximize the benefits from the integration of technology and OERs to support online higher education.
Community of Inquiry for Students&apos; Autonomy in English Language Learning: A Case of Philippines High School
Author: Rachman, Alqy Novia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Inquiry,Second Language Instruction,English (Second Language),Cooperative Learning,Independent Study,Learning Processes,Program Implementation,Instructional Effectiveness,Secondary School Students

There were many researchers bringing out the topic of the community of inquiry (CoI) in education but there were still few teachers who were aware of the importance of CoI and how to implement CoI into learning. This study was, then, aimed at finding out: (1) how the community of inquiry was explicitly applied to English language learning; as well as (2) the impact of the community of inquiry to promote students' autonomous learning. This research was a case study. The researcher used observation and interview as the research instrument. The subjects were the seventh and eighth-grade students of Pangasinan State University (PSU) Integrated High School, Philippines. The sample has consisted of 101 participants from three classes: 7th-grade Malakas and Maganda, and 8th-grade Matapat. The finding showed that CoI had been implemented during the English language teaching and learning process. Group activity or collaborative task was mostly used to engage students to learn and work in a community. In language acquisition, CoI was supposed to provide students with not only cognitive intelligence but also much-needed social intelligence. Therefore, the CoI approach has been considered to be effective in language teaching activities for secondary education students to enhance students' autonomous learning.
EFL Learners&apos; Preferences and Emotions about Oral Corrective Feedback at Secondary Education in Turkey: Are There Gender and Grade-Level Differences?
Author: Yakisik, Burçak Yilmaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Preferences,Oral Language,Error Correction,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Teaching Methods,Metalinguistics,Cues,Foreign Countries,Feedback (Response),Gender Differences,High School Students,Peer Evaluation,Teacher Student Relationship,Instructional Program Divisions

Oral corrective feedback has attracted the attention of EFL teachers and researchers in recent decades. The current study aims to investigate EFL learners' preferences and emotions about oral corrective feedback with a specific focus on gender and grade level at secondary education in Turkey. Quantitative research methods were used to reveal the findings. 664 EFL learners participated in the study at two different state high schools in Ankara, Turkey. Mann-Whitney U and Kruskal-Wallis tests were used to investigate the OCF preferences of EFL high school learners. It was revealed that more than half of the high school EFL learners worried about making mistakes in the classroom; however, the majority of the learners agreed on the necessity of receiving OCF and they had positive feelings for being given immediate feedback by their teachers. Regardless of gender and grade level, EFL learners had a higher preference for 'self-correction'. Females preferred 'metalinguistic clues' as the first choice and 'peer correction' as the last choice among the OCF types whereas males prefer 'peer correction' as the first, but 'metalinguistic clues' as the last choice. Among the grade levels, 10th-grade level learners have more concerns about making mistakes and these learners prefer 'clarification request' and 'repetition of error' a lot more than the 9th-grade level learners.
EFL Students in English-Medium and EAP Courses in Turkey
Author: Baturay, Meltem Huri
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Language of Instruction,Undergraduate Students,Student Attitudes,Content Analysis,Student Motivation,Positive Attitudes,Study Habits,Comparative Analysis,Test Preparation,Academic Achievement,Foreign Countries

The present study aimed to determine university students' perceptions regarding EM and EAP courses and how they studied EM and EAP courses and their exams. It was designed as a qualitative study. Eight students participated in the study. The data were collected through semi-structured interviews and analysed by content analysis method. The findings of the study indicated that the students who perform well in EM and EAP courses and who perform well in EM courses but have difficulty in EAP courses are motivated to receive EM courses and have positive attitudes toward EM courses. Yet, the students who perform well in EM and EAP courses are more motivated to receive EAP courses and have more positive attitudes toward EAP courses. The findings also indicated that the ways the students study EM and EAP courses and for their exams have both similarities and differences. The findings were discussed. The pedagogical implications and limitations of the study were explained, and suggestions for further research were made.
EFL Teachers&apos; Problems and Solutions in Teaching English to Students with Intellectual and Developmental Disability
Author: Utami, Revita Putri
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Intellectual Disability,Developmental Disabilities,Students with Disabilities,Foreign Countries,Equal Education,Special Schools,Teaching Methods,Secondary School Teachers

Sekolah Luar Biasa (SLB) is a school specialized for students with special needs, particularly students with Intellectual and Developmental Disability (IDD). In Indonesia, the government guarantees that they have the same right to study formally and informally; and to get the best teachers in the teaching and learning process. In English language teaching, however, even qualified teachers have problems while teaching English to students with IDD. Despite the urgency to solve the problems faced by teachers who teach English or a foreign language to special needs students, especially IDD, there are only a few articles covering this topic. This study, which uses a descriptive qualitative method, aims at uncovering the problems and solutions of five English teachers in teaching students with IDD in SLB Pembina Tingkat Nasional Bagian C Malang. In order to obtain the needed data, an observation checklist, a field note, and an interview guide were utilized. The findings revealed that problems faced by the teachers were related to teachers' English proficiency, methods and media used in teaching, and students' ability in learning. The teachers used different solutions to overcome the problems, but the most common solution was using repetition in teaching and practicing. This solution was used as the students had difficulties in understanding and remembering the lesson. The other solutions used during the teaching and learning process include YouTube videos, English learning application, posters, and BSE.
Students&apos; and Teachers&apos; Perceptions and Experiences of Classroom Assessment: A Case Study of a Public University in Afghanistan
Author: Mussawy, Sayed Ahmad Javid
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Student Evaluation,Formative Evaluation,Summative Evaluation,Gender Differences,Intellectual Disciplines,Student Experience,Grading,Cognitive Style,Student Participation

