ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Intercultural Sensitivity of Thai University Students: Impact of Their Participation in the US Summer Work Travel Program
Author: Wattanavorakijkul, Nitchaya
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Language Proficiency,Work Experience Programs,Second Language Learning,Second Language Instruction,English (Second Language),Global Approach,Majors (Students),Study Abroad,Undergraduate Students,Student Attitudes,Cultural Differences,Skill Development,Foreign Countries,Summer Programs

As we are now approaching the first quarter of the 21st century, the impact of globalisation has increased the importance of intercultural competence. This study aims to measure the degree of intercultural sensitivity of 30 English major students who have participated in the US Work Travel program. In this study, an online survey adopted from Chen and Starosta (2000)'s Five-Factor Model of Intercultural Sensitivity was used to collect the data. Although participants were English majors who had high level of English proficiency, the level of their intercultural sensitivity was not high enough to claim that it resulted from the program. In addition, they reported not to have much confidence and motivation to interact with people from different cultural backgrounds. Therefore, the program might not actually benefit and help Thai students to develop intercultural skills, the skills needed to meet the challenges of the 21st century. It is hoped that this study could be useful for teachers, or even parents, to decide whether or not, they would support the students to participate in the program in the future.
The Effect of Conventional Laboratory Practical Manuals on Preservice Teachers&apos; Integrated Science Process Skills
Author: Adlim, Muhammad
Date: 2018-12-00
Type: Journal Articles
Subjects: Laboratory Manuals,Preservice Teachers,Science Process Skills,Scores,Biology,Physics,Chemistry,Science Teachers,Thinking Skills,Inquiry,Foreign Countries,Knowledge Level

This study explored the effect of conventional laboratory practical manuals on pre-service teachers' integrated science process skills (ISPS). A validated multiple-choice questionnaire with the ISPS components was used to collect data. No significant difference between pre-service subject-specific teachers' (biology, physics and chemistry) ISPS scores was found. The ISPS scores significantly increased along with proliferation in lab practical works, except for physics. Pre-service math teachers, who had no lab practical works, showed significantly higher ISPS scores than pre-service science teachers. The results indicated that all pre-service teachers' ISPS scores fell into intermediate level. Further, it was found that they possessed the lowest scores for such ISPS as identifying and controlling variable, stating operational definition and designing experiments. The common format of the conventional laboratory manual adopted from many universities need to be reformatted for engage learners in all ISPS. To improve learners' ISPS, higher-order thinking assignments should be intensively given to them.
Phrasal Complexity Measures as Predictors of EFL University Students&apos; English Academic Writing Proficiency
Author: Thongyoi, Krittaya
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Academic Language,Writing Skills,Phrase Structure,Difficulty Level,Predictor Variables,College Students,Foreign Countries

The study aims to investigate phrasal complexity measures that can predict EFL students' academic writing proficiency. Academic English written test responses were derived from written responses from the Khon Kaen University Academic English Language Test (KKU-AELT). Five hundred and thirty written responses were separated into groups based on their writing scores. Sixty-six phrasal complexity measures (Kyle, 2016) were analyzed for this study. The Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC), a computational tool for phrasal complexity analysis, was used to calculate the average numbers of occurring measures in written responses. Phrasal complexity measures occurring in written responses were analyzed with the independent t-test. Then, 11 significant phrasal complexity measures, derived from the independent t-test, were entered into Binary logistic regression in order to examine potential phrasal complexity measures that can predict proficiency levels. The results revealed three phrasal complexity measures that can predict academic writing for higher proficiency level students.
Vernacular Misconceptions in Teaching Science -- Types and Causes
Author: Chrzanowski, Marcin M.
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Misconceptions,Science Education,Classification,Language Usage,Jargon,Concept Formation,Secondary School Science,Vocabulary

