ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Cognitive Strategies in Second Language Writing
Author: Sethuraman, Mekala
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Strategies,Second Language Learning,Second Language Instruction,Writing Instruction,Writing Skills,Employment Opportunities,Writing Strategies,Language Proficiency,Engineering Education,Undergraduate Students,Correlation,English (Second Language),Work Environment,Comparative Analysis,Pretests Posttests,Foreign Countries,Student Attitudes,Writing Tests,Scoring Rubrics

Purpose: Polytechnic students lack basic skills, especially the writing skill essential for their employment. They find it difficult to write emails, reports, and other technical documents required at their workplace. Although there are studies to investigate this skill-gap, there is little research to explore the possibilities for enhancing their writing skill. Hence, this study focuses on enhancing the writing skill of the polytechnic students. This study aims to employ cognitive strategies to guide the mental operations entailed in performing a writing task. The paper delineates the experimental study employing cognitive strategies to foster the writing proficiency of the students. Research Methods: 51 pre-final year diploma students belonging to the Department of Instrumentation and Control Engineering of the autonomous polytechnic institute in Tamil Nadu was chosen as the samples for this study. The teacher-researcher imparted cognitive strategies to the students and has invigorated them to employ it in their writing tasks administered in a graded structure during the course. Findings: The findings of the study established a strong correlation between students' cognitive strategy use and their writing. The results corroborated improvement in the students' writing skill expedited by the employment of cognitive strategies in their writing tasks. Implications for Research and Practice: The findings obtained in this study suggest the necessity of integrating cognitive strategies in the writing skill of the ESL learners in accordance with the workplace demands of adequate proficiency in writing skills of the employees creating a desideratum for the polytechnic students to enhance proficiency in their writing.
Schema of Analogical Reasoning-Thinking Process in Example Analogies Problem
Author: Kristayulita, Kristayulita
Date: 2020-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Logical Thinking,Models,Foreign Countries,High School Students,Problem Solving,Mathematics Instruction,Teaching Methods,Creativity,Equations (Mathematics),Trigonometry

Purpose: Analogical reasoning has been studied using a variety of tasks that generally required consideration of the relationship between the object and its integration to conclude an analog schema. The aim of this study was to describe the model of analogical reasoning schema based on some analogical problems. Research Method: In this study used a qualitative research approach with design research is the case study. Data were taken from 16-year-old high school students, West Nusa Tenggara Indonesia. The researcher selected 4 students who answered two analogical problems correctly and used in analyzing qualitative data. Findings: The findings showed that there is a difference in the schema. The first type is that students can directly map between target problem and source problem, followed by structuring, applying, and verifying. The second type is that the student can not directly map between the target problem with the source problem, but the student needs to do a representation of the target problem so as to find a form of problem that has similarities with the source problem. Then the student can map between target problem with source problem, followed by doing the process as the first schema type. The Implication for Research and Practice: Findings of this study may have an impact on the way teachers teach mathematics on the analogical problems they use. Teachers can consider mathematical problems used in learning so that students easily understand the theory from the concepts being taught. And then, teachers need to develop an analogical problem that can develop critical and creative thinking to enhance the creativity of high school students with their analogical reasoning.
The Possibility of Storytelling: Building a Sense of Community within a Hawaiian Culture-Based School
Author: Matsu, Kelsey
Date: 2020-00-00
Type: Journal Articles
Subjects: Charter Schools,Story Telling,Sense of Community,Hawaiians,Culture,School Activities

This paper examines a collective storytelling practice at Kanu o ka 'Aina Public Charter School (KANU) as a foundation for belonging and community building. In this article, the author focuses on piko, a daily morning gathering of protocol and chants exercised by all staff and students at KANU Public Charter School. The author examines this collective storytelling practice in light of McMillan and Chavis' (1986) definition of sense of community, exploring the extent to which such a practice could serve as an example of an intentional activity that enhances a school's sense of community. First, the author considers the extent to which a sense of community existed at KANU; next collective storytelling practices are explored as a means to build community; and finally, piko is compared to McMillan and Chavis' (1986) four elements of sense of community.
Be(com)ing a &quot;Metaconscious&quot; Outsider Researcher: Reflections from the Qualitative Study on Mentoring Native Hawaiians
Author: Zorec, Klavdija
Date: 2020-00-00
Type: Journal Articles
Subjects: Hawaiians,Mentors,Undergraduate Students,College Faculty,Student Research,Student Development,Academic Persistence,Identification (Psychology),Interaction,Indigenous Populations,Story Telling,Interpersonal Relationship,Cooperation

