ethanporcaro/eric-fulltext-meta huggingface dataset:
In Search of Historical Consciousness: An Investigation into Young South Africans&apos; Knowledge and Understanding of &quot;Their&quot; National Histories
Author: Angier, Kate
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,World History,Knowledge Level,College Students,History Instruction,Racial Identification,Racial Segregation,Nationalism,Racial Bias,Public Schools,Power Structure,Whites,War

This study reports the findings of an investigation into young South Africans' knowledge and understanding of their national past derived from narrative accounts of South African history written by 27 university students who had recently completed the national school history curriculum. Analysis of these narratives indicates two fundamental differences in the way the history of South Africa is told, in terms of &quot;emphasis&quot; (the relative weight assigned to different periods and people) and of &quot;agency&quot; (who &quot;did&quot; and who was &quot;done to&quot;). These differences point to the continued importance of racial identity as a factor in the formation of a national historical consciousness in post-apartheid South Africa. The highly selective emplotment of South Africa's past by the students highlights the importance of sociocultural factors in the development of young people's historical consciousness, a conclusion that has implications for classroom pedagogy. These findings suggest that unless the historical understanding with which students come to the classroom is engaged and is complicated through evidence-based historical enquiry then neither the &quot;disciplinary&quot; nor &quot;social justice&quot; aims of the intended curriculum will be realized.
&quot;We Need to Remember They Died for Us&quot;: How Young People in New Zealand Make Meaning of War Remembrance and Commemoration of the First World War
Author: Sheehan, Mark
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,War,Beliefs,Attitudes,Cultural Influences,World History,Memory,Surveys,Early Adolescents,Secondary School Students,Coding,Visual Stimuli

This article examines the extent to which young people in New Zealand share the dominant beliefs and assumptions that inform contemporary notions of war remembrance concerning the First World War. In particular, it considers how they make meaning of the ANZAC/Gallipoli narrative. Informed by two empirical studies, it questions whether young people uncritically accept the dominant cultural memory messages about the First World War that shape commemorative activities or whether they share a wider range of perspectives on war remembrance. While the purpose of commemorative activities is to convey particular memory messages about appropriate ways to remember the First World War, young people are not passive in this process. Although they typically do not demonstrate a firm grasp of all the relevant historical details about the First World War, when given the opportunity to do so they appear to be engaging critically with the production of cultural memory messages about war remembrance.
&quot;Academic Literacies&quot; as Moving beyond Writing: Investigating Multimodal Approaches to Academic Argument
Author: Huang, Cheng-Wen
Date: 2017-03-00
Type: Journal Articles
Subjects: Persuasive Discourse,Writing (Composition),Multimedia Materials,Academic Discourse,Literary Genres,Media Selection,Literary Styles,Writing Skills,Writing Strategies,Blended Learning,Teaching Methods,Educational Practices

Research on academic literacies has predominately focused on writing practices in higher education. To account for writing practices in the digital age, this paper emphasizes the importance of extending the focus of academic literacies beyond writing to include multimodal composition. Drawing on social semiotics, we put forward a framework for understanding and analysing multimodal academic argument. This framework views argument in relation to features that make up text, namely mode, genre, discourse, and medium. We also look at ways in which multimodal resources are appropriated into argument through citation. Becoming more explicit about the ways in which academic argument is constructed is important for enabling student access into the discourses and practices of academia.
Postsecondary Writing Studies in Hispanic Latin America: Intertextual Dynamics and Intellectual Influence
Author: Ávila-Reyes, Natalia
Date: 2017-03-00
Type: Journal Articles
Subjects: Epistemology,Foreign Countries,Network Analysis,Academic Discourse,Writing Research,Periodicals,Journal Articles,Coding,Computational Linguistics,Spanish,Authors,Native Language,English,Trend Analysis,Citation Analysis,Second Languages

As texts enact historically situated ways of making knowledge, intertextual analysis through citation patterns can shed some light on a community's epistemologies. The present research seeks a deeper understanding of the theoretical trends, the influences, and the emerging disciplinary configuration of the writing studies community in Latin America. Findings confirm the existence of an extremely diverse theoretical landscape, with a strong influence of English-speaking authors, followed by locals. A network analysis model for co-cited authors reveals two well-differentiated approaches. This kind of analysis constitutes a useful input to further the discussion about disciplinary epistemologies and ideologies of the field in the region.
Keeping the Physical Educator &quot;Connected&quot; an Examination of Comfort Level, Usage and Professional Development Available for Technology Integration in the Curricular Area of Physical Education
Author: Adkins, Megan
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Faculty Development,Technology Integration,Technology Uses in Education,Educational Technology,Physical Education,Teacher Surveys,Questionnaires,Technological Literacy,Teacher Attitudes,Statistical Analysis,Knowledge Level

