ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Organic Chemistry I Students&apos; Responses to an Exam Wrappers Intervention
Author: Grandoit, Evan
Date: 2020-04-00
Type: Journal Articles
Subjects: Organic Chemistry,Intervention,Science Instruction,Science Achievement,Student Improvement,Test Preparation,Self Control,College Students,Student Attitudes,Study Habits,Reflection,College Science,Problem Solving

Research has demonstrated that academically successful students are effective, self-regulated learners. Moreover, exam wrapper interventions have been shown to foster the development of self-regulated learning behaviors on the part of college students. In this naturalistic, qualitative, and exploratory study, an exam wrapper intervention was implemented in a key, gatekeeping STEM course at a diverse, public university. Student responses to a series of four exam wrappers were collected and analyzed. Results indicated that while many students were able to look critically at their study behaviors and course performance, these behaviors did not necessarily pay off, especially for weaker students. Notably, transfer and/or non-matriculated students were at greatest risk of withdrawal and failure. However, all students, both weak and strong, showed a lack of attention towards checking their answers and learning from their mistakes. Overall, the exam wrappers provided useful information regarding the self-regulated learning processes of these STEM students.
Evidence-Based Bystander Programs to Prevent Sexual and Dating Violence in High Schools
Author: Ozaki, Reiko
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Evidence Based Practice,Prevention,Dating (Social),Violence,Adolescents,Behavior Standards,Social Behavior,Victims,Program Implementation,Sexual Harassment,Sexual Abuse,Intervention,Athletic Coaches,Males,Mentors,Cultural Relevance,Federal Legislation,Educational Legislation,School Administration,Community Involvement,Safety,High School Students

High school students are often involved in sexual and dating violence. The bystander approach aims to stop sexual and dating violence from their initial occurrence by promoting social norms supporting victims and tolerating no violence. Recent studies of high school bystander programs report promising evidence of effectiveness in improving attitudes and reducing violence. The theoretical frameworks of the approach and examples of bystander programs are provided. When implementing, administrators are encouraged to commit to fully adopt the program, collaborate with community partners, address cultural relevance, and use policies to create safe and equitable schools for all students.
Relationship of Business Communications and Leadership Classes at Pensacola State College
Author: Payne, Michael S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Business Communication,Leadership Training,Correlation,State Colleges,Outcomes of Education,Writing Skills,Communication Skills,Undergraduate Students,Scores,Writing Assignments

167 final writing projects from bachelor level Leadership courses were analyzed to find a correlation of success rates between pre-completed business and professional communication courses. The test statistic was close to an outlier on a one-tail test with a probability of 5.318948%, which meant the outcome of this study was quite close to null hypothesis rejection. The unanticipated result and largest area for further study was the significant number of students who did not end up completing the final paper. Of 167 students observed, only 133 completed the final paper. The completion rate of those having taken the Business and Professional Communication courses was 74 of 88 (84.09%). The completion rate of those having not taken the Business and Professional Communication courses was 59 of 79 (74.68%).
Framing the Text: Understanding Emotional Barriers to Academic Reading
Author: Kimberley, Emma
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Emotional Response,Academic Language,Reading Skills,College Freshmen,Self Efficacy,Art Education,Reading Habits,Reading Attitudes,Difficulty Level,Foreign Countries,Reader Text Relationship,Workshops,Critical Thinking

When students arrive at university there is an expectation that they come already equipped with the skills they need to read academic texts. In contrast, many students have low confidence in their ability to read challenging texts, often experiencing this as a barrier to engaging with academic practices. Recent research has identified the importance of affect in the university context, exploring the impact of emotions around academic practices such as critical thinking and interpreting feedback, but has not looked specifically at reading as one such key practice. This paper draws on this research and reads it alongside data gathered from questionnaires and focus groups conducted with one group of first-year undergraduates. We found that students have a complex relationship with reading for academic study, and that many experience significant negative affects and self-perceptions in relation to their academic reading tasks. We explore some of these encounters, engaging the student voice and using affect theory to unpack some first experiences of reading in higher education.
Outsiders Looking In? Challenging Reading through Creative Practice
Author: Abegglen, Sandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Reading,Teaching Methods,Creative Teaching,Visual Aids,Reading Instruction,Faculty Development,College Students,Content Area Reading,Foreign Countries,Undergraduate Students,College Faculty,Teacher Attitudes

