ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging University Networks in University Powered Accelerators: Best Practices and Lessons Learned
Author: Ofem, Brandon
Date: 2023-07-00
Type: Journal Articles
Subjects: Entrepreneurship,Research Universities,Urban Schools,College Role,Best Practices,Creativity

Co-location tools of urban economic development, such as accelerators and incubators, can facilitate entrepreneurship. Of these tools, accelerators have proliferated in number and variety over the past couple of decades. However, growing evidence suggests that these programs are not equally effective, varying in form and function with disparate outcomes. Initial evidence indicates that the effectiveness of accelerators varies by entrepreneurial ecosystem features, such as density and university involvement. Current scholarship is limited, however, in that it doesn't provide an adequate explanation for why that is the case. This paper uses creative class theory to explain the distinct advantages of an accelerator powered by an urban, metropolitan research university. Among these advantages are the dense and diverse networks comprising urban research universities and the value each network participant contributes. In addition, we posit that amplifying these collective contributions is critical to startup success and the overall vitality of the entrepreneurial ecosystem within the region. We support our logic by profiling the best practices, design features, and lessons learned of an accelerator powered by a public, metropolitan research university serving as an anchor institution for the St. Louis region. [The citation of v34 n4 on the PDF is incorrect, this article appears in v34 n3.]
Promise Parent Leadership Academy (PPLA) and Clemente Veterans&apos; Initiative (CVI) Newark: Two Hyperlocal, Anchor Institution Initiatives to Engage the Urban Community
Author: Anderson, Charity
Date: 2023-07-00
Type: Journal Articles
Subjects: Urban Areas,Community Education,Parents,Veterans,Adult Education,School Community Relationship,Parent Participation,Program Effectiveness

Urban and metropolitan colleges and universities can play an important role in innovative, equitable community revitalization. This is especially true for universities that also function as anchor institutions; there is both a challenge and an opportunity for such urban anchors to conduct their work in a manner that engages the community proximate to campus and improves the lives of its residents. This paper presents the Promise Parent Leadership Academy(PPLA) and Clemente Veterans' Initiative (CVI) Newark as two examples of how an urban, postsecondary anchor institution can establish and nurture hyperlocal initiatives to improve outcomes for underserved residents. PPLA and CVI Newark, established in 2017 and 2019,respectively, have emerged as novel, impactful, and scalable initiatives that move beyond the typical one-way flow of intellectual capital generated within the confines of a university. Instead, PPLA and CVI Newark actively engage community members in meaningful, intellectually rigorous work that adds value to the institution, program participants, and greater Newark. Data from program evaluations indicate that participants of both programs--most of whom are adults of color from low-income households--gain personal and professional skills that bolster their confidence, critical thinking, and quality of life. [The citation of v34 n4 p16-35 on the PDF is incorrect, this article appears in v34 n3 p16-37.]
Application and Challenges of Eye Tracking Technology in Higher Education
Author: Sáiz-Manzanares, María Consuelo
Date: 2023-07-00
Type: Journal Articles
Subjects: Higher Education,Eye Movements,Comparative Analysis,Prior Learning,Behavior Patterns,Cognitive Processes,Undergraduate Students,Cross Cultural Studies,Foreign Countries,Neurosciences,Research Problems

Advances in neuro-technology provide new insights into how individual students learn in educational contexts. However, applying it poses challenges for teachers in natural settings. This paper presents an example of the use and applicability of eye-tracking technology in Higher Education. We worked with a sample of 20 students from three universities (Burgos and Valladolid in Spain and Miño in Portugal). The objectives were: (1) to determine whether there were significant differences in indicators of cognitive effort (FC, FD, SC, PD, VC) found with eye-tracking technology between students with and without prior knowledge; (2) to determine whether there were clusters of learning behavior patterns among students; and (3) to analyze differences in the visualization of behavior patterns. A quasi-experimental design without a control group and a descriptive design were used. The results indicated significant differences in learning outcomes between students with and without prior knowledge. In addition, two clusters were found in indicators of cognitive effort. Finally, a comparative analysis of learning behavior patterns between students in cluster 1 vs. cluster 2 was performed. Eye-tracking technology makes it possible to record large data about the learning process. However, using it in natural educational settings currently requires teachers to have technological and data mining skills.
Factors Affecting the Learning of English Proverbs and Idioms of English-Majored Students at University of Khanh Hoa, Vietnam
Author: Phuong, Vo Tu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Majors (Students),Language Patterns,Proverbs,Vocabulary Development,Second Language Learning,College Freshmen,College Faculty,Language Proficiency,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Student Attitudes,Teacher Attitudes

