ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting High School Freshmen Dropout through Attentional Biases and Initial Grade Point Average
Author: Hickman, Gregory P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Attention,Bias,High School Freshmen,Predictor Variables,Regression (Statistics),Dropouts,Dropout Rate,Grade Point Average,Grade 9,Longitudinal Studies,Cues,Statistical Analysis,School Districts,At Risk Students,Graduation,Cognitive Processes

The authors examined the predictive nature of attentional biases and initial grade point average of ninth graders dropping out of high school. Attentional biases are cognitive shifts in focus that are linked in both time and context toward stimuli perceived by an individual as threatening. Data were collected from 68 high school freshmen (45.6% male; 2.9% African-American, 77.9% Caucasian, 7.4% Hispanic, 4.4% Native American, 7.4% Other) who participated in a longitudinal study beginning in their freshman year of high school and ending when students either graduated from or dropped out of high school. We determined if youth who subsequently graduated or dropped out of high school showed attentional biases toward school-neutral and school-threatening cues. Study participants completed a computerized probe detection task design, which measured participants' reactivity to possible attentional biases. Using logistic regression, we found attentional biases toward school-related cues and ninth-grade initial grade point average were significant predictors (p &lt; 0.05) that increased the odds of students dropping out of high school. We discuss the implications of the findings for investigating attentional biases among school-based, nonclinical populations and use of attention biases screening to improve provision of interventions for students at risk of dropping out of school.
Responsibilities and Training of Paraprofessionals in Alternative Schools: Implications for Practice
Author: Mann, Syrinithnia
Date: 2018-00-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Training,Staff Development,At Risk Students,Nontraditional Education,Behavior,Role,Competence,Surveys,Teacher Attitudes,Administrator Attitudes,Job Skills,Individual Characteristics

For many years a leading approach to teaching at-risk students and reducing school dropout has been the use of alternative schools. There are unique challenges to providing educational services in alternative schools and teachers in those schools need specialized knowledge and skills to address these challenges. The same can be inferred for paraprofessionals working in alternative schools. In general, the use of paraprofessional support for students in alternative schools has increased over the years. Oftentimes these students exhibit academic and behavioral challenges, and yet much of the research indicates that paraprofessionals working with students with academic and behavioral challenges have little training to do so. The purpose of this study was to examine the roles, responsibilities, and professional development needs of paraprofessionals working with secondary students at alternative schools as perceived by administrators, teachers, and paraprofessionals in those schools.
Mock Interviews in the Workplace: Giving Interns the Skills They Need for Success
Author: Huss, Robyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Simulation,Secondary School Teachers,Surveys,Program Effectiveness,Student Teaching,Employment Interviews,Skill Development,Feedback (Response),Student Attitudes,Teacher Education Programs,Student Teachers,Interviews,Preservice Teachers

How many people have walked out of an interview wishing they could turn around for a re-do? Mock interviews can provide interns with demonstrations of the types of inquiries that can be expected in a real interview as well as practice in responding to those questions successfully. A simulation that occurs in a high-stakes atmosphere with the potential for real consequences is an even more beneficial practice round. This study was conducted with secondary education pre-service teachers during their final semester as student teaching interns, and the mock interviews took place with administrators in their assigned schools. Results are based on anecdotal evidence and surveys that were offered after the mock interview activities were completed.
Enabling Context-Based Learning with KPortal Webspace Technology
Author: Sethi, Vijay
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Information Security,Business Administration Education,Undergraduate Students,College Instruction,Experiential Learning,Case Studies,Instructional Design,Intervention,Curriculum Development

Recognizing the importance of context-based learning and the general lack of technology applications in the design and development of the ideal and formal curricula, this paper describes an experimental system at a large public university. The authors describe the creation of a contextual environment for introducing concepts related to information security to undergraduate business students using the KPortal (Knowledge Portals) webspace technology that supports dynamic content gathered from various sources automatically. The KPortal webspace rated highly on the various attributes of effective contexts and the characteristics of technologies that enable context-based learning. The flexibility provided by the webspace permitted the authors to develop adaptable environments in which the students could connect well with rather abstract concepts. The overall intervention was designed to examine if a limited portion of the course could be supported by technology and next phases of the research will broaden its use to semester-length curriculum.
Developing a Teaching Philosophy
Author: Bowne, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Instructional Innovation,Learning Strategies,Educational Strategies,Relevance (Education),Participant Characteristics

