ethanporcaro/eric-fulltext-meta huggingface dataset:
The Correlation among Different Types of Exams in Azerbaijan
Author: Alasgarova, Gunel A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Tests,Test Format,Correlation,Accuracy,Outcomes of Education,Prediction,Achievement Tests,Secondary School Students,Mathematics Tests,Mathematics Achievement,Grades (Scholastic),College Entrance Examinations,Exit Examinations

It is crucial to examine the alignment of different exam results conducted by various organizations to improve the quality of assessment. The research used a document analysis method with recent, publicly available national and international reports addressing the research question. The following main question was examined through the document analysis: What exams have the highest correlation and are more trustworthy in Azerbaijan for short and long-term outcomes? The data were analyzed to discover any statistical comparisons of university admission exams with the 9th and 11th grade SEC exams, school grades, and other assessments. Research shows that the State Examination Center's exams align with its own evaluations and international assessment (OECD). They can be considered methodologically rigorous, providing a more valid yardstick for measuring student knowledge and achievement. Overall, exams by the SEC had a high correlation coefficient compared to Higher Education Institutions' assessments. As more and more international students want to pursue their education in Azerbaijan, these findings can be valuable for their decision-making and tertiary level.
Let&apos;s Get Positive: How Foreign Language Teaching Enjoyment Can Create a Positive Feedback Loop
Author: Yang, Shanshan
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Second Language Instruction,English (Second Language),Psychological Patterns,Teacher Burnout,Foreign Countries,Job Satisfaction,Emotional Response,Metacognition,Attitude Measures

Research on learners' foreign language emotions has revealed the existence of a positive feedback loop where increased enjoyment leads to better performance which, in turn, strengthens learners' enjoyment and boosts overall happiness. The current study follows this avenue focusing on teachers' foreign language teaching enjoyment (FLTE) and its relationships with engagement, mindfulness, and burnout. The participants, who were 496 English as a foreign language (EFL) teachers from Iran, completed four electronic surveys. The proposed mediation model based on data collected from EFL teachers indicated that FLTE partially mediated the relationship between mindfulness and engagement as well as their burnout. The results revealed that mindful EFL teachers who enjoy the profession are more likely to experience higher levels of work engagement and job satisfaction, thus creating a positive feedback loop. In addition, the findings suggest the importance of positive emotions in EFL teachers' psychological flourishing based on the tenets of positive psychology. Finally, implications and suggestions for further research are offered.
Educational Accountability and Equity: Superintendent Perspectives
Author: Decman, John
Date: 2023-00-00
Type: Journal Articles
Subjects: Accountability,Equal Education,Administrator Attitudes,Superintendents,Public Schools,Access to Education,Educational Opportunities,Student Evaluation,Holistic Approach,Testing,Educational Assessment

Educational equity is understood as the recognition of a school system to ensure resources to safeguard that all students have equitable access, opportunity, and outcomes (Galloway &amp; Ishimaru, 2015). Yet inequity persists in the American educational system. School accountability remains at the forefront of education policy to ensure equitable achievement between students from all backgrounds regardless of race, ethnicity, family income, linguistic background, and ability (Krejsler, 2018; Skrla, 2001). This article reflects a qualitative approach to understanding public school superintendent voices regarding experiences, feelings, and beliefs related to our ongoing era of accountability in a changing social environment. This study examines the results of interviews of 13 public school superintendents in a large metropolitan area and identifies emergent themes in superintendent thinking as it revolves around school accountability. These themes are couched in larger discussion of educational equity.
Musical Hearing and the Acquisition of Foreign-Language Intonation
Author: Jekiel, Mateusz
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Intonation,Music,College Students,Auditory Perception,Foreign Countries,Pronunciation,Phonetics,Phonology,Speech Skills,Training

