ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Motivation When Virtually Mentoring Online Doctoral Students
Author: Jameson, Crissie M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Student Motivation,Electronic Learning,Mentors,Doctoral Programs,Personal Autonomy,Competence,Doctoral Dissertations,Self Determination,Locus of Control,Academic Persistence

Online learning in higher education has become commonplace as more working adults and nontraditional aged students return to pursue advanced degrees. Graduate education, specifically, has grown in recent years (Allen &amp; Seaman, 2014), including doctoral degrees. Pursuing a doctoral degree requires writing a culminating paper (e.g., dissertation, doctoral study, capstone study). Writing and conducting such a study requires support and mentorship from faculty of the program. Establishing a positive relationship in which the student feels supported by the mentor is crucial to encourage dialogue and motivation throughout the process. In this case study, online doctoral students' perceptions of autonomy, competence, and relatedness were investigated, along with how these connections with their dissertation chair influenced students' motivation to make progress. Results show that feelings of relatedness were crucial to the students' motivation to continue in the doctoral study and dissertation process. Also, internal locus of control motivated students to complete their doctoral study and dissertation.
Effect of Student Teams-Achievement Divisions and Think-Pair-Share on Students&apos; Interest in Reading Comprehension
Author: Ugwu, Eucharia Okwudilichukwu
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Teaching Methods,Cooperative Learning,Reading Comprehension,Secondary School Students,Foreign Countries,Instructional Effectiveness,English (Second Language),Second Language Learning,Reading Interests,Pretests Posttests

The study investigated the effect of two cooperative learning strategies (the student teams-achievement divisions and think-pair-share methods) on students' interest in reading comprehension. Seventy-eight senior secondary II students were randomly selected from three schools in Vandeikya Local Government Area, Benue State, Nigeria. A pretest-posttest quasi-experimental design was adopted. The Interest in Reading Inventory (R = 0.09) was the instrument used. Two hypotheses were tested at 0.05 levels of significance. Three intact classes were randomly assigned as Experimental Group 1, Experimental Group 2, and the control group. The data collected were analyzed using mean and standard deviation, and analysis of covariance was used to test the hypothesis. The results showed significant main effect of treatment on students' interest in reading comprehension, F(1,51) = 3.743, p &lt; 0.05. Students exposed to Student Teams-Achievement Divisions program performed better than those in the control group. Furthermore, Think-Pair-Share has significant effect on students' interest in reading comprehension, F(1,51) = 18.018, p &lt; 0.05). Thus, cooperative learning has shown to be effective in improving students' interest in reading comprehension.
Exploring the Relationships between High School Course Enrollment, Achievement, and First-Semester College GPA
Author: Warren, Jeffrey M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Course Selection (Students),Academic Achievement,College Freshmen,Public Schools,Public Colleges,Grade Point Average,Advanced Placement Programs,Honors Curriculum,Predictor Variables,Family Structure,First Generation College Students,Parent Background,Educational Attainment,High School Graduates

This study explored the impact of Advanced Placement and honors course enrollment and high school grade point average (GPA) on first-semester college GPA. Data were collected from 131 college freshmen enrolled at a minority-serving institution who graduated from a public school during the previous academic year. A four-step hierarchical multiple regression analysis indicated that family structure, college status, enrollment in one or more Advanced Placement courses, and enrollment in five or more honors courses accounted for a significant amount of variance explained in first-semester college GPA, both individually and in combination. High school GPA intervened in these variables relationships with first-semester college GPA accounting for a significant amount of variance. Based on these findings, opportunities for future research and implications for K-12 schools and colleges are provided.
Postgraduate Instructors&apos; Formative Feedback on EFL Students&apos; Assignments in Email Communication: A Gender-Based Study
Author: Rabab'ah, Ghaleb
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Formative Evaluation,Feedback (Response),English (Second Language),Second Language Learning,Graduate Students,Assignments,Electronic Mail,Gender Differences,Foreign Countries,Student Evaluation