Becoming well read, especially in academia, is key to being part of the university -- and of society. Academic reading is 'tricky business' especially for those widening participation students not necessarily familiar with the forms and processes of Higher Education. To foster these students' academic literacies and practice, rather than the decontextualised teaching of 'skills', we create empowering social spaces for authentic collaborative reading. To facilitate this, we present text 'differently': text as scroll. A textscroll can be made by taping article or chapter pages together, side-by-side. Textscrolls open up the contested bookspace and make the written word accessible. They foster dialogic and multimodal interaction with texts and, if woven into a developmental embodied sequence of learning activities, help develop an understanding of academic reading as a wider social practice. Student and staff feedback show that scrolls are liberating. Scrolls, in embodied ways, make university reading meaningful and can authentically scaffold entry into epistemic communities. Scrolls help learners access the written word -- and enjoy reading.
Reading to Be: The Role of Academic Reading in Emergent Academic and Professional Student Identities
Author: Maguire, Moira
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Nursing Education,Obstetrics,Content Area Reading,Academic Language,Allied Health Occupations Education,Writing Skills,Reading Skills,Student Attitudes,Professional Identity,Foreign Countries

Despite the widespread acknowledgement of the importance of academic reading, much research tends to focus on academic writing. The role of academic writing in the development of academic and professional identities is generally accepted. In contrast, the role of academic reading has been less visible in the literature, and when discussed, it tends to be conceptualised as a generic skill. In this paper, we explore the role of reading in emergent academic identities in undergraduates. We reflect on research with our own Nursing and Midwifery students that highlighted the role of reading in the development of 'writing capital.' Drawing on this and wider evidence we explore how, through academic reading, students begin to recognise, and then participate in the scholarly conversations that construct knowledge within disciplines. We argue that academic reading, like academic writing, is a complex ongoing process that involves multiple transitions, rather than a skill that can, and should, be mastered early on. We contend that educators need to consider how and where academic reading is addressed within academic programmes. Moreover, we suggest ways to make room for it within our curricula and engage students in conversations about the nature of scholarship within their disciplines.
Class Assignments That Promote Openness to Diversity among Undergraduates at Predominantly White Universities
Author: Walls, Jill K.
Date: 2020-04-00
Type: Journal Articles
Subjects: Assignments,Cultural Awareness,Diversity,Undergraduate Students,White Students,Student Attitudes,Class Activities

In this paper we provide two concrete examples of class assignments, developed by the authors, which challenge students to think more critically about themselves, their cultural values and beliefs, and the &quot;invisible forces&quot; that shape their perspectives. We include samples from students' work and our reflections to demonstrate the types of outcomes instructors might see if they utilized similar assignments in their classes. We emphasize the importance of diversity-focused assignment for programs operating within the broader context of a predominantly White university and provide suggestions for expanding our assignments to promote cultural competence among students planning to work directly with families and children.
Diverse Student Perceptions of Active Learning in a Large Enrollment STEM Course
Author: Kressler, Benikia
Date: 2020-04-00
Type: Journal Articles
Subjects: Student Attitudes,Active Learning,STEM Education,Disproportionate Representation,Undergraduate Students,Class Size,Critical Thinking,Lecture Method,Thinking Skills,Public Colleges,White Students,Hispanic American Students,Asian American Students,Fear,Academic Failure,Learner Engagement,Instructional Effectiveness

The concept of active learning as a superior mode of instruction has recently received great attention in the education research literature. It holds promise of steering students away from rote memorization towards higher order thinking (as defined by Bloom's taxonomy revised). However, few studies focus on student perceptions of higher order thinking activities and diverse student voices are all but absent in this regard. This study applies a combined approach of exploratory qualitative and supplementary quantitative analysis to address this gap. We examined perceptions of underrepresented and non-underrepresented students regarding their engagement in active learning to foster higher order thinking. The study was set within a large enrollment (198 students), undergraduate course in the area of science, technology, engineering and mathematics (STEM). The study sample comprised of 33 purposefully selected, ethnically and racially diverse students. Data sources included class attendance/participation, graded activity assignments, and a perception survey. Class attendance and graded assignments were used to triangulate responses on the perception surveys. The Generic Inductive Approach supported our qualitative analysis. Quantitative data were analyzed via two-way ANOVA, non-parametric Mann-Whitney Test (when assumptions did not hold) and simple linear regression. Findings include three themes that cut across groups; participants perceived their higher order thinking skills improved, that there were benefits and challenges to active learning and a fear of failing the course. Quantitative data from the active learning activities and attendance supported similar engagement and achievement in higher order thinking activities across race/ethnicity groups as differences failed to reach the a priori established significance threshold. This study extends the knowledge on active learning and demonstrates that it was possible to engage underrepresented and non-underrepresented students equally and effectively in higher order thinking actives in large enrollment courses and that students perceived this as beneficial.
Building Knowledge to Ease Troublesomeness: Affording Theory Knowledgeability through Academic Reading Circles
Author: Cowley-Haselden, Susie
Date: 2020-00-00
Type: Journal Articles
Subjects: Content Area Reading,English for Special Purposes,Knowledge Level,Theories,Foreign Countries,Higher Education,Graduate Students,Semantics

