ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Peer Mentoring is an Effective Approach for Promoting College Student Success
Author: Collier, Peter J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Peer Teaching,College Students,Success,Program Effectiveness,Costs,Identification (Psychology),Credibility,Role Models

Both hierarchical (e.g. student-faculty member or student-adviser) and peer (e.g. student-student) mentoring are recognized as best-practice strategies for promoting college student success. Formal mentoring programs utilizing both approaches can be found on many campuses. In the current institutional context of scarce or stagnant resources, college and university presidents and administrators face the challenge of determining which mix of programs to support even though little comparative research on the effectiveness of these approaches exists. This article examines three characteristics of a peer mentoring approach that encourage its greater use. The first two characteristics, cost and the availability of a larger number of potential mentors, relate to concerns about the efficient use of resources. The third characteristic, development of a common perspective, relates to questions concerning the relative effectiveness of different mentoring approaches. Peer mentors and mentees are more likely than participants in hierarchical mentoring relationships to share a common perspective with regards to how they understand and enact the college student role. Differences in perspective impact the process of student identity acquisition, perceived mentor credibility, and the likelihood of mentees following their mentors' advice. Higher education researchers are urged to conduct studies exploring the relative effectiveness of both approaches and how to best combine approaches in complimentary ways to help administrators make informed decisions.
Supporting College Students through Peer Mentoring: Serving Immigrant Students
Author: Kring, Matthew
Date: 2017-00-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,Immigrants,Student Needs,Refugees,English Language Learners,Student Role,Academic Support Services,Social Support Groups,Undocumented Immigrants,Transitional Programs,Student Adjustment,Student Personnel Services,College Students

Metropolitan State University of Denver (MSU Denver) Immigrant Services program enlists the support of peer mentors to provide holistic support to the institution's immigrant, refugee, and English Language Learner (ELL) populations. These peer mentors are highly specialized in their student employee role and are trained to provide academic and personal support. Peer mentors support students with such issues as English writing support, scholarship applications, and connection to immigration resources. The Immigrant Services program at MSU Denver could not function without this student employment position. The Student Academic Success Center at the Metropolitan State University of Denver (MSU Denver) hosts a variety of programs that support students in persisting through college. These programs scale from supporting the student population at-large to targeting specific populations that have been identified to need specialized support. The Immigrant Services Program provides support to a specific population of students at MSU Denver that includes immigrants, refugees, undocumented and Deferred Action Childhood Arrival (DACA) students, and English Language Learners (ELL). Highly trained peer mentors work with students individually and as a group to support their transition to college and onward through graduation.
Reading and Reflecting: Elementary Preservice Teachers&apos; Conceptions about Teaching Mathematics for Equity
Author: Jackson, Christa
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Teachers,Preservice Teachers,Teaching Methods,Equal Education,Social Justice,Preservice Teacher Education,Student Attitudes,Cultural Influences,Racial Factors,Critical Thinking,Reflection,Practicums,Relevance (Education),Student Diversity

Teaching mathematics for equity is critical because it provides opportunities for all students, especially those who have been traditionally marginalised, to learn mathematics that is rigorous and relevant to their lives. This article reports on our work, as mathematics teacher educators, on exposing and engaging 60 elementary preservice teachers (PSTs) in readings and reflection on various perspectives on teaching mathematics for equity. We drew on Brookfield's (1995) four critical lenses for reflection framework to select readings and create questions that required PSTs to critically reflect upon teaching mathematics for equity. An analysis of the reflections revealed a variety of responses as the PSTs critically reflected on equity, culture, and race in the context of mathematics teaching and learning. While some PSTs expressed teachers should be cognisant of equity when teaching mathematics, others were uncomfortable discussing equity related topics in the classroom. After critically reflecting on the readings and class discussions, the PSTs wanted to learn more and research different cultures so they would have a better understanding on how to integrate equity in their mathematics lessons.
Wake Forest University: Building a Campus-Wide Mentoring Culture
Author: McWilliams, Allison E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Universities,Student Development,School Culture,Transitional Programs,Peer Relationship,Undergraduate Students

This article describes recent efforts by Wake Forest University to develop a campus-wide mentoring culture to support holistic student development, to assist with the critical transition from high school to college to life after college, and to develop skills and practices that will be valued by employers and graduate schools. The article describes how the University's Mentoring Resource Center has been developed and uses a decentralized model of mentoring to support mentor and mentee skill development with online and in-person tools and strategies. The article in particular describes several key peer mentoring programs as examples of diverse program goals and participants that are supporting student transition and development. Finally, the article looks at measures of success and lessons learned that can be applied in the future.
Tracking Change in Primary Teachers&apos; Understanding of Mathematical Reasoning through Demonstration Lessons
Author: Loong, Esther Yook-Kin
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematical Logic,Elementary School Teachers,Foreign Countries,Faculty Development,Demonstrations (Educational),Teacher Attitudes,Beliefs,Attitude Change,Semi Structured Interviews,Prior Learning,Program Effectiveness

