ethanporcaro/eric-fulltext-meta huggingface dataset:
Feeling the Burn
Author: Loveland, Elaina
Date: 2018-00-00
Type: Journal Articles
Subjects: Burnout,Admissions Officers,College Admission,Psychological Patterns,Interprofessional Relationship,Career Guidance,Mentors,Professional Development,Career Development

College admission has always been a rewarding and at times, stressful, career path. For professionals new to the field, an increased competitiveness in college admission and advances in technology in the last decade or so have contributed to an even greater possibility of burnout early in the career. In this article, the author discusses important information about preventing burnout and advancing on the admission career ladder.
Does a Modified Math Emporium Work for All Students?
Author: Guerrero, Shannon
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Mathematics Instruction,Student Needs,College Students,Gender Differences,Racial Differences,Ethnicity,Foreign Students,First Generation College Students,Teaching Methods,Remedial Mathematics,Online Courses

Mathematics Emporia, or dedicated technology-supported learning environments designed to support large numbers of students in predominantly developmental mathematics courses, are a relatively recent phenomenon at community colleges and universities across the nation. While the size and number of these emporia has grown, empirical research into the impact of an emporium model on student learning and affect is only now emerging. This is especially true when looking at the impact of an emporium approach on students from diverse backgrounds. This study attempts to fill in the gaps in existing research related to how well emporium models address the needs of students based on gender, race/ethnicity, international status, and first- versus continuing-generation. Findings indicate that not all populations are served equally well by a modified mathematics emporium approach. The need for action to address inequities in student performance and implications for future research are discussed.
The Effect of Smart Board Use on Academic Achievement: A Meta-Analytical and Thematic Study
Author: Akar, Hüseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Visual Aids,Educational Equipment,Academic Achievement,Meta Analysis,Influence of Technology,Foreign Countries,Teacher Attitudes,Preservice Teachers,Elementary Secondary Education

The aim of this study is to examine the effect of smart board use on academic achievement. For this purpose, mixed method where quantitative and qualitative methods are combined is used. In the quantitative phase of the research, 47 experimental studies examining the effect of smart board use on academic achievement, which were accessed by the literature review and conformed to the inclusion criteria determined by the researcher, were analyzed according to random effects model using meta-analysis method. As a result of the analysis, it was found that the effect size of smart board use on academic achievement was positive, large, and significant (ES(d) = 0.94, p ? 0.05). The calculated effect size does not differ according to the type of publication, school level, and field of science (course), publication year, sample size and duration of experiment implementation. The data collected in the qualitative phase of the research were analyzed using descriptive and content analysis methods. The following results were obtained under the theme of the positive aspects of smart board use: &quot;it provides permanent learning&quot;, &quot;supports visual and auditory learning&quot;, &quot;makes topics more concrete&quot;. The following results were obtained under the theme of the negative aspects of smart board use: &quot;teachers' inability to use the smart board leads to a waste of time and disrupt the course&quot;, &quot;teachers can be overshadowed by the smart board&quot;, &quot;smart board makes the student and teacher lazy, and they get used to smart board doing everything&quot;. The following results were obtained under the theme of suggestions: &quot;teachers should be trained on smart board use&quot;, &quot;different functions should be used besides presentation (video, sound, educational game, animation etc.)&quot;, &quot;smart boards should not be used all the time, only when necessary&quot;.
Social Studies and Civil Society: Making the Case to Take on Neoliberalism
Author: Orlowski, Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Civics,Neoliberalism,Social Justice,Democratic Values,Ideology,Critical Literacy,Media Literacy,Economic Climate,Foreign Countries,Working Class,Middle Class

The biggest threat to civil society in Canada and the United States is the economic doctrine known as neoliberalism. Sometimes referred to as the corporate agenda, this philosophy supports the deregulation of industry, the privatization of the commons, the weakening of workers' rights, and corporate tax cuts. Acknowledging that teaching is a political act, this paper makes a case for social studies and history teachers to develop pedagogy that lifts the hegemonic veil for students. Progressive values--progressive tax reform, support for workers, strengthening social welfare, and regulating industry--are the antithesis of neoliberalism. After describing the effects of neoliberalism today, the paper highlights important victories for working- and middle-class citizens taken for a stronger civil society in the pasts of both countries based on Keynesian economics and social democratic values. The paper outlines a pedagogical approach for social studies teachers based upon ideology critique, critical media literacy, and reframing of neoliberal discourses with progressive ones. Deconstructing hegemony is the crucial component of this critical pedagogy.
Developing Strategic Learners: Supporting Self-Efficacy through Goal Setting and Reflection
Author: Philippakos, Zoi A. Traga
Date: 2020-05-00
Type: Journal Articles
Subjects: Self Efficacy,Goal Orientation,Reflection,Self Management,Writing Strategies,Literary Genres,Writing Improvement,Revision (Written Composition),Writing Instruction,Teacher Role