Academic reading for knowledge building is under-researched in the field of English for Academic Purposes (EAP); a field that foregrounds academic writing above all other skills. Alongside this dearth of literature, a relative wealth of literature exists which identifies the 'troublesomeness' of academic reading. This paper argues that reading for knowledge building is one way to ease the troublesomeness of academic reading within the field of EAP, with a focus on reading to build knowledge of theory and theory use. This paper reports on findings from a study which explores how taught postgraduates on a presessional course acquire the threshold concept of 'theory knowledgeability' (Cowley-Haselden 2020) through reading and discussion. 'Theory knowledgeability' can be defined as not just acquiring knowledge of how to use theory in academic practice, but also acquiring knowledge of particular theory/ theories themselves. This knowledge is one key to unlocking success in postgraduate level education. Through the analysis of knowledge practices within academic reading circles performed by postgraduate presessional students from a range of disciplines within the social sciences, it is argued that acquiring the threshold concept of theory knowledgeability allows students to emerge as a more legitimate knower in the UK higher education context.
Can the Reading Load Be Engaging? Connecting the Instrumental, Critical and Aesthetic in Academic Reading for Student Learning
Author: Nguyen, Ha Thi Thu
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Instruction,College Instruction,Critical Reading,Recreational Reading,Learner Engagement,College Students,Reading Skills,Content Area Reading,Reading Attitudes

Learning an academic discipline requires at a fundamental level reading of knowledge that has been recorded, debated and developed in writing over time. Given the essential role of reading in shaping knowledge, there needs to be more emphasis on approaches that nurture an engaged reading practice. This article explores the role of instrumental, critical and aesthetic reading stances in engaging students in academic reading at university and the extent to which connecting these reading stances can enhance student learning through academic reading. Using this dynamic view of reading, the article examines insights and evidence from recent research to investigate the connection between these reading stances and student learning. The studies analysed indicate elements of instrumental, critical and aesthetic reading in approaches that effectively engage learners in academic reading. These ways of reading are linked to enhanced learning in terms of individual reflexivity, disciplinary participation, social perspective and global awareness. An analysis of the studies investigated advocates for using a variety of text types, giving students choice of texts, explicitly teaching dynamic reading skills, providing opportunities for social reading practices and implementing process-based assessments for learning. These practices can lighten the academic reading load by enhancing engagement and learning of disciplinary knowledge.
Statistics Course Improvement for School Administrator Preparation
Author: Wang, Jianjun
Date: 2020-05-00
Type: Journal Articles
Subjects: Statistics,Courses,Educational Improvement,Curriculum Development,Administrator Education,Statistical Inference,Computer Software,Research Skills,Skill Development,Mathematics Education

Accompanied by increasing demands on school administrator preparation and rapid development of computer technology, educational statistics courses are exposed to unprecedented pressures for changing both curriculum content and computing platforms. In this article, the intended curriculum is reviewed according to data analysis expectations from state and national guidelines. Past recommendations on statistics instruction are examined to justify the need for quantitative research skills in school administrator preparation. The curriculum implementation is further investigated to reflect a fundamental revision of statistics content by the American Statistical Association. The article ends with an overview of the cutting-edge software development in R that is likely to reshape the future data processing, text analytics, and graphical display for school administrators.
Teacher Professional Development in Language-Driven CLIL: A Case Study
Author: Banegas, Darío Luis
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Faculty Development,Professional Continuing Education,Second Language Instruction,Language of Instruction,Second Language Learning,Language Proficiency,English (Second Language),Beliefs,Foreign Countries

