ethanporcaro/eric-fulltext-meta huggingface dataset:
Demography of Honors: Comparing NCHC Members and Non-Members
Author: Smith, Patricia J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Demography,Honors Curriculum,Group Membership,Comparative Analysis,Correlation,Intercollegiate Cooperation,Consortia,Geographic Distribution,Statistical Distributions,College Programs,Delivery Systems,Institutional Characteristics,School Surveys,School Size,Geographic Location

Recent research describing the landscape of honors education has demonstrated that honors programs and colleges have become an important and expanding component of American higher education. Since its inception nearly a century ago, collegiate honors education offering campus-wide curricula has spread to more than 1,500 non-profit colleges and universities (Scott and Smith, &quot;Demography&quot;). The National Collegiate Honors Council (NCHC) has served as the umbrella organization for the collegiate honors community during a fifty-year period in which the number of known programs delivering honors education has experienced a more than four-fold increase (Rinehart; Scott and Smith, &quot;Demography&quot;). In 2012, NCHC undertook systematic research of its member institutions' structural and operational features, but the authors revealed in a previous article that the NCHC membership does not include 43% of institutions offering honors education (Scott and Smith, &quot;Demography&quot;). Since the 2012 NCHC study described only a fraction of the honors landscape, the authors now seek to extend that vantage point to include non-members, examining structural features, engagement with regional honors councils, and reasons that non-member institutions' administrators give for not joining NCHC. Additionally, they explore information about the location of each campus offering honors education in order to observe how it is distributed throughout the United States and address the following research questions: (1) How are NCHC member and non-member honors programs and colleges distributed in the United States; (2) What proportion of institutions in each state offers honors education; (3) How are two- and four-year honors programs and colleges distributed in the United States; and (4) To what extent is honors education being delivered at four-year institutions in each state and by institutional type? Additionally, since NCHC's mission is to support honors education through strategic initiatives that include research, professional development, and advocacy, the authors also explore not only the percentage of honors programs that are affiliated with NCHC but to what extent NCHC's support truly reaches institutions offering honors education.
A Digital Literacy Initiative in Honors: Perceptions of Students and Instructors about Its Impact on Learning and Pedagogy
Author: English, Jacob Alan
Date: 2016-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Teacher Attitudes,Student Attitudes,Class Activities,College Programs,Program Effectiveness,Program Evaluation,Media Literacy,Skill Development,Undergraduate Study,Competency Based Education,Statistical Analysis,Likert Scales,Qualitative Research,Learning Experience,Problem Solving,Teacher Role,Pedagogical Content Knowledge,Access to Education,College Students,College Faculty

Although the development of digital competencies has become increasingly important in higher education, integrating digital literacies in the college classroom has occurred at a slow pace. Honors programs and colleges represent one area of the academy that typically values a more traditional approach to skill development while resisting technology. This research study describes a digital literacy initiative (DLI) in the Georgia State University Honors College, a large urban research university, and explores its perceived impact on teaching and learning. The study examines the activities introduced in the classroom and various disciplines, and it seeks to determine if the initiative's goals were met. This study does not attempt to make any sweeping claims about whether digital literacy should be a primary focus of honors education; rather, its purpose is to discover how adapting pedagogy to include digital competencies might meet the objectives of undergraduate honors education. The research question asks how the intentional inclusion of digital competencies into the honors classroom affects learning and pedagogy, with the goal of providing a model for other honors programs and colleges seeking to implement and evaluate similar programs. Overall, students and instructors reported that the initiative had a positive influence on their learning and teaching. Student and instructor ratings on the Likert scale items and responses to open-ended questions offer insight into the positive impact and challenges that may accompany incorporating digital competencies in honors courses, leading to recommendations for meeting DLI's objectives and maintaining the integrity of honors education.
Rethinking Honors Curriculum in Light of the AP/IB/Dual Enrollment Challenge: Innovation and Curricular Flexibility
Author: Coleman, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Dual Enrollment,Educational Innovation,Educational Change,Advanced Placement Programs,Flexible Scheduling,College Programs,Program Effectiveness,Educational Practices