When students face academic challenges, when they receive poor grades on a subject, and when they see unchanged performance -even though they put effort on a task- they often develop the belief that they are not capable of overcoming challenges. Continuous underperformance affects students' self-efficacy and belief that success is an achievable goal. The purpose of this paper is to explain the process of goal setting with continuous reflection to support students' writing growth and persistence. The paper further comments on teachers' goal setting for instructional and professional goals in order to support their instructional delivery and their growth as learners and professionals.
Problems Experienced in Classrooms with Students from Different Cultures
Author: Sari, Mehmet Hayri
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Differences,Student Diversity,Elementary School Students,Elementary School Teachers,Foreign Countries,Interaction,Student Participation,Teacher Student Relationship,Cultural Awareness,Teacher Competencies,Time Management,Classroom Techniques,Communication Skills,Teacher Attitudes,Social Bias,Discipline,Student Behavior,Knowledge Level,Reading Comprehension,Language Skills,Student Characteristics

This study aimed at revealing the problems experienced by primary school teachers in classroom contexts which involve different cultures (Turkish, Iranian, Afghan, and Syrian). Phenomenology design was adopted in the study. The study group was defined through criterion sampling approach. Teachers serving at classrooms involving different cultures and teachers having different professional seniority were included in the study. Nine primary school teachers in total were interviewed, and the data were collected through open ended semi-structured interview questions. The data were analyzed through content analysis. After analysis of the data, the problems experienced by primary school teachers were gathered under three categories as; 1) problems experienced by themselves as teachers, 2) problems experienced in terms of students, and 3) problems experienced in terms of parents.
Exploring the Discourses and Identities of One Aspiring Literacy Specialist
Author: Stevens, Elizabeth Y.
Date: 2020-05-00
Type: Journal Articles
Subjects: Discourse Analysis,Self Concept,Specialists,Teaching Methods,Instructional Effectiveness,Inclusion,Literacy Education,Teacher Student Relationship,Case Studies,Professional Identity,Family Work Relationship,Language Usage,Whites,Middle Class,Disadvantaged,Caring,Teacher Characteristics,Females,Masters Programs,Graduate Students,English Teachers,Teacher Attitudes

Becoming an effective literacy specialist means developing tools to support students' and teachers' reading and writing aspirations. They are thought to be self critical and respectful of their students' and colleagues' strengths, however, this is not easy. This case study examined the discourses and identities of a highly reflective white female teacher who was completing studies to become a literacy specialist. Critical discourse analysis was used as a theory and a method to examine the focal participant's language-in-use to learn about how she made sense of her world, including her work with students and colleagues. This analysis suggested that she was a caring wife, mother, religious person, teacher, aspiring literacy specialist, and she was aware and critical of her privilege as a middle class white woman. Despite this, she drew on deficit-oriented language about helping the &quot;other&quot; in ways that distanced her from students and colleagues. This analysis suggests the need for researchers to continue to develop practices to enable literacy specialists, and all educators, to disrupt their deficit discourses and offer more inclusive and effective pedagogy.
Examining Motivation Theory in Higher Education among Tenured and Non-Tenured Faculty: Scholarly Activity and Academic Rank
Author: Agah, Niloofar Nickol
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Tenure,Nontenured Faculty,Academic Rank (Professional),Job Security,Productivity,Higher Education,Correlation,Teacher Motivation,Needs,Expectation,Incentives

The pursuit of tenure in higher education is arguably the dominant focus of tenure track faculty throughout the United States' higher education environment, if not a world-wide phenomenon. By applying Vroom's Expectancy theory of motivation, this study intends to investigate the relationship between research productivity and motivation to conduct such activities at higher education institutes by examining the academic productions of tenured and not tenured faculty members. This study sought to confirm the need to further investigate the impact that long-term job security, in the form of tenure, has on faculty academic productivity in higher education. The present study used the data from the 2004 National Study of Postsecondary Faculty (NSOPF) survey which suggested that there was a significant difference in the number of academic activities among faculty of different ranks and tenure status, especially among full and associate professors, and associate professors and assistant professors, regardless of their tenure status. However, the difference was not significant among the non-tenured full and assistant rank faculty. This may suggest that overall, among the sample population of this study, tenured faculty members were more actively involved in presenting scholarly products. [The data in this report are from the survey of institutions as part of the 2014 National Survey of Postsecondary Faculty (NSOPF) conducted by the National Center for Education Statistics.]
Supporting and Sustaining Specialized Literacy Professionals in Teacher Leadership Positions
Author: Yurkewecz, Thea
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Literacy Education,Reading Consultants,Specialists,Teacher Responsibility,Coaching (Performance),Decision Making,Elementary Education,Grants,Administrator Role,Teacher Role,Faculty Development,Communities of Practice