In this paper, the author reflects on experiences with being an outsider researcher during their dissertation in which they worked with six undergraduate Native Hawaiian mentees and their six faculty mentors. Four mentor participants self-identified as Hawaiian themselves, whereas two mentors were non-Hawaiians. In this qualitative study, the author explored the ways in which engagement in mentored research activities influenced the Native Hawaiian students' learning and development, including academic persistence and scientific identity formation. The author conducted interviews with mentees and mentors, observed the mentoring interactions, and analyzed documents that participants shared. The study was conducted in 2018 at the University of Hawai'i at Manoa, where the author pursued a doctoral degree in educational psychology as an international student. Coming from a Slovenian and non-Hawaiian background, the author discusses in this paper how their own researcher identity shaped and was shaped by the research process. The author focuses on the strategies used to facilitate trust within the participants and to enhance the collection and interpretation of their stories.
Needs of Japanese as a Second Language (JSL) Program for Foreign National Students in Japanese Schools in Japan
Author: McCarthy, Minako
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Second Language Instruction,Japanese,Language Skills,Bilingual Education,Barriers,Program Effectiveness,Language Proficiency

Japanese-national students benefit from extensive internationalization programs; however, foreign-national students may not always share equitable access to similar educational programs as Japanese students. While Japanese students take advantage of gaining their English proficiency from the current Japanese educational reform, foreign-national students in Japanese schools encounter challenges. When foreign-national students are unable to speak Japanese and lack Japanese literacy, these students encounter a major language barrier in Japanese schools. As a result, the barrier hinders foreign-national students learning lessons in schools. Bilingual education supports foreign-national students in their Japanese proficiency in schools in Emerging Educational Scholars in order for them to understand daily school lessons. Therefore, it is crucial to examine what types of bilingual education programs are implemented in current Japanese schools. This paper analyzes the strength and weaknesses of Japanese as a Second Language (JSL) programs and evaluates the future direction of the second language programs for the academic development of foreign-national students in Japanese schools in Japan.
Hiccups and Success: Principals Speak out about Equitable Performance Pay in a Large South Texas Urban Border District
Author: Nava-Garza, Rebeca
Date: 2020-06-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Merit Pay,Urban Schools,Hispanic American Students,Low Income Students,Academic Achievement,Incentives,Coaching (Performance),Teacher Effectiveness,Elementary Secondary Education,Accountability

This study sheds light on principal perceptions of the impact of performance pay in an urban South Texas School District that is situated on the border of Texas and Mexico. This qualitative naturalistic inquiry case study used researcher as instrument (Lincoln &amp; Guba, 1985). in order to glean the perceptions of principals who serve campuses of students that are predominantly Hispanic and underserved low-socioeconomic students. Strategies to facilitate trustworthiness and credibility of the study were implemented (Erlandson, Harris, Skipper, &amp; Allen, 1993). Major themes include: 1) the critical need for teacher quality, 2) the significance and impact of principals as teacher coaches, 3) the necessity of discernment in understanding of the purpose of performance base compensation as well as the impact of performance-based compensation (including the impact of that at three levels); and, 4) the impact on student achievement. The fifth theme evidenced participant perspectives on whether performance-based compensation improves recruitment and retention of quality teachers.
Is There a Need for Entrepreneurship Faculty in Higher Education?
Author: Finkle, Todd A.
Date: 2020-06-00
Type: Journal Articles
Subjects: Entrepreneurship,Higher Education,College Faculty,Employment Opportunities,Advertising,Job Applicants,Faculty Recruitment,Academic Rank (Professional),Tenure,Trend Analysis,Educational Trends,Expertise

This article evaluates the career opportunities within the field of entrepreneurship in higher education from 1989 to 2019. The article examines job advertisements and the respective candidates that are applying for these positions. Jobs and candidates are broken down into the following categories: international, rank, tenure and non-tenure track, and areas of expertise. In 2018/19 there were 509 advertisements for entrepreneurship positions. The number of candidates who advertised for entrepreneurship positions was 182 for a ratio of 2.8 jobs per candidate. The total number of tenure track positions was 261 or 51% of the total number of jobs. The ratio of the total number of tenure track positions (261) per tenure track candidate (181) was 1.44. This article examines these trends and how existing and potential faculty and administrators can take advantage of them.
Design Thinking: Opinions and Experiences of Middle School Students = Tasarim odakli düsünme: Ortaokul ögrencilerinin görüs ve deneyimleri
Author: Çiftçi, Ayse
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Foreign Countries,Energy,Group Dynamics,Student Satisfaction,Student Experience,21st Century Skills,Problem Solving,Science Curriculum,Middle School Students,Early Adolescents,Grade 7

