ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultural Perspective on Parenting, Trait Emotional Intelligence and Mental Health in Taiwanese Children
Author: Huang, Ching-Yu
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Mental Health,Elementary School Students,Child Rearing,Cultural Influences,Parenting Styles,Personality Traits,Psychological Patterns,Asian Culture,Grade 4,Questionnaires,Rating Scales,Statistical Analysis,Individual Characteristics,Family Income

The current study aims to clarify the associations as well as the pathways through which parenting and children's emotional intelligence (EI) may influence children's mental health with a cross-sectional sample of 675 school pupils (fourth grade, mean age = 10.4 years, 310 boy, 356 girls and 9 unidentified) in Taiwan. Hierarchical regression and path analyses were used to examine the relationships between parenting styles, children's trait EI, and their psychological symptoms, with children's psychological symptoms as the dependent variable. The results showed that authoritative parenting was positively associated with children's trait EI, which in turn had a negative effect on children's psychological symptoms, whereas authoritarian and Chinese-specific parenting styles had direct negative effect on children's psychological symptoms. These findings shed light on the pathways of the interrelations between different parenting styles, children's trait EI, and psychological symptoms, providing theoretical as well as practical implications for children's emotional development and mental health.
Actively Engaging Students in Culture, Gender, and Class Issues in Medieval Literature
Author: Donnelly, Colleen E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Medieval Literature,Visual Aids,Active Learning,Learning Strategies,Teaching Methods,Publications,Worksheets,Historical Interpretation,Role Playing,Educational Practices

Students often find it difficult to understand literature of another era and a world that differs from their own. From interacting with illuminated manuscript pages to conducting a mock trial, this article discusses ways in which visual and active learning techniques can be used to engage students in medieval literature and culture.
Preventing Depression in Adolescence through Social and Emotional Learning
Author: Reicher, Hannelore
Date: 2017-11-00
Type: Journal Articles
Subjects: Prevention,Depression (Psychology),Adolescents,Social Development,Emotional Development,Mental Health,Health Promotion,Classroom Environment,Bullying,Caring,Self Concept,Teacher Student Relationship,Peer Relationship,Teacher Education Programs,Interpersonal Competence,Social Bias,Intervention,Coping,Creative Activities

Depression is a major and increasingly frequent health problem among young people (WHO, 2017). Adolescence is a peak time for the first onset of depression (Seeley &amp; Lewinsohn, 2008). However despite discovering high prevalence rates among young people in recent studies , teachers tend to overlook depressive symptoms in adolescents, while peers are not able to recognize such symptoms appropriately (Reicher, 2003). On the basis of the literature and their own research; the authors propose systematic social-emotional learning (SEL) in schools as a vehicle for the prevention of depression through the following processes (Reicher, 2017; Reicher &amp; Matischek-Jauk, in press). They include: (1) SEL-programs help to improve classroom climate and reduce bullying (Matischek-Jauk, Krammer, &amp; Reicher, 2017); (2) SEL fosters a caring community of learners; students experience themselves as valued, contributing, influential members of a classroom or school (Reicher, 2010b); (3) SEL-programs support teachers in building caring and responsive relationships with their students. Teachers are &quot;on the front line of prevention science&quot; (Dana &amp; Hooser, 2015, p. 89). The incorporation of knowledge on social-emotional development and SEL content in teacher preparation programs is urgently needed (Talvio, 2014); (4) SEL facilitates insight into the emotional world of adolescents through social exchange, talking or creative activities like expressive writing. This may be an opportunity to improve the otherwise difficult recognition and understanding of mental health problems by teachers and peers; (5) SEL fosters social participation: To combat the stigma of mental health problems we need developmentally appropriate anti-stigma interventions. Systematic social-emotional learning can play a crucial part in this process; and (6) SEL helps to improve social and emotional competences. This is important for depressed young people and non-depressed peers to cope effectively with developmental tasks. Both are empowered to express understanding and help in emotional crises.
&quot;This Is London, How D&apos;ye Like It?&quot;: Teaching the Streets in Eighteenth-Century London
Author: McGraw, Ken
Date: 2017-00-00
Type: Journal Articles
Subjects: Eighteenth Century Literature,Teaching Methods,English Literature,Educational Practices,Educational Strategies,Place Based Education,Higher Education,Foreign Countries

