ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I Didn&apos;t Know What to Do, Where to Go&quot;: The Voices of Students Whose Parents Were Born in Latin America on the Need for Care in Quebec Universities
Author: Soares, Roberta de Oliveira
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Background,College Students,Foreign Countries,Academic Persistence,Cultural Capital,Student Experience,School Holding Power

This qualitative study reports the university experiences of Quebec students whose parents were born in Latin America. The analysis, which looks at students who have either persisted in school or discontinued their studies, underscores the importance of cultural capital and, especially, an understanding of the student craft for school retention. The students report a low sense of affiliation with the university, and a perceived lack of support and care from the university and its social actors. Our interpretation of the data highlights self-blame for the challenges faced in university concurrently with the implementation of strategies to meet the challenges of the institution. We conclude by emphasizing how important it is for universities to support students better, adequately inform them about their options and the institution's inner workings, and form a community with students in a spirit of care.
&quot;I Was Like an Alien&quot;: Exploring How Indigenous Students Succeed in University Studies
Author: King, Alyson E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Minority Group Students,Indigenous Populations,College Students,Foreign Countries,Success,Student Attitudes,Decolonization

This article explores the strategies used by Indigenous students attending three Canadian universities (in Nova Scotia, Ontario, and Manitoba) to find success in their studies. As part of a larger study on the success strategies of students who have been traditionally underrepresented in Canadian universities, this article draws on the responses of students who self-identify as Indigenous and insights from a key informant. We argue that the voices of Indigenous students are essential in the processes of institutional decolonizing and reconciliation and of reimagining universities as inclusive, equitable spaces for Indigenous students and their academic success.
(Re)Call and Response: Organizing with Community-University Talks
Author: Hampton, Rosalind
Date: 2023-00-00
Type: Journal Articles
Subjects: School Community Relationship,Universities,College Students,African American Students,Foreign Countries,Inquiry,Memory,Archives,Activism

This article documents and analyses Black student-led organizing by Community-University Talks, a collective of academics and local community members who organized together between 2012 and 2017 in Montreal. The co-authors of this article founded Community-University Talks in December 2011, as Black women who had just begun doctoral studies in Educational Studies at McGill University. Now, a decade later, they recall and respond to this experience through narrative inquiry involving collaborative remembering, writing, and dialogue. This study is further guided by a critical engagement with the material culture of the Community-University Talks archive, which includes notes and correspondences, minutes from meetings, reports, event posters, memorabilia, photographs, and video footage.
Transition Experiences of Mature Students at Ontario Colleges
Author: Jafar, Hayfa F.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Adjustment,Adult Students,College Students,Foreign Countries,Prior Learning,Student Attitudes,Career Counseling,Career Centers,Mentors,Student Experience

Drawing on 24 semi-structured interviews, this small-scale qualitative study delves into mature students' social, academic, and career preparation experiences pursuing college education. Using Schlossberg's (1989) transition model, the findings reveal that mature students' overall experience is influenced by their mature status, as they possess greater confidence derived from their previous work and education experiences and the acquisition of new skills from their programs. However, some mature students perceive the career services offered by the college as being geared toward younger students, often disregarding their previous work experience. Consequently, they find these services less applicable to their needs. The transitioning-in stage for mature students is characterized by initial uncertainty that gradually transforms into a growing sense of confidence, fuelled by their experiences. These experiences motivate mature students to actively contribute to the college community by becoming mentors and assuming a supportive role for younger students during the transition-through stage. The transitioning-out for mature students involves evaluating career options and harbouring some skepticism. Nonetheless, the majority of participants expressed positive experiences and excitement about the new chapters in their lives. This study highlights the significance of tailored support and resources that acknowledge the specific needs and experiences of mature students throughout their college education.
The Role of Fairness and Basic Psychological Needs in Understanding Dyslexic Students&apos; Emotions in Classroom Assessment
Author: Daniels, Lia M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Dyslexia,Students with Disabilities,Emotional Response,Coping,Student Evaluation,Student Attitudes,Psychological Patterns,Student Needs,Competence,Personal Autonomy,Relevance (Education),Well Being,Summative Evaluation

