ethanporcaro/eric-fulltext-meta huggingface dataset:
New Jersey City University&apos;s College of Education Writing Assessment Program: Profile of a Local Response to a Systemic Problem
Author: Fisch, Audrey
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Tests,College Programs,Program Design,Program Development,Program Termination,Writing Skills,Teacher Certification,Institutional Characteristics,Feasibility Studies,Barriers,Teacher Education,Educational Change,Reflection

This profile presents New Jersey City University's Writing Assessment Program from its creation in 2002 to its elimination in 2017. The program arose as an attempt to raise the writing skills of the diverse, first generation teacher certification candidates in the College of Education. Despite political missteps, the program gained greater administrative support in 2009, and in this second stage, the program capitalized on greater institutional support to use data-driven analysis to inform policy. In 2014, however, New Jersey moved to require the Praxis CORE, and the Writing Assessment Program became obsolete. This profile discusses the many ways in which a locally developed, student-centered, and instruction-driven assessment program can raise student skills and the losses involved in a shift from local to national assessment.
Worlding Genres through Lifeworld Analysis: New Directions for Genre Pedagogy and Uptake Awareness
Author: Rounsaville, Angela
Date: 2017-00-00
Type: Journal Articles
Subjects: Literary Genres,Case Studies,Undergraduate Students,Engineering Education,Student Characteristics,Content Area Writing,Content Area Reading,General Education,Cultural Awareness,Educational Practices,Longitudinal Studies

Recently, rhetorical genre studies scholars have challenged the field to de-center the study of genre as artifact to focus on the conditions that surround, inform, and constrain how those genres get used by writers: the genre uptakes. While prior research has begun to identify many of these consequential influences, these endeavors would benefit, I argue, from an emic, writer-oriented method that follows what writers perceive has impact on genres from a longitudinal and trans-contextual perspective. To that end, I extend previous research by introducing lifeworld analysis to the study and teaching of genre uptake. Lifeworld analysis, I argue, centralizes uptake, uptakes over time, and the background life from which uptakes are formed, as salient for literacy development. To support this claim, I present a lifeworld case study of one student (Ron), an electrical engineering major and participant in local and online maker culture, who I followed over four years of his undergraduate curriculum, from general education and discipline-specific courses into an online and local community makerspace. Ron's case reveals the interplay between maker-consciousness and encounters with engineering and general education writing, highlighting how maker culture became a core scene of uptake for his performance of school-based genres. This lifeworld analysis shows the porousness and malleability of spheres of writing activity as well as the consequences of such perceived malleability for writers. Ron's case grounds my introduction of an uptake awareness pedagogy: an attempt to help students recognize and strategically draw from expanded and often taken-for-granted temporal, spatial, and perspectival histories of their prior genre uptakes and those uptake histories.
Review of Kelly Susan Bradbury&apos;s &quot;Reimagining Popular Notions of American Intellectualism: Literacy, Education, Class&quot;
Author: Skinnell, Ryan
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy,Education,Social Class,Review (Reexamination),Intellectual Development,Academic Achievement,Scholarship,Definitions,Musical Composition

Bradbury's central goal in this book is to challenge and redefine intellectualism in ways that recuperate and reinvigorate it as a meaningful concept. Bradbury diagnoses a common presumption in the popular American imaginary that equates intellectualism to academic success in elite institutions of higher education. This view of intellectualism, by definition, excludes other educational sites, experiences, and even accomplishments of non-elite students and citizens. For Bradbury, this view of what intellectualism is has important--negative--effects on people's attitudes and actions with regard to learning, intelligence, and education. &quot;Of great importance to rhetoric, composition, and literacy studies scholars,&quot; she writes, &quot;these views also mediate the public's--and our students'--attitudes toward literacy; promote a powerful variant of the literacy myth that equates some literacy practices with intellectualism and others with non- or anti-intellectualism; and perpetuate problematic educational hierarchies that categorize some of our students, some of our research and teaching practices, and at times even our discipline as intellectually inferior.&quot; In short, Bradbury diagnoses the anti-intellectual enthymeme as a powerful impediment to the kinds of literacy work that rhetoric, composition, and literacy scholars would like to see happen in colleges and universities, but also as an impediment to what counts as valuable literacy work beyond the academy's walls.
Review of Nichole E. Stanford&apos;s &quot;Good God but You Smart!: Language Prejudice and Upwardly Mobile Cajuns&quot;
Author: Sladek, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Literary Styles,Literature Appreciation,Literary Criticism,Subcultures,Stereotypes,Didacticism,Racial Attitudes,Anthropological Linguistics