As a professor of eighteenth-century British Literature I am often tasked (like my colleagues in other areas) with constructing a period based syllabus that &quot;represents&quot; this portion of literary history. Every semester, without fail, I am befuddled by the word &quot;represents.&quot; How, exactly, do I want to &quot;represent&quot; the long eighteenth-century to students who are likely experiencing this rich era for the first time and, perhaps, will never experience it again? Do I employ what some may call a conservative approach with a chronological and canonical syllabus that includes the &quot;best&quot; of eighteenth-century authors? If I do, who are these &quot;best&quot; authors? Do I include as much as possible from Rochester to Austen (themselves a contradiction of epic proportions)? Instead, is it effective to organize the course around genre? Thus, a whole course devoted to the rise of the novel. If I choose this, how many novels can I expect upper-division students to read in fourteen weeks? How long will it take them to muddle their way through Tristram Shandy and Pamela? Or, instead, should it be thematically based? Perhaps a class organized around the formation of a literary marketplace? The effects of provincial presses? Changes in sexual mores? A class devoted to the rise of the middle class? Or, instead, maybe an entire class devoted to Grub Street hacks? These are only a few questions that plague me as I stumble my way through a syllabus that will inevitably be revised. These struggles, however, have led to interesting syllabi that provide the students with a rich and diversified approach to the eighteenth century. I have recently taught an author studies course devoted solely to Eliza Haywood, a special topics course devoted to changes in sexuality following the great fire, and an eighteenth-century course devoted to the rise of the female novelist. However, while these classes have been fun and, in my estimation, quite successful there are certainly drawbacks to teaching &quot;street-level&quot; content in an eighteenth-century course. One of the main concerns is that of content. Do I disservice the students and the period by not including authors such as Pope and Swift. Do I provide the students with a skewed (negative) view of Pope when only including the portion of his Dunciad that berates Eliza Haywood? Is it effective to teach something like Rochester's Sodom? Cleland's Memoirs of a Woman of Pleasure? In the end, this essay explores and questions the efficacy of &quot;street-level&quot; content on the construction and implementation of effective syllabi in courses devoted to eighteenth-century British Literature.
Allocation of R&amp;D Equipment Expenditure Based on Organisation Discipline Profiles
Author: Wells, Xanthe E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Resource Allocation,Research and Development,Equipment,Expenditures,Foreign Countries,Profiles,Benchmarking,Intellectual Disciplines,Scientific Research,Public Agencies

Sufficient and state-of-the-art research equipment is one component required to maintain the research competitiveness of a R&amp;D organisation. This paper describes an approach to inform more optimal allocation of equipment expenditure levels in a large and diverse R&amp;D organisation, such as CSIRO. CSIRO is Australia's national science agency, is comprised of individual research units and conducts R&amp;D across many disciplines. CSIRO's research equipment expenditure allocations have been to some extent based on both previous years' expenditures and current operating performance. In an effort to refine this process, a method was developed to consider the difference in expenditure profiles across research areas and calculate a benchmark (or expected level) for research units within CSIRO. The approach also allowed CSIRO to compare its actual equipment expenditure levels to benchmark (or expected) levels derived from expenditure data from US academic institutions. This comparison found that CSIRO's overall level of expenditure was below the benchmark levels and assisted in guiding the allocation of available funds more fairly across research units with different equipment needs. Several datasets were used for this analysis. R&amp;D equipment expenditure patterns across disciplines are available for USA academic institutions and the differences in levels between disciplines was calculated. For example, in the Biological Sciences equipment expenditure is 3% of total R&amp;D expenditure, whereas in Physics it is 3-fold greater. Using research publication subject classifications, discipline profiles were constructed for the entire CSIRO and each of its units. Publication subject categories were also mapped to the research fields used by the USA source. These datasets were combined to determine an overall benchmark value for CSIRO and each unit. The value varied by a factor of 2.2 fold across individual CSIRO units. Actual equipment expenditure for CSIRO was determined using internal finance records. This was compared to the benchmark levels and some units were below the calculated benchmark values and a few were close to or above. The results of this study were considered by CSIRO managers when deciding equipment expenditure allocations and the implications of the findings for the organisation are discussed. Furthermore, it was found that there are very few studies on research equipment expenditure readily available and it is hoped that this study will encourage further discussion and research on this topic.
Generation of Student Interest in an Inquiry-Based Mobile Learning Environment
Author: Laine, Erkka
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Technology Uses in Education,Student Interests,Student Motivation,STEM Education,Grade 7,Inquiry,Teaching Methods,Integrated Curriculum,Focus Groups,Measures (Individuals),Scores,Probability,Self Efficacy,Goal Orientation,Qualitative Research,Foreign Countries,Experimental Groups,Control Groups,Secondary School Students,Questionnaires,Coding

