ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethno-Linguistic Patterns of Degree Completion in Bc Universities: How Important Are High-School Academic Achievement and Institution of Entry?
Author: Sweet, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Academic Achievement,Bachelors Degrees,Educational Attainment,Ethnic Groups,Student Diversity,Grades (Scholastic),Comparative Analysis,Longitudinal Studies,Research Universities,Technical Education,Korean,Tagalog,Vietnamese,Foreign Countries,Graduation,Institutional Characteristics,Probability,High Achievement,Low Achievement,Asians,Chinese,Cultural Background,College Attendance,English,Native Language

We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression models demonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.
Translanguaging Practices of Multilingual Learners of German
Author: Sahr, Annabell
Date: 2020-02-00
Type: Journal Articles
Subjects: Multilingualism,Code Switching (Language),Second Language Learning,Second Language Instruction,Immigrants,Language Usage,Case Studies,Hispanic Americans,Audio Equipment,Action Research,Institutional Characteristics,Classroom Communication,Self Concept,Bilingualism,College Students,English,Spanish,Mexican Americans,Student Attitudes,English (Second Language),Mexicans,North Americans

This qualitative case study draws on a theoretical framework of translanguaging (García &amp; Wei, 2014) and border pedagogies (Cashman, 2015) and seeks to shed light on the question of what role translanguaging can play in students' language learning in a German as a foreign language class at a Hispanic-serving university that is situated in the United States-Mexico borderland. This case study focuses on 18 students who were part of a larger participatory action research study (Lichtman, 2013), which includes focus groups, individual interviews, as well as audio-recordings of classroom discussions that were transcribed and analyzed using thematic analysis. The data highlights translanguaging as a language learning practice that also contributes to reflections on identity formation and language choice in an educational climate that is often hostile towards immigrant cultures and languages.
Policy Analysis of Equity, Diversity and Inclusion Strategies in Canadian Universities -- How Far Have We Come?
Author: Tamtik, Merli
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Equal Education,Diversity,Inclusion,Educational Strategies,Foreign Countries,Research Universities,Educational Planning,Strategic Planning,College Students,Student Recruitment,College Faculty,Teacher Recruitment,Admission Criteria,Scholarships,Access to Education,Curriculum Development,Educational Environment

Institutional efforts to address equity, diversity and inclusion in educational settings have been often met with overwhelmingly critical accounts pointing towards well-intentioned attempts that have reinforced exclusion and inequity. A new wave of recent developments among Canadian research-intensive universities (U15) is providing a slightly different account of universities' involvement in addressing the needs of equity-seeking students. This paper presents data collected through policy analysis of 50 strategic documents from 15 Canadian universities from 2011-2018. The findings suggest that equity, diversity and inclusion activities have become a policy priority attached to a variety of institutional action plans and performance reports. As a result, there has been an increase in institutional strategic activities including institutional political commitment (e.g. new equity offices, new senior administration positions, mandatory training), student and faculty recruitment with programmatic and research supports (e.g. diversity admission policies, scholarships, access programs, curriculum changes), accompanied by broader efforts to create supportive institutional climates (e.g. student advisors, awards, celebrations). Inconsistencies emerged amongst how equity is defined in policy documents, resulting in either redistributive or inclusive practices in equity, diversity, and inclusion initiatives.
The Role of University Crown Foundations in Higher Education Policy: A Cross-Canada Study (1984-1998)
Author: Thomarat, Jacqueline
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Philanthropic Foundations,Entrepreneurship,Educational Policy,Financial Policy,Taxes,Incentives,Educational History,Private Financial Support

This qualitative case investigation considers the historical, inter-provincial proliferation of university Crown foundations across Canada from 1984 to 1998. From the findings of over 40 interviews conducted between 2014 and 2017 and document analysis, this study uses a conceptual framework of policy entrepreneurship and institutionalism to provide evidence of Crown foundations' policy engagement in post-secondary education and fiscal policy in Canada. The efforts to increase the availability of tax incentives to the system by policy entrepreneurs increased resources available to Canadian university Crown foundations, although the advantage to universities was only temporary.
Integrating Experience through the Work of William Newell and Maxine Greene
Author: Upton, Heidi
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Sensory Experience,Spatial Ability,Architecture,Educational Philosophy,Phenomenology,Aesthetics,Urban Areas,Art Education,Teaching Methods,Inquiry,Educational History

