ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduate Researchers: Mentees and Mentors
Author: Redifer, Jenni L.
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Mentors,High School Students,Peer Relationship,Teacher Student Relationship,College Faculty,Summer Programs

This article describes the tiered mentoring approach to undergraduate research at a regional comprehensive university. In addition to mentorship of undergraduate student researchers by faculty and graduate students, tiered mentoring includes high school student researchers. The high-impact practice of student research is particularly impactful at this institution, where 40% of first-year students are first-generation college students, and the campus houses a residential science, technology, engineering, and mathematics high school. The wide variety of opportunities for student research involvement, including opportunities for students to serve in both mentee and mentor roles, has contributed to tiered mentorship becoming a prominent component of our university culture. Strategies for beginning and expanding the involvement of high school students as researchers in postsecondary settings are discussed.
Attitudes of Teachers and Outstanding Students towards Blended Learning in Light of the COVID-19 Pandemic in Jordan
Author: Ayasrah, Samer
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Blended Learning,Educational Technology,Teacher Attitudes,Student Attitudes,Gender Differences,Instructional Program Divisions,Grade 7,Grade 8,Grade 9,School Closing,Program Effectiveness

Currently, technology has become the core of development and prosperity processes in various sectors of the world, including the educational sector. The COVID-19 pandemic certainly created many problems in the educational sector, especially when the education system was completely closed, and different countries of the world sought to mitigate the effects of the pandemic on the education sector by relying on distance education (e-learning) and Blended learning. This study focuses on explaining the attitudes of teachers and outstanding students towards Blended learning in light of the COVID-19 pandemic. The study was conducted on a sample of 69 teachers and 201 outstanding students, who were chosen randomly. The results of the study revealed that the attitudes of teachers and outstanding students towards blended learning in light of the spread of the Corona virus was at an average level. The results of the study also showed that there were no statistically significant differences between teachers' and outstanding students' attitudes towards Blended learning in light of the spread of the COVID-19 pandemic due to gender. According to the grade level, from the outstanding students' point of view, it also revealed the existence of an inverse relationship and a weak degree between the teachers' tendency towards Blended learning based on the teaching experience.
A Speech-Based Probe of Korean EFL Learners&apos; Use of Metadiscourse Markers
Author: Zipagan, Maribel N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Usage,Language Proficiency,Korean,Second Language Learning,Communication Strategies,Speech Communication,Intercultural Communication,Connected Discourse,Prediction,Foreign Countries,Taxonomy,English (Second Language),Correlation,Comparative Analysis,Second Language Instruction,Native Speakers

Metadiscourse, a linguistic means that is used in the production and organization of ideas, is vital in achieving successful communication. In language studies, metadiscourse in writing and speaking have been disparately investigated, where the former received more attention than the latter. Thus, the present study analyzes metadiscourse in the speech production of 57 Korean L2 learners purposively chosen relative to their language proficiency. The current results suggest two significant findings. First, the quantitative analysis of metadiscourse &quot;frequency&quot; reveals the interactional category's superiority over the interactive metadiscourse, which implies that the Korean L2 learners are more interested in interacting with the listeners than organizing discourse and asserting their role as speakers. Secondly, the quantitative and qualitative analyses suggest that the &quot;logical connectives,&quot; &quot;relational markers,&quot; &quot;hedges,&quot; and &quot;personal markers&quot; are metadiscourse features that significantly predict Korean L2 speakers' speech proficiency. Except for &quot;personal markers,&quot; these proficiency indicators reveal a clear-cut divergence regarding the levels of lexical sophistication and lexical expansion among the proficiency groups using a vocabulary profiler. The present study proves that speech proficiency in the Korean context depends on the employment of metadiscourse in frequency and diversity. Possible future applications and directions relevant to the present study are also provided.
Creating and Representing Intertextual Connections to Self-Selected Paired Texts: A Poetic Inquiry
Author: Bintz, William
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Instruction,Writing Instruction,Integrated Activities,Educational Strategies,Poetry,Illustrations,Inquiry,Active Learning,Reader Response

This article describes an instructional strategy developed to integrate reading and writing. This strategy invites students to use reading, writing poetry, and illustrating as tools to represent intertextual connections to self-selected paired text. It identifies poetic inquiry as the research methodology, discusses intertextuality, and provides a rationale for this instructional strategy. It also shares a brief overview of paired text, discusses poetry as a useful and flexible literary tool for responding to self-selected paired text, and describes different theoretical perspectives on response to literature, highlighting one perspective that underpins this instructional strategy. Samples of student writing that resulted from using this strategy in the classroom are shared. Lessons learned and a lasting thought are provided.
Challenges in Implementing Extensive Reading (ER) Programs: Voices from English Teachers at Indonesian Secondary Schools
Author: Wulyani, Anik N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Instruction,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Program Implementation

