ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Perceptions of the Impact of CLIL in a Mexican BA Program (Percepciones de los estudiantes sobre el impacto de la enseñanza de contenido-lengua integrados en un programa de pregrado en México)
Author: Asomoza, Alejandra Nuñez
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Bachelors Degrees,Integrated Activities,Teaching Methods,Qualitative Research,Material Development,Bilingual Education,Educational Policy,Postsecondary Education,Second Language Programs,Semi Structured Interviews,Student Evaluation of Teacher Performance,Peer Evaluation,Instructional Material Evaluation,Instructional Effectiveness,Classroom Techniques

Content and language integrated learning is an innovative pedagogical approach used in educational institutions worldwide. This study considers information and experiences from various settings in order to explore content and language integrated learning within the Mexican context. This study reports the perceptions of students in a BA program. Through the study's using qualitative research, the students' voices students reveal their emotions, struggles, benefits, and opinions related to taking content and language integrated learning classes. The analysis of the participants' information shows the potential for implementing content and language integrated learning programs in Mexico in that it suggests some areas of improvement for teachers, material design, administrators, and institutions in general.
Engaging Foreign Language Learners in a Web 2.0-Mediated Collaborative Learning Process (Inclusión de estudiantes de lenguas extranjeras en procesos colaborativos de aprendizaje mediados por la web 2.0)
Author: Cote Parra, Gabriel Eduardo
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Interaction,Second Language Learning,Educational Technology,Technology Uses in Education,Intervention,Cooperative Learning,Electronic Learning,Asynchronous Communication,Computer Mediated Communication,Web 2.0 Technologies,Web Sites,Collaborative Writing,Editing,Qualitative Research,Research Methodology,Courses,Second Language Instruction,Foreign Countries,Content Analysis,Course Content

The purpose of this action research was to explore the types of interactions that foreign language learners experience while using a wiki as a supporting tool for a face-to-face research course. This design allowed me to play a dual role: first, I studied my own classroom setting and students. Second, I implemented a pedagogical intervention based on a collaborative online learning interaction. The data were gathered from participants' posts, and the findings revealed that class tasks promoted an asynchronous voluntary interaction among participants in which they shared knowledge and experiences while expressing the opinions and points of view that enabled them to actively participate in the face-to-face class.
Intensive Faculty-Led International Multicultural Courses: Understanding the Perceptions from Students and Improving the Quality of Course Delivery by Faculty
Author: Celinska, Dorota
Date: 2015-07-00
Type: Journal Articles
Subjects: Multicultural Education,Counselor Training,Outcomes of Education,College Faculty,Teaching Methods,Cultural Awareness,Metacognition,Graduate Students,Masters Programs,Student Attitudes,Educational Quality,Educational Improvement,Course Descriptions,Skill Development,Qualitative Research

Graduate programs in counselor education have historically offered the on campus multicultural course to increase students' diversity knowledge, skills, and cultural self-awareness in order to satisfy state, national and international accreditation mandates. This article analyzes the self-reported perceptions and experiences of 21 master's level counselor education students who participated in an intensive faculty-led international course (IFLIC) as an alternative format to the traditional on campus multicultural course. The pedagogy and curriculum of the IFLIC format is cemented on current multicultural international methodologies of instruction. Subsequently, it presents an in-depth analysis of students' perceptions of their acquisition of multicultural concepts and skills, as well the role of the course's curricular and instructional components in their multicultural learning outcomes. It offers a set of recommendations based on the research findings for academic/educational/faculty developers in higher education with the ultimate goal of improving the quality of international higher education. And, it provides delivery strategies for international programs seeking effective implementation of short-term faculty-led international courses (IFLIC).
Critical Thinking: Intellectual Standards Essential to Reasoning Well within Every Domain of Human Thought, Part Two
Author: Paul, Richard
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Standards,Accuracy,Justice,Logical Thinking,Bias

In our last critical thinking column we introduced the idea of intellectual standards and pointed out that all natural languages are repositories for such standards, which, when appropriately applied, serve as guides for assessing human reasoning. We argued that intellectual standards are necessary for cultivating the intellect and living a rational life, are presupposed in many concepts in modern natural languages, and are presupposed in every subject and discipline. In this column, the second in the series, we introduce and explicate some of the intellectual standards essential to reasoning well through the problems and issues implicit in everyday human life.
Student Responsibility and Self-Directed Learning: An Interview with Christine Mcphail
Author: Saxon, D. Patrick
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Responsibility,Interviews,Independent Study,Developmental Studies Programs,Teacher Attitudes,Teacher Student Relationship,Student Participation,Student Needs,Feedback (Response),Classroom Environment,Teacher Role,Beliefs,Remedial Programs,Teacher Expectations of Students,Community Colleges,College Faculty,College Students