The present study seeks to determine whether superior musical hearing is correlated with successful production of second language (L2) intonation patterns. Fifty Polish speakers of English at the university level were recorded before and after an extensive two-semester accent training course in English. Participants were asked to read aloud a series of short dialogues containing different intonation patterns, complete two musical hearing tests measuring tone deafness and melody discrimination, and a survey regarding musical experience. We visually analyzed and assessed participants' intonation by comparing their F[subscript 0] contours with the model provided by their accent training teachers following ToBI (Tones and Break Indices) guidelines and compared the results with the musical hearing test scores and the survey responses. The results suggest that more accurate pitch perception can be related to more correct production of L2 intonation patterns as participants with superior musical ear produced more native-like speech contours after training, similar to those of their teachers. After dividing participants into four categories based on their musical hearing test scores and musical experience, we also observed that some students with better musical hearing test scores were able to produce more correct L2 intonation patterns. However, students with poor musical hearing test scores and no musical background also improved, suggesting that the acquisition of L2 intonation in a formal classroom setting can be successful regardless of one's musical hearing skills.
Engineering Design-Based Activity for Middle School Students: Thermal Insulation
Author: Güler Nalbantoglu, Fulden
Date: 2023-00-00
Type: Journal Articles
Subjects: Middle School Students,Engineering Education,Design,Learning Activities,Grade 6,Heat,Student Attitudes

The aim of this study is to present the implementation steps of an engineering design process-based activity. The activity was implemented with 6th-grade students; 21 students were involved. Various visuals were used to attract the students' attention during the introduction of the activity, and discussions were held about engineers and engineering. In the design process, students were asked to design a thermos that meets the criteria and limitations of the problem by following the eight-step engineering design process. The students researched the problem through information cards, suggested different solutions, and chose the one that solved the problem best among the alternatives. The activity continued with constructing and testing the thermos, sharing solutions, and determining the thermos design with the least temperature change. The students were asked to make suggestions to improve their thermos designs. The activity was evaluated by using the diagnostic tree, analytical rubric, and Draw an Engineer Test.
Systemic Functional Linguistic Perspectives in TESOL: Curriculum Design and Text-Based Instruction
Author: Mickan, Peter
Date: 2022-00-00
Type: Journal Articles
Subjects: Linguistics,Second Language Instruction,English (Second Language),Linguistic Theory,Semiotics,Foreign Countries,Sociolinguistics,Metalinguistics,Instructional Design,Learning Processes,Curriculum Design,Teacher Education

This paper outlines the general influence of Halliday's (1994, 2014) systemic functional linguistics on TESOL curriculum. Halliday's explanation of language as a social semiotic and language learning as learning to mean has been applied internationally in genre and textbased teaching. The concept of register in systemic functional linguistics describes linguistic variation of texts for the expression of different meanings. SFL studies document teachers' explicit instruction in the lexicogrammatical construction of text types linked to function and social context. The explicitness informs students' decision-making for formulation of meanings in different text types. Reference is made to SFL applied in teacher education. There is mention of the relevance of SFL to Australia's concern with literacy standards in education.
Integrating Undergraduate Research in STEM with Civic Engagement
Author: Labov, Jay
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Undergraduate Study,Student Research,Citizen Participation,Experiential Learning,Sanitation,Campuses,Interdisciplinary Approach

Undergraduate research experiences (UREs) are part of an expanding toolkit of experiential learning experiences that can help students engage with the practices and processes of STEM. Civic engagement is another type of experiential learning experience that can offer students meaningful interactions in the wider community, thus leading to greater relevance and application of their work. Research studies suggest that both civic engagement and UREs are high-impact practices. Much of the work to date on experiential learning has been discipline based. This may be due to challenges in getting faculty members from different disciplines to work together, or because of issues with infrastructure, budget policies, credit hours, incentives, and/or the reward systems in higher education. This paper aims to help readers better understand the potential for UREs that integrate civic engagement to enhance learning. To illustrate how the obstacles might be surmounted, an example of an interdisciplinary URE that is coupled with civic engagement is provided.
Local to Global: Civic Engagement with Education, Awareness, and Global Health
Author: Wodika, Alicia
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Approach,Citizen Participation,Public Health,International Education,Student Attitudes,Diseases,Immunization Programs,Foreign Countries,Interdisciplinary Approach,College Students,Case Studies

Global Public Health is a course that allows students to learn about the complexity of communicable and noncommunicable diseases, determinants of health, and delivery of health services. The Global Public Health course partnered with the Center for International Students to co-host International Education Week in November 2017. Specifically, the course held a &quot;global successes&quot; poster presentation event highlighting various initiatives including disease reduction, cash transfer programs, health system comparisons, and emergency preparedness. The project encouraged a dissection of the biological aspects while also focusing on the socioeconomic contexts, geo-political partners, and advocacy efforts to determine the factors that played into successful health initiatives. Quantitative and qualitative data were collected to assess project outcomes. The reach of the event was with the campus and local communities. Students reported that the project allowed them to develop an appreciation for the vastness of global health, while also identifying the importance of sustainability.
Service-Learning Curriculum Increases Climate Change Awareness
Author: Mendoza, Daniel A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Curriculum Development,Climate,Knowledge Level,Plastics,Conservation (Environment),Pollution,Sustainability,Undergraduate Students,Nonmajors,Biology,Science Education,Student Attitudes