This article reports on the implementation of extensive reading (ER) among English teachers of secondary schools and the challenges they face as a part of their efforts in supporting the Indonesian government program of school literacy initiative (SLI). The data were obtained from an online survey to a group of English language teachers (N = 22) from 22 different schools in one regency in East Java Province, Indonesia. The survey was then followed by a focused group discussion (FGD). The results show that in general, English teachers have a relatively good knowledge of ER as one way to support the success of SLI, but not all of them implement the programs due to such challenges as lack of support from the government and school administration, the overwhelming workload, and the unavailability of ready-to-use materials and activities. There is, therefore, a definite need for the government and school administration to support the implementation of SLI through ER by giving teachers and students necessary provisions, such as graded readers and structured ER activities.
Parent Engagement in Early Childhood Education: Pandemic Period
Author: Dereli, Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Participation,Preschool Teachers,Teacher Attitudes,COVID-19,Pandemics,Parents as Teachers,Student Needs,Foreign Countries,Preschool Education,Inservice Teacher Education

Parent engagement contributes greatly to the teachers and parents as well as the child. Within the scope of this study, it was aimed to examine the opinions and practices of preschool teachers about parent engagement studies during pandemic period in depth. For this purpose, phenomenology, which is one of the qualitative research methods, was used. 53 preschool teachers who were determined with the maximum diversity sampling method participated in the study. The study employed a semi-structured interview form. The researchers gathered the study's data through online interviews and one-on-one phone calls with preschool teachers. The audio recordings from the participants' interviews were transcribed, and then inductive and comparative analysis were conducted. As a result of the research, the theme of parent engagement in the pandemic includes the parent as the teacher, activities, engagement problems and strategies to increase engagement. Research findings have shown that parent engagement has become necessary, even mandatory, especially during the pandemic period. Even, in this period, the concept of the parent as a proxy teacher draws attention. This research results showed that the importance of parents' engagement in education and parents' becoming better equipped in the education of their children. At the microsystem level, it is clear that the Ministry of Education should encourage parent engagement. At this time, it appears to be beneficial in terms of both addressing gaps in this area and following up-to-date studies by offering in-service training to teachers on Ministry of Education parent engagement studies. Furthermore, rather than relying on teachers' initiative, the Ministry should make parent engagement works mandatory.
Cognitive Fusion on Counselor Performance: A Comparative Study of the Experienced and Novice Counselor
Author: Hanafi, Husni
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Self Management,Counselor Characteristics,Counselors,Competence,Foreign Countries,Novices,Expertise,Comparative Analysis,Thinking Skills,Training

The counselor's internal competence has an impact on the counselor's self-management, primarily the cognitive domain. Failure to manage thoughts will cause cognitive distortions, even to identify biases in mental experiences. This condition is cognitive fusion. Cognitive fusion causes the counselor to be trapped in his mind, unable to discern the effects of his mind's external assumptions on conditions. The experienced counselor can predict the counselor's cognitive fusion condition. This study aims to identify and describe the cognitive fusion condition data for counselors. The research method uses a comparative study design through the Cognitive Fusion Questionnaire instrument. Respondents in this study totaled 170 divided into two groups, experienced counselors and novice counselors. The moderate form of counselors' cognitive fusion condition was found as the research results. In particular, some counselors have high cognitive fusion conditions. The counselor's experience in counseling, evaluation, supervision, and action research makes them train their minds to think at a high level. Thus, the counselor has many historical events as their reflection and internalization in their mind. Based on the research results, Mind-skills training could be given as one of recommendation to improve the metacognitive skills of novice counselors so that they can match the performance of experienced counselors.
An Investigation of the Faculty Members&apos; Practice Excitement Styles during Distance Learning
Author: Almousa, Nusaiba A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Teaching Styles,Distance Education,COVID-19,Pandemics,Interpersonal Communication,College Students,Student Attitudes,Intonation,Nonverbal Communication,Feedback (Response),Educational Technology,Interaction

