ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Social Information Processing Theory to Counsel Aggressive Youth
Author: Santone, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Counseling Techniques,Aggression,Cognitive Processes,Bullying,School Counseling,Cues,Social Influences,Goal Orientation,Responses,Decision Making,Behavior Modification,Emotional Response

The social information processing (SIP) model, which involves a sequence of six cognitive processing steps, is frequently used by researchers to understand proactive and reactive aggression in youth; however, there has been little discussion in the literature regarding the application of the SIP model in school counseling. This article presents a review of the SIP model followed by a brief summary of the research regarding the relationship between SIP deficits and aggression. Counseling interventions related to each of the SIP steps for use with proactive and reactive aggressive youth are also presented.
Comprehensive Evaluative Perspective of PBL on the Learning-Teaching Process of Architechture in the Universidad Simón Bolívar
Author: Soonets, Silvia
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Architectural Education,Course Descriptions,Design,Universities,Comparative Analysis,Student Participation,Teaching Methods,Role,Architecture,Sustainable Development,Urban Environment,Educational Objectives,Learning Processes,Problem Solving,Case Studies,Academic Achievement,Achievement Gains,Foreign Countries

The learning process in architecture at Universidad Simon Bolivar is based on confronting students with practical or theoretical situations to let them acquire knowledge about the discipline. The core of this process is on design studio courses, and from the early stages of the program they have to discover for themselves the role of architecture in the creation of spaces. Alongside this design methodology, students are exposed to theoretical, historical, and technical knowledge that aims to complement their skills for their professional future. This paper evaluates the general efficiency of the learning process based on solving problems. The first part describes the application of a problem-based situation in a sustainable urban environment for the Architectural professional. The second part explores similarities and differences among Design Studio Learning(DSL), as it is generally applied, and Problem-Based Learning (PBL). Data about methodology, level of student participation, and results were compared using the syllabus. The comparison between title, competences and objectives shows that these aspects should be addressed differently if using PBL.
Integrating Disciplines with PBL at the Autonomous University of Nuevo Leon (UANL)
Author: Aparicio, Carlos Estuardo
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Interdisciplinary Approach,Public Health,Industrial Arts,Design,Architecture,College Students,Foreign Countries,Program Implementation,Sustainable Development,Teamwork,Learner Engagement

Problem-based learning is one of the most useful resources in education with the potential to effect real world change. The evident benefits of PBL in the face of the challenges that Latin America presently encounters have led many institutions to consider the adoption of PBL curricula. However, PBL implementation has its own set of difficulties. &quot;I liked to work in a multidisciplinary team because our skills were complemented. Sometimes, it was difficult to understand our different ways of working, because we were focused on different things&quot;, said one of the students of our institution. This paper describes how different academic programs from the Autonomous University of Nuevo Leon (UANL) in Mexico, were integrated in a Learning Unit (LU) using the Problem Based Learning (PBL) methodology. First, we present some PBL definitions to delineate its main characteristics, like the students facing real problems. Afterwards, we describe the PBL implementation process at our university, its precedents, the administrative process, and the adaptation into an existing LU. Additionally, we describe how we adapted the PBL methodology to the Sustainable Ecological Environments course while also integrating the United Nations' (UN) Sustainable Development Goal (SDG) 11, dedicated to cities and sustainable communities. Finally, we mention some findings from the Sustainable Ecological Environments LU. Most notably, the students favour working in multidisciplinary teams and the amount of student investment was higher than in traditionally taught courses. Nevertheless, multidisciplinary work means a constructive challenge for teachers, because it involves a closer monitoring of the student's learning process and a different time distribution than traditional courses, with a higher time investment during planning stages.
The Effect of Scaffolding on Non-Proficient EFL Learners&apos; Performance in an Academic Writing Class
Author: Piamsai, Chatraporn
Date: 2020-07-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Teaching Methods,Academic Language,Writing Instruction,Metacognition,State Universities,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Positive Attitudes,Foreign Countries,Evaluation Criteria,Language Proficiency,Economics Education,Undergraduate Students,Accuracy,Class Activities