A common practice for educators is to develop a teaching philosophy which helps them become reflective practitioners throughout time on various teaching and learning strategies. This paper will specifically address: What is a teaching philosophy? What is the purpose? Who is involved? And, what is the process of creating a teaching philosophy? This information will help beginning and more experienced educators as they transform and develop their own personal teaching philosophies over time, a developmental process focused on the enhancement for student learning.
Features of Successful Group Work in Online and Physical Courses
Author: Rezaei, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Group Activities,Interaction,Program Effectiveness,Measurement Techniques,Assignments,Teaching Methods,Conventional Instruction,Online Courses,Interpersonal Relationship,Grouping (Instructional Purposes),Student Characteristics,Peer Evaluation,Cooperative Learning,Graduate Students,Questionnaires

The present study used a unique design in which multiple factors were combined in a multiphase study to find if there are any significant interactions among six factors known to be effective in successful group work. The results indicated that the effectiveness of group work depends on how the effectiveness is measured, how the group is formed, and what type of task is assigned to learners. An interaction of six major factors including mode of instruction (face-to-face vs online), type of task (convergent vs divergent), anonymity of participants, homogeneity of students in terms of their skill level, utilization of peer assessment, and group size, was found to play a significant role in the effectiveness of group work.
Service-Learning with Tibetan Refugees in India: A Small University&apos;s Experience
Author: Brown, Betty G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Asians,Refugees,Service Learning,Small Colleges,Undergraduate Students,Interdisciplinary Approach,Rural Areas,Buddhism,Needs Assessment,Quality of Life,Community Needs,School Community Programs,Land Settlement,Program Descriptions,Program Development,Community Involvement,Community Planning,Outcomes of Education

In response to requests for assistance from a Tibetan refugee community in Mainpat, India, Northern Arizona University developed a unique service-learning experience, the Mainpat Project, to provide health and other services. The project continued for 4 years despite the limited infrastructure and resources of a small public university and the complexities of working with a host community in a remote area. The Mainpat Project brought together community leaders and multidisciplinary teams of students, faculty, and staff. Based on various types of assessments, observations, and direction from the community, activities focused on needs identified by the Tibetan refugees and interventions to enhance their quality of life. This reflective essay presents results of an exploratory study of community needs, community-university interactions, interventions built on new understandings, challenges, intended and unintended outcomes, and lessons learned from this experience. Proposed strategies for future work in Mainpat build upon existing models of global service-learning.
The Role of Civic Literacy and Social Empathy on Rates of Civic Engagement among University Students
Author: Hylton, Mary E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Citizen Participation,Democracy,Empathy,Social Development,College Students,Correlation,Knowledge Level,Online Surveys,Influences,Hypothesis Testing,Statistical Analysis

Civic engagement is pivotal to the health of communities. Through engagement in civic activities, people from diverse backgrounds come together to address community problems. Recent studies report declining rates of civic engagement among Americans. In particular, young Americans engage less frequently in activities central to democracy, such as voting and influencing legislation. This article examines the relationships between civic engagement, civic literacy, and social empathy among students enrolled at a public university in the western United States. Findings from this study indicate that increased civic literacy and social empathy correlate to higher rates of civic engagement among university students.
An Investigation of Prospective ELT Teachers&apos; Attitudes towards Using Computer Technologies in Foreign Language Teaching
Author: Özer, Zekiye
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Teacher Attitudes,Educational Technology,Questionnaires,Technology Integration,Gender Differences,Instructional Program Divisions,Academic Achievement,Computer Uses in Education,Foreign Countries,Statistical Analysis

The principle intent of the current research is to explore future English language teachers' attitudes on using computer technologies in language teaching. Moreover, the study focuses on effects of gender, grade and academic average on their attitudes. Quantitative research design was used in the study. Data is gathered by using a questionnaire distributed to pre-service ELT teachers studying at a state University, English language teaching department. 174 students studying at third and fourth grade participated to the study. The analysis of the collected data clearly demonstrates that prospective ELT teachers have positive views about computer usage in language teaching. In addition, it was found that there is not any relationship between participants' attitudes and their gender, grade, and academic average. The results of the study also demonstrate that candidate teacher use computers mostly for simple tasks such as sending e-mail and presenting presentations. The student-teachers are aware of the importance of computer assisted language learning. In teacher education programs, courses related computer integration should be offered so that candidate language teacher can use technology in their future classes.
Using Service-Learning to Enhance Employability Skills in Graduate Business Capstones: A Dissertation Overview
Author: Wickam, Molly J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Employment Potential,Job Skills,Curriculum,Graduate Students,Business Administration Education,Business Schools,Masters Degrees,Employers,Mixed Methods Research,Comparative Analysis,Teamwork,Cooperative Learning,Semi Structured Interviews,Decision Making