This study aimed to identify the degree to which faculty members practice excitement styles during distance learning. The study sample consisted of (298) randomly selected male and female students who enrolled in bachelor's and master's programs in various colleges at Amman Arab University, Jordan. To achieve the study's goal, the researchers followed the descriptive approach and developed a scale to reveal the degree to which faculty members' practice excitement styles during distance learning. After verifying its validity and reliability, it was applied to the study sample. The results showed that the degree to which faculty members practice excitement styles during distance learning was moderate with total arithmetic mean of (3.43), and the arithmetic means of the tool items ranged between (3.82-2.61). Also, there were no statistically significant differences in practicing excitement styles due to gender, faculty, and academic program variables.
After the Storm Comes the Rainbow: Love, Home, and Permaculture in Puerto Rico
Author: Porter, Ronald K.
Date: 2018-09-00
Type: Journal Articles
Subjects: College Students,Agricultural Education,Service Learning,Natural Disasters,Partnerships in Education

For the past several years, Eckerd College has maintained a relationship regarding community engagement with Plenitud, an eco-educational organization located in Las Marias, Puerto Rico specializing in permaculture, bio-construction, and sustainable community service projects. However, the purpose and nature of our relationship changed following the aftermath of Hurricanes Irma and Maria. Whereas concern over risk management and general safety are always a priority when planning an alternative spring break service project, the media's depiction of visions of an apocalyptic Puerto Rico with no food, water, energy, or decency had made the task even more difficult. This article chronicles the challenges and celebrations of creating such a trip, and the impact traveling to Puerto Rico to participate in hurricane relief work had on the local community in Puerto Rico as well as Eckerd College students. The hope is that as practitioners of service-learning we can begin to pose questions regarding where we are most needed and what actually accounts for meaningful service.
Strategies for Assessment in Communication Centers: Perspectives from across the Field
Author: Leek, Danielle
Date: 2015-12-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Interpersonal Communication,Communication Skills,Evaluation Methods,Program Evaluation,Knowledge Level,College Faculty,Best Practices

This essay offers key highlights from a panel discussion that took place at the 2014 National Association of Communication Centers (NACC) conference at Arizona State University -- West in Glendale, Arizona. The panel included communication center directors from across the United States. Each participant was asked to describe assessment efforts at their respective centers. It is a first-step in continuing the conversation about communication center assessment and responding to the call for more public documentation about the assessment work being done in the field.
Teacher Recruitment and Retention in the Rural Midwest: Academic Leaders&apos; Perceptions
Author: Curtin, Susan J.
Date: 2018-09-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Rural Schools,Administrator Attitudes,Educational Strategies,Barriers,Educational Quality,Teacher Supply and Demand,Elementary Schools,Secondary Schools,Superintendents,Human Resources

Recruiting and retaining teachers in rural, geographically-isolated states is an increasingly challenging enterprise. The districts considered in this study vary according to rural designation, prosperity, diversity, population density, access to goods and services, and industry; however, they confront many of the same obstacles to the recruitment and retention of highly qualified teachers. This study employed semi-structured interviews to capture the perceptions, held by principals and superintendents, of the challenges and affordances of state- and locally-based initiatives to improve recruitment strategies and increase retention rates of teachers in predominantly rural or predominantly Native (Native American) districts. Findings of this study suggest certain content areas are difficult to staff which is supported by previous research. The challenges cited for both recruitment and retention include: lack of affordable housing, family connections, teachers lacking the requisite flexibility and commitment to differentiation, changing candidate characteristics, and candidate prospects. Recommendations include establishing a systematic state-wide plan for recruitment, tiered mentoring for retention, school-university partnerships, grow-your-own strategies, and affordable housing incentives.
Districts of Innovation: Combating a Wicked Problem in Education
Author: Childs, Joshua
Date: 2018-09-00
Type: Journal Articles
Subjects: Educational Innovation,School Districts,Educational Change,School District Autonomy,Educational Improvement,Discourse Analysis,Educational Policy,Policy Formation,State Legislation,Educational Legislation,Program Implementation

The word innovation can mean a number of things to different stakeholders and policymakers. This discourse analysis examines how the Texas Education Agency (TEA) has used an initiative called &quot;Districts of Innovation&quot; to attempt to support and empower districts throughout the state of Texas. The question becomes whether those attempts are symbolic or actually do innovate school districts to appropriately improve and reform their schools. A critical case study of three Independent School Districts in Texas provides a policy framework to examine the intersection between autonomy and innovation and how this inevitably impacts school improvement. Findings indicate absences of realistic assessment, the desire to do &quot;too much too soon,&quot; and the absence of meaningful oversight.
Principal Coaching in Central Office Supervisory Roles: Exploring Persistent Tensions
Author: Lochmiller, Chad R.
Date: 2018-09-00
Type: Journal Articles
Subjects: Principals,Coaching (Performance),Central Office Administrators,Supervision,Supervisors,Administrator Attitudes,Expectation,Role Perception,Instructional Leadership