In &quot;Good God but You Smart!&quot; Nichole E. Stanford provides an account of how attitudes toward Cajun English (CE) perpetuate and are perpetuated by an economic system designed to maintain unequal power relations. While non-Cajun Americans are interested in what they see as Cajun culture, Stanford explains that most misunderstand what &quot;Cajun&quot; means, conflating the terms &quot;Cajun, Creole, Louisiana, and New Orleans.&quot; While Cajuns themselves are an ethnically diverse group determined primarily by cultural identification, modern-day Cajun culture was established by the descendants of Acadians who settled in South Louisiana. Despite increasing interest in certain aspects of Cajun culture, Cajuns themselves are still subjected to stereotyping, misunderstanding, and discrimination. As explained in Stanford's introduction, this stereotyping extends to bias against speakers of CE, leading many Cajuns to censor CE features from their speech to achieve professional success. Throughout her book, Stanford skillfully combines memoir, family history, archival research, and survey data to explain to a general audience how Louisiana's history of linguistic and cultural discrimination has led to current attitudes toward Cajun culture and CE. The first chapter examines stereotypes surrounding Cajun culture and language. Though CE emerged as an identity marker during the &quot;Cajun Renaissance&quot; of the 1970s, most speakers still censor Cajun features from their speech due to widespread public perceptions of the dialect.
Review of Bruce Horner, Brice Nordquist, and Susan M. Ryan&apos;s &quot;Economies of Writing: Revaluations in Rhetoric and Composition&quot;
Author: Johnson, Cynthia
Date: 2017-00-00
Type: Journal Articles
Subjects: Review (Reexamination),Rhetoric,Writing (Composition),Predictor Variables,Economic Impact,Educational Practices

In 2012, Bruce Horner guest edited a special issue of &quot;JAC&quot; focused on &quot;Economies of Writing&quot; (&quot;JAC&quot; n3-4 p453-778 2012). In his introduction, he explains that the included essays originated from an October 2011 symposium at the University of Louisville, held in preparation for the similarly-themed 2012 Thomas R. Watson Conference on Rhetoric and Composition. The symposium, &quot;JAC&quot; issue, and subsequent conference raised questions and generated discussion over, in part, the relationships between economies and writing, the values assigned to the work, and the possibilities for change within these systems. Now, Horner and co-editors Brice Nordquist and Susan M. Ryan have continued these important discussions with a new set of authors in their 2017 collection, &quot;Economies of Writing: Revaluations in Rhetoric and Composition&quot; (&quot;JAC&quot; n3-4 p407-795). This collection highlights how economies--&quot;the&quot; economy, our economies, the economic, broadly--inform and permeate all that those in the profession do. In demonstrating this ubiquity, the editors posit that &quot;the economy&quot; is not &quot;a predictable, all-powerful monolith,&quot; nor is it &quot;neutral, self-producing, or self-sustaining&quot;; rather, the economic must be understood as political. Economies inform and are informed by institutions, pedagogies, language, media, and public spheres. The economies educators work within both shape and are sustained by ideologies and practices. Addressing topics that range from Pierre Bourdieu's 1977 &quot;The Economics of Linguistic Exchanges&quot; to more recent discussions of circulation and transfer, this collection reveals the intricate valuative systems that define the profession.
School Counselors Supporting the Career and College Preparedness of Students from Poverty: Using the CARE Model
Author: Johnson, Glenda S.
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,Poverty,School Counseling,College Readiness,Career Readiness,Socioeconomic Influences,Counselor Role,School Community Relationship,Barriers,Intervention,Parent Participation,Parent Role,Interpersonal Relationship,Group Counseling,Individual Counseling,Counseling Techniques,Models,Low Income Students

Children living in poverty face challenges progressing through the educational system prepared adequately for college and/or career (ACT, 2015; Newell, 2013). With momentum gained through national movements, such as the First Lady Michele Obama's 2014 Reach Higher initiative, and state initiatives on college and career readiness, a call has been made to close the existing gap between children from poverty and their peers. The author proposes the use of the CARE model (Foss, Generali, &amp; Kress, 2011) for school counselors to address the disparity between the college and career preparation of students from poverty and their middle and upper class peers.
&quot;Mexicans Are Like Thieves and Bad People, and We&apos;re Not Really Like That&quot;: Immigrant Youth Use Photovoice to Counter Racism and Discrimination
Author: Roxas, Kevin C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Ethnic Stereotypes,Immigrants,School Counseling,Cultural Relevance,Consciousness Raising,Middle School Students,Photography,Counseling Techniques,Action Research,At Risk Students,Racial Discrimination,Family Characteristics,Counselor Role,Racial Bias,Interviews,Student Attitudes,Participatory Research