National efforts to reform undergraduate education have highlighted the need to relate abstract concepts in biology to real-world examples, especially for non-majors who may undervalue scientific processes. We therefore decided to introduce a module titled &quot;Climate Change, Sustainable Practices and Plastic Pollution,&quot; utilizing such high-impact practices as service-learning. This module involved connecting the course objectives with three hours of community service. Our mixed-methods approach across two different course iterations (n=117) indicated that at the end of the course, non-majors were significantly more likely to agree with all the statements on an open-ended pre- and post-survey about civic engagement and sustainable practices, as adapted from Dauer and Forbes (2016). Focus group and free response data confirmed that students valued service-learning and connected the experience to both learning objectives and their everyday lives. We therefore recommend service-learning as an active engagement tool to teach concepts related to global climate change and environmental pollution.
Where Is Systemic Functional Grammar in the Adult Migrant English Program?
Author: Tilney, Martin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Migrant Education,Second Language Learning,English (Second Language),Second Language Instruction,Grammar,Educational Trends,Educational Change

Starting in 1948, Australia's Adult Migrant English Program (AMEP) has continued to deliver language education to migrants for the purposes of settlement and attaining employment. Both in Australia and internationally, the AMEP and its related developments in English language education have had a profound impact on the teaching and learning of English as an Additional Language (EAL), particularly in terms of their contributions to the field of Systemic Functional Grammar (SFG), which became the theoretical underpinning of the AMEP curriculum in the early 1990s. However, it would seem that a quarter of a century later, SFG is missing in action. This paper traces SFG's presence in the AMEP through its inception in the Certificate in Spoken and Written English (CSWE) through various evolutions of the AMEP, and speculates on the implications of SFG's apparent absence in the AMEP today.
Construct Validation of the Revised &quot;Metacognitive Awareness of Reading Strategies Inventory (MARSI-R)&quot; and Its Relation to Learning Effort and Reading Achievement
Author: Alamer, Abdullah
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Metacognition,Reading Strategies,Reading Achievement,Measures (Individuals),Construct Validity,Likert Scales,Factor Analysis,Least Squares Statistics,Structural Equation Models,Predictive Validity,Reading Comprehension,Reading Motivation

Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the &quot;Metacognitive Awareness of Reading Strategies Inventory&quot; (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a &quot;common factor&quot; and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a &quot;composite,&quot; meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusively. After confirming the nature of the inventory, we evaluated the extent to which MARSI-R is related to reading proficiency through the mediational mechanism of motivational intensity (i.e., learning effort). Descriptive statistics illustrated that problem-solving strategies are the most used strategy and that females used the strategies more frequently than their male counterparts. Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading proficiency, suggesting that the effect of strategies is mediated by motivational intensity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. Finally, methodological and educational implications are provided.
Disease and the Environment: A Health Disparities CURE Incorporating Civic Engagement Education
Author: Olimpo, Jeffrey T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Citizen Participation,Health,Access to Health Care,Student Research,Health Services,Social Justice,Foreign Countries,Student Participation,Public Health,Communication Skills,Skill Development,Personal Autonomy,Self Efficacy,Science and Society,Diseases,Evidence,Curriculum Development,Citizenship Education

Course-based undergraduate research experiences (CUREs) offer a novel avenue for engaging students in the scientific process (Bangera and Brownell, 2014). In contrast to traditional laboratories, CUREs are designed to foster autonomy through student-driven hypothesis generation, experimentation, data analysis, and dissemination of findings (Auchincloss et al., 2014; Spell, Guinan, Miller, and Beck, 2014). In this article, the authors describe the development and evaluation of the BIOL 1108: Health Disparities in the Border Region II CURE, which represents efforts to address concerns through purposeful integration of civic engagement education into the CURE curriculum. A health disparities course theme was identified given the widespread health inequalities along the U.S.-Mexico border that have posed a challenge to the U.S. healthcare system (Bastida, Brown, and Pagán, 2008; Rosales, Carvajal, and de Zapien, 2016). They also present both quantitative and qualitative evidence suggesting that participation in the CURE positively impacts students' development of public health outreach skills, researcher autonomy and self-efficacy, and affective dispositions toward the role of science in society
Incubating the SENCER Ideals with Project-Based Learning and Undergraduate Research: Perspectives from Two Liberal Arts Institutions
Author: Sieg, R. Drew
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,STEM Education,Liberal Arts,Student Projects,Active Learning,College Faculty,Science Interests,Civics,Student Participation,Problem Solving,Scientific Attitudes,Majors (Students),Nonmajors,Scientific Literacy