Post-secondary students with learning disabilities like dyslexia experience a wide range of emotions related to classroom assessment, perhaps in part because assessment may feel unfair and undermine principles related to wellbeing. To mitigate negative emotions, researchers tend to focus on teaching students how to cope with test anxiety and exam stress or encouraging instructors to improve assessment formats. These approaches, however, do not attend to the psychological experience of assessment. The purpose of this study was to examine associations amongst perceived fairness, three basic psychological needs, and six discrete emotions in the domain of classroom assessment. Results of a parallel multiple mediator analysis showed that perceptions of fairness were positively associated with psychological need satisfaction. In turn, satisfaction of competence and autonomy were related to students' emotions; whereas, relatedness was not. We describe specific recommendations for supporting students' wellbeing in assessment with particular attention to nuances for students with dyslexia.
Doctoral Students with LD and/or ADHD: Decision to Disclose and/or Request Accommodations
Author: Darby, Alexa
Date: 2023-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Doctoral Students,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Self Disclosure (Individuals),Student Experience,Academic Accommodations (Disabilities),Student Needs

More students with disabilities are entering doctoral programs now than ever before (Welding, 2023). The processes these students must undertake to disclose their disability and request accommodations are complex. The purpose of this study was to examine the factors associated with doctoral students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) disclosing to the university disability resources office, their instructors, and their faculty advisors. Twenty-one doctoral students with LD and/or ADHD participated in one-hour semi-structured Zoom interviews. The students were asked to describe their experiences in their doctoral program and their rationale for disclosure or nondisclosure and requesting or not requesting accommodations. Findings showed that doctoral students with LD and/or ADHD decide on disclosing their disability and requesting an accommodation when the need outweighs the risk. Doctoral students with LD and/or ADHD disclosed when they needed accommodations in their courses, on comprehensive exams, or for writing research papers and/or their dissertation. Seven students disclosed to their disability resources office to request accommodations in their coursework. The areas in which participants needed the most support were writing research papers and their dissertation. Eighteen of the 21 participants went to their advisor for this support. Those who did not disclose made this choice due to not needing support or fear of how they would be perceived. This research supports Boggs' (2021), Devol's (2022), and Tamjeed et al.'s (2021) findings that doctoral students with disabilities have unique needs that need to be further examined.
Word Problem Solving Interventions for English Learners at Elementary Grade Levels: A Review of the Literature
Author: Wang, Jing
Date: 2023-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Mathematics Instruction,Problem Solving,Intervention,English Language Learners,Elementary School Students,At Risk Students,Learning Problems,Students with Disabilities,Learning Disabilities,Grade 2,Grade 3,Grade 4

Mathematical word problems present various challenges for students, including English learners. Research on word problem-solving interventions for elementary English learners with or at risk for mathematics disabilities/difficulties was reviewed. A systematic search of studies conducted between 2012 and 2022 yielded a total of 14 research studies that met all of the preestablished criteria. Results of this review indicate that more than half of the studies implemented interventions with a focus on text comprehension. Implications and directions for future research and practice are presented.
Comparing the Effectiveness of Newer Linework on the Mental Cutting Test (MCT) to Investigate Its Delivery in Online Educational Settings
Author: Green, Theresa
Date: 2023-00-00
Type: Journal Articles
Subjects: Spatial Ability,Measures (Individuals),Computer Assisted Testing,Test Format,Performance,Scores,Engineering Education,College Students

The purpose of this study was to examine any differences in test scores between three different online versions of the Mental Cutting Test (MCT). The MCT was developed to quantify a rotational and proportion construct of spatial ability and has been used extensively to assess spatial ability. This test was developed in 1938 as a paper-and-pencil test, where examinees are presented with a two-dimensional drawing of a 3D object containing a cutting plane passing through the object. The examinee must then determine the cross-sectional shape that would result from cutting along the imaginary cutting plane. This work explored three versions of this test (the original and two adapted versions), administered online, to see if there were any differences on the versions regarding student performance. Versions differed in the linework quality displayed as well as shading shown on the surfaces. This study analyzed statics students' scores on the three online versions of the MCT and on the original paper version of the MCT to identify which version of the test may be most optimal for administering to engineering students. Results showed that there was a statistically significant difference in students' scores between multiple versions. Understanding which representations of the MCT items are most clear to students will provide insights for educators looking to improve and understand the spatial ability of their students.
Program Development of English Teacher&apos;s Competency Enhancement for Learning in 21st-Century of Secondary Schools in the Northeastern Region
Author: Dolprasit, Wongduan
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Development,Specialists,Teaching Conditions,Pedagogical Content Knowledge,Faculty Development,Teaching Skills,Language Teachers,Secondary School Teachers,English (Second Language),Language Proficiency,Foreign Countries,Second Language Learning,Second Language Instruction

