ethanporcaro/eric-fulltext-meta huggingface dataset:
Facilitating Engagement and Belonging for Students with Disabilities: Using Expressive Arts
Author: Murray, Rebecca M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Sense of Community,Students with Disabilities,Art Activities,Extracurricular Activities,College Students

Four volunteer participants who used the services of the Office of Accessibility Services (OAS) on our campus attended three sessions where they were interviewed about inclusivity and (a) taught an art technique; (b) taught to do the technique with a partner; and (c) used the technique with a guest whom they identified as having impacted their inclusivity on campus. The qualitative method of phenomenology was used to analyze transcripts from the interviews and the art sessions. The information the participants provided revealed the essential themes of (a) The desire for support beyond academic accommodations; (b) The benefits of an expressive arts program; and (c) The meaning of inclusivity and the desire for engagement and belonging. We detail the thematic findings of the study and make recommendations for how OASs can expand the services they provide. We advocate for creating expressive arts programing to facilitate engagement and belonging for students with disabilities.
Former Student Government Officers Navigating Multiple/Minoritized Identities in Collegiate and Postcollege Public Office
Author: Goodman, Michael Anthony
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Government,Student Leadership,African American Students,Females,LGBTQ People,Minority Group Students,Gender Bias,Racial Bias,Sexuality

Many notable leaders in the United States previously served in their college's student government, including Stacey Abrams, Hillary Rodham Clinton, and Elijah Cummings. Findings in this article derive from a larger study on the experiences of former college student government officers who ran for or served in post-college public office between 2018-2021. Themes in this article reflect the experiences of participants who identify as Persons of Color, women, or gay/bisexual, and the nuances of gender, gender and race, race, and sexuality in the context of collegiate and post-college public office. Among others, recommendations for practice include a calling to student government advisors and university administrators to create and offer tools for participants with minoritized identities to successfully access and matriculate through collegiate public office.
Exploring First-Generation College Students Leadership Behaviors and Actions during Intramural Sports
Author: Milone, Joseph
Date: 2021-00-00
Type: Journal Articles
Subjects: First Generation College Students,Student Leadership,Student Behavior,Intramural Athletics,Student Attitudes,Photography,Leadership Qualities

College graduates need to have specific leadership-related skills, behaviors, and traits when entering the workforce. Campus involvement is one way for students to develop such areas. Therefore, this qualitative study explored the self-reported leadership skills of first-generation college students who were actively participating in intramural sports. Twelve students from a 4-year public university in the Northeast were interviewed about the research-driven photographs they submitted depicting leadership skills they engaged in during intramural sports participation. Photograph captions and interviews were analyzed using Kouzes and Posner's (2014) leadership model. Findings revealed that students reported engaging in behaviors and actions aligned with the leadership practices described by Kouzes and Posner (2014). These findings can help inform the decisions campus recreation professionals make about the role leadership development plays in program offerings.
Exploring Students&apos; Perceptions of Collaboration and Critical Thinking Skills Following an Escape Room Experience
Author: Hamilton, Frances A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Critical Thinking,Thinking Skills,Cooperation,Cooperative Learning,Problem Solving,Learning Experience,College Students

Collaboration and critical thinking are 21st century skills employers value. Campus programming offers a space where, through intentional design, post-secondary students may develop critical thinking and collaboration skills. This study investigates survey data collected after a campus program that engaged participants in an escape room experience. Descriptive statistics were utilized to investigate students' perceptions of collaboration and critical thinking skills use and improvement during the experience. Comparison analysis was employed to explore if the structure of the escape room produced any difference in results. Findings indicate the majority of participants reported being able to practice and improve collaboration and critical thinking skills in the escape room experience. Patterns suggest that the escape room structure may impact participants' perceptions of collaboration and critical thinking skills. Limitations and recommendations for areas of future research are discussed.
Presidents as Practitioners: The Lived Experience(s) of Former Student Body Presidents Working in Higher Education, Student Affairs
Author: Goodman, Michael A.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Government,Presidents,Student Personnel Workers,Student Personnel Services,Phenomenology,Student Leadership,Retirement,Leadership Responsibility

