ethanporcaro/eric-fulltext-meta huggingface dataset:
Reasoning Abilities and Learning Math: A Möbius Strip?
Author: Brito, Luciana Pereira
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Mathematics Skills,Mathematics Instruction,Cognitive Ability,Cognitive Processes,Mathematics Achievement

Long have we known that reasoning abilities are linked to learning, and specifically to learning mathematics. Even intelligence, considered a controversial construct, plays a significant role in the research on the explanation of academic performance. This article intends to highlight some important cognitive abilities or dimensions relevant to learning mathematics, synthesizing some research that defines such constructs and relates them to mathematical learning and achievement. General considerations about designing and implementing meaningful learning experiences are presented.
Representations and Conceptions of Variables in Students&apos; Early Understandings of Functions
Author: Moss, Diana L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 6,Elementary School Mathematics,Algebra,Symbols (Mathematics),Mathematical Concepts,Mathematical Formulas,Mathematical Models,Problem Solving,Graphs

This study explored how students develop meaning of functions by building on their understanding of expressions and equations. A teaching experiment using design research was conducted in a sixth-grade classroom. The data was analyzed using a grounded theory approach to provide explanations about why events occurred within this teaching episode and what these events mean in terms of student learning of functions (Corbin &amp; Strauss, 2014; Gravemeijer &amp; Cobb, 2006). The findings revealed that understanding functions involved integrating their understanding of different meanings of variables such as &quot;letters representing changing values&quot; and &quot;letters representing known values&quot; to model the situation using an expression, and seeing linear relationships between the independent and dependent variable through graphing. This paper provides a learning progression for supporting early understandings of functions. We discuss implications for research on students' conceptions of variables and implications for fostering functional thinking.
Professional Learning Opportunities Regarding the Concept of Function in a Practice-Based Teacher Education Program
Author: Trevisan, André Luis
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Mathematical Concepts,Mathematics Education,Student Teaching,Inquiry,Pedagogical Content Knowledge,Discussion (Teaching Technique),Graduate Students,Foreign Countries,Lesson Plans,High School Students

Teachers' professional knowledge has been an active area in the field of mathematics education research in the last decades, but we still know very little regarding how teachers learn. This article aims to identify learning opportunities experienced by two teachers regarding mathematical and didactical knowledge for the teaching of function, in a context of practice-based learning. To this end, we analyze data from a practice-based teacher education program based on a cycle that incorporates three segments of teachers' practice: planning, enacting and reflecting on a high school mathematics lesson, conducted from the perspective of inquiry-based teaching. We analyze two strands of the professional knowledge mobilized by the teachers, namely (i) the mathematics knowledge for teaching function, (ii) the knowledge for teaching practice, regarding function. The results indicate learning opportunities that emerged from the work done, regarding the use of the classroom as a teaching professional learning environment: the search for ways to encourage students to participate in the discussions; the recognition of the potential of the chosen lesson plan for the covariational approach, the importance of organizing mathematical discussion practices for students' learning, organizing the time devoted to whole-class discussions and preparing for leading them and the potential of a class developed from the perspective of inquiry-based teaching.
Gender X Culture: A Pilot Project Exploring the Study Abroad Experiences of Trans and Gender Expansive Students
Author: Michl, Taylor
Date: 2019-11-00
Type: Journal Articles
Subjects: Gender Issues,Undergraduate Students,Study Abroad,LGBTQ People,Student Characteristics,Barriers,Cultural Differences,Foreign Countries,Social Bias,At Risk Persons,Violence,School Role,Self Disclosure (Individuals),Language Usage

As gender is socially constructed, gender attitudes, expressions, expectations, and identities may differ based on their sociocultural contexts. This project sought to understand interactions between gender and culture through the experiences of three undergraduate study abroad students who are trans and/or gender expansive. Utilizing the thematic analysis method, data from a focus group and individual follow-up interviews were analyzed; seven themes emerged from the data collected. As study abroad has become an increasingly normalized aspect of the American undergraduate experience, institutions must consider the ways study abroad may uniquely affect certain student populations. This project explored some of the unique joys (community building, self-exploration, cultural insights) and hardships (gender-policing, isolation, sexual violence) of study abroad for trans and gender expansive students, identified areas for further research, and suggested specific methods through which institutions can provide support to these students.
Student Learning Objectives: What Instructors Emphasize in Short-Term Study Abroad
Author: Niehaus, Elizabeth
Date: 2019-11-00
Type: Journal Articles
Subjects: Study Abroad,Cultural Awareness,Teacher Attitudes,Educational Objectives,Course Descriptions,Course Content,Interdisciplinary Approach,College Faculty,Content Analysis,College Students