The English language is a global language and crucial for all people, and English teachers' competency development affects high-quality students, the objectives of the research were 1) to study the elements and indicators of English teachers' competency 2) to study the current conditions, desirable conditions, and needs to enhance English teachers' competency 3) to create and develop the English teachers' competency enhancement program, and 4) to study the results of implementing the English teachers' competency enhancement program. Research Methodology was Research and Development which were conducted in 4 phases according to research objectives. The findings of the study showed that: I. The elements and indicators of English teachers' competency consisted of 3 aspects, 14 elements, and 67 indicators including 1) knowledge, 2) skills, and 3) characteristics insisted on by the 9 experts. In all aspects, 14 elements were appropriate at the highest level. II. In current conditions competency of English teachers in all aspects were at a high level. Overall desirable conditions were at the highest level, and their competencies needed were knowledge, skills, and characteristics, respectively. III. The English teachers' competency enhancement program consisted of 1) rationale 2) objectives 3) contents: Module 1 (18 hours), Module 2 (12 hours), Module 3 (6 hours) 4) procedure and sub-activities 5) test and measurement. The 9 experts' evaluation of the program is at the most appropriate, feasibility, and utility level. IV. The result of implementing the English teachers' competency enhancement program showed that 1) Knowledge: the post-development average was higher than the pre-development average. 2) Skills: assessed by the school supervising teacher, the first time their overall performances were at the average level, the second time and third times were at a high level, and the highest respectively. 3) Characteristics: evaluated by the director and the head of the Foreign Languages Department, the first time supervision was at the average level, the second time and third times were at a high level, and the highest, respectively. 4) the overall satisfaction of English teachers who joined the program was at the highest level.
How Argumentation Relates to Formal Proof Process in Geometry
Author: Demiray, Esra
Date: 2023-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Validity,Mathematical Logic,Geometry,Mathematics Instruction,Preservice Teachers,Mathematics Teachers,Foreign Countries

This study aims to examine how being involved in an argumentation process relates to the formal proof process in geometry. Prospective mathematics teachers were involved in an argumentation process while producing conjectures before engaging in formal proof of the recently produced conjectures. To collect data, four geometry-proof tasks that involve two sections were employed. The first section of the tasks demands the production of conjectures, which stands for the term argumentation. The second section asks for the formal proof of one of the recently produced conjectures. Based on the data analysis, the affordances of being involved in argumentation before engaging in the formal proof process were listed as positive affective occasions, arrangement of knowledge related to the content of the task, visual aspect, and the veracity of the statement. Negative affective occasions and confusion related to the difference between conjecturing and proving were coded as constraints of being involved in argumentation before formal proof.
Mental Abacus Training Affects High-Level Executive Functions: Comparison of Activation of the Frontal Pole
Author: Watanabe, Nobuki
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Alphabets,Numbers,Brain Hemisphere Functions,Musical Instruments,Task Analysis,Executive Function,Learning Activities,Tests,Computation,Problem Solving,Elementary School Students,Instructional Effectiveness