The aim of the present research is to examine the opinions and experiences of 7th grade students towards design thinking. In this context, activities for design thinking about energy transformations included in the science curriculum were conducted for four weeks. Phenomenology method, one of the qualitative research methods, was used in the study carried out with thirty-six 7th grade students. The students' opinions about design thinking were obtained through open-ended questions and their experiences through diaries. Content analysis method was used to analyse the data collected from the open-ended questionnaire and the student diaries. In line with the students' views on design thinking, 7 themes emerged: Contributions of design thinking, difficulties encountered in the implementation of design thinking, difficulty level of design thinking stages, getting support during the implementation of design thinking, degree of appreciation of design thinking stages, spending time for design thinking activities in the future and participating in design thinking activities outside of school. As a result of the analysis of the diaries, three themes emerged: learning, satisfaction and criticism. It is thought that the opinions and experiences of middle school students towards design thinking will contribute to the design of learning environments in a more qualified way.
Experiences of Pre-School Children and Their Teachers Regarding Class Rules and Behavior Management: A Case Study = Okul öncesi dönem çocuklarinin ve ögretmenlerinin sinif kurallari ve davranis yönetimine iliskin deneyimleri: Bir durum çalismasi
Author: Yildiz, Cansu
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Teachers,Behavior Problems,Classroom Techniques,Case Studies,Kindergarten,Freehand Drawing,Content Analysis,Teacher Attitudes,Student Attitudes,Classroom Environment,Teacher Student Relationship,Student Behavior,Behavior Standards,Foreign Countries

The aim of the study is to determine experiences of children attending a preschool class and their teacher about class rules, desirable and undesirable behaviors and strategies followed by the teacher concerning these behaviors. The study is a case study, which is one of the qualitative research methods. The participants were 14 children attending a class for 5 year-olds in an independent kindergarten and the teacher of the class. Semi-structured interview technique was used in the study. In addition, in two of the questions in the interview, the students were asked to draw pictures to help them describe their experiences in more detail. The data in the study were analyzed by content analysis, categorized by coding, and themes and sub-themes were obtained. As a result of the research, it was found that the opinions of the children and their teachers about class rules and undesirable behaviors were in parallel with each other. The study revealed that the experiences of children and the teacher overlap in terms of behaviors and strategies followed by the teacher in response to desirable behaviors. However, it was found that the experiences of children and their teacher differ with regards to the way class rules are determined, and behaviors and strategies followed by the teacher concerning undesirable behaviors.
The Bologna Process and HEIs Institutional Autonomy
Author: Haukland, Linda Helén
Date: 2020-11-00
Type: Journal Articles
Subjects: Institutional Autonomy,Higher Education,Student Mobility,Educational Policy,Educational Cooperation,International Cooperation,Educational Change,Competition,Administrative Organization,Standards,Equal Education,Efficiency,Institutional Mission,Educational Finance,Accreditation (Institutions),Educational Development,Foreign Countries,Academic Freedom,Case Studies,Professional Autonomy,Decision Making,Universities

The Bologna Process has made a strong impact on the development of European higher education, although the greatest impact has not been from the process itself, but from the national reforms introduced along with it. With a relatively young higher education system, Norway was ahead of most European countries in implementing the Bologna Process and reforms indirectly linked to it. Due to path dependencies and the Higher Education Institutions being, to a certain extent, autonomous and carriers of their own culture, we cannot draw conclusions at the local level without empirical studies. Therefore, the case of Nord University shows us how this process directly and indirectly affected Higher Education Institutions in Norway. The Higher Education Institutions (HEI) integrated horizontally in an education system that was increasingly hierarchical and competitive. The need for standardisation in order to secure equality and efficiency, and the demand for greater autonomy in the HEIs was answered by strengthening some and weakening other forms of institutional autonomy along with the establishment of a new accreditation system. Three dimensions of autonomy are touched on in this study. Firstly, the question of who has decision-making power in the HEIs defines whether they are ruled by professional or administrative autonomy. Secondly, the question of the HEIs' mission is decided either by the HEI itself, representing substantive autonomy, or by external demands on production and external funding, representing what I call beneficial autonomy. Finally, the question of how the HEIs fulfill their mission decides whether they have individual autonomy or procedural autonomy. In the last case, the HEIs are given external frameworks, which, to a great extent, define how they are to carry out their mission in order to succeed. The development of higher education in Norway shows how the introduction of the accreditation system hampered different types of institutional autonomy and strengthened others, a development that also brought dilemmas and tensions related to academic freedom. The Bologna Process played the role of both supplier of terms and a catalyst for these dilemmas. One of the consequences in Norway was a development where former colleges gained university status, among them Nord University (University of Nordland) in 2011.
Experiential Learning in Hospitality Management Curriculum: Case Study in Rural Southeast U.S.
Author: Sebby, Angela G.
Date: 2020-06-00
Type: Journal Articles
Subjects: Hospitality Occupations,Management Development,Experiential Learning,Tourism,Work Experience,Business Administration Education,Feedback (Response),Learning Activities,Student Projects,Active Learning,Living Learning Centers,Student Attitudes,Comparative Analysis,Outcomes of Education,Teaching Methods,Service Learning,Nonprofit Organizations,Partnerships in Education,Program Descriptions,Rural Areas