One of the fastest growing segments of the student population in the U.S. includes students from immigrant backgrounds. However, there is a lack of research about how school counselors can access and listen to the voices of these youth. This article seeks to add to the existing research on multicultural school counseling for immigrant youth with a focus on students in middle school and proposes photovoice as a culturally responsive method of working with students. Photovoice is a participatory action research method used with marginalized youth that serves to empower participants to represent their point of view and everyday lived realities. The findings from the study include three themes which school counselors can learn from and act upon in their daily work with immigrant youth: middle school immigrant students' feelings of discrimination, the strengths and assets of their immigrant families, and the need for more support from school counselors.
Education for Knowledge Society: Learning and Scientific Innovation Environment
Author: Karpov, Alexander O.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Innovation,Knowledge Economy,Active Learning,Educational Environment,Epistemology,Models,Foreign Countries,Scientific Enterprise

Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at schools and universities; conceptualization and theoretical modeling of the cognitively active surrounding, which provides an infrastructure of the research-type cognitive process. The empirical material summarized in this work was collected in the research-cognitive space of the &quot;Step into the Future&quot; program, which is one of the most powerful systems of research education in present-day Russia. The article presents key points of the author's concept of generative learning environments and a model of learning and scientific innovation environment implemented at Russian schools and universities.
Deictic Elements as Means of Text Cohesion and Coherence in Academic Discourse
Author: Gafiyatova, Elzara V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Discourse,Text Structure,Connected Discourse,English,Discourse Analysis,Linguistics,Language Research,Russian

The article presents the results of the research aimed at analyzing some functions and features of deictic elements in academic discourse in English. The material under analysis covers 20 academic texts written by English-speaking linguists. In the article it is proved that in academic discourse deictic elements can operate only within the fixed scheme of deictic coordinates, which has got three main elements: deictic center, deictic element, and antecedent/subsequent element. Out of this scheme deictic elements fail to fulfill referential procedure. All deictic elements in academic discourse are divided into two big groups: conventional deictic elements and endemic ones. The result of the research shows that conventional deictic elements in most cases provide text cohesion (within small text units, such as adjoining sentences); whereas endemic deictic elements tend to serve for text coherence (in larger text units, such as paragraphs, chapters, etc.). Thus, deictic elements can be considered important units providing textbuilding.
Evaluating Text Complexity and Flesch-Kincaid Grade Level
Author: Solnyshkina, Marina I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Readability Formulas,Readability,Foreign Countries,Computer Assisted Testing,Difficulty Level,Scores,Correlation,Connected Discourse,Prediction,Syntax,Second Language Learning,English (Second Language),High School Students,Grade 11

The article presents the results of an exploratory study of the use of T.E.R.A., an automated tool measuring text complexity and readability based on the assessment of five text complexity parameters: narrativity, syntactic simplicity, word concreteness, referential cohesion and deep cohesion. Aimed at finding ways to utilize T.E.R.A. for selecting texts with specific parameters we selected eight academic texts with similar Flesch-Kincaid Grade levels and contrasted their complexity parameters scores to find how specific parameters correlate with each other. In this article we demonstrate the correlations between text narrativity and word concreteness, abstractness of the studied texts and Flesch -- Kincaid Grade Level. We also confirm that cohesion components do not correlate with Flesch --Kincaid Grade Level. The findings indicate that text parameters utilized in T.E.R.A. contribute to better prediction of text characteristics than traditional readability formulas. The correlations between the text complexity parameters values identified are viewed as beneficial for developing a comprehensive approach to selection of academic texts for a specific target audience.
Major Factors Affecting Students&apos; Perception towards Faculty Evaluation of Teaching (SET)
Author: Dev, Smitha
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Evaluation of Teacher Performance,Validity,Gender Differences,Age Differences,Specialization,Grade Point Average,Correlation,Multiple Regression Analysis,Teacher Characteristics,Ethnicity