The aim of this study was to identify, classify and describe different types of vernacular misconceptions assessed with the items used in a study named &quot;Laboratory of Thinking,&quot; Diagnosis of Science Education in Poland. We provide an outline of contemporary conceptual change theories and establish a typology of misconceptions where it was distinguished as amphibological, pseudodeictic, hypernimical-hyponimical and contextual ones. The vernacular misconceptions arise when students' experience problems with the usage of certain scientific language phrases and they may appear in people of all ages, professions and backgrounds. Selected items, together with their detailed description are discussed as well as the possible influence of misconceptions on the students' learning process.
Natural Products Laboratory Project: Isolation and Structure Elucidation of Piperin from &quot;Piper nigrum&quot; and Andrographolide from &quot;Andrographis paniculata&quot;
Author: Hakim, Aliefman
Date: 2018-12-00
Type: Journal Articles
Subjects: Chemistry,Active Learning,Student Projects,Science Laboratories,College Science,Foreign Countries,Science Instruction,Plants (Botany),Preservice Teachers

This study aims to review the implementation of a project-based laboratory in a natural product chemistry course in order to isolate secondary metabolites from medicinal plants. Various studies on the isolation and structure elucidation of secondary metabolites can be used in natural products laboratory project. Students are directed to study literature related to secondary metabolites isolation and structure elucidation procedures. Furthermore, students practice skills of extraction, fractionation, purification, and structure elucidation of secondary metabolites. Once students have an understanding of secondary metabolites isolation and structure elucidation procedure, they were asked to design the isolation procedure of secondary metabolites. In addition, students implemented their own design to isolate secondary metabolites. This study used a quasi-experimental research. Data was collected done through observation and qualitatively analysis was conducted on the collected data. Participants in this study comprised 32 third-year students from the chemistry education department at one of the state universities in West Nusa Tenggara, Indonesia. Participants were divided into eight groups. Each group worked on one plant sample that comprised roots of &quot;Artocarpus heterophyllus,&quot; fruit of &quot;Piper nigrum,&quot; rhizome of &quot;Curcuma xanthorrhiza,&quot; rhizome of &quot;Kaempferia pandurata,&quot; rhizome of &quot;Curcuma aeruginosa,&quot; rhizome of &quot;Kaempferia galanga,&quot; fruit of &quot;Cassia grandis,&quot; and seeds of &quot;Cassia grandis.&quot; In this laboratory project, two groups succeeded in structural elucidation of their isolated secondary metabolites, piperin (1) from &quot;Piper nigrum&quot; and andrographolide (2) from &quot;Andrographis paniculata.&quot;
High School Hazing Prevention and Gender: Implications for School Counselors
Author: Allan, Elizabeth J.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Bullying,Prevention,Program Evaluation,Workshops,Gender Differences,Athletes,Team Sports,High School Students,Power Structure,Student Attitudes,Violence,School Culture

This article describes an evaluation of a high school hazing prevention training workshop with an investigation of gender differences in student responses. Data were gathered using pre- and post-surveys and follow-up focus groups with athletic teams in two schools in the northeastern U.S. Statistical analyses reveal the training was effective in shifting responses for male and female students while the staff impact was limited. Gendered perceptions and themes of power and status emerged from the qualitative analysis. Recommendations for research and school counselor practice are provided.
Building on Strengths to Address Challenges: An Asset-Based Approach to Planning and Implementing a Community Partnership School
Author: Scott, Diane L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Low Achievement,Partnerships in Education,Community Needs,Needs Assessment,School Community Relationship,Networks,Community Development,Academic Achievement,Models,Barriers,Elementary Schools,Community Organizations,Community Schools,Field Trips,After School Programs,Food,Hunger,Transportation,Program Descriptions

This article explores the planning and implementation process for a community partnership school for a historically low-performing elementary school using an asset-based community development approach. We offer insights into the community needs assessment process that enabled four key community partners to identify needs and projects for the school and surrounding community. The community partnership school draws its strength from four local organizations assimilating their expertise and resources on focal areas for community engagement. Beyond organizational resources, the partners also developed local networks and resources that could be useful for the community. Building on the asset-based community development model, insights and challenges are presented for others seeking to employ a similar approach to mobilize assets for student success and community engagement.
Engaging Students in a Peer-Quizzing Game to Encourage Active Learning and Building a Student-Generated Question Bank
Author: Kiron, Nafisul
Date: 2020-07-00
Type: Journal Articles
Subjects: Learner Engagement,Games,Peer Teaching,Active Learning,Item Banks,Undergraduate Students,Computer Science Education,Student Attitudes,Game Based Learning