This dissertation overview summarizes a study that examined the alignment between employability skills employers need and employability skills graduate business students gain through service-learning in business capstones. This nonexperimental, mixed-methods, comparative study assessed whether the inclusion of service-learning in capstone courses influences students' development of employability skills. The top three employability skills enhanced by service-learning were decision-making, presentation skills, and teamwork; only presentation skills showed a significant difference for students whose capstone included service-learning versus those whose did not. Exploratory factor analysis (EFA) found a four-factor solution, and one factor, collaborative learning, was significant for service-learning. Qualitative data from semi-structured interviews revealed that decision-making, teamwork, and presentation skills were enhanced by service-learning. Findings show alignment between collaborative learning skills needed by employers and those enhanced through service-learning, and that the instructor's role in structuring projects is key to learning.
Analyzing the Attitudes of Translation Students towards CAT (Computer-Aided Translation) Tools
Author: Çetiner, Caner
Date: 2018-00-00
Type: Journal Articles
Subjects: Translation,Student Attitudes,Pretests Posttests,Questionnaires,Training,Computers,College Students,Foreign Countries,Attitude Change,Program Effectiveness,English (Second Language),Likert Scales,Statistical Analysis,Attitude Measures

Translation profession has witnessed some technological innovations in recent years. The triggering reason behind these innovations has been the ever-increasing workload. Translation tools came to be seen as an aid to handle this workload. To this end, emerging translation technologies have come to front. There are many studies that take professional translators' views about these technologies into consideration. However, the studies dealing with the acceptance of these tools by translation students or investigating their attitudes towards these tools are limited. In this study, translation students' attitudes towards translation technologies are analyzed with pre- and post-test questionnaires based on some research questions. The analysis shows that there are some statistically significant differences between pre- and post-test scores obtained with the questionnaires applied before and after the training. This result supports the view that students develop a positive attitude after they are taught the benefits of using computer-aided translation tools and more classes should be allocated for translation technologies in translation training programs.
Utilizing Domestic Off-Campus Experiences to Influence Social Justice Awareness and Career Development
Author: Engberg, Mark E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Career Development,Transformative Learning,Program Descriptions,Coaching (Performance),Undergraduate Students,Professional Development,Semi Structured Interviews,Skill Development,Power Structure,Public Service,Social Differences,Workshops,High School Freshmen,Service Learning,School Districts,Poverty,Disadvantaged Schools,Outcomes of Education,Student Attitudes,Qualitative Research

This study examines the transformative experiences of a group of academic coaches who participated in the Target New Transitions (TNT) program during the 2014-2015 academic year. The TNT program trains undergraduate students, through professional development workshops and reflective exercises, to serve as year-round academic coaches for first-year students in Chicago's most impoverished high school districts. Semistructured interviews were conducted with 20 academic coaches in order to understand the transformative nature of the program in relation to social justice learning, translatable skills and values, and career development. Findings demonstrate that significant learning occurred in relation to coaches' awareness of social justice issues, including issues of power, privilege, and systemic causes of inequality; that learning was translatable to other academic and nonacademic settings; and that many students developed greater commitments to public service careers. Implications are also presented for colleges interested in further anchoring their institutional commitments within their local communities.
Refusal Strategies and Perceptions of Social Factors for Refusing: Empirical Insights from Turkish Learners of English
Author: Satiç, Canan Önal
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Pragmatics,Interviews,Electronic Mail,Interpersonal Competence,Private Colleges,Undergraduate Students,Sociocultural Patterns,Intercultural Communication,Semantics,Guidelines,Statistical Analysis,Social Distance,Power Structure,Student Attitudes,Task Analysis,Qualitative Research