The objective of this research is to investigate the effect of scaffolding teaching in an academic writing class where students were non-proficient writers. This was a challenging context in which identical content and assessment criteria were applied to students with various levels of proficiency. Scaffolding has long been considered an effective teaching approach to assist students in extending their competence in the Zone of Proximal Development. This study focused on academic writing in the Thai context and involved nonproficient EFL students. The participants in the study were 20 second-year Economics students enrolled in an academic writing course at a public university in Bangkok, Thailand. The teaching integrated cognitive, metacognitive and affective scaffolding into activities implemented in class. The results showed a significant improvement in the post-test scores in all aspects of writing competence, i.e. task completion, organization, lexical variety, and structural variety and accuracy. The students also revealed positive attitudes towards the use of scaffolding teaching in the writing class.
The Effect of Task-Based Instruction in Improving the English Speaking Skills of Ninth-Graders
Author: Nget, Seanghai
Date: 2020-07-00
Type: Journal Articles
Subjects: Grade 9,English (Second Language),Second Language Learning,Second Language Instruction,Speech Communication,Task Analysis,Teaching Methods,Student Attitudes,Pretests Posttests,Comparative Analysis,Skill Development,Self Efficacy,Language of Instruction,Foreign Countries,High School Students,Language Tests,Scoring Rubrics

Given the difficulty of teaching Cambodian learners the English speaking skills due to large, mixed-ability classes, and inappropriate applications of existing resources, the approach of Task-Based Instruction (TBI) was tested with ninth-grade students. This article, therefore, investigates the effect of TBI on ninth-graders' English-speaking skills and their satisfaction toward the experience with this approach. The pretest-posttest non-equivalent quasi-experimental group design was utilized with two Grade 9 classes totaling 78 students. Both quantitative and qualitative data were collected by using the speaking tests and the student satisfaction questionnaire. Quantitative and qualitative analyses indicated that the TBI made significant contributions to the experimental group's speaking skills in general as well as in all sub-skills either when comparing the pretest and posttest within the group or the posttests between groups. Analyses of the satisfaction questionnaire found that the experimental group was 'satisfied' with their experiences with the TBI. Students also viewed TBI as an approach that provided them appropriate conditions for language learning, helped improve their speaking skills, increased their confidence in speaking, and motivation in learning English despite the difficulty with the language of instruction. Based on these findings, some recommendations for pedagogical implications and further research have been proposed.
Current and Future Faces of English: Examining Language Awareness of Thai and Turkish Student-Teachers
Author: Karakas, Ali
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Language Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Foreign Countries,Knowledge Level,Teacher Education Programs,Socialization,Global Approach,Metalinguistics,Language Role,Language of Instruction

This study examines student-teachers' opinions about the spread of the English in general, and the ramifications of its spread as to its co-existence with other languages, speaker profiles, and probable extensions in form and function in two geographically different but English language policy-wise identical Expanding circle countries, i.e., Turkey and Thailand. The descriptive and qualitative analysis of the data collected through close-ended questionnaires and follow-up interviews demonstrated that most student-teachers believed in the possibility of co-existence of English with other languages in harmony, yet some students considered the future of English to be more complex and unpredictable due to the challenges posed by other dominant languages. Additionally, most students believed that the increasing number of non-native English speakers would impact the way English is used by speakers in non-Anglophone contexts in terms of forms and functions. The findings offer some implications as to the factors that contribute to student-teachers' awareness about the critical issues around its spread and its impacts on various domains, particularly the domain of education, and how student-teachers may be helped to increase their awareness in teacher education programs through some courses on sociolinguistics and globalization of English.
Program Completion and Retention of Career Changers Pursuing Alternative Teacher Certification: Who Drops, Who Commits, and Why?
Author: Newton, Kristie J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Persistence,Career Change,Faculty Mobility,Beginning Teachers,Urban Teaching,Middle School Teachers,Mathematics Teachers,Science Teachers,Dropouts,Racial Differences,Teaching Conditions

Alternative certification programs provide a potential solution for teacher shortages in high-needs settings and content areas. These programs often attract career changers, who bring a passion for their content area and a desire to make it relevant to students. Research suggests that support during the first year is critical, but little is known about why some career changers do not complete their program or complete but do not teach. In this study, we explored program and teacher attrition using a variety of factors collected from 58 participants across six cohorts of an alternative certification program focused on mathematics and science teaching in urban middle schools. In addition, we analyzed qualitative data from eight case studies. While race was related to program completion, personal factors drove participants' choices to enter and stay in teaching, such as marital status, number of children, advanced degree, and age. Implications for supporting career changers are discussed.
Directionality Effects on Accuracy in English-Thai Consecutive Interpreting of Quantity Numbers
Author: Chanprapun, Sasee
Date: 2020-07-00
Type: Journal Articles
Subjects: Accuracy,Thai,Translation,Second Languages,Native Language,Language Processing,Numbers,Introductory Courses,English (Second Language),Second Language Learning,Scores,Language Tests,Cognitive Ability,Foreign Countries,Interference (Language),Teaching Methods,Professional Education