Games are a great source of entertainment and are used by people of all ages; they motivate and engage people and affect their behavior. Therefore, games have been widely studied in many non-game contexts. Education is one of those areas where gamified, and game-based learning strategies have been implemented and explored. To engage and motivate students to quiz each other, and as a side effect, build a question bank, as well as to study the gaming and learning behavior of students, we used a peer-quizzing game called &quot;Tower of Questions&quot; (ToQ). The game uses some themes and mechanics found in tower defense (TD) games. The students received points for posing and answering the questions in the game in the form of gems. Students played the game with pseudonyms for one academic term and were told not to disclose their identities to anyone. We conducted a 3-month long study for two consecutive years in the same first-year undergraduate computer science course. In this paper, we present the findings from our studies using ToQ, specifically findings related to the students' self-monitoring and quizzing activities based on the game logs and two self-reported surveys from data collected in the second year of the study.
Because We Love Our Communities: Indigenous Women Talk about Their Experiences as Community-Based Health Researchers
Author: Cidro, Jaime
Date: 2020-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Females,Lay People,Indigenous Knowledge,Researchers,Research Methodology,Public Health,Identification (Psychology),Barriers,Emotional Response,Responsibility,Gender Issues,Cultural Influences,Higher Education,College Faculty

An increasing focus on Indigenous scholars in faculty hiring across academic institutions in North America has led to burgeoning scholarship and discourse about Indigenous research methodologies. Indigenous health research has set the pathway around Indigenous research ethics and community-based participatory research. Embedded in this scholarship is the discussion of relationships as central to the research, so who we are, personally and professionally, is integral to the research that is done. This article explores the experiences of university-based Indigenous women who perform community-based participatory health research and how personal and professional identities factor into this kind of work. Several key findings emerged, including identity, emotional investment and responsibility, workplace challenges related to gender and Indigeneity, and the needs of university-based Indigenous women researchers.
Community Engagement Plans: A Tool for Institutionalizing Community Engagement
Author: Cunningham, Henry R.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Community Relationship,Universities,Community Involvement,Partnerships in Education,Outreach Programs,Program Implementation,Barriers,Service Learning,Program Administration,Strategic Planning,College Administration,Urban Areas

The University of Louisville guided the development of community engagement plans by its academic and administrative units to strengthen their ability to assess and improve their partnership, outreach, and engaged scholarship with community partners. Using a common template, each unit developed a process for engaging with the community, building on its particular strengths and interests. The engagement plans serve as a road map to get each unit engaged with the larger community and institutionalize engagement across the university. Discussion centers around the template used to develop the engagement plans and the role they play in institutionalizing community engagement. A further look is taken at the process used to develop and implement the plans as well as some of the challenges and opportunities that were encountered along the way.
The Vatican School of Librarianship in a Time of Change: Current Organization and Future Perspectives
Author: Weston, Paul Gabriele
Date: 2020-00-00
Type: Journal Articles
Subjects: Library Education,Library Schools,Educational History,Foreign Countries,Theory Practice Relationship,Experiential Learning,Workshops

Founded in 1934, the Vatican School of Librarianship, in its early days, aimed at forming both secular and religious librarians following the North American library tradition. Later on, teaching has been largely based on international standards. A brief outline of the initial setting of the School is provided. Presently, the School includes eight courses, ranging from those having a more historical approach to ones which focus on specific more technical skills, such as cataloguing, metadata and data management, reference services, document delivery and information literacy, library services, networking and digital libraries, preservation of printed material, and digital archives. In order to maintain the native hands-on approach, theoretical teaching is backed by lectures and laboratory lessons with practical exercises and teaching on the field. Moreover, internships have been agreed with libraries and educational institutions. To keep up pace with job-market requirements, a series of workshops aiming at providing students with soft skills is organized each year. By taking active part in these workshops, they are confronted with the need to rely upon common sense, the ability to deal with peers, and the need to develop a positive and flexible attitude. In order to assess their satisfaction and to get some useful feedback for further enhancing the quality of teaching, a survey was carried out among current and previous students.
Striving for Equity: Community-Engaged Teaching and Learning through a Community Practitioner and Faculty Coteaching Model
Author: Orellana, Cynthia K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Teaching,Pilot Projects,School Community Relationship,Partnerships in Education,College Faculty,Teaching Methods,Learning Processes,Urban Areas,Equal Education,Educational Benefits,Service Learning,Program Implementation,Community Leaders,Research Universities,Faculty Development,Program Descriptions,Social Justice,Student Projects,Active Learning,Course Descriptions,College Students,Student Attitudes,Teacher Attitudes