This article focuses on an article by William H. Newell (2001): &quot;A Theory of Interdisciplinary Studies&quot; (&quot;Issues in Integrative Studies,&quot; 19, pp. 1-25). It explores the spatial and temporal dimensions in the architecture of urban form, applying the essential inquiry process that begins in sensory experience. This process of inquiry, a form of mapping experience, proceeds from the work of Maxine Greene, educational philosopher and existential phenomenologist, responsible for the development of an arts-based methodology known as aesthetic education. Newell's approach to interdisciplinary understanding of complex systems resonates powerfully with the philosophical underpinnings of aesthetic education. With Newell's interdisciplinarity and Greene's philosophy as integral guides, the article analyzes how weaving experience, inquiry and interdisciplinary work can result in the development of layers of meaning and understanding about the urban space.
Integrity in Education: William H. Newell in Conversation with P. Sven Arvidson
Author: Newell, William H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Integrity,Interdisciplinary Approach,Liberal Arts,Humanities,Educational Development,Higher Education,Educational Practices,Best Practices,Educational Change,Experimental Colleges,Educational Theories,Undergraduate Study

This article features a conversation on the occasion of a May 2018 &quot;Festschrift&quot; in &quot;Issues in Interdisciplinary Studies&quot; to honor the work of William Newell, between Newell and P. Sven Arvidson. William Newell is Emeritus Professor of Interdisciplinary Studies at Miami University, where he taught interdisciplinary courses full time in the School of Interdisciplinary Studies (Western College Program) from 1975 until his retirement in 2012. He has consulted on interdisciplinary course development and teaching and conducted external reviews of interdisciplinary programs at well over a hundred colleges and universities. He has published numerous articles and chapters on interdisciplinary higher education. P. Sven Arvidson is Associate Professor and Director of Interdisciplinary Liberal Studies at Seattle University, where he is also the founding coordinator of the Consortium of Interdisciplinary Scholars. He has been co-editor of Issues in Interdisciplinary Studies since 2017. Some topics discussed include whether or not Newell considers himself an academic radical, or academic pioneer, how a liberal arts-educated philosophy major from Amherst College, with a subsequent PhD in economics from the University of Pennsylvania, bloomed into the founding leader of interdisciplinary studies in the U.S., and Newell's thoughts on the historic development of the first European meeting of the annual Association for Interdisciplinary Studies (AIS) conference in Fall 2019. Arvidson asks Newell this provocative question: &quot;Having reviewed over a hundred integrative and interdisciplinary programs of all types over the years. What are several things that good programs seem to get right?&quot; Newell's top ten best practices for conducting and teaching interdisciplinary studies listed in &quot;The State of the Field: Interdisciplinary Theory&quot; (2013), are discussed, and he is asked if he would add more to this list now. He is also asked if he would like to modify existing practices he named in that list.
Secondary School Counselors&apos; Perceptions of Service-Learning: Gaps between State Policy, Counselors&apos; Knowledge, and Implementation
Author: Curry, Jennifer R.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Attitudes,Secondary Schools,Service Learning,State Policy,Knowledge Level,Counselor Role,Program Implementation,State Legislation,Counselor Training,Professional Development,State Departments of Education

The purpose of this study was a state-level investigation of school counselors' knowledge of their role in the implementation of service-learning policy using survey research methods. The respondents reported having little knowledge of the policy, not having implemented it statewide, and not having been trained in service-learning pedagogy. Based on these results, this article provides implications for consideration when states develop educational policies that impact school counselors' work.
The Impact of Conscious Discipline on Teacher Efficacy and Burnout: Perspectives for Elementary Teachers
Author: Cooper, Lori A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Self Efficacy,Teacher Burnout,Discipline,Classroom Techniques,Emotional Intelligence,Social Development,Emotional Development,Conflict Resolution,Problem Solving,Program Effectiveness

This study examined the impact of Conscious Discipline® on Michigan elementary teachers' perceptions of their self-efficacy and burnout levels. Teachers completed a survey of the Teacher Sense of Efficacy Scale (TSES) and Maslach's Burnout Inventory (MBI) and were observed using a fidelity instrument (Rain, 2014) by the researcher five months after the adoption of Conscious Discipline® school-wide in the treatment group (n = 12). The control group (n = 15) was matched with similar student population demographics, and the same surveys and fidelity instrument (Rain, 2014) were used. Results from this study found no statistical significance in the TSES or MBI scores between those in treatment and control groups. Additionally, no statistical significance was found in the observed implementation level of Conscious Discipline® and efficacy or burnout scores.
Authentic Assessment in the Listening Comprehension Classroom: Benefits and Implications
Author: Sevilla Morales, Henry
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Based Assessment,Listening Comprehension,Listening Comprehension Tests,Educational Benefits,College Students,Portfolios (Background Materials),Criterion Referenced Tests,Student Evaluation,Goal Orientation,Self Evaluation (Individuals),Mastery Learning,Achievement,Critical Thinking