The authors of this article concede that Annmarie Guzy's lead article for this volume of &quot;Journal of the National Collegiate Honors Council&quot; speaks of a familiar challenge in the Eastern Kentucky University Honors Program. The nearly universal and dramatic increase in the number of AP, IB, and/or Dual Enrollment credit hours among their incoming first-year honors students over the past two decades has indeed served as the primary impetus for a major curricular overhaul within their program in 2013. The result is what they refer to as their new (post 2013) &quot;Honors Flex&quot; curriculum. &quot;Honors Flex&quot; was initially a source of considerable anxiety among many faculty members as well as some of the students and alumni. Looking back however, Coleman and Patton write here that they are able to see that the willingness to enact fundamental change at the heart of the honors program has opened up new creative possibilities for students, faculty, and the university community. While AP/IB/Dual Enrollment credit did, in fact, contribute to what Guzy terms a perceived &quot;admissions crisis,&quot; Eastern Kentucky University has found that their response to the challenge provided an important opportunity to rethink and reimagine the nature of honors education on their campus. The university continues to seek effective means of becoming even more flexible in their curriculum and program requirements without sacrificing the sense of academic community. The evolving needs of students coming into honors programs and colleges require continued creative and innovative solutions.
CLIL in Galicia: Repercussions on Academic Performance
Author: González Gándara, David
Date: 2015-04-00
Type: Journal Articles
Subjects: Academic Achievement,Second Language Learning,Language of Instruction,Course Content,Elementary School Students,Foreign Countries,Teaching Methods,Bilingual Education,English (Second Language),Longitudinal Studies,Experimental Groups,Spanish,Statistical Analysis

There is a concern in Galicia (Spain) about possible negative effects on academic performance caused by the introduction of CLIL (content and language integrated learning) in schools. It has been said that when three languages coexist in the same context as vehicles of education, it is too much for the students, especially in primary education. In this study, the academic grades of 747 students from 13 primary schools in Galicia were analyzed over two consecutive school years. Data was gathered from students of all ages. The results reveal that the difference in performance for the CLIL and the non-CLIL groups cannot be considered significant; that is, there were no negative effects on academic performance caused by CLIL. Additionally considering the significant number of studies demonstrating the positive effects of CLIL in certain areas, it is concluded that the approach CLIL should be reinforced in schools.
Cognitive Task Complexity Effects on L2 Writing Performance: An Application of Mixed-Methods Approaches
Author: Abdi Tabari, Mahmoud
Date: 2015-04-00
Type: Journal Articles
Subjects: Difficulty Level,Cognitive Processes,Writing Achievement,Mixed Methods Research,Educational Research,Second Language Learning,Second Language Instruction,Epistemology

This paper provides a methodological review of previous research on cognitive task complexity, since the term emerged in 1995, and investigates why much research was more quantitative rather than qualitative. Moreover, it sheds light onto the studies which used the mixed-methods approach and determines which version of the mixed-methods designs was frequently used. The results reveal that many studies in the field of cognitive task-based research used quantitative rather than qualitative experimental design to collect and interpret their findings. These studies were more oriented to post-positivism supported by an objectivist epistemology. However, limited studies utilized mixed-methods approach to consider the effects of cognitive task complexity on linguistic performance in L2 context. The theoretical perspective behind these studies was pragmatism. The mixed-methods studies only used the explanatory sequential design to collect data and interpret their findings while other versions of the mixed-methods research designs were left undefined. To conclude, the paper identifies the current gap in methodology of the studies and offers recommendations for how to obtain more comprehensive and generalizable findings by utilizing other versions of the mixed-methods studies.
A Questionnaire-Based Study on Chinese University Students' Demotivation to Learn English
Author: Li, Chili
Date: 2017-00-00
Type: Journal Articles
Subjects: Questionnaires,English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,College Students,Student Attitudes,Educational Change,Educational Policy,Statistical Analysis,Factor Analysis,Teaching Methods,Foreign Countries

This paper, adopting questionnaire survey method, investigated 367 non-key local university English as a Foreign Language (EFL) students' demotivation to learn English. The collected data revealed that there were two main categories of demotivators: internal factors (&quot;lack of intrinsic interest,&quot; &quot;experience of failure and lack of confidence,&quot; and &quot;unclear study goal&quot;) and external factors (&quot;teaching material, teaching process and teaching content,&quot; &quot;significant others, teachers' teaching competence&quot; and &quot;attitude of teachers,&quot; &quot;the relationship between teachers and students,&quot; &quot;teaching facilities and teaching environment&quot;). External factors are found to be more influential than internal ones in the participants' demotivation to learn English. The current study adds to the literature in that &quot;unclear study goal&quot; is an important demotivator in Chinese local non-key university EFL students' English study. The findings of this study will enrich the research of demotivation to learn English, and to provide an empirical basis for the needs analysis in English class and curriculum reform, as well as to provide reference for implementing central and local education policies.
An Empirical Analysis of Chinese College Learners' Obstacles to MOOC Learning in an English Context
Author: Liu, Liangxing
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,College Students,Self Efficacy,Student Attitudes,Learning Motivation,Internet,Technological Literacy,Interpersonal Relationship,Foreign Countries,Factor Analysis,Mass Instruction,Online Courses,Language Proficiency,Statistical Analysis,Student Surveys,Teaching Methods