Maintaining undergraduate interest in STEM is a formidable challenge. Numerous studies have reported that structured, authentic research experiences in the classroom increase retention rates and introduce students to the skills needed to conduct independent research as upperclassmen and beyond. Most importantly, these strategies are inclusive, enabling all students, regardless of their backgrounds, to be exposed to and involved in research. However, few reports are available on the efforts of SENCER faculty to grow and support inclusive undergraduate research at small liberal arts institutions. Here we describe approaches being taken and challenges being faced by SENCER faculty at two liberal arts institutions while they strive to achieve the SENCER ideals and to promote civic and scientific engagement at their institutions through research and project-based learning.
Beyond Leveled Readers: Finding Engaging Books to Support Beginning Readers
Author: Leija, María G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Instruction,Beginning Reading,Books,Reading Material Selection,Reading Motivation,Childrens Literature,Awards,Visual Aids,Picture Books,Illustrations

Teachers of beginning readers have choices in the books they select. A careful look at the features of books provides an informed basis for choosing books that engage young readers. In this article we share insights from a comparative content analysis of leveled readers and Geisel award books that can motivate children to read and prepare them for entry into the world of authentic children's literature. We end the article with descriptions of diverse award winning and honor books that can be used in interactive read alouds with beginning readers and provide recommendations for preparing for an interactive read aloud using one of the books.
Beyond Reading and Writing: Informational Literacy in Higher Education for Lifelong Success
Author: Mercado-Sierra, Marta A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Information Literacy,Librarian Teacher Cooperation,College Faculty,Academic Libraries,Lifelong Learning,Citizen Participation,College Readiness

Information literacy is critical to finding, evaluating, using, and creating information. Information literacy also influences how we navigate daily life, workplace environments, and civic participation. This paper argues that students transitioning from high school to college lack skills in information literacy. In Higher Ed., faculty and librarians are charged with teaching students to research, create and add to the body of knowledge of their corresponding disciplines. Students must have solid information and digital literacy skills to achieve this goal. Based on the premise that Faculty-Librarian partnerships can utilize their respective discipline assets to strengthen students' information literacy skills, the authors engaged in a project to foster these abilities in post-secondary students. The authors approach this collaborative academic endeavor from a human rights approach recognizing that students need information literacy skills to engage in lifelong learning and civic engagement.
Holding up a Mirror to the ELAR Comprehension TEKS: Growth and Potential in the Texas Revision Cycle
Author: Revelle, Carol
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Arts,English Instruction,Reading Comprehension,State Standards,Academic Standards,Teaching Methods,Elementary Secondary Education,Educational Improvement

This article focuses on the development of the Texas comprehension standards as found in the comprehension strand of the Texas Essential Knowledge and Skills (TEKS). The standards are described in relation to effective comprehension strategies.
Writing Golden Shovel Poetry across the Curriculum
Author: Bintz, William P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Literacy Education,Poetry,Content Area Writing,Language Arts,Social Studies,Science Education,Mathematics Education,Elementary Secondary Education

This article describes lessons learned from the implementation of an instructional strategy that was conducted with preservice teachers enrolled in an undergraduate literacy course highlighting reading and writing as instructional tools to teach content area material across the curriculum. One requirement in the course was a Poetry Project. This project invited students to explore and use different poetic formats to write and illustrate two different poems across two different content areas. This article focuses specifically on one poetic format, namely, Golden Shovel Poetry (GSP). It describes the origin and purpose of GSP and shares student samples of Golden Shovel poems across four different content areas: English/Language Arts, Social Studies, Mathematics, and Science. It ends with lessons learned from the whole experience and suggested considerations for K-12 teachers who wish to develop their own poetry project in their respective classrooms.