Gathering students' feedback and evaluation during the end of every semester is believed to be valuable for instructors' growth and development. The present study is aimed to find out the validity of students' responses and various factors involved in their rating towards faculty. A total of 150 students from 1 st to 4th year of Abu Dhabi University participated in this study. Both male and female students from all the disciplines contributed in the study. The study also focused on covariates like gender, age, specializations, and students' GPAs to have any relation with their rating towards professors. Pearson's correlation analysis and multiple regression analysis were employed to understand the various factors impacting students' perception of their instructors. The results revealed that gender, age, students' GPAs, and instructors' nationalities had positive effects on students' evaluation of their instructors.
The Potential of Folk Tabletop Games in the Development of the Intelligence and Creativity of Children
Author: Baisheva, Mariia I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Games,Folk Culture,Child Development,Intellectual Development,Creativity,Young Children,Longitudinal Studies,Program Effectiveness,Early Childhood Education,Foreign Countries,Cognitive Processes,Thinking Skills,Cultural Influences,Observation

The modern education is dominantly targeted at the left hemisphere. It draws insufficient attention to the harmonization of the functioning of both brain hemispheres. This has a negative impact on the development of the abilities of children and is especially detrimental to boys and those children who are brought up in the natural environment. In this regard, one of the solutions is folk tabletop games, but their potential in the development of the intelligence and creativity of children has been insufficiently explored. The goal of the research is to identify and substantiate the potential of the Sakha's tabletop games for the development of the intellectual and creative abilities of children aged 5-7 years. The scientific novelty of the research consists in the fact that the problem under study enriches the theoretical and methodological bases of using tabletop games in the intellectual development of children in preschool education. The study was carried out longitudinally. The following was studied: the influence of games on the development of intellectual, creative, and insight abilities of children aged 5-7 years, as well as their interconditionality. The obtained results are discussed from the point of view of their correspondence with both the data available in science and the hypothesis of the study. The discussion emphasizes that the tabletop games of the Sakha are the most meaningfully represented in the study as the functional space for the development of intellectual and creative abilities of children. In the conclusion, it is emphasized that folk tabletop games are the means for qualitative enrichment of all the basic factors of intelligence in operations, contents, and final products of thinking. The study has proven the idea of treating tabletop games as a substantial source of development of the harmonious activity of both brain hemispheres.
Formation of Pedagogical System for Individual Self-Development by Means of Physical Culture and Sport
Author: Panachev, Valery D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Individual Development,Physical Education,Athletics,Self Actualization,Health Promotion,College Students,Motor Development,Control Groups,Experimental Groups

Problems of formation, development and introduction of the modern pedagogical selfdevelopment system in university educational process by means of physical culture and sport have been considered in this article. Such generated pedagogical system reflects practical implementation of social order on the modern educational paradigm aimed at creation of competitive, physically and morally strong individuals. This system promotes self-realization of students' individuality in formation of physical culture and sport competencies as well as competencies of self-development. Contemporary conditions of society's development and analysis of the world social cultural and educational tendencies show that recently the object of scrupulous society's attention and the subject of interdisciplinary research have become different aspects of person's behavior in respect of his health in many highly developed countries. The slogan of such relation is: &quot;Health is not everything but everything without health is nothing&quot;. And this very principle specifies the problems of students' self-development during intensive preparation for professional activity in the course of university training. These problems are aimed at maintenance of their health and improvement of physical preparation considering formation of professional motor competences for effective and qualitative mastering of future profession and career after graduation from the university.
English Textbooks for Russian Students: Problems and Specific Features
Author: Solnyshkina, Marina I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Textbooks,English (Second Language),Textbook Evaluation,Language Proficiency,Foreign Countries,Second Language Instruction,Readability,Grade 11,High Schools

The research identifies the complexity level of eight texts from Spotlight 11 used in Russian TEFL to prepare students for National Unified Exam in English and assess their reading skills. The results of the analyses conducted with the help of T.E.R.A., an automated text processor, prove that all texts fell within the range of 6-9 Flesch-Kincaid grade levels which correspond to the English language proficiency of the target audience. We also revealed the absence of a clear progression in difficulty across the eight texts in the continuum which may cause unpredictable test results and contribute to demotivation of students. The results also show that the indices of narrativity, syntactic simplicity, word concreteness, referential cohesion and deep cohesion measured with T.E.R.A. do not grow but fluctuate across the continuum of the texts either. Aiming at selecting authentic texts with steadily growing complexity of each of the above mentioned parameters, we recommend to incorporate the suggested algorithm of text analysis into TEFL practice in Russia. T.E.R.A. is viewed by the authors as a tool able to provide educators with a solid foundation to select texts, develop curriculum, design assessment tasks and otherwise address academic needs of a target audience.