The present study seeks to delve into the intricacies of feedback strategies adopted by male and female Jordanian EFL postgraduate university instructors when responding to their students' assignment submissions and inquiries via asynchronous communication mode, namely email communication, to see if there are any significant differences in their use of these strategies due to the gender of the instructors (male vs. female). A corpus of 180 emails was put under investigation (90 sent by male teachers and 90 sent by female instructors). These were analyzed quantitatively using a t-test to capture if there are significant differences in the use of formative feedback strategies between male and female Jordanian EFL instructors. The analysis was couched within a set of frameworks which all provided different types of corrective feedback, namely, Schute, (2008) and Narciss and Huth, (2004). Subsequently, a qualitative analysis followed in order to show how and why teachers implement a given formative feedback strategy. The findings indicate that female instructors employed more formative feedback strategies in comparison with their male counterparts. The most frequently used strategy among female teachers was direct feedback, the provision of cues and information tutoring, while male teachers made more use of questioning and in a number of emails, they provided no feedback. In light of the findings of the present study, some pedagogical implications might come to the fore.
Syllabus Language, Teaching Style, and Instructor Self-Perception: Toward Congruence
Author: Richmann, Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: Course Descriptions,Language Usage,Teaching Styles,Self Concept,Emotional Response,Correlation,College Faculty,Congruence (Psychology),Foreign Countries

As with all language, the words of a syllabus carry emotional associations. Previous literature has not objectively measured the emotional associations of syllabus language or explored the relationship between instructors' teaching style and the emotional associations of syllabus language. Using the Pleasure-Arousal-Dominance (PAD) framework, this article reports baseline measurements for syllabus language, investigates the relationship between Grasha's teaching styles and instructors' self-perceived emotional associations with teaching, and compares instructors' self-perceptions with the emotional associations of their syllabus language. Moderate correlations between teaching PAD scores and Grasha's teaching style inventory suggest the emotion that may connect with concrete teaching attitudes and behaviors. Crucially, we find that most instructors' syllabi are incongruent with their teaching self-perceptions on key emotional dimensions. In other words, instructors' syllabi are not communicating the central emotional associations of their instructor self-perception. Syllabus language can be altered, however, to align more closely with instructor self-perception.
Intelligent Personal Assistants for Autonomous Second Language Learning: An Investigation of Alexa
Author: Dizon, Gilbert
Date: 2020-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Computer Uses in Education,Electronic Equipment,Second Language Learning,English (Second Language),Foreign Countries,Student Attitudes,College Students,Personal Autonomy,Communication Problems,Communication Strategies

The ubiquity of smartphones and the growing popularity of smart speakers have given rise to cloud-based, intelligent personal assistants (IPAs), such as Siri and Google Assistant. However, little is known about the use of IPAs for Autonomous Second Language Learning (ASLL). Thus, the aims of this study were twofold: to assess Japanese English as a Foreign Language (EFL) students' perceptions towards IPAs, also known as virtual assistants, for ASLL, and to better understand learner behavior of these technologies. A total of 14 Japanese university students were given smart speakers and interacted with a companion IPA, Amazon Alexa, over a two-month period in their homes. Moreover, the participants completed a survey consisting of Likert-scale items and open-ended questions to obtain their views of the IPA for ASLL. While the results indicated that the students had mostly favorable views of Alexa for L2 learning, many of them did not actively engage with the virtual assistant during the data collection period. Furthermore, students tended to give up when faced with communication difficulties with the IPA. These findings highlight the potential of IPAs for ASLL and underscore the gap between what students say, and what they actually do, with language learning technology.
Instructional Design and Strategies for Multicultural Education: A Qualitative Case Study
Author: Janakiraman, Shamila
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Multicultural Education,Teaching Methods,Equal Education,College Faculty,Social Class,Student Attitudes,Minority Groups,Cultural Awareness,Cultural Pluralism,Social Discrimination,College Students,Course Content

With more people moving abroad for education and work, many countries are becoming multicultural in population. Hence, developing multicultural attitudes is becoming imperative to prevent negative thoughts and feelings toward minorities that may translate into discriminatory behaviors toward them. One way to ensure this is through multicultural education. The aim of multicultural education is to ensure that students from diverse racial, ethnic, and social-class groups will experience educational equality. This qualitative case study analyzes the course design and instructional strategies implemented by a professor in a multicultural education course offered in a U.S. university. We have examined how the professor taught about multicultural education, ensured educational equality in her class, and also successfully produced multicultural attitudes among her students.
Machine versus Human Translation Outputs: Which One Results in Better Reading Comprehension among EFL Learners?
Author: Maghsoudi, Mojtaba
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Computational Linguistics,Language Processing,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Freshmen,English,Native Language,Computer Software,Language Tests,Language Proficiency,Teaching Methods