Teaching English through idioms and proverbs is one of the ways to help students' better understanding the use of English. Therefore, the purpose of this study was to determine the frequency, interest and learning style of idioms and proverbs among first-year students at University of Khanh Hoa, Khanh Hoa province, Vietnam. It is hypothesized that teaching of idioms and proverbs increase students' vocabulary, help them understand grammar and sentence structure, grasp the meaning and culture of English, and finally use English naturally and confidently. This study adopted a quantitative strategy to answer research questions by employing descriptive analysis based on survey data collected between August 2022 and April 2023, at University of Khanh Hoa, Khanh Hoa province, Vietnam. A sample of 83 first-year English language students majoring in English and 14 English lecturers at University of Khanh Hoa, Khanh Hoa Province participated in the survey organized through Google Form. The data was analyzed by collating the participants' responses in tabular forms showing the number, frequency and the percentage of responses for each option, and help understand their opinion and perception. A comparative approach was also taken to differentiate the learning of English idioms and proverbs with the methods used in the Vietnamese language. The findings revealed that students with better English proficiency of listening, speaking, reading and writing skills; a good learning environment and a good knowledge of culture and history learnt English proverbs and idioms more quickly. It is suggested that teachers need to teach idioms and proverbs combined with illustrations to promote students' critical thinking.
The Influence of the Sumdag on Traditional Mongolian Language and Dharma Literature
Author: Dashlkhagvaa, Ganbold
Date: 2023-00-00
Type: Journal Articles
Subjects: Literature,Buddhism,Sino Tibetan Languages,Classical Languages,Languages,Diachronic Linguistics,Religious Factors,Grammar,Written Language,Translation,Vocabulary,Classification,Vowels,Phonemes,Definitions,Semantics,Linguistic Borrowing,Foreign Countries

Traditional Mongolian Language evolved through the history taking in its purview the Buddha's teaching of the Dharma through the route of the Tibetan language. This research study examined the chronology of the evolution of the Mongolian language and literature, the influence of Tibetan on its grammar and on the written Mongolian. The focus of the study was however on the creation of a written Mongolian language based on the translations of the ten sutras of knowledge of the Tripitaka and the words of foreign origin borrowed from Sanskrit and Tibetan into Mongolian. The findings revealed that the Mongolian grammar, often compared with the content of Sumju, was influenced by the primary grammar of Tibetan and Ogtorgui Maani, the main grammar of written Mongolian. The study also revealed that &quot;Sumdag&quot; which comprised two sutras, Sumju and Dagjug, assisted in the translations of the Buddhist scriptures into Tibetan and Mongolian languages. The &quot;Sumdag&quot; also enriched the Mongolian vocabulary by classification of vowels and consonants; and revived the grammar of ancient texts by developing new grammatical terminology and definitions. This study would provide useful insights to linguists, teachers and students about the influence of &quot;Sumdag&quot; on Traditional Mongolian Language and Dharma Literature.
Design of a Location-Based Augmented Reality Game for the Development of Key 21st Century Competences in Primary Education
Author: Tzortzoglou, Filippos
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Game Based Learning,Telecommunications,Handheld Devices,Design,21st Century Skills,Program Design,Elementary Education

The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of &quot;EcoAegean&quot;, an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students' key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students' development of key 21st century competences.
Efficiency of Turkish Health Management Departments through Data Envelopment Analysis
Author: Tarcan, Menderes
Date: 2023-00-00
Type: Journal Articles
Subjects: Input Output Analysis,Statistical Significance,Efficiency,Undergraduate Study,Departments,Health Services,Information Systems,Business Administration Education,Foreign Countries,Data Analysis,Decision Making,Program Evaluation

The purpose of this study was to determine which of the input and output variables made a statistically significant difference in the efficiency status of undergraduate departments offering Health Management education in Turkey, to identify areas where inefficient departments could improve, and to determine which of the input and output variables made a statistically significant difference in the efficiency status of inefficient departments. The output-oriented data envelopment analysis model was employed in the efficiency analysis. As a decision-making unit, there were 43 Health Management departments. Mann-Whitney U test was used to analyse whether or not there was a statistically significant difference between the efficiencies of the departments based on the input and output variables. In Turkey, 15 of 43 state universities providing formal undergraduate education in the field of Health Management are fully efficient. Also, there was a significant difference in terms of the &quot;number of completed projects&quot; and the &quot;number of papers in journals screened within the scope of Web of Science Core Collection (WOSCC)&quot; variables. No study examining the efficiency of Health Management departments has been found in the literature. Department administrators are encouraged to increase their publications and look into ways to design more initiatives.
Mobile Augmented Reality in Biological Education: Perceptions of Austrian Secondary School Teachers
Author: Schmidthaler, Eva
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Educational Technology,Computer Simulation,Telecommunications,Handheld Devices,Biology,Science Instruction,Teacher Attitudes,Program Effectiveness,Barriers,STEM Education