Given that higher education institutions are increasingly utilizing short-term study abroad courses as a means to develop students' intercultural competency, it is important to determine if and how the instructors leading these programs are incorporating intercultural learning into their courses. By examining learning objectives embedded within syllabi from short-term study abroad courses, the purpose of this study was to identify the relative extent to which instructors emphasize disciplinary and intercultural learning in teaching short-term study abroad courses, and to examine the types of intercultural learning that instructors are explicitly including in their courses. Findings point to a wide diversity of emphasis on disciplinary content and intercultural learning, with slightly more courses emphasizing disciplinary content than intercultural learning. Of those learning objectives that focus on intercultural learning, the vast majority focused on intercultural knowledge rather than skills or attitudes.
Situated Interpretation: Teaching Shakespeare with Live Performance
Author: Winston, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Classics (Literature),Teaching Methods,Drama,College English,History,Social Problems,Critical Reading

As a relatively common tool and object of analysis in teaching Shakespeare and dramatic literature in general, live performance deserves further attention within the pedagogical literature. This is even more true now, since the development of digitally relayed live broadcasts has widened access to theatre, creating greater possibilities for incorporating some version of a live production into a course. As with any activity, such incorporation benefits from conscientious framing, since otherwise a live performance can end up being just an ancillary enrichment experience--interesting but not necessarily related to the objectives of the course. This article offers one point of entry into the topic by discussing an approach to a type of course that always incorporates live performance, those in which students study individual plays and then attend live, usually professional productions of most or all of them. Author, Jessica Winston, shares her approach to teaching Shakespeare on Stage including the layout of the course and specific assignments.
Fostering Global Competence through Short-Term Study Abroad
Author: Schenker, Theresa
Date: 2019-11-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Summer Programs,Aptitude Tests,Program Descriptions,Educational Change,Program Effectiveness,Foreign Countries,Student Attitudes,College Students,Global Approach,International Cooperation,History,Perspective Taking,Cultural Pluralism,Outcomes of Education

The article summarizes the effects of an eight-week short-term study abroad program (four weeks in the United States and four weeks in Germany) on students' global competence. Students' global competence was measured with the Global Competence Aptitude Assessment (GCAA) before and after the eight-week summer program. Data was collected from three summer programs and a total of 42 students participated in the study. The results indicate that students made statistically significant improvements in several dimensions of global competence but also statistically declined in one area. Suggestions for possible curricular and programmatic changes were made that may be put into place to provide more opportunities for the development of global competence in future iterations of this summer study abroad program.
Assets-Based Learning Abroad: First-Generation Latinx College Students Leveraging and Increasing Community Cultural Wealth in Costa Rica
Author: Wick, David
Date: 2019-11-00
Type: Journal Articles
Subjects: Cultural Capital,First Generation College Students,Hispanic American Students,Community Resources,Service Learning,Family Environment,Study Abroad,Foreign Countries,Social Capital,Biculturalism,Aspiration,Resistance (Psychology),Social Justice,Educational Benefits,Social Work,Graduate Students,Undergraduate Students,Spanish Speaking,Self Concept

This qualitative study counters deficit narratives about first-generation Latinx students by exploring multiple forms of community cultural wealth (CCW; Yosso, 2005) that 25 students leveraged and increased during service activities and homestays in Costa Rica. Through longitudinal data and with CCW as a conceptual framework, three key themes emerged. First, students were able to leverage their linguistic and familial capital to connect quickly and meaningfully with locals. Additionally, students drew upon their linguistic, familial, aspirational, and resistant capital while abroad to deepen their engagement. Finally, student interaction with their forms of CCW appeared to deepen their bicultural identities, strengthen their resistance to injustice, and instill a strong desire to inspire other Latinx students to pursue international education. Implications for practice include an integrated approach to recognizing and rewarding students' CCW-related capital in the advising, application and preparation processes. Implications underscore the importance of using strengths-based pedagogies in the design of education abroad programs.
Developing Global Competencies through International Teaching: Using Critical Cosmopolitan Theory to Compare Case Studies of Two Study Abroad Programs
Author: Byker, Erik Jon
Date: 2019-11-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Comparative Analysis,Preservice Teachers,Case Studies,Program Descriptions,Foreign Countries,Critical Theory,Global Approach,Teacher Education,Culturally Relevant Education,Teaching Methods,Student Attitudes,Skill Development,Educational Experience