Objective: The primary goal of the study was to examine students' perceptions of classroom assessment at a public university in Afghanistan. Exploring current assessment practices focused on student and faculty members lived experiences was a secondary goal. The study also sought to collect evidence on whether or not the new assessment policy was effective in student achievement. Method: Authors used an explanatory sequential mixed-methods design to conduct the study. Initially, we applied the Students Perceptions of Assessment Questionnaire (SPAQ), translated into Dari/Farsi and validated, to collect data from a random sample of 400 students from three colleges: Agriculture, Education, and Humanities. Response rate was 88.25% (N = 353). Semi-structured interviews were used to collect data from a purposeful sample of 18 students and 7 faculty members. Descriptive statistics, one-way ANOVA, and &quot;t&quot;-tests were used to analyze quantitative data, and NVivo 12 was used to conduct thematic analysis on qualitative data. Results: The quantitative results suggest that students have positive perceptions of the current assessment practices. However, both students and faculty members were dissatisfied with the grading policy, reinforcing summative over formative assessment. Results support that the policy change regarding assessment has resulted in more students passing the courses compared to in the past. The findings also suggest improvements in faculty professional skills such as assessment and teaching and ways that they engage students in assessment processes. Implication for Policy and Practice: Recommendations include revisiting the grading policy at the national level to allow faculty members to balance the formative and summative assessment and utilizing assessment benchmarks and rubrics to guide formative and summative assessment implementation in practice.
Bridging the Informatics Gap between School and University with the InfoSukces Contest
Author: Panskyi, Taras
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competition,Information Science Education,Talent Development,College School Cooperation,Elementary School Students,Secondary School Students,Outcomes of Education,Gender Differences,Holistic Approach,Evaluation Methods

In Poland, talent development is organized mainly outside or alongside the educational system. A large number of privately funded informatics contests and extra-curricular talent development programs for highly motivated students are available. However, traditional competitions also exist including national informatics Olympiads and competitions mainly supported by the Ministry of Education. In particular, we stimulate interest in informatics by organizing the annual nationwide InfoSukces contest. This contest was organized for the first time in 2015 when informatics education in Poland was experiencing difficulties recruiting new students, who were in growing demand on the labor market. The aim of the contest is now to make students aware that the jobs of the future require problem-solving, digital skills, and creative thinking, all of which can be taught through informatics. The contest also provides a platform for a unique series of activities, the goal of which is to support partnerships and knowledge flow between schools and universities. This article provides a case study of the final stage of the InfoSukces contest, which involves the participants developing a &quot;work of art&quot; in the Scratch programming environment. It also presents the holistic method for quantitative evaluation of the students' creative visual-based programming projects.
Centralised Mathematics Assessments of Lithuanian Secondary School Students: Population Analysis
Author: Jakaitiene, Audrone
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Mathematics Tests,National Competency Tests,Grade 10,Exit Examinations,School Location,Gender Differences,Public Schools,Private Schools,Rural Urban Differences,Mathematics Achievement

We focus on two types of centralised national examinations (the 10th grade tests and Matura examination) that are being carried out in Lithuania for two decades. The aim of the paper is to analyse assessments of mathematics for the entire Lithuanian secondary school population that have no sampling errors while considering the factors of location, school ownership and gender as important indicators when judging about educational effectiveness in terms of quality and equity. We analyse the results of the 10th grade tests for the 2011-2015 period and the results of the same cohorts participating in the Matura examination. We observe that the distribution of the assessments of both exams is asymmetric with a positive skew. The median often is below the middle of the grade scale indicating poor performance or mismatch between knowledge and examination tasks. There are limited differences in assessments with respect to gender and school location, although we detect a tendency to have better mathematics achievement in private schools. The conclusions drawn from national assessment data is somewhat different from international data thus one cannot neglect national information for the development of educational policy. The variables analysed in the analysis has limited predictive power for achievements in mathematics and further analysis is called-for.
Computational Thinking: A Disciplinary Perspective
Author: Denning, Peter J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Computation,Computer Science,Mathematics,Automation,Problem Solving,Systems Approach,Programming,Elementary Secondary Education

Over its short disciplinary history, computing has seen a stunning number of descriptions of the field's characteristic ways of thinking and practicing, under a large number of different labels. One of the more recent variants, notably in the context of K-12 education, is &quot;computational thinking&quot;, which became popular in the early 2000s, and which has given rise to many competing views of the essential character of CT. This article analyzes CT from the perspective of computing's disciplinary ways of thinking and practicing, as expressed in writings of computing's pioneers. The article describes six windows into CT from a computing perspective: its intellectual origins and justification, its aims, and the central concepts, techniques, and ways of thinking in CT that arise from those different origins. The article also presents a way of analyzing CT over different dimensions, such as in terms of breadth vs. depth, specialization vs. generalization, and in terms of skill progression from beginner to expert. Those different views have different aims, theoretical references, conceptual frameworks, and origin stories, and they justify their intellectual essence in different ways. [Note: The issue number (1) shown on the PDF is incorrect. The correct citation for this article is v20 n3.]