Today's teachers play a critical role in preparing students for the integration of educational technologies, such as augmented reality (AR), into their lessons. It is thought that AR implementation improves collaboration, motivation, and learning outcomes. Considering this, this study aims to determine the teachers' perceptions of the benefits and obstacles of employing mobile AR applications (mAR) in their biology education, along with suggestions for practice, app developers, and policymakers. Therefore, a mixed-methods study was used to examine Austrian secondary school biology teachers' opinions. A questionnaire containing open-ended and closed-ended questions was distributed to 35 teachers. Descriptive statistics were employed to process quantitative data, whereas grounded theory was utilized to process qualitative data. According to the findings, biology teachers likely utilize mAR apps to teach about human anatomy or to identify living things (e.g., plant determination). According to the teachers, mAR can improve students' learning outcomes, motivation, and collaboration, and further their enthusiasm for learning biology. The main obstacles that teachers encounter whilst integrating mAR into their lessons are lack of technical devices, Internet issues, inconsistency with the curriculum, and questionable scientific accuracy of information. Despite the promising results, additional future studies with larger sample sizes are needed.
Analysis of Code-Mixing in Marriage Proposals among Gorontalo People in Indonesia
Author: Djou, Dakia N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Marriage,Speech Acts,Code Switching (Language),Language Usage,Arabic,Indonesian,Phrase Structure,Language Variation,Multilingualism,Language Patterns,Foreign Countries,Native Language,Second Language Learning,Clergy,Community Leaders,Discourse Analysis,Ceremonies,Malayo Polynesian Languages

The Gorontalo language has coexisted with the Indonesian language for years, resulting in significant cohesion between two languages. Code-mixing is said to be a byproduct of such cohesion. The present study aimed to examine this linguistic phenomenon to what extent the Gorontalo language speakers code-mix between their native language (the Gorontalonese) with Arabic and Indonesian in their speech during organizing a marriage proposal or an engagement event. The study adopted a qualitative descriptive research design where the data was collected through observation, interviews, audio-video recording, and photo documentation. The result revealed that Indonesian, the Gorontalonese and Arabic are three languages mixed in the marriage proposal dialogue used in Gorontalo. The forms of all code-mixing involved the basic form, complex form, as well as phrases form. In this study, the causes of code-mixing are the language factors and the speakers, which ultimately result in language variation in all dimensions of communication terms. The study shed light on linguistic strategies and code-mixing patterns in a multilingual context.
A Longitudinal Examination of Foucault&apos;s Theory of Discourse
Author: Zhiyi, Yin
Date: 2023-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Longitudinal Studies,Power Structure,Linguistic Theory,Correlation,Gender Differences,Mental Disorders,Knowledge Level,Language Role

Discourse theory has always played a significant role in Michel Foucault's larger theoretical framework. His discourse theories integrate language, power, and knowledge as to achieve the 'truth,' though there is a debate whether they are inherently linked. This paper explores the longitudinal evolution of Foucault's discourse theory from the external and internal aspects. It examined the evolution of Foucault's discourse theory through different stages, closely focusing on the efforts that he gradually made to perfect his discourse theory. Adopting a qualitative research design, the study established how language, power, and knowledge constituted three fulcrums of Foucault's discourse theory as it evolved. The findings indicate that Foucault introduced a novel concept into discourse theory when he established the internal relationship between language, power and knowledge and with insanity and sexuality as external aspects. His theories of madness (insanity) and sexuality did not so intellectually trigger the masses, but he succeeded in linking insanity and sexuality with language, power and knowledge, which are the center of Foucault's discourse theory. This evolution of the discourse theory is the evidence of the transformation and development of discourse production, power production, and knowledge production, which helped Foucault to establish his discourse theory. The study implies that knowledge is the link between Foucault's discourse analysis and power analysis and that Foucault's discourse theory is the representation of his core discourse thoughts placed among discourse, knowledge, and power.
Factors Mediating the Link between Engagement and Satisfaction among Online English-Mediated Instruction Learners during COVID-19
Author: Murdoch, Yvette Denise
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Language of Instruction,English Language Learners,Influences,Learner Engagement,Student Satisfaction,Online Courses,COVID-19,Pandemics,School Closing,Emergency Programs,College Students,College Faculty,Educational Strategies,Instructional Improvement,Social Media,Classroom Communication,Student Attitudes,Student Characteristics,Student Interests,Foreign Countries