A declining trend in adolescents' interest in science learning and attitudes towards science-related careers has been reported during recent years. There has been a call for more motivating learning environments that inspire students to develop interest towards science. This study examines students' interest development in STEM subjects in an ecologically valid setting during one school year and how features of the learning environment affect students' generation of interest. In a quasi-experimental study design, one class of 7th grade (aged 12 to 13 years) students (N = 18) studied in an inquiry-based mobile learning environment that had a special emphasis on integrated curriculum. Interest variables were measured three times and focus group interviews were held twice during the school year. From a group of 113 students studying in an ordinary learning setting, a propensity score-matched control group of 18 students was selected based on general self-efficacy, intrinsic goal orientation, interest in technology, and web-user self-efficacy. Results from the quantitative analyses revealed only minor differences between the two groups. Results from the qualitative analyses indicate that students found the new environment to be interest generating, thus ascribing to the general idea and aim of the new environment, but also that the implementation was in many cases far from ideal, indicating that much of its potential was unrealized.
One More Reason to Learn a New Language: Testing Academic Self-Efficacy Transfer at Junior High School
Author: Fryer, Luke K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Second Language Learning,Transfer of Training,Junior High School Students,Educational Benefits,Learning Motivation,Longitudinal Studies,Mathematics Skills,Native Language,Measures (Individuals),Japanese,Statistical Analysis,English (Second Language),Second Language Instruction,Foreign Countries

Self-efficacy is an essential source of motivation for learning. While considerable research has theorised and examined the how and why of self-efficacy in a single domain of study, longitudinal research has not yet tested how self-efficacy might generalise or transfer between subjects such as mathematics, native and foreign language studies. The current study examined academic self-efficacy (two measurements 10 months apart) in three subjects (mathematics, native language, and foreign language) across students' first year at junior high school. Two studies were conducted, each including three schools (study-A: n=480; study-B: n=398) to support a test and retest of self-efficacy differences and interrelationships across the year of study. Analyses of self-efficacy change presented a general pattern of significant, small declines in students' self-efficacy for all three subjects. Longitudinal latent analyses indicated a consistent moderate predictive effect from foreign language self-efficacy to native language self-efficacy. The pattern of declines, while consistent with research in Western contexts is a source of concern. The transfer of self-efficacy from foreign to native language learning has potential educational and broader psychological implications.
Co-Constructing Writing Knowledge: Students&apos; Collaborative Talk across Contexts
Author: Winzenried, Misty Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing (Composition),Focus Groups,Group Discussion,Interpersonal Communication,College Freshmen,Cohort Analysis,Writing Achievement,Transfer of Training,Content Area Writing,Achievement Gains,Cooperative Learning,Writing Processes,Educational Practices,Teaching Methods

Although compositionists recognize that student talk plays an important role in learning to write, there is limited understanding of how students use conversational moves to collaboratively build knowledge about writing across contexts. This article reports on a study of focus group conversations involving first-year students in a cohort program. Our analysis identified two patterns of group conversation among students: &quot;co-telling&quot; and &quot;co-constructing,&quot; with the latter leading to more complex writing knowledge. We also used Beaufort's domains of writing knowledge to examine how co-constructing conversations supported students in abstracting knowledge beyond a single classroom context and in negotiating local constraints. Our findings suggest that coconstructing is a valuable process that invites students to do the necessary work of remaking their knowledge for local use. Ultimately, our analysis of the role of student conversation in the construction of writing knowledge contributes to our understanding of the myriad activities that surround transfer of learning.
Dwelling in the Ruins: Recovering Student Use of Metaphor in the Posthistorical University
Author: Richards, Daniel P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Figurative Language,Rhetoric,Rhetorical Invention,Higher Education,Student Experience,Instructional Innovation,Teaching Methods,Writing (Composition),Classroom Techniques,Educational Practices

This article argues that the field of Rhetoric and Composition has long harnessed the active potential of metaphor to change its own practices but has considerably overlooked student use of metaphor--a particularly urgent oversight given the metaphorical battleground that constitutes the discourse of contemporary higher education. Using this exigency, the article 1) explains how a more thorough reading of Lakoff and Johnson's popular work on metaphor theory can re-energize Rhetoric and Composition to be more inclusive of student experiences in classroom coverage of metaphor and 2) offers imaginative but concrete pedagogical approaches and activities aimed at facilitating student learning of metaphor in the context of a consumer-based &quot;University of Excellence.&quot;
Cultivating Change from the Ground Up: Developing a Grassroots Programmatic Assessment
Author: Conti, Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Improvement,Needs Assessment,Stakeholders,Student Needs,Student Interests,Models,Teacher Attitudes,Program Development,Program Implementation,Data Interpretation,Testing Programs,Program Descriptions,Context Effect,Outcome Measures,Likert Scales,Usability,Pretesting,Partnerships in Education,Reflection,Focus Groups,Interviews,Teacher Surveys,Student Surveys,Observation,College English,Action Research,Change Strategies,Writing Tests,Undergraduate Students