Specialized literacy professionals (specialists/coaches/coordinators) are enacting leadership roles that influence how school communities interact and collaborate to change instructional practices. These positions involve multiple responsibilities highlighted in the standards for the Preparation of Literacy Professionals (International Literacy Association, 2017). This manuscript extends from the investigation of three specialized literacy professionals from one school community identified by their administrators as teacher leaders. After three years in these positions, each identify the structures, resources, and types of support that were critical to the sustainment of their leadership positions within their school district. This study informs the literacy community on the specific and various decision-making practices that specialized literacy professionals may engage in when leadership is formalized.
Free Speech: Staying Mission- and Admission-Centered during the Rise of Controversial Language and Events on Campus
Author: Abdul-Alim, Jamaal
Date: 2018-00-00
Type: Journal Articles
Subjects: Freedom of Speech,College Faculty,Telecommunications,Academic Freedom,College Environment,Enrollment,Racial Bias,Social Bias,College Admission,Admissions Officers,Social Media

When professor Johnny Eric Williams at Trinity College (CT) sent out a racially charged tweet in the wake of last year's shooting at a congressional baseball practice, it thrust the institution into the media spotlight over how it responded. The tweet was portrayed in some media outlets as a racial remark against white people in general, although Williams has stated he meant it to be directed against systemic racism. The controversy surrounding the tweet intensified when Tucker Carlson, a Fox News political commentator and Trinity alumnus, did a segment about the case in which he claimed liberals had &quot;wrecked&quot; his alma mater. Although Williams was initially put on leave, he was ultimately cleared of wrongdoing after it was determined that his tweet was protected under principles of academic freedom.
Conceptualizing Culture: How Preservice Teachers in the Rural Midwest Confront Subjectivities
Author: Karabon, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Rural Areas,Elementary School Teachers,Secondary School Teachers,Cultural Influences,Preservice Teacher Education,Culturally Relevant Education,Attitude Change,Student Attitudes,Class Activities,Cultural Awareness,Reflection,Educational Planning,Special Education,English Language Learners,Racial Differences,Gender Differences

This qualitative study examined how elementary and secondary preservice teachers in the rural Midwest conceptualize &quot;culture&quot; and how preservice teachers' subjectivities and conceptions of culture shape their pedagogical practices. Thirty-six preservice teachers participated in a course on effective planning designed to address topics such as special education, English language learners, race, those living in difficult circumstances, and gender representation. Results reveal that despite exposure to reflections and discussions on privilege and hegemony to confront biases and deficit perspectives, ethnocentrism persisted.
Dialogic Discourse to Empower Students in Linguistically Diverse Elementary Mathematics Classrooms
Author: Truxaw, Mary P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Student Empowerment,Elementary School Students,Student Diversity,Spanish Speaking,English Language Learners,Classroom Communication,Mathematics Instruction,Bilingual Education,Grade 1,Discourse Analysis,Hispanic American Students,Verbal Communication

This qualitative research study investigates dialogic discourse (i.e., give-and-take communication where students actively construct meaning) aimed at supporting mathematical meaning making in linguistically diverse elementary classrooms. For this study, linguistically diverse classrooms refer to classrooms where Spanish is the home language of many of the students--both dual-language (Spanish and English) and English-only elementary classrooms that include English learners (ELs). Multiple classrooms in two schools in the western and eastern United States were observed. Data sources include field notes, audio and video recordings, transcriptions of dialogue, and translations of dialogue (as appropriate). Qualitative methods including constant comparative methods, thematic coding, and discourse analysis techniques are used to examine verbal moves, exchanges, sequences, and episodes of discourse from mathematics lessons. A first-grade dual-language classroom is highlighted to illustrate methods and findings. Analysis demonstrates that, similar to monolingual classrooms, specific verbal moves (e.g., exploratory talk, accountable talk, and generative assessment) may shift discourse toward dialogic. Other supporting moves and practices (e.g., think time, visuals, use of primary language, and code-switching) are identified. Models of teaching are built from examination of relationships among moves, exchanges, sequences, and episodes within mathematics lessons. The models of teaching demonstrate practices with potential for infusing dialogic discourse and mathematical meaning making in linguistically diverse mathematics classrooms.
Dreamers Go to College
Author: Neutuch, Eric
Date: 2018-00-00
Type: Journal Articles
Subjects: Undocumented Immigrants,College Students,Student Motivation,Public Policy,Student Costs,Paying for College,Financial Support,Educational Counseling