The COVID-19 pandemic forced universities worldwide to make the switch to online instruction, raising concerns about the quality of online courses and their impact on student satisfaction and engagement. This study aimed to explore Korean university students' satisfaction levels with online English-mediated instruction (EMI) courses during the pandemic and identify factors that influence class satisfaction. The purpose of this study was to provide insights into how EMI instructors could improve their online teaching practices during and after a pandemic. The hypothesis was that instructional strategies (IS), academic conscientiousness (AC), and academic integration (AI) could mediate the link between engagement and satisfaction. The study used a survey design to collect data from 219 Korean university students who took online EMI courses during the spring 2020 semester. The survey collected demographic information as well as students' perceptions of valuable IS, AC, AI, and satisfaction. Data analysis included independent samples t-test, correlation analysis, Structural Equation Modelling (SEM), and multiple regression analysis. The results showed IS use and satisfaction differed among disciplines. Specifically, there were significant differences in satisfaction levels between Arts, STEM, Business, Social Sciences, and Literature and Languages majors. Additionally, there were significant relationships between demographics, AC, AI, IS use, and satisfaction. SEM was used to provide a general view of factors mediating the link between engagement and satisfaction. The results revealed that AC, AI, and IS use mediated the link between engagement and satisfaction. Multiple regression analysis showed that students were more satisfied with instructors who demonstrated care and warmth using social networking sites to communicate. Overall, this study provides valuable insights into student satisfaction with online EMI courses during the COVID-19 pandemic and for the future of online EMI teaching-learning. The findings suggest that online EMI instructors should consider using social networking sites to communicate with students in order to increase satisfaction levels. Additionally, instructors should be aware that different disciplines may require different instructional strategies to maximize student engagement and satisfaction.
Improving Self-Efficacy with Automatically Generated Interactive Concept Maps: DIME Maps
Author: Rugh, Michael Sze-hon
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Efficacy,Artificial Intelligence,Concept Mapping,Technology Integration,STEM Education,Physics,Mathematical Concepts,Textbooks,Electronic Publishing,High School Students

The Dynamic and Interactive Mathematical Expressions (DIME) Map system automatically generates DIME maps, which are personalizable and manipulable concept maps that allow students to interact with the mathematical concepts contained in any portable document format (PDF) textbook or document. A teacher can automatically upload a PDF textbook chapter and retrieve a DIME map of the contained mathematically based concepts. The DIME map is interactive and manipulable and can be used to interactively navigate the PDF textbook chapter. Our goal was to investigate the relationship between use of DIME maps and student learning outcomes, including self-efficacy and ability to understand and recall connections between physics concepts. We implemented a pretest/posttest to determine if student self-efficacy and connections in knowledge increased after participation in a summer camp physics class. We additionally conducted student interviews to better understand how changes in these two factors may have occurred. We then used multivariate analysis of variance and thematic analysis, finding and investigating positive effects of students using DIME maps, namely growth in self-efficacy and connections in knowledge. Based on our findings, we conclude that DIME maps can be valuable learning tools for students that have positive effects on both cognitive and affective learning outcomes.
Conversation Analysis of Shared Reading with Students Who Have Significant Support Needs
Author: Quick, Nancy
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Strategies,Interaction,Student Needs,Teacher Student Relationship,Students with Disabilities,Self Contained Classrooms,Intellectual Disability,Multiple Disabilities,Secondary School Teachers,Secondary School Students,Teacher Role,Student Role,Reading Instruction

Shared reading focuses on the interaction between an adult and one or more children as they experience a book together. While research has documented classroom shared reading practices among students with diverse characteristics, few have focused on students with significant support needs. Using a conversation-analytic approach, this study sought to describe the teacher strategies that scaffolded successful interactions during shared reading in two self-contained classrooms serving students with significant support needs. Instances of teachers maximizing student participation, promoting connections with the text, maximizing multiple turn interactions, and encouraging students to take the lead were analyzed. Subsequent conversation analysis revealed that a variety of strategies supported students with significant support needs in interactions during shared reading, such as asking open ended questions, commenting, repeating and expanding student comments, modeling text-to-self connections, and providing think time. The implications for applying such strategies during shared reading with students with significant support needs are discussed.