For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates' commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, &amp; Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates' perceptions of their study abroad experiences in relationship to the development of global competencies.
Eastern Promises Fulfilled: The Differential Impact of Marketing-Focused Short-Term Study Abroad Programs in India and Japan
Author: Iqbal, Zafar
Date: 2019-11-00
Type: Journal Articles
Subjects: Marketing,Study Abroad,Program Descriptions,Student Attitudes,Undergraduate Students,Graduate Students,Business Administration Education,Student Characteristics,Cultural Awareness,Student Development,Outcomes of Education,Foreign Countries,Comparative Analysis

This study compares two marketing-focused short-term study programs in Asia (India and Japan) and highlights reasons as to why students perceive that they learn more in one country than the other. Research to date has sparsely assessed the impact of study abroad programs on students' perceived growth. The existing literature has rarely focused on short-term study abroad programs while focusing mainly on undergraduate non-business students studying in Europe in long-term study abroad programs. Short-term study abroad programs (lasting less than eight weeks) are not considered rigorous enough and several doubts exist as to their effectiveness as a pedagogical technique. This paper uses survey methodology and a sample of 92 undergraduate and graduate business students who have completed a short-term study abroad program. The results show that students in these particular short-term study abroad programs perceive greater personal, professional, and inter-cultural growth than in a 10-week quarter-long course. Students' backgrounds could be a differential impact factor, but more research needs to be done. Marketing educators, when designing short-term study abroad programs, are encouraged to balance freedom and structure, and account for students' backgrounds.
Examining Relationships between Education Abroad Program Design and College Students&apos; Global Learning
Author: Hudson, Tara D.
Date: 2019-11-00
Type: Journal Articles
Subjects: Study Abroad,College Students,Correlation,Program Design,Time,Learner Engagement,Cultural Awareness,Consciousness Raising,Learning Activities,Catholic Schools,Church Related Colleges,Service Learning,Summer Programs,Semester System,Knowledge Level,Self Esteem,Cultural Context,Interpersonal Relationship,Self Concept,Social Responsibility

Education abroad is a high-impact practice that can lead to transformational learning because it challenges students emotionally and intellectually. However, differences in program design may have differential impacts on students' learning. The purpose of this study was to understand the relationships between design features of education abroad programs--specifically, program duration and the extent of students' engagement in learning and with local communities while abroad--and participants' pre-test to post-test growth in global learning, measured via the nationally validated Global Perspective Inventory survey. Using structural equation models, we found program duration and frequency of engagement in certain learning and engagement abroad to have positive effects on participants' growth, although the relationships varied depending on the dimension of global perspective being measured. Nonetheless, our results provide further support for the need to intentionally design education abroad programs that facilitate deep learning and community interaction in order to ensure student learning.
The Impacts of International Service Learning on a Host Community in Kenya: Host Student Perspectives Related to Global Citizenship and Relative Deprivation
Author: Mogford, Elizabeth
Date: 2019-11-00
Type: Journal Articles
Subjects: Service Learning,Study Abroad,Student Attitudes,Foreign Countries,Citizenship Responsibility,Developing Nations,Disadvantaged,Intercultural Communication,Institutional Cooperation,Program Effectiveness,Cultural Influences,State Universities,Boarding Schools,Single Sex Schools,Females,Stereotypes,Parochial Schools,School Community Relationship,College Students,Secondary School Students,Rural Areas

Despite recent calls, research on ISL has focused almost exclusively on learning outcomes for global North students. We know comparatively less about how ISL programs may impact the knowledge and perceptions of student participants from host countries in the global South. We examine learning outcomes for Kenyan students who interact with visiting students from a U.S. university. Using an original survey and a case-control design, we compare the responses of students from an ISL partner school with those of students in a nearby control school to explore how program participation influences ideas about global citizenship, viewpoints about the United States, and feelings of relative deprivation. Results point to the complexity of ISL programs and their impact on host country participants. On the one hand, we find that ISL partner students show higher levels of global citizenship than control group students. On the other hand, ISL partner students are more likely than the control group to agree with unrealistically positive views of the United States and report greater feelings of relative deprivation. We apply Allport's intergroup contact theory to interpret these findings and reflect on future directions.
Taking Longer, but Finishing Just as Strong: A Comparison of Pell and Non-Pell Study Abroad Participants&apos; GPA and Time-to-Graduation
Author: Bell, Steven D.
Date: 2019-11-00
Type: Journal Articles
Subjects: Federal Aid,Grants,Student Financial Aid,Undergraduate Students,Grade Point Average,Time to Degree,Study Abroad,Low Income Students,Educational Finance,Racial Differences,Ethnicity,Gender Differences