This article reports a study applying an exploratory factor analysis to discovering the underlying factor structure of Chinese college students' obstacles to learning MOOC in an English context. Seven obstacle factors are identified: 1. academic and language skills; 2. internet skills; 3. course instruction/management; 4. learning motivations; 5. social interaction; 6. cost of learning; 7. time and support. The four independent variables that significantly affect Chinese college learners' ratings of the obstacle factors are (a) learning enjoyment; (b) self-efficacy; (c) effectiveness of learning; (d) English proficiency level. The relationships among these independent variables and critical dependent variables are also explored.
Developing a CLIL Textbook Evaluation Checklist
Author: Lopez-Medina, Beatriz
Date: 2016-00-00
Type: Journal Articles
Subjects: Textbook Evaluation,Check Lists,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Bilingual Education,Foreign Countries,Course Content,Language of Instruction,Instructional Materials,Educational Principles,Teacher Surveys,Teacher Attitudes,Evaluation Criteria,Likert Scales

In the last decades, the number of bilingual schools in Europe has increased significantly. Most of these schools implement Content and Language Integrated Learning (CLIL) methodology in their teaching and, consequently, there is a demand for new and appropriate materials for each content subject taught through a foreign language: new textbooks written in L2 are needed, and the existent offer does not meet the current demand. Given that CLIL materials development is a relatively recent field, there is not much research on the evaluation of those still insufficient course books. In this paper, and in order to evaluate CLIL textbooks, we propose a tentative checklist twofold based: on the one hand, based on previous checklists created to evaluate ELT textbooks--CLIL materials use principles/techniques of foreign language teaching (Steirt and Masser, 2011)--,and, on the other hand, based on the criteria for producing quality CLIL learning materials drawn up by Mehisto (2012). Further research is in process in order to refine the checklist with the results of an analysis of the criteria carried out by a focus group of CLIL teachers, and of a survey addressed to teachers who are currently implementing CLIL in their schools.
Comparing the Language Policies and the Students' Perceptions of CLIL in Tertiary Education in Spain and Japan
Author: Tsuchiya, Keiko
Date: 2015-04-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Language Planning,Questionnaires,Foreign Countries,Second Language Learning,Course Content,Language of Instruction,English (Second Language),Educational Policy,Second Language Instruction,Bilingual Education,Language Proficiency,Economic Development,Higher Education,Comparative Education,Human Resources,Student Attitudes,Statistical Analysis,College Students,Likert Scales

Content and language integrated learning (CLIL) has been widely implemented in educational systems in Europe since the mid-1990s based on their multilingual education policy. CLIL integrates acquisition of subject knowledge with language learning, either a second or foreign language, simultaneously. Recently, CLIL in English has been introduced in higher education in Japan although its implementation is still at an early stage. This article aims to provide a brief overview of CLIL in higher education in Spain and in Japan in relation to the social economic rationales, and to investigate students' perceptions of CLIL implementation in the two countries through questionnaire surveys. The results show differences in social economic rationales of CLIL implementation in both countries. CLIL in Spain, on the one hand, is &quot;proactive&quot;, adhering to the bilingual and multilingual education policy in the European Union. In Japan, on the other hand, introduction of CLIL seems to be &quot;reactive&quot; to provide human resources with English proficiency for its economic purposes. In terms of students' perceptions, about a half of the respondents in both countries shows a positive view of CLIL at tertiary level.
Teachers Develop CLIL Materials in Argentina: A Workshop Experience
Author: Banegas, Darío Luis
Date: 2016-00-00
Type: Journal Articles
Subjects: Material Development,Workshops,Foreign Countries,Language of Instruction,Course Content,Second Language Learning,Secondary School Students,Teaching Methods,Instructional Materials,Lesson Plans,Content Analysis,Interdisciplinary Approach,English (Second Language),Second Language Instruction,Teacher Surveys,Teacher Attitudes,Video Technology,Faculty Development

Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless, CLIL as a language learning approach has been implemented in Latin America in different ways and models: content-driven models and language-driven models. As regards the latter, new school curricula demand that CLIL be used in secondary education in Argentina and that teacher pedagogies and materials match the L1 curriculum and overall context. Therefore, teachers initially educated in other paradigms need professional development opportunities to understand CLIL as an innovative language teaching approach. The aim of this article is to reflect on CLIL materials produced by a group of Argentinian teachers as part of a professional development workshop. In this article, I shall first conceptualize CLIL and review the literature around CLIL materials. Then, I describe the workshop and offer content analysis of participants' lesson plans. I shall conclude with emergent working principles based on these participants' practices and suggestions for further research.
Content and Language Symbiosis in a Maieutic, Translanguaging Pattern (CLSL): An Exploratory Practice in Italy
Author: Agolli, Renata
Date: 2015-04-00
Type: Journal Articles
Subjects: Second Language Learning,Code Switching (Language),Language Usage,Learning Experience,Second Language Instruction,Linguistic Competence,Course Content,Foreign Countries,Teaching Methods,Language of Instruction,English (Second Language),Interdisciplinary Approach,Secondary School Students

This paper aims to introduce pre-CLIL through the CLSL (content &amp; languages [L1/L2] shared learning) model, which operates as a bridge for a full CLIL immersion. It analyses the characteristics of this new learning model that springs up from immanent needs of Italian educational reality by reporting results on the way content and language develop in a translanguaging pattern. It further discusses the impact it may have on a national and international level by observing that the gradual nuances of pre-CLIL tend to soothe and mainly vivify the learning experience. At the same time the stakeholders' voices extend the role of the CLSL model by giving life to a democratic and diversified learning that can perceive the alternative CLIL practice in a tripartite mode. CLSL emerges as a dynamic phase that enhances inter-content and linguistic competences by rendering language and content learning through code-switching dialogic and participatory instigating a new inter-learning experience.
The &quot;Illusio&quot; of the Foreign Language Standard in a Colombian University
Author: Castillo, Rigoberto
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Higher Education,Educational Policy,Private Colleges,Action Research,Foreign Countries,Language Proficiency,Course Content,Resource Allocation,Grammar,Teaching Methods,Standards,Needs Assessment,Program Evaluation,Universities,Social Capital,Accountability

The Ministry of education in Colombia set a policy for higher education in which graduates should achieve an intermediate proficiency level (B1) in another language; and by 2025 it expects that they leave college with an upper intermediate level (B2). This report deals with a private college that attempts to participate in the policy, yet the college has a requirement, not a foreign language policy. It offers their students 160 hours in which they hardly attain a high beginner level (A2). The Board of Directors of the college conducted a satisfaction survey that became the first cycle of the action research study reported here. The sample of 624 EFL learners expressed dissatisfaction with the program and frustration with the approach and with the results. The situation mirrored what Bourdieu (1995) defines as the illusio, the belief that the &quot;game&quot; we collectively agree to play is worth playing, that the fiction we collectively elect to accredit constitutes reality. The authors conducted a second cycle to establish the source of dissatisfaction, and to identify the needs and wants of the stakeholders. The results indicate that the administrators expect that English reinforce disciplinary knowledge, while learners expect to learn to speak it, and teachers expect to teach grammar. A third cycle has been planned to propose a curriculum proposal that reconciles the allotments of resources of time, space, staff, content learning and language learning with a standard that meets the needs and expectations of the program. In other words we expect to make a proposal that corrects the collective misperception of reality which constitutes a reality in itself.
&quot;The More the Merrier&quot;--Revisiting CLIL-Based Vocabulary Growth in Secondary Education
Author: Gierlinger, Erwin Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Language of Instruction,Second Language Learning,English (Second Language),Linguistic Input,Course Content,Control Groups,Experimental Groups,Scores,Language Tests,Questionnaires,Student Attitudes,Receptive Language,Foreign Countries,Secondary School Students,Mixed Methods Research,Second Language Instruction,Computational Linguistics,Content Analysis,Measurement,Quasiexperimental Design

One crucial aspect of Content and Language Integrated Learning (CLIL)-based foreign language learning in instructional settings is vocabulary growth. As a consequence, research should be interested in how CLIL fosters vocabulary learning. Noticing an apparent shortage of data-driven quantitative research on vocabulary growth in this field of CLIL is, therefore, problematic. The present paper reports findings from a mixed-methods study of vocabulary growth in an Austrian lower secondary school CLIL setting, with English as the language of instruction and learning. The aim of the study was to analyse how the use of CLIL in the English classroom could benefit learners in their acquisition of vocabulary in the target language. First, a repeated-measure-design with experimental and control groups assessed receptive vocabulary growth by means of a standardized vocabulary size test. Second, students' questionnaire data as well as vocabulary profiling of the CLIL teachers' linguistic input explored possible covariates for the vocabulary test scores. We found that CLIL-related effects were only co-determined by input frequency, while extra-mural factors did not play any role in this study. As a consequence, overly optimistic expectations regarding the linguistic impact of CLIL in a mixed-ability setting guided by a predominantly implicit language teaching approach need to be re-evaluated critically.