A student body president's work involves addressing emerging crises and challenging institutional decision-makers to respond to the cost of higher education, campus sexual assault, mental health, free speech, and student safety (Student Voice Index, 2018). This phenomenological study unearths the experiences of individuals who previously served as student body president of their institution's student government and who now work in higher education and student affairs. Three themes emerged as a result of multiple interviews with eight former student body presidents, including having a reserved &quot;seat&quot; at &quot;the table,&quot; pre-exposure to a career in higher education and student affairs, and a whiplash-like transition following their term. As a result, implications involve the importance of student elections and attention to a retirement-like experience for former student body presidents.
Teaching Student Leadership, Ethics, and Group Responsibility for Hazing Prevention: An Exploratory Study
Author: Malaret, Stacey
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Leadership,Leadership Training,Ethics,Responsibility,Hazing,Prevention,College Students,Student Attitudes

Hazing is generally defined as any activity expected of someone joining or participating in a group that humiliates, degrades, abuses, or endangers them regardless of a person's willingness to participate (Hoover, 1999) and has been documented among college students in groups ranging from athletics to marching bands to fraternities and sororities (Allen &amp; Madden, 2008). This investigation examined attitudes and perceptions about hazing for students in a leadership development program compared to their peers. Both groups participated in an online hazing prevention education module and completed pre- and post-surveys. Data were analyzed using statistical two-tailed t-tests for analysis. Though the literature on hazing is highly suggestive of linkages between leadership development and hazing mitigation, it appears this may not be the case. Findings from this investigation revealed that leadership students at this institution responded less strongly against hazing when compared with their peers in the general student body.
Transformational Learning Theory: A Pedagogical Framework to Encourage Social Perspective Taking in First-Year Students in Post-Secondary Institutions
Author: Murphy, Joel S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformative Learning,Learning Theories,Student Personnel Workers,Perspective Taking,College Freshmen

There has been an increased emphasis for professionals within the field of student affairs to focus on programming that will engage and help support increasingly diverse student populations on (Odag, Wallin, &amp; Kedzior, 2016). Bowman (2012) writes: &quot;Many entering college students have had limited opportunities for meaningful interactions and friendships across difference, which further suggests the unique role of college in promoting diversity-related growth&quot; (p.1). Missing within the literature are examples of pedagogical strategies for developing programs that can positively affect inclusivity on post-secondary institution (PSI) campuses. This paper identifies transformational learning theory as a specific pedagogical strategy to help student affairs professionals better support informal first-year programming. Developing innovative theory-guided programming is necessary to encourage learning and development (Baldwin et al., 2004).
Language Learner Attitudes, Technology Attitudes, and Technology Prevalence at the Secondary Level
Author: Wesely, Pamela
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Spanish,French,German,Secondary School Students,Computer Use,Correlation,Student Attitudes,Self Esteem,Teaching Methods,Student Surveys,Educational Benefits

This quantitative study explored how secondary world language (WL) learners' attitudes about computer-assisted language learning (CALL) were related to their attitudes and self-confidence about their language class and the prevalence of computer usage in their language classroom. Research has suggested positive correlations between these factors, but it has focused on learner attitudes about specific technological tools, not on CALL as an integral, regular, consistent component of the learning process. An 81-item online survey was administered to WL learners of Spanish, French, and German in 37 US secondary schools in one Midwestern state (N = 1031). The results indicated several strong positive correlations: (1) between learner attitudes about the use of technology in their language class and learner attitudes and self-confidence about their language class, and (2) between the prevalence of computer usage in their language classroom, learner attitudes and self-confidence about their language class, and learner attitudes about the use of technology in their language class. Additionally, even a once-a-week usage of computers correlated with more positive attitudes about language class. The study thus suggests that secondary WL learners experience CALL as an integral, normalized part of the language classroom, and that the attitudinal benefits of more computer usage can be leveraged to enhance all learning.
Learner Engagement with Corrective Feedback Using Think-Aloud Protocols
Author: Fernández-Michels, Pedro
Date: 2021-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Metacognition,Second Language Learning,Second Language Instruction,Online Courses,Protocol Analysis,Writing Assignments,Teacher Student Relationship,Revision (Written Composition),Metalinguistics,German,Computer Assisted Instruction,College Students,Foreign Countries,Student Attitudes,Learning Processes

Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro &amp; Furnborough, 2014; Fernández-Toro &amp; Hurd, 2014). In such a context, feedback can constitute a driver of self-regulation, facilitating information about the learning process that can contribute to the development of self-regulatory skills (Yu, Jiang &amp; Zhou, 2020). The present article aims at providing insights about how online learners of German as a foreign language engage with written corrective feedback and co-construct meaning (Nicol, 2010). The eleven participants received two different types of corrective feedback: direct explicit feedback on one written assignment and indirect feedback using metalinguistic information and error categorization on the other. Upon receiving the feedback information, the learners were asked to carry out two screen-recorded think-aloud protocols. This article reports on the data obtained through these protocols after conducting thematic analysis (Brown &amp; Clarke, 2006). The results show how learners engaged with each feedback modality and reveal that the feedback-revision generated expression of self-regulatory actions such as reflection on their performance, evaluation and planning.
Mobile and Blended, Please! Migrants and Refugees&apos; Learning Choices in a Language MOOC
Author: Read, Timothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Blended Learning,Migrants,Refugees,Preferences,Second Language Learning,Online Courses,Spanish,Foreign Countries

In this article, a study is presented of two socially inclusive Language MOOCs undertaken by refugees and migrants as part of the MOONLITE project. Three research questions were formulated on the types of devices the students prefer to use for the courses, whether that choice affects course completion, and if the teaching practice influences success on the courses. In order to answer these questions, qualitative and quantitative data were obtained from an initial and final student questionnaire, semi-structured interviews with the language teachers involved in the courses, and from the MOOC platform and YouTube Analytics. The data supported the conclusion that the students prefer to use a mobile device to undertake the courses. The majority of the students who used a mobile device successfully completed the courses. The near ubiquity of these devices and ease of use of the LMOOCs were arguably factors that made &quot;anytime anywhere&quot; studying possible. Regarding the teaching methodology, the majority of students who completed the course attended F2F language classes, found the online courses to complement them, and would have liked to have more time spent in the classes on the courses.
Team New Zealand-Sweden-Germany: A Joint Venture Exploring Language Learning in Digital Spaces
Author: Leier, Vera
Date: 2021-00-00
Type: Journal Articles
Subjects: International Cooperation,Technology Uses in Education,Teaching Methods,Second Language Learning,Second Language Instruction,College Students,Student Attitudes,Cross Cultural Studies,Computer Mediated Communication,Social Networks,Computer Software,Information Retrieval,Learning Processes,Technological Literacy,Handheld Devices,Telecommunications,Computer Use,Foreign Countries,Computer Assisted Instruction

This paper reports on a study investigating the use of digital devices by language students at universities in New Zealand, Sweden and Germany. The study also examines the use of social media for learning a foreign language in an institutional context, using survey results from language students in the three countries. Based on an online survey (n=156) with foreign language learners in Sweden, Germany and New Zealand, everyday use of devices and applications by students is compared and analysed applying the digital literacies framework described by Pegrum et al., 2018. Focusing on digital tools (including devices and applications) which facilitate informal communication, we attempt to answer the research questions: &quot;How do students interact and communicate digitally / using social networking in educational contexts and beyond?&quot; and &quot;How do students use online tools, devices and applications, for information retrieval and learning?&quot; The results provide a rationale for why students' everyday habits when using such tools should be considered in educational contexts. This exploratory study also describes how devices and applications can facilitate second language acquisition and can be used in a language education context. We recommend guidelines for teacher trainers regarding the development of digital literacies in foreign language teaching.
The Construction of an English Composition MOOC Using Google Classroom
Author: Lin, Mei-Hung
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Integrated Learning Systems,Teaching Methods,Online Courses,College Students,Computer Mediated Communication,Teacher Student Relationship,Feedback (Response),Citations (References),Medical Schools,Foreign Countries

With the rapid development of technology, online writing instruction (OWI) has become an integral part of all writing instruction. However, one of the challenges encountered by OWI instructors has been to select an appropriate online learning platform or learning management system (LMS) aligning with writing pedagogies. This study developed a small-scale fully online writing course -- a college-level English composition MOOC using Google Classroom, a free and easy-to-use online learning platform, to (a) explore the potential of using Google Classroom in teaching composition MOOCs and (b) examine students' learning effectiveness in the composition MOOC. Participants were 33 EFL students who learnt knowledge and skills needed to write a literature review assignment in this 6-week, theme-based composition MOOC. Results demonstrated that the composition MOOC was well received by the participants and was effective in teaching writing given that students made improvement on both knowledge of citation practices and final written product. Specifically, features of Google Classroom allowed teachers to create different types of learning materials, assignments, and assessment that make online writing courses engaging and interactive. Most importantly, its collaborative features, such as file sharing and the real-time communication technology, empowered teachers to give timely feedback and create communicative activities that writing pedagogies value, making Google Classroom a good platform for OWI.
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale
Author: Borman, Geoffrey D.
Date: 2022-04-00
Type: Journal Articles
Subjects: Identification (Psychology),Intervention,Racial Differences,African American Students,White Students,Suspension,Stereotypes,Grade 7,Middle School Students,Program Effectiveness,Grade 8,Racial Identification,Educational Change,Self Esteem

Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as &quot;troublemakers&quot;--a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and mitigate the racial suspension gap. The self-affirmation intervention helps students access positive aspects of their identities less associated with troublemaking in school. Confirmed in both trials, treatment effects cut Black-White suspension and office disciplinary referral gaps during seventh and eighth grade by approximately two thirds, with even greater impacts for Black students with prior infractions.
New Assessments and Teacher Accountability: Lessons for Teachers&apos; Practice
Author: James, Jessalynn
Date: 2022-04-00
Type: Journal Articles
Subjects: Teaching Methods,Accountability,Value Added Models,Common Core State Standards,School Districts,Public Schools,Scores,Teacher Evaluation,Educational Change,Teacher Effectiveness,Alignment (Education),Testing

The transition to new assessments aligned to the Common Core State Standards was a significant turning point in the standards' implementation. Concerns about the transition led districts to suspend the use of value-added scores for evaluating teachers, but changes to other measures, such as classroom observations, were rare. Using data from the Washington, DC Public Schools, I evaluate the effect of the assessment transition on teachers' practice. I find substantial declines in instructional practice, ranging from 13% to 20% of a standard deviation, for teachers in tested grades and subjects when the new exam was introduced. These results suggest that policymakers should consider the ramifications of testing changes on a wider array of teaching outcomes than value-added scores alone.
Investigating Factors of Difficulty in C-Tests: A Construct Identification Approach
Author: Khoshdel, Fahimeh
Date: 2016-10-00
Type: Journal Articles
Subjects: Test Items,Difficulty Level,Test Validity,Cloze Procedure,Language Tests,Undergraduate Students,Foreign Countries

In this paper we tried to demonstrate the validity of C-Test using construct identification approach. In this approach to construct validation the factors which contribute to item difficulty are identified. The assumption is that the factors which make items difficult are actually the construct underlying the test. For the purposes of this study, 11 item-level and sentence-level factors, deemed to affect item difficulty, were entered into a regression analysis to predict classical item p-values. The 11 factors explained only 8% of the variance in item difficulties. This finding shows that lexical and sentential factors explain only a very small portion of the variance in p-values. It seems that a great amount of variation in item difficulties should be attributed to above-sentence and text level factors. The implications of the study for C-Test construct validity are discussed.
Development and Validation of a Researcher Constructed Psycho-Motor Mechanism Scale for Evaluating the Quality of Translation Works
Author: Hanifehzadeh, Sepeedeh
Date: 2016-10-00
Type: Journal Articles
Subjects: Translation,Language Tests,Test Construction,Test Reliability,Graduate Students,Foreign Countries,Test Validity,Construct Validity,English (Second Language),Second Language Learning,Likert Scales

The present study was designed basically to develop a psycho-motor mechanism scale based on the theory of translation competence proposed by PACTE (2003), and then to assess the validity and reliability of the constructed scale. In this quantitative research, after designing the scale, two translation tasks were given to 90 M.A. students majoring in translation studies at four different branches of Islamic Azad University. Based on the ratings by two experienced raters, the reliability and validity of the scale were determined. Therefore, two types of validity including concurrent and construct validity were assessed. The possible correlation between TOEFL PBT, as the test of linguistic ability and the researcher constructed psycho-motor scale was later checked, and verified. Next, the possible correlation between holistic scale for translation quality assessment developed by Waddington (2001), and the researcher constructed psycho-motor scale was examined and proved. For calculating the construct validity of the scale, factor analysis was run to probe the underlying constructs of the eight components of the researcher-constructed psycho-motor mechanism scale. As for reliability, the correlation between the two ratings by the raters based on the constructed scale was calculated and the scale was found to be reliable. The present findings, approved by the validity and reliability of the researcher-constructed scale, can contribute to the field of translation studies, which seems to be in great need of objective and communicative scales for translation tasks based on an anchored and consolidated theory of translation quality assessment like that of PACTE (2003).