This paper reports on the impact of a professional learning programme on participating teachers' perceptions of mathematical reasoning. A total of 26 teachers participated in this study from four schools in Victoria, Australia and one school in British Columbia, Canada. The participants observed two demonstration lessons prepared and taught by the research team, attended pre- and post-demonstration lesson group discussions and taught each lesson in their classroom. Interviews with participating teachers before beginning the program, after trialling the first demonstration lesson, and after trialling the second lesson provided data for analysis. The Primary Teachers' Perceptions of Mathematical Reasoning Framework previously established by the research team was used to track the shifts in teachers' perceptions and understanding of mathematical reasoning across the program. We theorise that intentional foci on salient aspects of reasoning demonstration lessons, highly collaborative reflections, and teacher enactment of the demonstrated lessons have the potential to develop teachers' perceptions and understanding of reasoning.
Action Research on the Application of Variation Theory in Mathematics Teacher Education
Author: Bragg, Leicha A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Action Research,Mathematics Instruction,Teacher Education,Preservice Teachers,Preservice Teacher Education,Foreign Countries

This article reports on action research that was undertaken while teaching a mathematics education subject to a series of cohorts of final-year primary pre-service teachers at a university in Australia. My aim was to increase the understanding of an assessment task, as well as its intrinsic value. Each action research cycle involved the introduction of a variation in the assessment task's instructions, a process informed by variation theory. The variations were introduced through cycles of planning, action, data collection, and reflective analysis related to clarification of the assessment task. The two theories (variation theory and action research) proved to be mutually supportive. Cycles of action research served well to identify the critical features that needed to be the focus of small variations in my presentation of the assessment task. Variation theory provided guidance as to a most effective way of highlighting these features, especially with regard to foregrounding varied requirements of the task.
How Does Lesson Structure Shape Teacher Perceptions of Teaching with Challenging Tasks?
Author: Russo, James
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Instruction,Foreign Countries,Elementary School Teachers,Elementary School Mathematics,Quasiexperimental Design,Teaching Methods

Despite reforms in mathematics education, many teachers remain reluctant to incorporate challenging (i.e., more cognitively demanding) tasks into their mathematics instruction. The current study examines how lesson structure shapes teacher perceptions of teaching with challenging tasks. Participants included three Year 1/2 classroom teachers who observed the researcher (first author) deliver two units of mathematical work. Teacher-participants were given an opportunity to observe the use of challenging tasks to both launch lessons (Task-First Approach) and extend student thinking (Teach-First Approach). It was revealed that teacher-participants perceived both the Task-First Approach and the Teach-First Approach to teaching with challenging tasks to have particular strengths. Specifically, the Task-First Approach was viewed as engaging and empowering for students, providing an opportunity to build student persistence whilst fostering student mathematical creativity. Teachers also placed value on the quality of the mathematical discussion which emerged, and the value of the Task-First Approach for supporting an authentic assessment of student mathematical knowledge. By contrast, the Teach-First Approach was viewed as highly focussed, and an efficient approach to learning. It was also perceived as providing an opportunity for lower-achieving and less confident students to be successful. Although there appear to be distinct advantages to both the Task-First and Teach-First Approaches, the study revealed that the most dramatic shift in teaching practice for some teachers may be the incorporation of more cognitively demanding tasks into their mathematics instruction in any capacity.
A Case Study on Specialised Content Knowledge Development with Dynamic Geometry Software: The Analysis of Influential Factors and Technology Beliefs of Three Pre-Service Middle Grades Mathematics Teachers
Author: Zambak, Vecihi S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Computer Software,Preservice Teachers,Mathematics Teachers,Student Attitudes,Pedagogical Content Knowledge,Middle School Teachers,Semi Structured Interviews,Geometry,Technology Uses in Education,Educational Technology,Graduate Study,Student Surveys,Observation

This study characterises the development of Specialised Content Knowledge (SCK) with dynamic geometry software (DGS) throughout a semester. The research employed a single-case study with the embedded units of three pre-service middle grades mathematics teachers. Qualitative data were collected, and factors affecting these three teachers' SCK development were compared and contrasted through their experiences during semi-structured clinical interviews. The cross-case comparison indicated aspects such as opportunity to justify ideas in geometry, the level of common content knowledge, and beliefs about technology as influential factors for these pre-service mathematics teachers' SCK development with DGS.
Implementability of Benchmarking (Comparative) Technique in Sports Enterprises (Sample Elazig)
Author: Altungul, Oguzhan
Date: 2017-09-00
Type: Journal Articles
Subjects: Benchmarking,Athletics,Competition,Foreign Countries,Business,Surveys,Questionnaires,Participation,Geographic Regions,Expectation,Satisfaction,Facilities,Administration,Individual Characteristics