Since the beginning of the 21st century, relevant education and the advancement of student learning have become areas of increasing concern in a rapidly changing work environment. Industry-based experiential learning activities provide students with the opportunity to apply classroom concepts and achieve immersed levels of learning. As the student's level of involvement increases, meaningful learning occurs. Although many hospitality and tourism programs recognize the importance of applied work experience, more studies are needed in higher education, within the area of hospitality and tourism management, that demonstrate the experiential learning approach. This paper will discuss the gradual integration of various types of experiential learning activities into a hospitality and tourism management curriculum situated within a College of Business. Based on feedback from community focus groups, student course evaluations, and reflection papers, many experiential learning activities were re-designed to extend over two semesters rather than one semester. Two-semester project-based learning, instructional educational tours, and living-learning labs were designed to provide students with further hands-on experience and liberal time to engage in meaningful scholarship. The experiential learning projects discussed generated notable and appreciated outcomes for-profit and non-profit partners while providing students a valuable work experience within a group environment. Industry certifications were added to several courses to enhance specific skill sets and strengthen student resumes. When compared to one-semester projects it was determined for identifiable hospitality and tourism management courses, the two-semester experiential learning approach can be a significant teaching technique that offers students meaningful and thought-provoking learning experiences.
Mentoring as Seen through the Lens of Doctoral Students
Author: Jones, Irma S.
Date: 2020-06-00
Type: Journal Articles
Subjects: Mentors,Doctoral Students,Professional Development,Career Development,Social Support Groups,Trust (Psychology),Novices,Reflection,Interpersonal Relationship,Program Length,Adults

This paper will describe the reflections of doctoral students as they complete their first experience of formal mentoring and examine what they discovered about the process and rigors of mentoring adults. Goals and objectives were negotiated and a formal written agreement describing trust, communication, time expectations and constraints, confidentiality of information, plan developing, success criteria and measurement, delineation of mutual responsibilities and target dates for learning goals was executed. Although the students all indicated a successful experience, the process of how each achieved that experience varied.
Organizational Trustworthiness: Perceptions of the Students, Faculty, and Staff within a University
Author: Cadeau, Katsia M.
Date: 2020-06-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,College Students,College Faculty,Trust (Psychology),Institutional Characteristics,Higher Education,Individual Characteristics,Age Differences,Gender Differences,Role,Leadership,Educational Environment,Justice,School Culture,Student Satisfaction,Student Experience,Competence,Quality Assurance,Educational Finance,Interaction,Information Dissemination,Compliance (Legal)

This quantitative study examined organizational trustworthiness through the perceptions of the students, faculty, and staff within a university community. Caldwell and Clapham's (2003) Organizational Trustworthiness Survey was used and focused on seven factors originated by the authors: competence, quality assurance, financial balance, interactional courtesy, responsibility to inform, legal compliance, and procedural fairness. Peer-reviewed research was used as evidence from related literature to identify the utility of the seven constructs in encompassing organizational trustworthiness at the selected university as an aspect of organizational effectiveness. Respondents were required to identify items that they perceived as most important for organizational trustworthiness and that showed satisfaction in the running of each construct. The mean value and standard errors were calculated for each of the seven organizational trustworthiness factors. The results were analyzed through the survey data, which confirmed that respondents identified all seven factors as important contributors to their perceptions of organizational trustworthiness.
Short-Term Travel Study: Program Design, Student Self-Awareness and Faculty Development
Author: Tovar, Lynn Atkinson
Date: 2020-06-00
Type: Journal Articles
Subjects: Study Abroad,Program Length,Travel,Faculty Development,Experiential Learning,Foreign Countries,Student Development,Interpersonal Competence,Cultural Awareness,College Students,College Faculty,Program Design,Self Concept,Global Approach,Crime

In developing college short term travel programs whether domestic or abroad it is essential for faculty to recognize the obstacles and challenges to ensure an enriching experience for students. Experiential learning was the guiding principle to teaching the curriculum; however, civility and respect became a lens in which to examine the qualitative student journals and conversations. As a result, this article describes similarities and differences in program design, and how faculty's participation and preparation in short-term travel study programs can contribute to a student's holistic enrichment of learning and self-awareness of others as well as augment faculty professional development.