It has long been debated whether interpretation should be performed only from a foreign language to the mother tongue or whether it should be performed from the mother tongue to a foreign language. Those in favor of the foreign to native language direction posit that such directionality allows the interpreter to produce more natural target language renditions while those in support of the native to foreign language direction claim that such directionality is more conducive to the interpreter developing a clear understanding of the source message. The interpreting of quantity numbers (sums) requires both accurate rendition in the target language and thorough comprehension of the source message. Building upon the directionality debate, a mixed method research was conducted on beginner level interpreting students to investigate directionality effects on the accuracy of English-Thai consecutive interpretation of quantity numbers. Findings showed that although the subjects scored slightly better in the Thai to English language direction, it is yet inconclusive if this was due to directionality. However, it was found that some characteristics of the English and Thai language quantity systems compounded with directionality both contributed to and deterred quality in interpretation at the same time.
Sexual and Gender Minority Identity Development: Recommendations for School Counselors
Author: Simons, Jack D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Minority Group Students,LGBTQ People,School Counselors,Identification (Psychology),Sexual Identity,Developmental Stages,Models,Counselor Training,Counselor Role,Outreach Programs,Field Experience Programs,Delivery Systems

School counselors should be taught about and utilize sexual and gender minority (SGM) identity development models as part of training and advocacy for and with SGM youth in schools. This article reviews several widely used SGM identity development models and provides pedagogical and clinical practice recommendations. Current and future school counselors, including those who train them, are responsible for promoting authentic and healthy human development by reviewing SGM identity development models with students and other school stakeholders.
Online Instruction in Higher Education: Promising, Research-Based, and Evidence-Based Practices
Author: Lockman, Alison S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Instructional Effectiveness,Educational Technology,Curriculum Design,College Students,Student Needs,College Faculty,Learner Engagement,Success,Teacher Student Relationship,Academic Support Services,Classroom Environment,Trust (Psychology),Educational Resources,Synchronous Communication,Social Media,Evidence Based Practice,Orientation,Discussion (Teaching Technique),Video Technology,Feedback (Response),Self Efficacy

The purpose of this study was to review the research literature on online learning to identify effective instructional practices. We narrowed our scope to empirical studies published 2013-2019 given that studies earlier than 2013 had become quickly outdated because of changes in online pedagogies and technologies. We also limited our search to studies with undergraduate and graduate students, application of an empirical methodological design, and descriptions of methodology, data analysis, and results with sufficient detail to assure verifiability of data collection and analysis. Our analysis of the patterns and trends in the corpus of 104 research studies led to identification of five themes: course design factors, student support, faculty pedagogy, student engagement, and student success factors. Most of the strategies with promising effectiveness in the online environment are the same ones that are considered to be effective in face-to-face classrooms including the use of multiple pedagogies and learning resources to address different student learning needs, high instructor presence, quality of faculty-student interaction, academic support outside of class, and promotion of classroom cohesion and trust. Unique to the online environment are user-friendly technology tools, orientation to online instruction, opportunities for synchronous class sessions, and incorporation of social media. Given the few studies utilizing methodological designs from which claims of causality can be made or meta-analyses could be conducted, we identified only faculty feedback as an evidence-based practice and no specific intervention that we could identify as research-based in online instruction.
An Experience of PBL in the Learning of Urban Planning. Chair of Urbanism IIA, FAUD, UNC, Argentine Republic
Author: Sánchez, Mónica Elisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Urban Planning,Architecture,Teaching Methods,Cooperative Learning,Sustainability,College Students

Within the framework of the CITYLAB LA &quot;Engaging students with sustainable cities in Latin-America&quot; Project, ERASMUS Program, this article reflects on the application of the Project-oriented Problem-Based Learning pedagogical method in the workshop work carried out by the Chair Urbanism IIA--Faculty of Architecture, Urbanism and Design, National University of Córdoba, Argentine Republic---in the first quarter of the school cycle 2017--, called &quot;Urban-Territorial Plan for the Municipality of Villa Allende, Province of Córdoba. Scenario 2032&quot;. An evaluative analysis of the results of this experience is carried out in relation to the teaching-learning process proposed by the Chair. The Chair Urbanism IIA belongs to the 5th year of the Architecture Degree and its main objective is that students develop professional competences for the study and intervention of the contemporary city as an integral fact inserted in various territorial and contextual scenarios, from the paradigm of environmental sustainability.
Move and Politeness Strategies in Job Application Letters in ASEAN Contexts
Author: Tongpoon-Patanasorn, Angkana
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Job Applicants,Job Application,Letters (Correspondence),Cultural Differences,Text Structure,Language Usage,Pragmatics,Self Evaluation (Individuals),Discourse Analysis

