ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;It Changes Me from Nothing to Something&quot;: Identifying Educative-Psychic Violence in a Public Diplomacy Program for Nonelite Youths
Author: McCafferty-Wright, Jennice
Date: 2020-00-00
Type: Journal Articles
Subjects: Violence,Disadvantaged Youth,Youth Programs,International Programs,Federal Programs,Cultural Education,International Relations,Role of Education,Developing Nations,Foreign Countries

Since 2004, the English Access Microscholarship Program, a U.S. public diplomacy initiative, has impacted at least 150,000 nonelite youths. U.S. Department of State employees created the program in response to suicide bombings committed by Moroccan youths at international sites in Casablanca. The program later expanded throughout the Middle East and then across the world, eventually operating in more than 85 countries for students aged 13-20. In this paper, I examine images promoted by the program associated with the mission for students to develop an &quot;appreciation for U.S. culture and democratic values through cultural enhancement activities&quot; using critical concepts such as &quot;educative-psychic violence&quot; and Ngugi wa Thiong'o's description of education as a &quot;cultural bomb.&quot; Troubling content promoted by the program features students depicting themselves as lacking dignity and worth paired with portrayals of gaining dignity and worth through their participation in the program. Additionally, the program's &quot;cultural enhancement activities&quot; intended to promote &quot;appreciation for U.S. culture and democratic values&quot; often occur in communities deeply impacted by the U.S.-led War on Terror and amid dramatic economic and military power differentials. Finally, my analysis encourages academic engagement with policy makers on the use of education within public diplomacy initiatives.
The Role of Interdisciplinarity in Bringing PBL to Traditional Universities: Opportunities and Challenges on the Organizational, Team and Individual Level
Author: Braßler, Mirjam
Date: 2020-09-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Problem Based Learning,Universities,College Curriculum,Curriculum Implementation,Foreign Countries,College Students,Student Centered Learning,Sustainability,Organizational Learning

Problem-based learning (PBL) has emerged as a suitable approach to shift from teacher-centered to learner-centered education. However, higher education institutions (HEIs) experience obstacles stemming from lecturers' and students' reservations as well as organizational challenges. Following action research, the author reflects on her implementation of interdisciplinary PBL within one exemplar case study to explore opportunities and challenges of interdisciplinarity in the transition toward a PBL curriculum in a traditional HEI. At the organizational level, interdisciplinarity facilitates collective knowledge creation about PBL by providing interdisciplinary learning spaces and in-house training. At the team level, lecturers as well as students can collectively learn about PBL. At the individual level, interdisciplinary student-to-student and lecturer-to-lecturer learning can enhance personal knowledge about PBL. Monodisciplinary structures, discipline-based differences in teaching and knowledge traditions, as well as individual prejudices are sources of challenges associated with interdisciplinarity in organizational learning.
Inside the Black Box of Text-Message College Advising
Author: Arnold, Karen D.
Date: 2020-12-00
Type: Journal Articles
Subjects: Academic Advising,Telecommunications,Handheld Devices,College Bound Students,High School Students,Student Needs,Educational Technology,Technology Uses in Education,Higher Education,Data Collection,Information Retrieval,Data Analysis

Making college access and success more equitable at a national scale requires alternatives to intensive in-person modes of pre-college advising. Text-message advising campaigns are a promising intervention model for delivering college application and financial aid assistance affordably to large populations of college-intending, low-income students. College outcome results from a recent series of very large text-message programs have been disappointing however. Going inside the black box of text-message advising to understand why and how students engage in text-messaging programs can help explain program effects and inform the design of future virtual-advising programs. This study uses text mining techniques to investigate the content of 342,000 student text messages from a national text-message advising program. In the program under study, over 30,000 college-intending students from 745 high schools received two-way college advising for 15 months via text messaging with professional advisors. Data mining of the student text messages indicated that students needed substantial individualized assistance and that they used texting primarily for navigating discrete tasks related to testing, applications, and financial aid. In addition to providing substantive findings about college access advising, the study method illustrates how big data tools can extract meaning from large bodies of unstructured text like those generated by the growing number of text-message educational interventions.
The Student Experience of Two-Way Text-Message College Advising: A First Glimpse
Author: Arnold, Karen D.
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Experience,Computer Mediated Communication,Academic Advising,Low Income Students,Access to Education,Student Attitudes,Program Evaluation,Learner Engagement,Information Dissemination,College Bound Students,College Planning