To address the needs and interests of primary stakeholders in a writing program, this article presents a model of &quot;grassroots&quot; assessment that involves instructors from all ranks as well as students in the development, facilitation, and interpretation of assessment results. The authors describe two assessment plans that measured student and instructor perceptions about curricular changes, the individual results of those assessments, and the conclusions the authors came to about the importance and challenges of involving a range of stakeholders in assessment.
Genre, Reflection, and Multimodality: Capturing Uptake in the Making
Author: Fiscus, Jaclyn M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,Writing (Composition),Rhetoric,Metacognition,Pilot Projects,Freshman Composition,Literary Genres,Writing Assignments,College Students,Observation,Qualitative Research,Student Surveys,Grounded Theory

Scholarship on metacognition in the composition classroom shows how asking students to create reflective texts can help cue, analyze, and assess transfer. By following the composition processes of 13 students doing a remixing assignment, this project examines how genre mediates reflection. I use Rhetorical Genre Studies' conception of uptake--focusing on the selection process of choosing a genre and the eventual genre production--to examine students' reflective practice within this assignment. Tracing the students' uptake selection processes and comparing them to what students reflect about in their reflective texts reveals how reflection is mediated through genre. I argue that reflective practice should take place through a variety of genres throughout the composition process, rather than just retrospectively on the finished product. Asking students to do multi-genred reflective writing throughout the composition process could allow students to map their uptake selection processes more effectively when moving across multimodal genres.
Writing through Big Data: New Challenges and Possibilities for Data-Driven Arguments
Author: Beveridge, Aaron
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Networks,Media Literacy,Data,Information Utilization,Persuasive Discourse,Student Research,Critical Literacy,Reflection,Social Media,Writing Strategies,Writing Skills

As multimodal writing continues to shift and expand in the era of Big Data, writing studies must confront the new challenges and possibilities emerging from data mining, data visualization, and data-driven arguments. Often collected under the broad banner of &quot;data literacy,&quot; students' experiences of data visualization and data-driven arguments are far more diverse than the phrase &quot;data literacy&quot; suggests. Whether it is the quantitative rhetoric of &quot;likes&quot; in entertainment media, the mapping of social sentiment on cable news, the use of statistical predictions in political elections, or the pervasiveness of the algorithmic phrase &quot;this is trending,&quot; data driven arguments and their accompanying visualizations are now a prevalent form of multi modal writing. Students need to understand how to read data-driven arguments, and, of equal importance, produce such arguments themselves. In Writing through Big Data, a newly developed writing course, students confront Big Data's political and ethical concerns head-on (surveillance, privacy, and algorithmic filtering) by collecting social network data and producing their own data-driven arguments.
Getting &quot;Writing Ready&quot; at the University of Washington: Developing Metacognition at a Time of Academic Transition
Author: Zinchuk, Jennifer Eidum
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Self Esteem,Writing (Composition),Writing Skills,Academic Discourse,Writing Instruction,Student Surveys,College Students,Student Attitudes,Transitional Programs,High School Students,Undergraduate Students,College Faculty,Reflection,Feedback (Response)

Within the field of Writing Studies, metacognition is rapidly being recognized as essential for the effective transfer of knowledge across contexts. This program profile describes a pre-college writing course at the University of Washington that builds metacognition, confidence, and fluency in writing. Through program evaluations, student surveys, and instructor feedback, this profile describes how the course has evolved over the past decade, how students and instructors experience the curriculum, and reflections and recommendations for instructors considering introducing metacognitive practices in their own writing courses.
Queering Time and Space: Donald Murray as Introvert Whisperer
Author: Combs, D. Shane
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing (Composition),Rhetoric,Definitions,Personality,Personal Narratives,Interpersonal Relationship,Social Justice,Identification (Psychology),Personality Traits,Time,Educational Practices

This article asks, &quot;what in the broad and excessive definitions of composition and rhetoric keeps us from talking about personality and temperament alongside other issues of identity?&quot; Pulling from scientists, queer theorists, and composition scholars, I explore the lived experiences of introverts and highly-sensitive people, which often spill outside the boundaries of dominant structures in composition. I consider the price paid by highly-sensitive people who may move at a different pace and find their ways of working and experiencing the world devalued in the field. Using personal narrative and a momentary high-sensing lens on the work of Donald M. Murray, I assert that there are those who thrive best in small group or one-to-one interpersonal relations, and I argue that these are issues of identity and social justice for those who find themselves on the temperamental margins in composition and in a western society that has an extrovert ideal.