Researchers compared Pell-eligible and non-Pell-eligible undergraduate students' pre-study abroad GPA and graduation GPAs and time-to-graduation. The results indicated a longer time-to-graduation for Pell-eligible students. However, Pell-eligible students who had studied abroad graduated with comparable GPAs to their non-Pell study abroad peers four and six years postmatriculation. The results suggest that study abroad did not create an undue burden that impeded the success of students from low-income households. We discuss implications for funding priorities, university development offices, and study abroad advising.
Teaching English Literature Survey as a Writing Course--Online
Author: Raymond, Rich
Date: 2019-00-00
Type: Journal Articles
Subjects: English Instruction,English Literature,College English,Teaching Methods,Writing Instruction,Essays,Writing Strategies,Prewriting,Revision (Written Composition),Introductory Courses,Computer Mediated Communication,Reading Assignments,Writing Assignments

To challenge resistance to required literature courses, instructors quiz students regularly on the readings; they also require examinations that ask students to define key terms, to answer background questions focused on authors and dates, to identify key passages by author/title/speaker, and to explain the thematic significance of each quotation. Additionally, most instructors require at least one out-of-class essay and/or a research paper to engage students in critical thinking on the readings. Such strategies hardly guarantee that students will become enthusiastic about the material, but they do encourage students to complete the readings and to retain the information--at least until the essays and examinations end. Literature professors should not settle for just requiring students to write essays; instead, they should prepare their students to write those essays by helping them to internalize the literature via prewriting strategies and by coaching their efforts at revision. The author describes his efforts to use writing-centered strategies to engage initially reluctant students in his survey course entitled &quot;English Literature Before 1800&quot;. Having taught this course countless times in traditional classrooms, using the same strategies the author describes the use of discussion boards, journaling, multi-drafting--author descriptions, and how they focus exclusively on an online section of this course.
Teaching Voice as a Method of Close Listening
Author: Connors-Manke, Beth
Date: 2019-00-00
Type: Journal Articles
Subjects: Communication Skills,Listening Skills,Writing Instruction,Writing (Composition),Expressive Language,Teaching Methods,Literary Styles,Rhetorical Invention

In face-to-face conversation, it's easy to react with shock and moralism to the incivility enabled by social media, easy to lament that we live in an era when communication has gone wrong. The digital era, however has also reinvigorated voice--both written and spoken--in other, less toxic, ways. We've seen a resurgence in oral composition (think: podcasts), and social media has reared a generation of individuals with sharp, performative skills in text and video. Understanding this situation as one coin with two sides means that teachers have many pedagogical opportunities when teaching voice in composition. First, becoming attuned to voice means listening--to your own voice and to others' voices--and recognizing the embodied aspect of voice. Second, one should understand that pedagogical and philosophical orientation while listening matters. Third, in thinking about broad cultural and discursive concerns, teachers might consider how to use voice as a tool that is inventional, expressive, rhetorical, and ethical.
Toward Writing in the Disciplines through Critical Thinking
Author: Bacabac, Florence Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,Critical Thinking,Writing Instruction,Students,Writing Assignments,Writing Skills,College Students,Majors (Students),Writing (Composition),Writing Strategies,Syntax,Writing Exercises,Rhetoric,Critical Reading

Since writing in the disciplines (WID) is focused on learning how to write formal documents of a professional register, it is important to note that each field or discipline has its own style, structure, and format when it comes to writing, and most composition courses seldom facilitate the transfer of these specialized skills in the classroom. The fact of the matter is that while student writers grapple with new concepts pertaining to their majors in upper-division/content courses, research/composition and capstone classes also need to supplement these efforts with purposeful collaborative exercises to help them join the conversations of their field. Author Florence Elizabeth Bacabac, maintains that reading and critical thinking are all valuable skills to write effectively in the disciplines, and in order to foster them, she does what most writing instructors have already done in the classroom-i.e., require students to read texts that are pertinent to their majors, encourage them to mark off significant ideas or record their own questions/comments about these texts, and critique researched sources based on their social, historical, or normative contexts in the form of annotated bibliographies. Bacabac contends however, that college writing assignments might not be enough and must be supported with in-class activities that involve critical thinking to enable student acquisition of field-specific diction, syntax, stylistics, content, rhetorical structure, and so on. These task-based pedagogies will introduce students to the conventions and special formats typical of a certain discipline and, at the same time, train them to learn how to think and write in that genre.