Increasing competition in domestic and foreign markets in the globalizing world and increasing quality expectations of customers have led enterprises to develop and implement a range of different quality considerations in order to remain competitive or to increase competitive power. One of the most important of these approaches is called benchmarking in the international literature, which is called &quot;the best of the best&quot; in businesses. The purpose of this study was to evaluate the Benchmarking approach of management and science concepts of sports enterprises operating in Elazig. The universe of the research is the sports enterprises in Turkey and the sample is the sports enterprises in Elazig province. The research was evaluated as collecting and analyzing benchmarking information. In the qualitative survey, sports and social facilities benchmarking services, financial data collection tool and sports facility participants questionnaire were applied. The questionnaire developed by Peter Taylor was translated into Turkish and validated and credible, and Cronbach alpha value a = 0, 816. A significant difference was observed when participants' participation in sports facilities in Elazig was examined in terms of place of birth according to the AnovaTukey test. As a result; Although there was a significant difference between the expectations of the participants coming to sports facilities operating in Elazig province (p &lt;0, 05), there was no significant difference between their satisfaction (p&gt; 0,05). Compared to the sports facilities in Elazig, it can be considered that there are many deficiencies in all sports facilities and that no professional management is used.
Evaluation of Certain Biochemical Parameters of Wrestlers before and after the 20 m Shuttle Run Test
Author: Türkmen, Mehmet
Date: 2017-09-00
Type: Journal Articles
Subjects: Biochemistry,Athletes,Physiology,Metabolism,Competition,Exercise,Foreign Countries,Statistical Analysis,Fatigue (Biology)

This study was conducted to determine the acute changes after the 20 m shuttle run test in the biochemical parameters and heart rates of wrestlers competing in international competitions on a study population of 21 wrestlers. The mean age of participants was 24.14±2.01 years, mean heights 176±0.06 cm, body weight 76.48±14.76 kg, MaxVO[subscript 2] 52.78±3.20 ml/kg/min, and mean BMI 24.44±2.63 kg/m[superscript 2]. 20-meter run and sit-up test was applied to measure the MaxVO[subscript 2] scores of included subjects. Heart rates were monitored using a Polar heart rate monitor before and after the tests. The blood samples that collected at the same time intervals from the vena cephalica were stored in tubes without anticoagulants. The samples were then centrifuged for 10 minutes at 5000 rpm to obtain serum samples, and analyzed. The data obtained were treated using SPSS 15.0 software. This study showed that there was a significant increase (p&lt;0.05) in post-test glucose, HDL-cholesterol and urea concentrations compared to pre-test levels. While the post-test LDL cholesterol concentration was significantly reduced (p&lt;0.05), acute changes in other biochemical parameters were found to be statistically insignificant (p&gt;0.05). It can be concluded that mean glucose, HDL and urea were increased while LDL was reduced after the 20 m shuttle run test in wrestlers.
Evaluation of the Cultural Elements in the Textbook &quot;Genki I: an Integrated Course in Elementary Japanese&quot;
Author: Er, Onur
Date: 2017-09-00
Type: Journal Articles
Subjects: Japanese,Second Language Instruction,Cultural Awareness,Content Analysis,Qualitative Research,Coding,Textbook Content,Textbook Evaluation

This study aims to examine the textbook &quot;Genki I: An Integrated Course in Elementary Japanese&quot; in terms of cultural elements. The data of this qualitative research were collected by means of the document review method. Content analysis, one of the qualitative analysis techniques, was used in the evaluation of the research data. A second coding was carried out by a second researcher to ensure the reliability of the study. The categories in the study were formed in the line of the cultural product, thought and behavior classifications developed by Tomalin &amp; Stempleski (1993). In addition, the tools for cultural instruction, as taught by Qu (2010), Frank (2013), Peterson &amp; Coltrane (2003), have helped to create the relevant codes. In comparison of the cultural elements in the textbook &quot;Genki I: an Integrated Course in Elementary Japanese,&quot; this study found that the textbook emphasizes more on the elements related to behavioral dimension of the culture, but does not give much room for the elements related to belief dimension. Also, the textbook &quot;Genki I: an Integrated Course in Elementary Japanese&quot; was observed to use the device of &quot;describing and explaining the culture,&quot; at most.
Errors in Case Markers Made by Syrian Students Who Learn Turkish in Temporary Education Center
Author: Kan, Mustafa Onur
Date: 2017-09-00
Type: Journal Articles
Subjects: Error Analysis (Language),Second Language Learning,Second Language Instruction,Turkish,Case Studies,Refugees,Guidelines,Grammar,Morphemes,Error Patterns,Reliability,Foreign Countries