Based on the implementation and assessment of a coteaching pilot program called the Practitioner Scholars Program, this study draws attention to the need for equity in community-university learning partnerships, recognizing and emphasizing that the knowledge and expertise of community practitioners is as valuable as that of faculty in academia. The innovative nature of the pilot program encompasses mutual and reciprocal benefits to students, practitioners, faculty, and community through a unique design of community-engaged teaching and learning. The findings from this study provide evidence of the success and potential of this program while offering a reflection on how we understand equity in community-university partnerships. As a result, this study can inform and inspire new initiatives to infuse equity in teaching and learning, especially in urban public universities with a commitment to their urban communities. This article particularly aims to speak to practitioners interested in this program as a promising practice.
The Effect of a Leadership Development Program for High School Science Reform on Student Achievement in Science: A Retrospective Quasi-Experiment
Author: Taylor, Joseph A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Training,Educational Change,Science Achievement,High School Students,Secondary School Science,Program Effectiveness,School Districts,Faculty Development,Communities of Practice,Teacher Leadership,High School Teachers

This longitudinal impact study examined the effects of a leadership development program for district-based teams of educators leading science education reform efforts. Propensity score matching was used to construct a comparison group of demographically similar districts who received either none or extant leadership development programming. Treatment effects were estimated at one-year intervals for eight years after the onset of the treatment program. The longitudinal pattern of treatment effects suggests that outcomes were similar for students in treatment and comparison districts in the early phases of implementation followed by a dip in outcomes for treatment districts that eventually recovers to be higher than comparison districts by 7 years from treatment onset. Analyses of data from treatment districts suggest a strong positive association between higher student outcomes and both the existence of highly effective professional learning communities and higher retention of leadership team members.
Peer Assessment in Irish Medical Science Education: Exploring Staff Assessment Literacy and Assessment Practice
Author: McGrath, Mary F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Medical Education,Undergraduate Study,Biomedicine,Assessment Literacy,Vocabulary,Definitions,College Faculty,Teacher Attitudes,Summative Evaluation,Formative Evaluation,Foreign Countries

The approach to, and the type of, assessment(s) that a Higher Education (HE) programme employs can be key factors in the effectiveness of assessment as a tool of learning. Peer assessment (PA) has the potential to develop the evaluative competence of students in HE. In the Republic of Ireland (RoI) there are three Institutes that each deliver a professionally validated honours degree programme in Medical/Biomedical Science. The aim of this paper is to report on the experiences and views of the academic staff involved in these three programmes with respect to assessment. Presented here is one aspect of a larger study into assessment practices in the education of Irish Medical Scientists with the overall aim being the development of a framework for the structured inclusion of PA. An insight into the current practices, experiences and views of staff is an essential step in the development of an effective framework. All academic staff (n=80) involved in the three programmes were invited to complete an online anonymous survey. Employing a mixed methods design, the survey incorporated closed questions e.g. subject area, years of experience and formal teaching qualifications, and open questions including staff's understanding of the terminology of assessment, if they use PA, their reasons for choosing PA and any challenges they may have encountered. Thirty-five staff responded to the survey; all three institutes were represented. The thematic analysis of the qualitative data demonstrated that staff generally see assessment as a 'measure' (grade or mark) of understanding and knowledge. The distinction between formative and summative assessment was not clear for all staff; 19/33 staff described summative assessment as an 'end of module' exam and 13/33 staff referred to formative assessment as being 'continuous' or 'ongoing'. There was clear evidence of a lack of use of terms associated with assessment; such as 'assessment as, of and for learning'. Eleven of the respondents use PA in their module(s), they reported the positives and challenges of PA as they experienced e.g. increased student engagement, importance of student preparation. The results of this study confirm the need for, and provides a justification of, building a best practice framework for PA in HE Medical Science education in RoI.