The role of executive function training in supporting child development has been increasingly studied. Executive function is largely related to the prefrontal cortex. The anterior portion of the prefrontal cortex, which is area 10 on the Brodmann map, is essential for the emergence of higher-order executive functions. Accumulating evidence indicates that mental abacus training, which is closely related to mathematics education, activates the prefrontal cortex. Based on these findings, it can be hypothesized that the mental abacus is valuable for training more advanced functions. Therefore, this study analyzed the activation of children's brains with a focus on the frontal pole (Brodmann area 10). The results illustrated that mental abacus task more strongly activated the brain than piano task, the marshmallow test, or letter-number sequencing tasks. Thus, it was suggested that the mental abacus is valuable for training higher-level executive functions (i.e., frontal pole).
Pre-Service Mathematics Teachers&apos; Learning to Notice Student Statistical Thinking in the Context of Lesson Study
Author: Yilmaz, Nadide
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Statistics,Thinking Skills,Instruction,Teacher Behavior,Observation,Teacher Education,Elementary School Teachers,Foreign Countries

It is important to note that the development of pre-service teachers' noticing abilities does not happen spontaneously; hence, assistance programs are crucial. This qualitative study aimed to examine pre-service teachers' noticing of student thinking within the context of lesson study. Three pre-service teachers conducted three lesson study cycles. Lesson plans, voice and video recordings of lesson study meetings and implementations, observations, field notes, and reflective writings are used as data collection techniques. The findings indicated that the pre-service teachers' early levels of noticing were constrained. Their noticing levels increased as the lesson study progressed. Hence, the improvement of pre-service teachers' noticing abilities can be assisted by lesson study. Activities such as planning, reflection and implementation helped pre-service teachers develop their noticing levels. To enhance the development of noticing skills, it can be proposed that lesson study should be integrated into teacher training programs.
Development of Scientific Problem-Solving Skills in Grade 9 Students by Applying Problem-Based Learning
Author: Treepob, Hongnapa
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Solving,Problem Based Learning,Grade 9,Student Satisfaction,Science Instruction,Secondary School Students,Learning Activities,Critical Thinking,Thinking Skills

Making predictions and observations, interpreting data, and drawing conclusions are all examples of scientific problem-solving procedures. The purpose of this research was 1) to develop scientific problem-solving skills by applying problem-based learning as a basis for students in grade 9 to pass the 70 percent requirement and 2) to study the satisfaction of grade 9 students with respect to problem-based learning management. With these aims in mind, the author developed science learning activities in everyday life by applying problem-based learning management in four plans and developing students' scientific problem-solving skills. Data were collected with a 20-item, multiple-choice scientific problem-solving skill assessment. A total of 32 students in grade 9 in a public secondary school were chosen as study participants. The data were examined with respect to the mean, standard deviation, and percentage. The results revealed that the grade 9 students had an average scientific problem-solving skill score of 15.28 points, representing 76.40%. From this, it can be seen that students had problem-solving skill scores higher than the base requirement. Regarding grade 9 students' satisfaction with PBL management, the mean value was 4.62, representing the most satisfied level.
The State of Geriatric and Gerontology Education in Ghana: A Literature Review
Author: Asante, Samuel
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Aging (Individuals),Older Adults,Geriatrics,Gerontology,Professional Personnel,Higher Education,Public Policy,Professional Education,Allied Health Occupations Education,Allied Health Occupations

The rise in older population in Ghana is accompanied by challenges that may require trained professionals with specialized knowledge in geriatrics and gerontology to help address. Research, however, points to an existing shortage of geriatric-trained professionals in Ghana; a problem that can be addressed with the education and training of students with interest in aging. This paper offers a review of the state of geriatric and gerontology education in Ghana. The paper specifically examines current geriatric-focused training programs in public universities, and existing national aging policies with implications for the development and implementation of aging education in institutions of higher learning in Ghana. The review findings point to an urgent need for governmental and institutional commitment to promote aging studies as a component of health professions curricula in Ghana. Critical steps to prioritizing and forging a path to instituting geriatric and gerontology education in Ghana are discussed.
Addressing Challenges in Language Teaching in India: Exploring the Role of Corrective Feedback in Enhancing Learning
Author: Singh, Amrendra Kumar
Date: 2023-00-00
Type: Journal Articles
Subjects: Barriers,Second Language Learning,Second Language Instruction,Foreign Countries,Accuracy,Error Correction,Feedback (Response),English (Second Language),Writing Instruction,Teacher Attitudes,Student Attitudes,Language Fluency,Teaching Methods,Instructional Effectiveness,Self Efficacy,Student Motivation,Secondary School Students

Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners' attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.