This research paper discusses the benefits and implications of bringing authentic assessment into listening comprehension classes. The study was run in 2016 based on a mixed-methods model to research and included 38 college students enrolled in a listening comprehension class at an English Teaching Major (ETM) from the University of Costa Rica (UCR). Data collection instruments included plans of improvement, portfolios, self-assessment forms, teacher-student conferences, verbal calls, and impromptu reflections. Data were validated through several procedures (e.g., triangulation and reflexivity) and analyzed in the form of emerging themes from the information collected. Findings are that authentic assessment can and should be used more in listening comprehension classes to bring assessment and instruction together, as well as to provide opportunities for skills integration. The study yields implications for theory and practice, and it constitutes a proposal to move from traditional to process evaluation, and from norm-referenced testing towards more criterion-referenced assessment. Nonetheless, the aim should not necessarily be a radical 'no' to paper-and-pencil tests, but a more balanced use in combination with other strategies so that assessment becomes more reliable, valid, fair, and authentic for all EFL actors involved.
Analysing the Correlation between English Proficiency and Academic Performance among Thai University Students
Author: Rudd, Matthew
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Proficiency,Academic Achievement,College Students,Private Colleges,Grade Point Average,Correlation,Gender Differences,Intellectual Disciplines,Instructional Program Divisions

The primary objective of this research paper is to examine the relationship between students' English language proficiency skills and academic performance across unrelated subjects from a sample population totalling 2,026 students at a private university in the surrounding areas of Bangkok. Participants in this research study comprised first, second and third year students from four separate faculties: engineering, business administration, I.T and veterinary science. This study collated English language assessment results and grade point average from all participants to analyse the correlation between the two performance-related variables via t-test significance testing (0.05) and Pearson's correlation coefficient analysis. On the grounds of Spearman's &quot;g&quot; factor theory of intelligence, this paper worked on the theory that higher English performance outcomes would naturally translate into higher GPA attainments. The t-test results derived from quantitative data indicated that the means of the two sets of performance-related variables were significantly different (p &lt;0.05). However, the correlation coefficient analysis revealed a highly positive relationship between English language proficiency and GPA attainments (r = 0.653), leading to the unequivocal observation that higher English proficiency levels were associated with higher standards of GPA across all measures; (1) year group, (2) gender, (3) faculty, and (4) the entire sample population.
Effects of Genre Based Approach (GBA) in EFL Reading Comprehension and Writing
Author: Montero-Arévalo, Sindy Johana
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grade 9,Reading Comprehension,Literary Genres,Writing Skills,Program Effectiveness,Student Motivation,Personal Autonomy,Foreign Countries,Reading Skills,Secondary School Students,Bilingual Students

The present paper puts under examination the effects of Genre Based Approach (GBA) on 9th grade students from a city in the Caribbean coast of Colombia. The purpose of the study is to analyze how GBA affects reading comprehension and writing by comparing the students' results before and after the execution of the approach. GBA was implemented in six sessions using instruments for data collection that included tests, questionnaires and interviews. The genres selected for the study were anecdotes and recounts, which are the type of texts used in the English section of national exams in Colombia. The overall findings show that students' reading comprehension, writing, motivation and autonomy improved after the implementation of GBA; as a result, the students were able to understand, explain and recreate the genres that were part of the study.
Interdisciplinarity versus Anti-Intellectual and Anti-Democratic Impulses
Author: Szostak, Rick
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Democracy,Scholarship,Values,Student Attitudes,Teaching Methods,Elementary Secondary Education,Higher Education,Educational Change,Voting,Public Policy,Controversial Issues (Course Content),Values Education,Postmodernism,Expertise,Ethics,Political Attitudes,Decision Making,Discourse Modes,Access to Information

