ethanporcaro/eric-fulltext-meta huggingface dataset:
When Parents Choose: The Influence of a School of Choice on Family Engagement and Perception of Desired Educational Outcomes
Author: Curry, Katherine A.
Date: 2018-09-00
Type: Journal Articles
Subjects: School Choice,Family Involvement,Family Attitudes,Outcomes of Education,Educational Theories,Primary Education,Parent Attitudes,School Policy

A vast amount of research addressing school choice seeks to understand how and why parents/families choose schools. However, little is understood concerning the influence of choice on family beliefs and behavior. The purpose of this qualitative case study was to understand family perspectives, through the lens of Choice Theory (Glasser, 1998), of the influence of involvement in a school of choice on family perceptions of what it means to be engaged in their child's education and of desired educational outcomes. Findings indicate that participation in this school of choice influenced family on-campus engagement and that, even though families sought this school because of small class sizes and proximity to home, family perceptions of desired educational outcomes changed to a more academic focus as families engaged with the school and other families in the school. Choice Theory is utilized to explain these findings.
Peace Guidance Based on the Perspective of &quot;Markesot&quot;: Acceptability and Effectiveness of Reducing Student Aggressiveness
Author: Purwadi
Date: 2022-00-00
Type: Journal Articles
Subjects: Peace,Guidance,Models,Interrater Reliability,Aggression,Counselor Attitudes,Specialists,Counseling Techniques,School Counseling,Foreign Countries,Social Values

This study aims to identify the acceptability and effectiveness of peace guidance based on the perspective of Markesot. This model seeks to reduce student aggressiveness. This study uses the research and development stages by adapting the Borg &amp; Gall model. The participants of this study were 275 students who were taken randomly. The study involved two guidance and counseling experts, guidance and counseling media, and product users to assess the acceptability of the product. Meanwhile, to test the effectiveness of the product, it involved 210 participants, both control and experimental groups. The data analysis technique used descriptive analysis to describe the level of aggressiveness. In addition, this study uses Cohens Kappa's interrater reliability (IRR) coefficient to identify expert and user agreement on product acceptability. The analysis of the product effectiveness test using the Independent Sample T-Test. The results of the descriptive study show that aggressiveness is a problem that needs the counselor's attention, one of which is by implementing peace guidance based on the perspective of Markesot. The peace guidance based on the perspective of Markesot has high acceptability and effectively reduces student aggressiveness. This study's results should be material and consideration for further research to identify the compatibility of the characteristics of the Indonesian people with Markesot figures.
Future of the Professoriate
Author: Ferris, Rick
Date: 2019-09-00
Type: Journal Articles
Subjects: College Faculty,Adjunct Faculty,Higher Education,Educational Change,Tenure,Academic Freedom,Educational Policy,Participative Decision Making

This paper considers the professoriate of the past and present in an attempt to provide a vision for the future. Contingent labor has become nearly half of the instructional workforce at colleges and universities in the United States. What does this reliance mean for the professoriate moving forward? If colleges and universities continue to see the professoriate as the place where costs can be cut through the use of transient labor, the heart of American higher education will be damaged irreparably. Likewise, if those remaining professors that hold full time permanent appointments fail to recognize the role their negligence has played in the erosion of the profession and use truly shared governance to halt the trend, American higher education will forever lose its place as the international leader. Will autobot academic delivery rule the profession or is there still time to reestablish the significance of the professoriate? This work explores these questions and makes recommendations for reform.
The Effects of a Mobile-Based Multisensory Approach to Vocabulary Learning in a Japanese EFL Context
Author: Lewis, Dawson Roy, III
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Tests,Vocabulary Development,Multiple Choice Tests,Instructional Materials,English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Intervention,Video Technology,Telecommunications,Handheld Devices,Engineering Education,Environmental Education,Teaching Methods,Undergraduate Students,Comparative Analysis,Foreign Countries,Audiovisual Aids,Group Discussion,Textbooks,Task Analysis,Instructional Effectiveness,Nonmajors