The purpose of this study is to determine the errors in case markers in the texts formed by Syrian students, who learn Turkish as a foreign language. The study group of this research, which is designed as a case study, comprises of a total of 60 Syrian students in A1 and A2 level, studying in the temporary education center of Al-Nassaj, which is affiliated with the district of Antakya, Hatay. The determination of the levels of the students was based on the description of the linguistic competences proposed by The Common European Framework of Reference for Languages (CEFR). A placement test was administered to the students in line with the description proposed by the CEFR, and a total of 30 students in A1 and 30 students in A2 were included to the study. A personal information form as well as writing forms, which had been developed by the researchers, were employed in the data collection. The analysis of the data obtained from the writing forms was performed through descriptive analysis method. An evaluation meeting was held with a faculty member specialized in the field of Turkish education in order to ensure the reliability of the data, and a consensus has been reached on the data. The study revealed that in terms of the total number of words used by the students, the students in A1 made 8 errors in case markers for each 100 words whereas those in A2 made 9.3 errors in case markers for each 100 words. It is remarkable that the students in A1 made the most errors in the genitive case markers whereas those in A2 made the most errors in locative case markers. There was no error in the ablative case markers in the texts produced by the students in A1. The study further found that the number of such errors made by the students in A2 was very low.
Affective Limitations in Second Language Acquisition by Spanish Adult Learners in Vocational Training Programs
Author: Bernal Castañeda, Sergio
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Second Language Instruction,Oral Language,Vocational Education,Adult Students,Teaching Methods,Foreign Countries,Qualitative Research,Semi Structured Interviews,Barriers,Affective Behavior,Anxiety,Age Differences,Language Skills,Case Studies

This article aims to show and explain the growing motivational, personal or affective difficulties that unemployed adult learners are currently facing in the English subject when they decide to retake their education in age-diverse Vocational Training Programs in the Spanish educational system. The results presented in this article are based on a multiple case qualitative study research directed in two different areas. The participants were vocational training teachers who participated in a semi-structured interview. They confirmed the increasing level of frustration and dropout rate that Spanish adult students are experiencing in the L2 subject of these programs, mostly due to their oral and comprehension skills. The results of this article show the numerous obstacles of adaptation to the L2 contents and methodologies that adult learners face; generally because they are surrounded by adolescent or younger classmates who have more experience in the foreign language and a wider linguistic knowledge. It is further explained how this age heterogeneity in the English classroom leads to difficulties in the linguistic acquisition, lack of adaptation to current L2 teaching methodologies and lack of inclusion in the rest of the group, due to motivational limitations derived from fear of ridicule, self-imposed affective barriers and anxiety in the English classroom.
Exploring the Suitability of an English for Health Sciences Program: Model and Report of a Self-Evaluation Process
Author: Ferrer, Erica
Date: 2017-00-00
Type: Journal Articles
Subjects: Health Sciences,English for Special Purposes,Second Language Learning,Second Language Instruction,Self Evaluation (Groups),Program Evaluation,Educational Quality,Decision Making,Curriculum,Models,Foreign Countries,Grades (Scholastic),Focus Groups,Interviews,Student Attitudes,College Students,Statistical Analysis,Student Surveys,Teacher Attitudes,Language Teachers

Program evaluation is a process of carefully collecting information in order to make informed decisions to strengthen specific components of a given program. The type of evaluation an institution decides to undertake depends on the purpose as well as on the information the institution wants to find out about its program. Self-evaluation represents a tool that institutions can rely on to follow up on the quality and pertinence of their programs. This tool can provide important information in relation to the relevance of outcomes, content, methodology, materials, and assessment along with the perceptions of the program from stakeholders such as students, teachers, and administrators. The results of a self-evaluation can guide the decision-making process in an institution to strengthen each of the components of a set curriculum. This paper presents the self-evaluation process conducted by an English for Health Sciences program to determine the suitability of the curriculum in place. It first presents models through which a program can self-evaluate. Then, it elaborates on the model chosen and the steps followed in the self-evaluation process of the English for Health Sciences Program as well as the results obtained from the experience and the subsequent adjustments made to the program. The readers may use this experience as a point of reference to implement a similar process in their own contexts.