This study aims to examine refusal strategies of Turkish learners of English and explore their perceptions of social factors that are influential in their strategy use. The study was conducted at a private university in the west of Turkey, and eighty Turkish L2 learners enrolled at an English language preparatory program participated in the study. The data were obtained through an enhanced DCT, retrospective verbal reports, and interviews. The enhanced DCT included four situations where refusals were elicited through email invitations and requests. The results demonstrated that explanation/reason/excuse was the most frequently used semantic formula. The results also showed that the distribution of refusals to email invitations and requests differ in quantity, and that Turkish learners of English employed a lot more strategies when the initiating act was invitation. Additionally, Turkish learners of English were found to use indirect strategies more than direct strategies and adjuncts. Finally, the perception data revealed four general themes regarding the social factors that affect Turkish learners of English? refusal responses, and these are namely type and degree of relationship, content and purpose of the situation, emotions and expectations, and finally sociocultural understanding and practices.
An Investigation on the Last Year EFL University Students&apos; Ideas on Using Story in Teaching English to Young Learners
Author: Sehan, Zainurrahman
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,English (Second Language),Second Language Learning,Teaching Methods,Educational Technology,Technology Uses in Education,Children,Educational Games,Pictorial Stimuli,Story Telling,Student Surveys,Foreign Countries,Elementary Education,Qualitative Research

The teaching of English to non-native English Young Learners requires more attempts rather than teaching learners in older ages. Nowadays, technology has offered many benefits for EYL teachers. Technology, in one side, is helpful instrument for the teachers in dealing with EYL. In the other side, easiness offered by technology may bring consequences on the EYL teachers' creative competence. EFL university students in the world are now habituated with technology-based teaching and learning media. They are demanded to improve the skill to use those media and due to the demand, their creativity in developing method and technique to teach EYL without technology aids is in a serious jeopardy. At least, they will deal with classic difficulty in teaching EYL for example by using only a written story; the difficulty meant is lacking of idea. This research was accomplished to investigate it. By employing written submission, data from eight last year EFL University students revealed their ideas on using story in teaching EYL is under expectation. By employing descriptive interpretation on their written submission, it is indicated that their ideas are heavily tailored to use technology aids.
Subtitling Allusions from English to Turkish: Study of &quot;The Simpsons Movie&quot;
Author: Kalipci, Müge
Date: 2018-00-00
Type: Journal Articles
Subjects: English,Turkish,Translation,Films,Popular Culture,Statistical Analysis,Cultural Influences,Language Usage,Animation,Cartoons,Foreign Countries

Allusion, within the framework of intertextuality, is treated as a special topic in audiovisual translation studies when the restrictions such as technical, linguistic, and cultural constraints specific to audiovisual translation are considered. Allusion as a culture-bound element can pose significant problems in interlingual translations. For this reason, the ability to maintain the functions and connotations of allusions requires the use of appropriate translation strategies. The main purpose of this study is to analyze the strategies used for subtitling allusions from English to Turkish in &quot;The Simpsons Movie,&quot; which is considerably rich in allusion. Leppihalme's (1997) classification of the various translation strategies will be employed as a framework for the study. A quantitative analysis will be performed and several examples from the film that are included in the corpus will be discussed. More specifically, the ideal goal of this study is to find out whether the use of those strategies has led the translations toward foreignization or domestication.
Understanding Language Assessment Literacy: Developing Language Assessments
Author: Yastibas, Ahmet Erdost
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Tests,Language Teachers,College Faculty,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Literacy,Teacher Developed Materials,Qualitative Research,Teacher Attitudes,Protocol Analysis,Content Analysis,Faculty Development,Construct Validity,Testing Problems,Teacher Characteristics

Language assessment literacy has become a critical competence for a language teacher to have. Accordingly, there are many studies in the literature which have researched different aspects of language assessment literacy (i.e., language assessment training, professional development and language assessment literacy levels of language teachers). However, they have not investigated how language teachers develop appropriate language assessment according to instructional purposes. Therefore, this study has aimed to reveal the development of language assessment by language teachers. The study was designed as a qualitative study and was carried out with eight participants working in a Turkish foundation university as English language instructors. Think-aloud protocols were used to collect data and the collected data were content-analyzed. The results of the study have indicated that developing language assessments has a critical, student- and course book-centered structure which helps to make exams valid in terms of content and construct validity. This structure also helps to have positive washback effects on students. Its limitations were explained and suggestions for further studies were made.