The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: (1) What beliefs does a teacher have of language-driven CLIL? and (2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher's practice. Findings also reveal that CLIL success depends on learners' English language proficiency. Drawing on its teacher's beliefs of CLIL, the course had an impact on the teacher's identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.
High Impact Study Skills for Diverse PreK-12 Subgroups
Author: Wilmore, Elaine L.
Date: 2020-05-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Study Skills,Achievement Gap,African American Students,At Risk Students,English Language Learners,Special Needs Students,Students with Disabilities,Academically Gifted,School Districts,Small Group Instruction,Cooperative Learning,Student Projects,Comprehension,Goal Orientation,Elementary School Teachers,Middle School Teachers,High School Teachers

As educators, we know students from all sections of the population who are bright, but do not do well academically (Grade Power Learning, 2018). This is particularly true with students from underrepresented populations or whose parents are not college graduates. Significant reasons for this are because they do not know how to study effectively, how to get organized to study, how to complete assignments beyond the simplest level, and how to comprehend and retain information (Kern, 2008). This occurs across all racial and economic lines. Thus, the problem addressed in this study/paper has been to identify successful study skills that would be effective with diverse subgroups. The objectives of this study were to: (1) Determine study skills that had been used successfully by current teachers in the field across various ages and subgroups; and (2) Increase student learning across subgroups through the identification of successful study skills techniques to help close the achievement gap. This project sought study skills that were successful as identified by actual teachers in the field. Teachers in the Northeast Texas arena were queried via blind survey research to identify techniques they had utilized successfully with their varying subgroups. Those results have been tabulated, analyzed, and presented. This project consists of two groups of Northeast Texas teachers using the same survey (Appendix), but delivered by different methods. The first was an open-ended survey presented by principals at ten different campuses (3 elementary, 4 middle schools, and 3 high schools), with superintendent permission, face-to-face in faculty meetings. The same survey was subsequently sent electronically to ten additional campuses (3 elementary, 4 middle schools, and 3 high schools) via Survey Monkey with principal and superintendent permission. Responses were also returned via Survey Monkey. The responses from both surveys were collected and analyzed. Since the survey, as shown in Appendix A, was the same, the only difference was method of delivery.
Assessment of Training Needs of Teachers and Administrators for Effective Inclusive Education Delivery in Secondary Schools in South East Nigeria
Author: Ogba, Francisca N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Regular and Special Education Relationship,Secondary Education,Secondary School Teachers,Teacher Qualifications,Administrator Qualifications,Training,Educational Needs,Public Schools,Knowledge Level,Professional Development,Special Needs Students,Teacher Competencies,Teaching Skills,Classroom Techniques,Assistive Technology

Inclusive education pertains to efforts directed towards overcoming the barriers that hinder students' learning and success regardless of their social background, ability, disability, sex, and other conditions. Documented evidence on the implementation of inclusive education showed a link in teachers' and administrators' training needs. This study is conducted to provide empirical evidence on the type of training and support needed for teachers and administrators in secondary schools to reduce restricted environments and enhance achievement of students with special needs. Teachers in this study are those who already teach in the public secondary schools in South East Nigeria while administrators are principals who administratively manage both the human and material resources in the secondary schools. A cross-sectional survey research design using Cluster sampling was adopted in investigating perceptions of 305 teachers and 45 administrators who are currently teaching in secondary schools in the South East Nigeria. Two instruments were used for data collection. The instrument for data collection for the quantitative analysis was a questionnaire designed by the researchers titled Inclusive Education Training Needs Assessment Questionnaire (IETNA_Q) for teachers and administrators. The qualitative method was Inclusive Education Training Needs Interview Schedule (IETN_IS). Four research questions guided the study. One null hypothesis tested at 0.05 level of significance was used to probe further on the study. In order to address the research questions, quantitative methodology was adopted using percentages, mean, standard deviation and t-test for independent sample statistical techniques, while qualitative data obtained were analyzed for the purpose of identifying themes that emerged from the interview data and was used in the discussions of findings. The results show that, generally, teachers understand the concept of inclusive education more than the administrators do. A significant difference was in the mean responses of teachers (M= 86.90, SD= 14.09) and the administrators (M= 79.76, SD = 14.09); t = (348) = 3.175, p =0.002 in managing instruction. However, based on the findings, the researchers recommend that periodical training should be given to both teachers and administrators. The training will enable teachers to be more committed in an inclusive education class while administrators will gain more knowledge and skills to manage inclusive education.