This study examines the experiences of students enrolled in a text-messaging advising program in order to understand the conditions for impact in this rapidly proliferating intervention model. The program under study was a 15-state text-messaging college advising trial that attempted to increase the college enrollment outcomes of over 30,000 students who attended U.S. high schools with large percentages of low-income students. Data came from 3600 advisees who responded to text-message queries about their experiences in the texting program. The content of the queries was informed by focus group responses from 18 program participants. Results indicate that text-message college advising offered students a combination of information, assistance, nudges, and emotional support that many students perceived kept them on track for a successful college process. Text-message advisees who were disengaged or critical of the program mistakenly believed that the advising was fully automated, had sufficient support elsewhere, or were not receiving the texts because of incorrect contact information. Study findings suggest that text messaging is best suited to providing advising on financial aid and other topics requiring specific information and concrete tasks. Students' reports of their experience in the program provide potential explanations for the mixed results that are beginning to be reported for texting programs and suggest implications for more effective designs. The study is useful as one of the first investigations of student responses to virtual advising, but its modest response rates suggest the need for new approaches to collecting evaluation data from participants in text-message advising campaigns.
Academic Failure: Unspoken Experiences by International Postgraduate Students in a Malaysian University
Author: Singh, Jasvir Kaur Nachatar
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Failure,Graduate Students,Outcomes of Education,Foreign Students,Foreign Countries,Student Mobility,Study Abroad,Barriers,Student Adjustment,Research Universities,Supervision,College Faculty,Teacher Student Relationship,Student Motivation,Student Research,Student Attitudes,Educational Experience

Malaysia aspires to become a regional and international hub of higher education through an international student mobility initiative. Existing scholarly work on international students is skewed towards understanding the general challenges faced by international students, but limited work has been conducted in exploring the impact of severe supervision challenges on international postgraduate students' experiences in a Malaysian research university. Hence, this paper explores the evidence of academic failure experienced by international postgraduate students by drawing on semi-structured interviews with 33 international postgraduate students. Academic failure experiences were faced by international postgraduate students as a result of two major challenges: supervision issues, and faculty mismanagement. The experience of academic failure has impacted the students' enthusiasm, motivation and inspiration in progressing in their research work and has also impacted them psychologically. The implications for developing significant and profound strategies to assist international postgraduate students in achieving positive educational outcomes are also discussed.
An Issue of Urban/Rural Division? Examining Mongolian Language Education in the IMAR
Author: Zhang, Qi
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Urban Differences,Urbanization,Multilingualism,Language Minorities,Mandarin Chinese,English (Second Language),Language Attitudes,Native Language Instruction,Elementary School Students,Secondary School Students,Rural Schools,Language of Instruction,Learning Motivation,Social Mobility,Ethnic Groups,Bilingual Education,Foreign Countries