The scholarship of interdisciplinarity provides a potentially powerful response to anti-intellectual and anti-democratic impulses. It recognizes that proof and disproof are generally impossible, and that scientists can be biased in their evaluation of the evidence. Yet it proposes a set of strategies for transcending scholarly disputes in order to achieve more comprehensive understandings. Interdisciplinary scholarship also guides individuals to understand the perspectives of those we disagree with, and suspect that there is some kernel of truth in widely-held beliefs. Interdisciplinarians can urge a reasoned skepticism of both expert advice and democratic processes. We can potentially integrate across differences in values. If we can educate students in interdisciplinary attitudes and strategies -- ideally in K-12 as well as in the university -- we can prepare future generations for constructive and respectful discourse. Much of this article will focus on what we should teach our students and how we might change the academy to do so. However, the literature on interdisciplinarity also suggests some important institutional changes in the wider world. Citizens' fora -- often recommended in the literature on transdisciplinarity -- would allow typical voters to evaluate the evidence relevant to particular public policy questions. The interdisciplinary literature asserts that one need not have disciplinary expertise to draw intelligently upon disciplinary insights, or to integrate across competing insights. Interdisciplinary online resources could attempt to synthesize competing points of view on contentious issues.
The Impact of Newell&apos;s &quot;A Theory of Interdisciplinary Studies&quot;: Reflection and Analysis
Author: Welch, James, IV
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Perspective Taking,Systems Approach,Intellectual Disciplines,Research Methodology

This article examines the main ideas presented in Newell's groundbreaking article, published in &quot;Issues in Integrative Studies&quot; in 2001, &quot;A Theory of Interdisciplinary Studies&quot;: that complexity is a precondition for interdisciplinary research, that interdisciplinary research utilizes disciplinary perspectives, and that integration of insights drawn from disciplinary perspectives is the goal of interdisciplinary research. It also examines the development of the interdisciplinary research process presented in the article. The controversies surrounding these ideas are explored in depth, along with the overall impact of the article on the field of interdisciplinary studies.
With AIS to Amsterdam 2019: Friendship and Interdisciplinary Studies in Global Contexts
Author: Keestra, Machiel
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Conferences (Gatherings),Group Membership,Organizations (Groups),Friendship,College Faculty,Teacher Attitudes

Many colleagues who have become active in AIS have experienced that their membership has entailed friendships with like-minded people, thanks to Bill Newell's creation of a welcoming atmosphere from which both individuals and the organization have benefitted. Musing upon the words behind the acronym AIS, and anticipating its historic first conference outside North America -- in Amsterdam in 2019 (see http://www.aisconference2019.nl ) -- what follows is a brief reflection upon friendship and interdisciplinary studies and the ways that Bill has connected the two.
Problematic Phonemes for Spanish-Speakers&apos; Learners of English
Author: Uribe Enciso, Olga Lucía
Date: 2019-00-00
Type: Journal Articles
Subjects: Phonemes,Spanish Speaking,Pronunciation Instruction,Pronunciation,Contrastive Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Phoneme Grapheme Correspondence,Articulation (Speech),Error Patterns,Error Analysis (Language),Feedback (Response),Native Language,Interference (Language),Age Differences,Class Activities,Learning Processes,Oral Reading,Phonetics,Difficulty Level

When learning English, learners might face a challenging task in mastering pronunciation due to differences in both languages such as sound-to-letter correspondence, size of phoneme inventory, allophonic realization of sounds, place and manner of articulation, among others. Therefore, the purpose of this paper is to review both theoretical and research reports on the most problematic sounds for Spanish-speakers English language learners. Approaches to second language learners' errors like Contrastive Analysis and Error Analysis although being criticized have contributed to identifying likely causes of errors and dealing with them whether anticipating them or providing appropriate feedback on them. Besides, first language interference and age of second language acquisition have been found as complicating factors in the English pronunciation learning process. Finally, some classroom activities have been reported as successful for facilitating English pronunciation in Spanish native speakers.
&quot;Advancing&quot; Interdisciplinary Studies: The Boundary Work of Integrating, Complexifying, and Professionalizing
Author: Klein, Julie Thompson
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Benchmarking,Best Practices,Guidelines,Professionalism,Cooperation,Intellectual Disciplines,Organizations (Groups),Criticism

This article places William Newell's work on interdisciplinary studies (IDS) within the larger landscape of definitions, theories, and practices of interdisciplinarity. It begins by benchmarking three of his major contributions to the field of interdisciplinary studies read in the context of expanding literature on related topics: specifically his efforts to make integration the foundation of process-based best practices, to establish a theoretical framework grounded in complexity, and to professionalize the field of IDS. It then examines two challenges to AIS today that Newell alerted members to in a 2013 reflection on the state of the field -- transdisciplinarity and team science -- followed by added insights from two areas -- policy sciences and interprofessionalism. The article closes by reflecting on current conflicting priorities, renewed debate on the relationship of disciplinarity and interdisciplinarity, and efforts to explore intersections of multiple organizations vested in inter- and transdisciplinarity today.