EFL university students in general and Iranian EFL university learners in particular, specifically in the commencement of their study at bachelor degree prefer to have their assigned English texts translated into mother tongue since they do not have a good command of the language. Machine translation (MT) has recently turned into a favorite tool for all students including EFL ones since it is free and readily available. The aim of this study, therefore, was to evaluate the effect of MT output on such students. To achieve this goal, two sample texts in students' mother tongue were selected and translated into English by a proficient human translator whose native language was English and by an MT system (Google Translate). Next, 167 homogenous EFL freshman students were given a proficiency test and 152 homogenous ones randomly assigned to two groups, namely, control and experimental groups. The control group was given the human translation (HT) and the experimental group was exposed to machine translation. Using an independent t-test, indicated that there was a negligible difference between mentioned groups. That is, MT has improved to such an extent that it can compete with the HT. It can be concluded that due to its great improvements in the last few years and its widespread use among university students, EFL educators should accept the presence of this tool and try to implement it effectively in their teaching instead of banning students from using it.
How Generation Z College Students Prefer to Learn: A Comparison of U.S. and Brazil Students
Author: Seemiller, Corey
Date: 2019-00-00
Type: Journal Articles
Subjects: Generational Differences,College Students,Young Adults,Preferences,Cognitive Style,Student Motivation,Achievement Need,Personality Traits,Creativity,Logical Thinking,Interpersonal Communication,Experiential Learning,Recognition (Achievement),Multiple Intelligences,Self Concept,Cultural Context,Foreign Countries

The purpose of this study was to engage in a comparative analysis of Generation Z college students in the United States and Brazil regarding characteristics, motivations, interpersonal styles, learning styles, and learning methods. Quantitative data in both countries were collected and analyzed to formulate comparative findings. Themes that emerged include learning that makes a difference, achievement orientation, logic-based learning, intrapersonal and interpersonal learning, applied and hands-on experiences, learning through words, recognition, and lacking vision, inspiration, and creativity. More similarities than differences were found across themes in both populations.
Comparing Mastery-Based Testing with Traditional Testing in Calculus II
Author: Harsy, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,Mastery Tests,Mastery Learning,Mathematics Tests,Calculus,Testing,Grades (Scholastic),Study Habits,Mathematics Achievement,Student Educational Objectives,Undergraduate Students,Student Attitudes,Metacognition

The authors present the results of quantitative data and student feedback from a two-year study of the effects of a new assessment model called &quot;mastery-based testing.&quot; In mastery-based testing, students are given problems in which they can only receive full credit for the problem after they demonstrate mastery of the objective being assessed. This method strives to increase complete understanding of concepts through a growth-mindset approach to learning in addition to helping alleviate math anxiety. In this study, we compare the impact of mastery-based testing with traditional testing in six Calculus II classes. The data sources for the project included end-of-semester surveys, a final mastery assessment, and end-of-semester course grades. We found that mastery-based testing led to students feeling the assessments better reflected their content knowledge as well as higher end-of-semester course grades with fewer hours spent studying outside of class.
Perceptions of College Students towards Climate Change, Environmental, and Tourism Issues: A Comparative Study in Botswana and the US
Author: Moswete, Naomi N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Climate,World Problems,Conservation (Environment),Environmental Education,Business Administration Education,Tourism,Public Colleges,Developed Nations,Developing Nations,Foreign Countries,Differences

This exploratory study used a comparative cross-sectional research design and survey data to describe and compare attitudes of undergraduate students about climate change and environmental issues at the University of Botswana in Gaborone and the U.S. Naval Academy (USNA) located in Annapolis, Maryland during the spring of 2011. Two important patterns emerged in the survey responses. The first was a consistently large percent difference between students in the US and Botswana on issues related to climate change, tourism, and other environmental issues. Batswana students overwhelmingly shared similar perceptions on most issues regardless of their discipline. The only difference between perceptions of Botswana students majoring in Environmental Science and those majoring in Business was with regards to the impact of climate change on future attractiveness of their area. We conclude that climate change issues should be integrated into courses, subjects or programmes in Universities or colleges of education across African institutions and the developed world. Also, college students who live in urban centres should be exposed to rural environs through field-based courses or subjects regardless of their majors and geographic areas of abode. Both governments could use these results to formulate climate change policy with an inclination to nature-based tourism industry.
Testing the Psychometric Properties of the Modeling Self-Efficacy Scale
Author: Sharma, Anu
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychometrics,Modeling (Psychology),Self Efficacy,Junior High School Students,Grade 8,Grade 9,Problem Solving,Factor Analysis,Test Reliability,Test Validity,Self Concept Measures