Christine McPhail formerly served as president at Cypress College in California and is founder and professor emeritus of the Community College Leadership Doctoral Program at Morgan State University in Maryland. She is the Managing Partner for The McPhail Group LLC and currently serves as a Leadership Coach for more than a dozen community colleges in the Achieving the Dream National Reform Network for student success. Her research interests lie in the intersection of leadership, teaching, and learning in higher education. In this interview, D. Patrick Saxon begins by asking McPhail about her views on the &quot;one size fits all&quot; approach to developmental education, the importance of teachers discussing their first impressions of students with them and how it can improve the student/teacher relationship, and ways in which excellence and respect can be promoted by teachers in the classroom. Saxon goes on to inquire about McPhail's thoughts on how teachers can facilitate the development of students becoming a partner in their own learning, the importance of teachers developing a personal philosophy on their beliefs about their practice and developing rules of engagement in the classroom. The interview concludes with McPhail's opinion on how educators can make teaching and research efforts more personal.
Doctoral Programs in Developmental Education: Interview with Three Leaders
Author: Kincaid, Marla
Date: 2013-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Developmental Programs,Interviews,College Programs,Educational History,Program Descriptions,Institutional Characteristics,Student Characteristics,Distance Education,Teacher Qualifications,Teacher Education Programs,Student Diversity,Teacher Attitudes,School Surveys,Instructional Leadership

Marla Kincaid (Adjunct Instructor, Austin Community College M.A., Developmental Education Department of Curriculum and Instruction Texas State University-San Marcos) interviewed the following leaders in the field of Developmental Education: (1) Dr. Olatunde Ogunyemi, Professor in the Department of Educational Leadership at Grambling State University in Grambling, Louisiana; (2) Dr. D. Patrick Saxon, Associate Professor and Director of the Doctoral Program in Developmental Education Administration at Sam Houston State University in Huntsville, Texas; and (3) Dr. Eric J. Paulson, Professor in the Department of Curriculum and Instruction and coordinator of the Doctoral Program in Developmental Education at Texas State University in San Marcos, Texas. The questions asked and answered here cover topics such as graduate program histories, descriptions of unique aspects of programs at each institution, types of students each institution's program is seeking to attract, whether or not individual programs offer courses through distance education, and distinctive qualifications of the faculty members at each of the institutions. Also presented is a discussion of how doctoral programs will best prepare future educators to address the needs of the dynamic and diverse group of learners in colleges.
On the Developmental Education Radar Screen--2013
Author: Paulson, Eric J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Programs,Basic Writing,Remedial Reading,Self Efficacy,Research Administration,Community Colleges,Remedial Mathematics,Online Courses

This is the second iteration of the Developmental Education Radar Screen project. As with the first iteration, in 2011, the author uses a &quot;radar screen&quot; metaphor to discuss trends in developmental education based on responses to a series of topics and categories provided by a group of leaders in the educational field. The purpose of this article is to provide a snapshot of the current and developing trends in the field and to focus attention on relevant topics in developmental education, such as: basic writing; developmental reading; integrated reading and writing; self-efficacy; various types of research (evaluation, institution-level, mixed-method, and quantitative); assessment; community colleges; and developmental mathematics.
Critical Thinking: Intellectual Standards Essential to Reasoning Well within Every Domain of Thought
Author: Elder, Linda
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Standards,Cognitive Processes,Vocabulary,Language Usage,English

Students live in a world of thoughts. They accept some thoughts as true. They reject others as false. But the thoughts they perceive as true are sometimes false, unsound, or misleading. And the thoughts they perceive as false and trivial are sometimes true and significant. People don't automatically sense what is reasonable and what is unreasonable. Thought is often biased by personal agendas, interests, and values. People typically see things as they want to and twist reality to fit preconceived ideas. A system for intellectual intervention--a method for pre-empting bad thinking--is necessary: one that allows us to take rational command of our cognitive processes so we may rationally determine what to accept and what to reject. In this and the next few columns, the authors introduce an explicit foundation for thinking about intellectual standards and the words that name them. When taken seriously, such explicitness will lead to a higher level of consciousness of these standards and their importance in human life. It will enable students (and instructors) to think more effectively in every domain and subject in which, or about which, they think.
Strategies and Initiatives That Revitalize Wesley College STEM Programs
Author: D'Souza, Malcolm J.
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,College Programs,Educational Strategies,Educational Practices,Needs Assessment,Program Evaluation,Undergraduate Students,Graduation Rate,School Holding Power,Program Implementation,Educational Improvement,Improvement Programs,Outcomes of Education,Administrative Organization

Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention. [Issue number (n4) displayed on the PDF is incorrect.]
Faculty Perceptions of Moving a Face-to-Face Course to Online Instruction
Author: Chiasson, Kari
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Educational Change,Teacher Attitudes,Qualitative Research,Data Analysis,Lesson Plans,Curriculum Implementation,Reflection,Technical Support,Time Perspective,Teacher Role,Synchronous Communication,Asynchronous Communication,Self Efficacy,Self Control,Phenomenology,Interviews,Instructional Design,Instructional Innovation,Teaching Methods,Delivery Systems,College Faculty,Teaching Experience

This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed technological support received during online course development, time commitment of faculty, role of faculty member, instructional strategies used within the online course, adjustment of teaching in an online course, synchronous versus asynchronous instruction, faculty member confidence, and control. We drew three conclusions from faculty members' experiences and perceptions. [Issue number (n4) displayed on the PDF is incorrect.]
Characterizing the Effectiveness of Developmental Education: A Response to Recent Criticism
Author: Bailey, Thomas
Date: 2013-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Programs,Prerequisites,Program Effectiveness,Community Colleges,Two Year College Students,Outcomes of Education,Cutting Scores,Student Evaluation,Student Placement

Research conducted by the Community College Research Center (CCRC) and others was criticized in an article by Alexandros M. Goudas and Hunter R. Boylan (2012) published in the &quot;Journal of Developmental Education,&quot; Volume 36, Issue 1. They raise specific contentions related to the methodology applied in the CCRC studies, the review of related literature, and stated findings. Their article claims that we and others have overgeneralized, misinterpreted, and misapplied the data and research to advance a reform agenda that involves replacing prerequisite with corequisite developmental education. In this commentary we show that their key claims do not stand up to scrutiny. Moreover, we point out that, although we think research so far suggests that corequisite models have potential as part of a comprehensive reform of developmental education, we have never called for the elimination of prerequisite remediation. We conclude with some general suggestions--based on our research findings--for strengthening the services that community colleges provide to students with weak academic skills.
Students' Initial Knowledge State and Test Design: Towards a Valid and Reliable Test Instrument
Author: CoPo, Antonio Roland I.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Measures (Individuals),Tests,Test Construction,Validity,Knowledge Level,Scores,Reliability,Item Analysis,Statistics,Foreign Countries,Business Administration Education

Designing a good test instrument involves specifications, test construction, validation, try-out, analysis and revision. The initial knowledge state of forty (40) tertiary students enrolled in Business Statistics course was determined and the same test instrument undergoes validation. The designed test instrument did not only reveal the baseline knowledge of the students, but also notes strengths, weakness and defects of the test instrument through the analysis of the test scores. Analysis of the test instrument revealed that it is reliable and valid. The item analysis result guided the researcher in improving the test items resulting to a better overall test. [Issue number (n4) displayed on the PDF is incorrect.]
How College Business Students Learn with Emphasis on Differences between Majors
Author: Shoemaker, Nikki
Date: 2015-00-00
Type: Journal Articles
Subjects: Majors (Students),College Students,Business Administration Education,Cognitive Style,Learning Strategies,Introductory Courses,Accounting,Student Surveys,Student Attitudes,Preferences,Visual Learning,Kinesthetic Methods,Interest Inventories,Teaching Methods,Recall (Psychology),Retention (Psychology),Auditory Perception,Educational Practices

Students' learning styles play an important role in their success in the classroom and beyond. This study explores the learning styles of business students so that professors can better understand the instructional methods that are most beneficial for their students. A survey of 205 business students in an introductory accounting course revealed that the most common learning style was visual, while the second most common learning style was kinesthetic. These results suggest that a large number of business students process and internalize new information best when they see or actively participate in what they are learning. [Issue number (n4) displayed on the PDF is incorrect.]
Can Group Discussions and Individualized Assignments Help More Students Succeed in Developmental Mathematics?
Author: Jaafar, Reem
Date: 2015-00-00
Type: Journal Articles
Subjects: Group Discussion,Teaching Methods,Remedial Mathematics,Developmental Studies Programs,Word Problems (Mathematics),Mathematics Skills,Two Year College Students,College Mathematics,Cooperative Learning,Student Surveys,Likert Scales,Scores,Homework,Assignments,Educational Technology

Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students' progress in developmental mathematics courses. A two-semester study on the first developmental mathematics course at LaGuardia Community College shows that students perform better at word problems when they have been discussed in groups with their peers prior to the homework. Moreover, when assigned word problems without a class discussion, students perform better when these problems are individualized based on their areas of interest. [Issue number (n4) displayed on the PDF is incorrect.]
Online Instructors as Thinking Advisors: A Model for Online Learner Adaptation
Author: Benedetti, Christopher
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Online Courses,Electronic Learning,Student Adjustment,Learning Experience,Virtual Classrooms,Preferences,Student Characteristics,Cognitive Style,Usability,Social Environment,Performance Factors,Instructional Design,Needs Assessment,Navigation,Delivery Systems,Educational Practices,Educational Strategies,Teaching Methods

This article examines the characteristics and challenges of online instruction and presents a model for improving learner adaptation in an online classroom. Instruction in an online classroom presents many challenges, including learner individualization. Individual differences in learning styles and preferences are often not considered in the development and delivery of online course content. Online instructors also struggle with engaging students within the generalized environment of an online classroom, which is a consequence of the lack of learner individualization. One way to individualize the learning experience in an online classroom is to appeal to students' learning characteristics and preferences, which include learning styles, navigation behaviors, and social and environmental factors. Utilizing these characteristics and preferences, the online instructor and student can work together on a process of online learner adaption. The process includes three main components that incorporate the identified characteristics and preferences: identifying the lens, creating the map, and delivering the tool. To facilitate the process of online learner adaption, the instructor serves as a thinking advisor, assisting the students in identifying their own learning styles and preferences and how they can be adapted to optimize learning in the online classroom. [Issue number (n4) displayed on the PDF is incorrect.]
Virtual to Reality: Teaching Mathematics and Aerospace Concepts to Undergraduates Using Unmanned Aerial Systems and Flight Simulation Software
Author: Aji, Chadia Affane
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Simulation,Experiential Learning,Teaching Methods,Undergraduate Students,Computer Software,Educational Technology,Technology Uses in Education,STEM Education,Aerospace Education,Active Learning,Cooperative Learning,Teamwork,Student Attitudes

Student engagement is an essential element for learning. Active learning has been consistently shown to increase student engagement and hence learning. Hands-on activities are one of the many active learning approaches. These activities vary from structured laboratory experiments on one end of the spectrum to virtual gaming environments and to for example building a solar car on the other end. Active learning has also been credited for developing critical thinking skills that promote metacognition. We have used virtual and real environments to promote student engagement and provide opportunities for developing a deeper understanding of science, technology, engineering, and mathematics (STEM) concepts. Several learning modules have been developed utilizing Unmanned Aerial Systems (UAS) with autonomous flight capabilities and a flight simulation environment . In this paper we explain three modules. Based on a survey, students reported positve impact of these modules and of the opportunity to assemble the UAS.[Issue number (n4) displayed on the PDF is incorrect.]
Using Formative Assessment and Metacognition to Improve Student Achievement
Author: Hudesman, John
Date: 2013-00-00
Type: Journal Articles
Subjects: Metacognition,Formative Evaluation,Learning Strategies,Models,Associate Degrees,College Entrance Examinations,Mathematics Instruction,Teaching Methods,Transfer of Training,Outcomes of Education,College Students,Scoring,Mathematics Tests,Feedback (Response),Statistical Analysis,Mastery Learning

This paper describes a multistep Enhanced Formative Assessment Program (EFAP) that features a Self-Regulated Learning (SRL) component. The program, which teaches students to become more effective learners, has been applied in a wide range of academic disciplines. In this paper we report on how the EFAP-SRL model can be applied to the area of developmental mathematics. In a 3-year series of studies, EFAP-SRL students enrolled in associate degree developmental mathematics courses consistently earned higher pass rates in the course as well as higher pass rates on the mathematics portion of the ACT. In addition, there is some evidence that program students transferred this learning into subsequent college-level mathematics courses.