Deferred Action for Childhood Arrivals (DACA), which began in 2012 through an Obama executive order, provides individuals who entered the country illegally or overstayed visas as minors with work permits and protection from deportation. Of the approximately 11 million undocumented people in the United States, 690,000 hold DACA permits. They are known as Dreamers--a term derived from the name of the proposed DREAM Act, which was introduced in Congress in 2001 and aimed to create a pathway to citizenship for undocumented immigrants brought to the US as children. However the Trump Administration announced the DACA program's repeal, calling it &quot;an unconstitutional exercise of authority by the Executive Branch.&quot; The repeal came with a six-month grace period for Congress to pass legislation on the issue. In 2018, the first DACA permits started to expire. As of this article, a legislative solution had not been forged, leaving DACA Dreamers in anxious states of limbo. This article examines how colleges and universities are trying to keep their undocumented students motivated when DACA and other policies are in question.
&quot;Speak Truth to Power Ourselves&quot;: Teaching Social Justice in a Teacher Residency Program
Author: Beck, Jori S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Preservice Teachers,Preservice Teacher Education,Minority Group Students,Disproportionate Representation,Beliefs,Power Structure,Theory Practice Relationship,College School Cooperation,College Faculty,Teacher Attitudes,Equal Education,Student Characteristics

The current study is part of a larger case study of faculty and staff methods at a teacher residency program. Teacher residencies, which were founded in the early 2000s, have an explicit mission of serving historically marginalized populations. However, more research is needed to better understand how these programs implement social justice teacher education. Indeed, there is a dearth of literature regarding the application of social justice practices in teacher education and the social justice beliefs of teacher educators. The interviews, documents, and observations collected for this study revealed a robust theme of social justice in participants' beliefs and their curricula and pedagogies both in the classroom and in community-based work. These findings have implications for research in teacher education as well as the literature on teacher residencies specifically.
A Comparison of Student Affect after Engaging in a Mathematical Modeling Activity
Author: Chamberlin, Scott A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematical Models,Comparative Analysis,Gender Differences,Grade 7,Grade 8,Problem Solving,Measures (Individuals),Self Esteem,Self Efficacy,Student Interests,Anxiety,Academic Aspiration,Affective Behavior,Student Attitudes,Thinking Skills,Middle School Students,Scores

The study was a comparison of general students of promise affect and mathematical students of promise affect after doing a mathematical modeling activity. Participants? gender (n=160), in grades 7-8, were nearly equal in number (81 girls &amp; 79 boys). After completing a Model-eliciting Activity (MEA) in groups of three, participants completed the 31-item Chamberlin Affective Instrument for Mathematical Problem Solving, hereafter referred to as CAIMPS (Chamberlin, Moore, &amp; Parks, 2017). Using four subconstructs, it was determined that the only statistically significant difference in student affect among the groups was self-esteem and self-efficacy (SS) with the general students of promise group having a mean of 3.43 and the mathematical students of promise group having a mean of 3.76. Implications are that the difference in SS may have surfaced because of the mathematical demands of the problems that ultimately influenced participants? ratings. Three subconstructs (Attitude Value Interest [AVI], Anxiety [ANX], and Aspiration [ASP]) may not have realized a statistically significant difference because they were not as contingent upon mathematical content knowledge as was SS. The final implication is that similar affective ratings may be an indication that MEAs are similarly suitable for use with groups containing individuals with varying talents.
Analysis and Design of the Web Game on Descriptive Statistics through the ADDIE Model, Data Science and Machine Learning
Author: Salas-Rueda, Ricardo-Adán
Date: 2020-00-00
Type: Journal Articles
Subjects: Statistics,Computer Games,College Students,Educational Games,Computer Uses in Education,Foreign Countries,Mathematics Instruction,Student Attitudes,Prediction,Artificial Intelligence,Instructional Design,College Mathematics

This mixed research aims to analysis and design the Web Game On Descriptive Statistics (WGODS) through the ADDIE model, data science and machine learning. The sample consists of 61 students from a university in Mexico. WGODS is a technological tool (quiz game) that presents various questions and answers about statistics (quantitative and qualitative data). The results of the linear regression (machine learning) indicate that the content and aesthetics of WGODS have a positive influence on the educational process. The ADDIE model allows the organization of WGODS considering the needs of the students. Also, data science identifies 4 predictive models on the use of WGODS in the field of statistics through the decision tree technique. Finally, teachers can transform the organization and development of school activities through the ADDIE model and technology. In particular, WGODS improves the educational process on the quantitative and qualitative data through a pleasant, attractive, simple, easy and useful web interface.