The Modeling Self-Efficacy Scale was developed to measure students' confidence in understanding and solving modeling tasks. The scale was administered to 225 eighth- and ninth-grade students. Participants read modeling tasks adapted from Programme for International Student Assessment's 2003 problem-solving assessment and rated their confidence on a 100-point self-efficacy scale. Confirmatory factor analysis indicated that modeling self-efficacy is a unidimensional construct, best elicited by a repeated-measures-style survey design in which participants responded to the same self-efficacy items across multiple modeling problems. The omega reliability coefficient for the scale was 0.88. The findings suggest that the Modeling Self-Efficacy Scale is a reliable and valid instrument for middle and high school mathematics students.
Examining the Relationship between College Advising and Student Outputs: A Content Analysis of the &quot;NACADA Journal&quot;
Author: Alvarado, Adriana Ruiz
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Academic Advising,Periodicals,Content Analysis,Trend Analysis,Journal Articles,Educational Trends,Disproportionate Representation,Research Reports,College Students

In an effort to promote the advancement of the advising profession, this study examines trends related to current knowledge of academic advising and the relationships between various forms of postsecondary advising practices and student outputs. Using content analysis techniques, we analyzed research articles published in &quot;NACADA Journal&quot; between 2004 and 2018 to identify trends in the ways academic advising has been studied. Major findings include the small number of studies (n=18) over a 15-year period that relate advising to outputs and the lack of research focusing on underrepresented student populations despite the continued significant growth of these diverse groups. Recommendations highlight characteristics of academic advising that may benefit from further scholarly inquiry.
Self-Efficacy as It Relates to Attributions and Attitudes towards Poverty among School Counselors-in-Training
Author: Kitchens, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Counselor Training,School Counselors,Counselor Attitudes,Poverty,Low Income Students,Graduate Students,Correlation,Socioeconomic Status,Social Structure,Individual Characteristics,Attribution Theory

This study was conducted in order to examine the self-efficacy of school counselors-in-training and their attributions and attitudes towards poverty. The population for this study consisted of master's level school counseling students from two southeastern schools. All data were obtained via self-report measures and were collected using an internet survey and paper surveys. The study utilized a multiple regression analysis in an attempt to explore the relationships between attitudes and self-efficacy and attributions and self-efficacy. Although no significant relationship was found between self-efficacy and attitudes or attributions, the results of the study showed that school counselors-in-training held similar attitudes and attributions as the general American population which are primarily negative. Implications for training are discussed.
Emotion Dysregulation and Anxiety in Students: Mindfulness Strategies for School Counselors
Author: Adams, Katharine S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Response,Anxiety,Metacognition,School Counselors,Elementary School Students,Secondary School Students,Anxiety Disorders,Counseling Techniques,Intervention

Anxiety is common among students in K-12 schools. Anxious students experience emotion dysregulation as well as cognitive and physical symptoms of anxiety. Such emotional reactivity may cause students to feel overwhelmed and unable to participate effectively in the classroom. Researchers have found positive psychological and physical outcomes linked to the practice of mindfulness in the school setting. We discuss example strategies and exercises that school counselors may use to introduce students to mindfulness practices.
Promises and Realities: Academic Advisors&apos; Perspectives of Dual Enrollment Credit
Author: Witkowsky, Patricia
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,Dual Enrollment,College Preparation,College Credits,Public Colleges,Undergraduate Students,Full Time Students,Student Development,Maturity (Individuals),Time to Degree,Cost Effectiveness,Value Judgment,Career Readiness,Expectation,High School Students

Dual enrollment (DE) is a common method for high schools to offer postsecondary preparation, exposure to college-level expectations, and, potentially, college credit. Some dual-enrollment students enter college with 24 semester hours. Upon matriculation, these high-credit DE (HCDE) students present unique challenges to college academic advisors. This study examined the experiences of these advisors by utilizing semi-structured interviews with academic advisors from Colorado who work with HCDE students. Advisors frequently had to address implications of DE credits on time to graduation, degree planning, potential costs savings, and tradeoffs with on-campus experiences. Implications include the need for four-year institutions to better communicate with high school students and counselors and to improve planning for the complexities of HCDE students.
Administrator Perceptions of Academic Advisor Tasks
Author: Menke, Donna J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Academic Advising,Institutional Characteristics,Public Colleges,Private Colleges,Standards,Minimum Competencies,Role Perception,Professional Identity,Knowledge Level,Institutional Mission

As higher education leaders, chief academic officers are capable of affecting the ways advising is structured and performed on college campuses, but little is known about how they regard advising. This study investigated the perceptions of 181 chief academic officers at two- and four-year public and private institutions in the U.S. regarding advising tasks. Using a Likert-scale instrument built using the NACADA core competencies, we explored how chief academic officers' perceptions of advisor tasks represent the informational, relational, and conceptual areas of the core competencies. Results revealed small significant differences between institutional type in perceptions of advising roles and functions. This study lays the foundation for future inquiry into perceptions of chief academic officers and other key stakeholders of advising.