This article reports on a 16-week study that examined the effect of mobile-based authentic audiovisual materials (AAM) on the vocabulary acquisition of Japanese university English as a Foreign Language (EFL) students. A quasi-experimental pretest-posttest design study was employed to compare the differences in vocabulary learning between a control and treatment group, as well as those between below and above average achievers in the treatment group. The study included a sample of 66 non-English majors from the Engineering and Environmental Studies departments at a flagship university in southwestern Japan. The mobile-based AAM were drawn from YouTube and aligned with vocabulary from the textbook used by both groups. Intralingual subtitles and task-based comprehension questions accompanied each of the eight AAM treatment sessions. In class, both groups activated their vocabulary knowledge through group discussion and short presentations. The achievement data were gathered from a 20-item multiple-choice and short-answer vocabulary test. Results indicated the intervention had a significant positive impact on vocabulary learning. Further analysis revealed prior vocabulary knowledge was not predictive of vocabulary acquisition, which led the authors to conclude the intervention was equally effective for low and high achievers. Other pedagogical implications of this study and suggestions for future research are discussed.
The Effectiveness of Using Interactive Technology and Video Games on Developing English as a Foreign Language among Saudi Students in Qassim Region
Author: Alharbi, Latifah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Interaction,Video Games,Instructional Effectiveness,Barriers,Student Motivation,Student Attitudes,Gender Differences,Incidence

Globalization and technical evolution eased the communication with different peoples from all around the world yet, language is still a barrier that should be overcame by continuous and effective learning. Technology is a powerful tool for learners who want to either start learning a new language or develop and strengthen their foreign languages. Saudi Arabia is an Arab country, and their native tongue language is Arabic yet, its economic is mainly dependent on dealing with foreigner speaking -mainly- English, this study was carried to assist the effectiveness of interactive technology and video games on developing English as a foreign language among Saudi students in Qassim region. The study concluded a number of results, the most important of which was the presence of a statistically significant effect at the level of the function ([alpha]=0.05) of the Effectiveness of Using Interactive Technology and Video Games on Developing English as a Foreign Language among Saudi Students in Qassim Region. The study also came out with a number of recommendations, the most important of which were: the necessity of paying attention to studying the effectiveness of using interactive technology and video games on developing English as a foreign language among Saudi students.
The Effect of Environmental Volunteer Integrated with Service Learning (EV_SL) to Improve Student&apos;s Environment Care Attitudes and Soft Skills
Author: Sumarmi
Date: 2022-00-00
Type: Journal Articles
Subjects: Soft Skills,College Students,Service Learning,Volunteers,Conservation (Environment),Foreign Countries,Program Effectiveness,Student Attitudes,Sustainable Development

Universities are required to provide graduates with environmental care and soft skills to survive in the globalization era. The universities in Indonesia implemented a special curriculum, called 'Kurikulum Merdeka (Independent Curriculum)', that required students to do volunteering activities to the community or do internships in institutions and companies for two semesters. The research aimed: (1) to determine the effect of the Environmental Volunteer model integrated with Service-learning on students' environmental care attitudes, (2) to determine the effect of the Environmental Volunteer model integrated with Service-learning on students' soft skills. This research was conducted on students of geography education program, Malang State University, Indonesia. The data was collected using observation sheets and test sheets, then analyzed using the independent sample t-test in SPSS version 21. The results showed: 1) there was a significant effect in the Environmental Volunteer integrated with Service-learning on students' environmental care attitudes, 2) there is a significant effect of the Environmental Volunteer integrated with Service-learning on students' soft skills. Student's environmental care attitude and soft skills are important assets in creating future leaders to support sustainable development goals.
An Exploration of How Interest Contributes to the Readability of Writing Center Self-Access Materials
Author: Baker, John R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Readability,Readability Formulas,Literary Genres,Writing Instruction,Writing (Composition),Laboratories,Independent Study,College Students,Foreign Countries,Semantics,Syntax,Rhetoric,Native Speakers,Second Language Learning,Second Language Instruction,English (Second Language)

The idea that genre-specific reading benefits apprenticing writers is a concept that the field of teaching writing values as an underlying constant. Following this, writing center directors select rhetorics (anthologies of writing exemplars) for their self-access library shelves from the over 200 rhetorics presently in print. To choose these texts, quantitative readability formulae (e.g., the Lexile Readability Formula) are often employed. However, such formulae only measure two (i.e., semantic, syntactic) of the many features that impact readability. Other important features that require qualitative exploration are not considered (e.g., interest). To address this, this article reports the findings of a sequential, mixed-methods study conducted in a Taiwanese university writing center setting. The study found that interest influences the readability of rhetorics both as (a) a primary (i.e., an isolated feature) and (b) a conjoined feature (i.e., consisting of two or more associated entities where the second impacts the first). The article also makes a recommendation for teachers, writing center staff, and the publishing industry that interest be considered when considering the difficulty of exemplars in rhetorics.
Bringing Transformed Practices and Identities into the Center of Language Teachers&apos; Pedagogy: Neglected Components of Multiliteracies
Author: Shin, Ji Hye
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Educational Change,English Language Learners,Language Teachers,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Online Courses,Lesson Plans,Literacy Education,Transformative Learning,Teaching Methods,Graduate Students,Self Concept,Video Technology,Multimedia Materials,Cultural Background,Methods Courses