Scholars have increasingly focused on the practice of central office administrators. Principal supervisors, who often work in central offices, have received attention as scholars view these administrators as an essential source of support for school principals. This study employed a thematic analysis of semi-structured interviews conducted with 20 principal supervisors who participated in coaching partnership facilitated by a private, mid-sized university over three academic years. Additionally, the data set included 127 hours of non-participant observation and 59 documents. The findings indicate that principal supervisors had difficulty reconciling coaching behaviors within the context of their supervisory roles. In particular, supervisors found the expectations associated with their role more prescriptive than anticipated and thus an impediment to the adoption of coaching behaviors in their work. Supervisors thus sought to adjust their practice to accommodate coaching behaviors. However, given expectations associated with their role, supervisors often resorted to directive and supervisory behaviors. A primary conclusion of this study is that leadership coaching behaviors might not be readily implemented within the context of supervisory practice unless adequate support, training, and organizational reforms occur. The findings thus have implications for the configuration of central office supervisory roles as well as how leadership preparation programs prepare candidates for central office supervisory positions.
Reframing Education Finance: Super Wickedness, Silver Bullets, and Educational Inheritance
Author: McClure, Maureen W.
Date: 2018-09-00
Type: Journal Articles
Subjects: Educational Finance,Finance Reform,Human Capital,Social Capital,Cultural Capital,Planning,Models

This purpose of this essay is to start a conversation about expanding the focus in education finance to more comprehensively include the problems of educational inheritance and generational tradeoffs as central to education for generational succession. It is based on both long-term personal experience both as a professor, and as school board member and president. Because of my interpretations of this experience, much of the usual citation list is not included. It is deliberately written in the form of a provocative essay, because its emphasis is less about a search for causal prediction and explanation, and more about engagement in policy framing. This essay has not been created to demonstrate the one best way to succeed. It doesn't even assume some level of certainty is possible. It assumes instead, multiple layers of valid and contradictory meanings. It asks how we should consider looming challenges with both high levels of uncertainty and limited historical precedent. This essay hopes to give these problems greater traction.
Transformation in Teacher Preparation: Collaborating with School Partners, Enriching Our Programs with High Poverty Urban Teaching Opportunities
Author: Carroll, Pamela S.
Date: 2018-09-00
Type: Journal Articles
Subjects: Teacher Education Programs,Urban Teaching,Disadvantaged Schools,Urban Schools,Poverty,Educational Change,Alignment (Education),Educational Needs,Urban Education

The teacher preparation programs at University of Central Florida graduates approximately 1,000 prospective teachers annually. They are well prepared for teaching positions in the schools that look like the suburban, middle class ones which most of the teacher candidates attended. They have not been as well prepared for the Title I schools that make up 70% of the local school system, or to teach the 2,000 homeless children in our area. In 2015, the faculty and administration began working intentionally with school system partners to transform the programs so that they prepare teachers for schools where teachers are most urgently needed: high poverty urban schools. This is the narrative of portions of the early stages of that transformation.
Effectiveness of Self-Regulated Learning Skills on Web-Based Instruction Attitudes in Online Environments
Author: Özdal, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Self Control,Web Based Instruction,Instructional Effectiveness,Electronic Learning,Preservice Teachers,Foreign Countries,Educational Environment

In this study, pre-service teachers' self-regulated learning skills in online environments were taken into consideration. Preservice teachers could not receive any support with respect to online education during the pandemic process thus they had to improve themselves. In this context, it was investigated whether self-regulated learning skills in online environments predict web-based instruction attitudes in terms of both effectiveness and resistance dimensions. Designed in the context of the quantitative research approach, this study is based on the relational survey model. The research universe is composed of the pre-service teachers studying in the Turkish and English language teaching departments of Northern Cyprus universities during the 2020-2021 academic year. In conclusion, it was found that three of the self-regulated learning skills of the participating pre-service teachers in online environments, i.e. goal setting, task strategies, and help-seeking, predicted the attitudes of the pre-service teachers towards web-based instruction significantly and in the positive direction (Hypothesis 1), whereas only two of the self-regulated learning skills of the participating pre-service teachers in online environments, i.e. goal setting and task strategies, predicted the resistance of the pre-service teachers to web-based instruction significantly and in the negative direction (Hypothesis 2). [The page range (182-193) on the .pdf is incorrect. The correct page range is p182-192.]