Many scholars agree that cultural differences affect text organization and pragmatic realization of the communicative goal of a genre, and that certain moves within a genre can be accomplished by different strategies. However, there is a dearth of research on job application letters in the context of the Association of Southeast Asian Nations (ASEAN), and knowledge about cultural differences in terms of politeness strategies in this region is limited. This study investigated move and politeness strategies used in job application letters written by ASEAN applicants. Data were collected from 30 job application letters written by applicants from six different nationalities. Two coding schemes were employed, and the results showed that ASEAN applicants employed slightly different strategies in their moves, including promoting candidature and enclosing documents. The findings also suggested that ASEAN applicants mostly use positive politeness strategies to self-promote and negative politeness strategies to encourage further contact. Interestingly, three positive strategies which were previously found only in spoken communication (i.e., conventional indirectness, impersonal tone, and nominalization) were employed by ASEAN applicants in this study. In sum, ASEAN writers as a whole represent a region that shares a great deal of communicative norms in the genre of job application letters.
A PBL Collaborative and Cumulative Dynamics towards Urban Sustainable Environments
Author: Fernandez, Mónica Inés
Date: 2020-00-00
Type: Journal Articles
Subjects: Land Use,Universities,Problem Based Learning,Foreign Countries,Architecture,Architectural Education,Urban Planning,Sustainable Development,Program Descriptions,Teaching Methods,Information Technology,Student Projects,College Students,International Education,Stakeholders,College Faculty,Public Relations,Majors (Students),Cooperative Learning,Computer Software,Visualization

Erasmus+ CityLab Program at Universidad de Belgrano School of Architecture and Urban Planning, has focused on urban structure as generator of dynamic and transformable spaces, through a local case located at Juan B. Justo Avenue corridor, Buenos Aires, Argentina. The CityLab project motivated students to experience an integrative 3-year Problem-Based Learning process, related to Morphology Communication and Digital Media, Urban and Territorial Planning, Final Degree Project, as well as integration with School of Public Relations. More than 75 students participated in this international programme to explore, diagnose and re-think city scale, as well as to discover, build and apply technological tools. Land use and mobility regulations were introduced with the participation of stakeholders and external experts in different stages from diagnosis to final project validation. Students' and teachers' staff contribution to the academic final conference &quot;PBL for Sustainable Cities&quot;- September 2018, Bogotá, produced a motivating socialization in collaboration with local partners.
Questioning and Responding Strategies: Lessons from Pop-Sci Talk Shows
Author: Tangpijaikul, Montri
Date: 2020-07-00
Type: Journal Articles
Subjects: Questioning Techniques,Television,Language Usage,Popular Culture,Discourse Analysis

Many EFL and EAP teachers are not aware of the linguistic mechanisms and academic conventions used in academic talks, so they can give only limited guidance on preparing for academic discussions. This paper investigates the questioning and responding strategies used in two academic talk shows in the light of conversation analysis. In one, a journalist talks with a well-known physicist Michio Kaku; in the other, a talk show hosts the social science researcher Uval Noah Harari. Both shows aim to present academic knowledge to a non-specialist audience. The questioning and responding strategies used in both shows are found to vary by academic discipline and personal preferences. It is also shown that professional participants in both speech events use many strategies not introduced in classroom pedagogy in similar ways, such as seeking clarification, self-questioning and dodging questions. EFL and EAP students could be introduced to the strategies used in academic talk shows in order to apply them effectively in their academic talks.
Writing Performance and Attitude of ESL Learners Engaged in Smartphone Assisted Collaborative Activity
Author: Mauricio, Michael C.
Date: 2020-07-00
Type: Journal Articles
Subjects: Writing Achievement,Writing Attitudes,English (Second Language),Second Language Learning,Collaborative Writing,Computer Assisted Instruction,Handheld Devices,Essays,Text Structure,Writing Skills,High School Students,Grade 11,Writing (Composition),Foreign Countries

Integration of technology which includes the use of a smartphone is currently one of the trends in ESL writing classes. Particularly in collaborative activities, it is assumed that the use of smartphones contributes to the attitude of the learners towards writing and their writing performance as well. Consequently, the present study investigated the writing performance of ten gender-mixed groups who used smartphones as they engaged themselves in a collaborative essay writing activity. Likewise, through a focused group discussion, attitude of the learners towards writing was determined. Results revealed that the collaborative essay writing activity which used smartphones had a positive influence on the content, organization and vocabulary of the essay. However, no influence was seen in grammar and mechanics. Learners reported a positive attitude in writing in terms of affective, behavioral and cognitive aspects.