The infiltration of technology into our daily lives, which often combines multiple modes of learning, has expanded how we make meaning in language and literacy education. Although teachers and learners interact with multimodal texts for various purposes, in multiliterate research, few explorations have been conducted to examine teachers' pedagogical use of multimodal resources within critical framing. This study investigated the ways in which ESOL teachers utilized multimodal resources in their lessons and how they used multimodal resources for transformative purposes. In a graduate TESOL education online methodology course, the researchers included a multimodally-oriented curriculum that had a potential for empowering identities through critical perspectives and transformed practice. An analysis of 43 teachers' lesson plans, teaching videos, and reflections showed that most teachers utilized multimodal resources to primarily present information, not to have ELLs critically engage in using multimodal texts. Only a few teachers were found to scaffold students for critical perspectives and encouraged students' linguistic and cultural identity development. The findings suggest that multimodality was utilized in a limited sense in our sample ESOL lessons, which has implications for teacher educators and multimodality research.
&quot;Right-Sizing&quot; Oklahoma School Districts: Examining District Size, Enrollment, and Superintendent Compensation in Oklahoma School Districts
Author: Machell, James
Date: 2019-09-00
Type: Journal Articles
Subjects: School Districts,School District Size,Enrollment,Superintendents,Compensation (Remuneration),Salaries,Elementary Secondary Education,Educational Finance,Costs

This paper includes data related to the number and size of school districts and superintendent salaries in the state of Oklahoma. It is intended to encourage dialogue among elected state leaders and citizens about the need to consider cost savings that could result in badly needed additional funding being directed to classrooms across the state through cost savings that could be realized through the reorganization of many of the small school districts across Oklahoma.
Teaching Asian-American Literature and American Multiculturalism in Singapore
Author: Woo, Hyo Kyung
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Asian Americans,Literature Appreciation,Multicultural Education,Ethnic Studies,Ethnic Groups,Minority Groups,Cultural Awareness,Higher Education

This article examines the implications of teaching Asian American literature and American multiculturalism in Singapore. Using the multicultural and multilingual city-state of Singapore as a case study, I share the challenges and difficulties I experienced as an international teacher in my attempt to translate U.S. ethnic studies into a Singaporean classroom. The essay narrates how local Singaporean students conceptualize and understand U.S.-based multiculturalism and ethnic formation in relation to their own local experiences. Given that Chinese are the major ethnic group in Singapore, I observed how my students responded to Chinese exclusions in U.S. history and applied their findings to the history of Chinese Singaporeans and their relationships with other ethnic minorities in Singapore, such as Malay and Indian Singaporeans. This essay also describes a group assignment I designed asking students to visit five ethnic enclaves in Singapore after reading and discussing Asian American literature about a Chinatown in class. By performing this group work, my students critically compared and contrasted different ethnic settings, histories, and formations between the U.S. and Singapore. This essay ultimately argues that transnational pedagogy of ethnic studies can nourish the creation of alternative imaginaries by using literature to teach students to engage more fully with a different culture.
Using First-Year Seminar Courses to Improve Performance Funding Outcomes -- A Case Study of the State of Florida
Author: Krsmanovic, Masha
Date: 2019-09-00
Type: Journal Articles
Subjects: First Year Seminars,Educational Finance,Performance,Outcome Measures,Academic Achievement,Graduation Rate,Student Costs,Outcomes of Education,Program Effectiveness

This case study examined the connection of First-Year Seminars (FYS) and Performance Funding outcomes in the State of Florida. The comparison of Florida State performance metrics and the empirical evidence on the effectiveness of FYS on these metrics was conducted to determine which performance metrics, if any, can be indirectly supported by student participation in the course. The findings demonstrate that, for the state of Florida, FYS can be used as an intervention to promote the following four metrics common to all institutions: (1) academic progress rate, (2) four year graduation rate, (3) average cost to the student, and (4) percent of bachelor's graduates enrolled or employed. Additionally, the seminars can potentially be utilized to support institutional effectiveness in the two choice metrics (i.e. metrics chosen by the institutional Board of Trustees): (1) bachelor's degrees awarded to minorities and (2) bachelor degrees awarded annually. Implications and recommendations for future research are discussed.
Why Is It so Hard to Send My Kid to a Good Preschool? The Shocking Truth about Early Education in America
Author: Morgan, Hani
Date: 2019-09-00
Type: Journal Articles
Subjects: Early Childhood Education,Low Income Students,Educational Quality,Equal Education,Access to Education,Economic Impact,Disadvantaged Youth,Preschool Education,Educational Improvement