Against the backdrop of the increasing disparities in urban and rural areas in China nowadays, this qualitative study explores trilingual education in the Inner Mongolia Autonomous Region (IMAR), with a focus on the Mongolian language programme. Through a field trip to five primary and secondary schools, interviews and class observations reveal that students are highly motivated in conducting their primary and lower secondary schooling through Mongolian, due to the high utilitarian value associated with Mongolian. Preferential policies make it possible to maximise the chance of academic advancement, career prospects and possible social upward mobility for learners of Mongolian. However, the dominant positions of Putonghua as the national common language, and English as a lingua franca in schools with admirable academic quality, restrict the ability to convert the linguistic capital of Mongolian into other forms of capital outside of Inner Mongolia. The study reveals that the problems and difficulties of Mongolian language education in compact ethnic minority regions tend to be the same as those faced by other Chinese rural schools. The marginalisation of a minority language is examined in relation to fast-paced urbanisation; changes would require institutional support to enhance the symbolic value of the ethnic minority language.
Teaching Loops Concept through Visualization Construction
Author: Cetin, Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Preservice Teachers,Visual Aids,Instructional Effectiveness,Student Attitudes,Learning

Loops concept is one of the basic programming concepts. Students have difficulties in learning loops concept. Helping learners understand loops is an important task. Visualization is one of the ways to help students improve their understanding. The aim of the study was to construct and evaluate a visualization based instruction related to loops. A mixed method study was conducted. In the experimental phase of the study, the effect of visualization based instruction on pre-service teachers' achievement, perceived learning and programming attitude was examined. In the qualitative phase of the study, the main purpose was to get more in depth data related to experimental phase. Visualization based instruction helped pre-service teachers improve their understanding of loops concept.
A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum
Author: Estrera, Edwin B.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Teachers,Teacher Attitudes,Foreign Countries,Humanities,Social Sciences,Public School Teachers,Curriculum Implementation,Elementary Secondary Education,National Curriculum,Secondary School Curriculum,Age Differences,Gender Differences,Educational Objectives

This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education's Humanities and Social Sciences strand in the Philippines. It uses Erden's element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler's Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country's educational goals, its realization still depends upon the teachers' implementation in the classroom level.
EFL Teachers&apos; Autonomy Supportive Practices for Out-of-Class Language Learning
Author: Isik, Tuba
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Learning Motivation,Informal Education,Personal Autonomy,Language Teachers,Teacher Student Relationship,Teacher Role,Educational Practices,Independent Study,College Students,College Faculty,State Universities,Cooperative Learning,Class Size,Barriers,Foreign Countries

Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers' practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers' efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.
How to Develop Computational Thinking: A Systematic Review of Empirical Studies
Author: Taslibeyaz, Elif
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Skill Development,Problem Solving,Programming,Computer Science Education,Lifelong Learning,Definitions,Formative Evaluation,College Students,Elementary School Students,Secondary School Students,Educational Research

The primary purpose of this study is to investigate CT skills development process in learning environments. It is also aimed to determine the conceptual understanding and measurement approaches in the studies. To achieve these aims, a systematic research review methodology was implemented as the research design. Empirical studies on computational thinking indexed in the Web of Science and ERIC databases were selected without constraint on the publication dates. The studies found were examined and a pre-analysis was conducted by the researchers. Following the pre-analysis, 29 articles were selected to be included in the study. Content analysis was applied in order to determine and evaluate the common codes and themes related to the findings. In conclusion, instead of relying on attractiveness, functionality, market share of educational tools (robotic sets, software packets etc.), availability of qualified learning activities focused on problem solving is the main point practitioners should consider.
Empowering Adult Immigrant Learners through Systematic Motivation Work in the Classroom
Author: Horverak, May Olaug
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Empowerment,Adult Students,Immigrants,Student Motivation,Student Responsibility,Motivation Techniques,Learning Strategies,Self Management,Goal Orientation,Lifelong Learning,Long Range Planning,Native Language,Foreign Countries,Social Integration,Second Language Learning