In comparison with other industrialized nations, the United States is behind in early education. In addition, students from low-income families are less likely to enroll in preschool than their more privileged counterparts and more likely to attend low-quality programs. This situation harms American students and society. This essay documents the results of various studies showing that high-quality preschool benefits children. It also offers reasons for improving preschool access and quality in the United States and includes examples of strategies for achieving this goal.
A PLS-SEM Approach to Understand ARCS, McClellands, and SDT for the Motivational Design of Online Learning System Usage in Higher Education
Author: Mahandi, Ridwan Daud
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Structural Equation Models,Self Determination,Instructional Design,Electronic Learning,Higher Education,Psychological Needs,Online Courses,Motivation

This study aims to test the structural models of several integrated motivational constructs empirically. The motivational construct refers to three theoretical models: Attention-Relevance-Confidence-Satisfaction (ARCS), McClelland's needs, and Self-Determination Theory (SDT). Data were collected from lecturers and students as respondents at two universities in Makassar, Indonesia. Data analysis employed quantitative methods. Data were presented using structural equation modeling (SEM) with the help of PLS version 3 software. The results obtained indicated that the need for achievement construct from the McClellands needs theory and the relatedness construct from SDT theory were constructs that directly impacted the motivation to use online learning, both according to lecturers and students. Meanwhile, the construct of ARCS model in this study did not directly influence the motivation to use online learning in universities. However, it was influenced by other variables. The final results of this study can only prove two motivational theories with constructs that have a direct positive impact on the motivation to use online learning in higher education.
A SWOT Analysis on Acceptance of MOOC in Malaysian Higher Education: The Learners&apos; Perspective
Author: Albelisi, Nour Awni
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Higher Education,Technology Uses in Education,Undergraduate Students,Student Attitudes,Student Satisfaction,Access to Education,Technological Literacy,Barriers,Program Effectiveness

The purpose of this study is to explore the strengths, weaknesses, opportunities, and threats (SWOT) perceived by the learners regarding the acceptance of MOOCs in Malaysian universities. Quantitative research method was used and the descriptive data related to satisfaction, perceived service quality, and attitude toward the use of MOOCs were collected from the second-year undergraduate students (n = 622) at five universities in Malaysia. The positive results showed in this study are that the students in Malaysian universities are highly interested and willing to accept MOOC that facilitates wider access to high-quality higher education provision; however, the lack of the learner skills and experience and the heavy workloads of MOOC are the weaknesses and threats faced by learners when using MOOC. The significance of the paper is to inform instructors, decision makers, and researchers about the SWOT perceived by learners toward accepting MOOC which can help recommend strategies and policies for the future development, adoption, and success of MOOC in the context of higher education in Malaysia.
The Role of Online Learning during and Post COVID-19: A Case of Psycho-Social Study
Author: Alkhudiry, Reham
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Learning Motivation,Student Motivation,Psychological Needs,Undergraduate Students,Virtual Classrooms,Peer Relationship,Teacher Student Relationship,Learner Engagement,Measures (Individuals),Student Attitudes

To prevent Coronavirus (COVID-19) pandemic, distance (online) learning has quickly become the acceptable alternative option to classroom learning. This is because distance learning does not only provide a safe learning environment for students during COVID-19, but also effective social learning environment (Beck, 2015). The current study is based on Deci and Ryan's Cognitive Evaluation theory (1985), as it applies to home education and has been found that the whole home learning process is based on a student's intrinsic motivation to learn (Riley, 2016). The primary aim of the study is to examine how two basic psychological needs of competence and relatedness enhance learners' intrinsic motivation to learn at home during COVID-19 pandemic, as pointed out by the Cognitive Evaluation theory (1985). Secondly, it aims to find out to what extent distance learning can replace the classroom learning once the COVID-19 pandemic ends. A quantitative Intrinsic Motivation Inventory (IMI) scale was administrated with 120 undergraduate students to assess the two basic student psychological needs: competence and relatedness. A stimulated recall method was employed through using a videotaped replay where 10 female students' online learning action was recorded. The results indicated that focusing on the two basic learners' psychological needs, competence and relatedness, can significantly enhance leaners' intrinsic motivation. These, in turn, can significantly enhance students to learn during COVID-19. The current study findings provide valuable insights into online learning based on learners' intrinsic motivation.