This is an action research study investigating how one can work systematically in adult learning centres to support adult immigrant learners to increase their intrinsic motivation and develop strategies to take responsibility for their own development and learning. We have applied what we call a five-step motivation method, where the adult students define and write down what is important to them, their success factors and their obstacles, and choose focus areas and strategies to apply to achieve what is important to them. As part of the process, the students also reflect on these elements in class discussions led by the teacher, which means that the students support each other to find solutions to their obstacles and to find strategies to work towards their goals. The student reflections from the sessions are part of the data collected in this study, and these are complemented by students' self-reports on the usefulness of the approach. The project was carried out in several groups at three adult learning centres, and the findings show that the majority of the participants were satisfied with the approach. They report that they became better at planning and more motivated to work towards their goals. An element that was emphasised by the teachers was the importance of letting the students use their native language when needed. We conclude that the method we present here may be a useful tool to assist adult immigrant learners to experience intrinsic motivation and develop strategies for mastering learning and life.
Recreating Discourse Community for Appropriating HOCs in Law Undergraduates&apos; Academic Writing
Author: Luhach, Suman
Date: 2020-00-00
Type: Journal Articles
Subjects: Law Students,Undergraduate Students,Writing Processes,Academic Language,Integrated Learning Systems,Law Schools,Foreign Countries,Critical Thinking,Persuasive Discourse,Writing Instruction,Teaching Methods,Feedback (Response),Communities of Practice,Peer Teaching,Essays,Rhetoric,Pretests Posttests,Content Analysis,Student Surveys,Student Attitudes,Computer Mediated Communication,Peer Evaluation,Self Evaluation (Individuals)

Like any other discipline, academic writing is equally crucial for law undergraduates to master. Project reports, argumentative essay writing on current socio-legal affairs and research paper writing comprise requisites in academia for law learners. Students' appropriation of higher order concerns in academic writing is a major challenge for teachers, as the physical classroom discourse community is typically passive and does not give enough opportunities to students to think critically about their writing processes. The teacher is expected to provide feedback to students on their writing, which often leads to the creation of only one feedback centre, restriction of the scope for varied perceptions and formation of multiple small discourses where the teacher is the central point of reference in every discourse. Consequentially, students can fail to develop self/peer-critiques in the ongoing discourse. The present paper has its focus on the recreation of discourse communities using a learning management system at the Law School, Bennett University, India, to promote peer-to-peer learning for honing higher order concerns in academic writing. The paper investigates how law students behave whilst interacting in a recreated online discourse community, benefit through peer feedback, and enhance their knowledge of the academic writing genre of argumentative essays, its subject matter and rhetoric involved. The methodological triangulation of pre-test/post-test analysis, student survey and conceptual content analysis of students' interaction transcripts support recreation of online discourse communities in academic writing instruction.
Pedagogical Praxis: Muslim-Filipino Madrasah Teachers&apos; Conceptuality of Instructional Process
Author: Sali, Abdul Haiy A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Muslims,Religious Education,Teaching Methods,Evidence Based Practice,Semitic Languages,Islam,Teacher Attitudes,Phenomenology,Values Education,Reflective Teaching,Learning Processes,Educational Policy,Foreign Countries

The purpose of this paper is to explore and analyze the conceptuality of Muslim-Filipino Madrasah teachers or the &quot;Asatidz&quot; on instructional processes anchored in their pedagogical praxis. This study employed a qualitative research design using a transcendental phenomenological approach. In-depth interviews were initiated to understand the essence of the participants' lived experiences. The author used purposive sampling with five research participants who implement the Arabic Language and Islamic Values Education program in selected schools in the Philippines. There were four major themes identified in the study: pedagogical amalgamation of traditional and non-traditional teaching practices; collaborative learning practices; effective classroom management; and reflective practice in teaching. The results of the study provide a clear description of Madrasah teachers' conceptualization of instructional processes especially in teaching and learning. However, the study is limited to five selected &quot;Asatidz.&quot; These results may be useful in guiding education stakeholders in evidence-based policymaking particularly, in the field of teacher development, which seeks to create comprehensive and well-thought pedagogical programs for the &quot;Asatidz.&quot; These programs should better suit and complement Madrasah teachers' pedagogical needs anchored to their pedagogical praxis. The results provide baseline data for instructional and educational enrichment among Filipino Madrasah teachers.