Schools continue to integrate the use of technology, and gymnasiums are not an exception. The purpose of the study was to determine the comfort level of Physical Education teachers integrating technology in the gymnasium, determine types of professional development provided for technology use, and potential barriers associated with technology usage. A survey of 179 practicing Physical Education teachers located in the Midwest completed an online questionnaire. Results indicated Physical Education teachers were comfortable integrating technology but reported inadequate professional develop on technology device implementation. These findings suggest Physical Educators are willing to integrate technology but the professional development and resources available to accomplish this is lacking. Future research should examine PETE program offerings, and additional PD opportunities offered by SHAPE America within the area of technology and Physical Education.
Higher Education: Public Good or Private Commodity?
Author: Williams, Gareth
Date: 2016-04-00
Type: Journal Articles
Subjects: Higher Education,Public Service,Universities,Colleges,Educational Equity (Finance),Access to Education,Educational Finance,Foreign Countries

Authors who claim that higher education is a public service are often concerned about equity: they are making a normative case that like all education it should be available for everybody. Others stress the external economies: a society with large numbers of highly educated people is more efficient economically and better in many other ways. Finally there is the argument that &quot;knowledge&quot; is a &quot;non-rivalrous&quot; commodity; once something is known it is in principle available to all at very low cost and should be organized so that it is. Opponents argue that higher education needs resources,so someone must pay for it and it is more equitable for the costs to be borne by those who benefit most from it. Knowledge may intrinsically be free once it has been discovered, but the acquisition or creation of new knowledge is very expensive and those who acquire or create it need to be reimbursed. It is also argued that competition between independent creators and purveyors of knowledge is inherently more effective in the expansion of knowledge than monopolies of any kind, public or private. This article claims that the arguments on both sides are essentially about finance and concludes that neither public monopoly nor unrestricted market competition are by themselves ways providing the best higher education for all.
Ask and You Might Not Receive: How FERPA&apos;s Disclosure Provisions Can Affect Educational Research
Author: Tonsager, Lindsey
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Legislation,Parent Rights,Privacy,Student Records,Federal Legislation,Higher Education

The Family Educational Rights and Privacy Act (FERPA) regulates how schools collect, use, and disclose student information, including disclosures to third-party educational researchers. This article examines how educational researchers can structure their activities to reduce the risk of violating FERPA's disclosure restrictions. In order to do so, we present two options for researchers to consider: utilizing de-identified student information that does not fall within the scope of FERPA, or complying with FERPA by securing prior consent for student information disclosure or qualifying for an exception from FERPA's consent requirement. The article's discussion of these options includes an overview of FERPA's legal framework, along with the practical advantages and disadvantages of each option.
Federal Pell Grant Eligibility and Receipt: Explaining Nonreceipt and Changes to EFC Using National and Institutional Data
Author: Evans, Brent J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Federal Aid,Grants,Student Financial Aid,Eligibility,College Students,Financial Aid Applicants,National Surveys,Parent Financial Contribution,Audits (Verification),Data Analysis,Compliance (Legal),Statistical Analysis,Multivariate Analysis,Regression (Statistics)

In examining national data on Federal Pell Grant eligibility in the National Postsecondary Student Aid Study (NPSAS), we were puzzled to discover that many students who appear to have eligible Expected Family Contributions (EFCs) do not receive the award. We use institutional data from a large public university to understand and enumerate changes from initial Free Application for Student Financial Aid (FAFSA) EFC to final Pell Grant EFC and explore why EFC changes occur. We determine that the nonreceipt of Pell Grant observed in NPSAS is likely due to NPSAS not reporting final Pell Grant EFCs. We examine how the verification process results in changes to EFC and describe how nearly half of students who experienced a change in EFC during the award year were not asked to verify. We also observe that selection for Quality Assurance verification and EFC changes varied based on students' demographics characteristics. The paper concludes with discussion of improving the verification process.
Non-U.S. Citizen, Community College Students: Their Federal Student Aid Status, Gender, Achievement, and Persistence at an Emerging HSI
Author: Sanchez, Jafeth E.
Date: 2017-11-00
Type: Journal Articles
Subjects: Two Year College Students,Community Colleges,Foreign Students,Student Financial Aid,Federal Aid,Gender Differences,Grade Point Average,College Credits,Academic Persistence,Graduation,Eligibility,Enrollment,Educational Attainment,Comparative Analysis,Statistical Analysis

This study presents a quantitative, exploratory analysis of 535 students attending Truckee Meadows Community College in Northern Nevada who were eligible or ineligible for federal student aid and were non-U.S. citizens. Within a snapshot of the Fall 2015 through Fall 2016 semesters, we examined the variables of gender, grade point average (GPA), credits earned, type of financial aid, amount of financial aid, persistence, and graduation status of these two groups via a collaboration between two institutions. Results revealed no statistically significant differences by gender. Non-U.S. citizens attained similar GPAs regardless of eligibility for aid, but there were differences in credit enrollment, attainment, and persistence between those eligible and ineligible for aid. Those with eligible federal student aid status were 6.4 times more likely to persist than those ineligible for this aid; students with increases in GPA were almost three times more likely to persist; and students with higher levels of increases in total financial aid were twice as likely to persist. We provide conclusions and implications based on these findings.
Nudging Students beyond the FAFSA: The Impact of University Outreach on Financial Aid Behaviors and Outcomes
Author: Castleman, Benjamin L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Outreach Programs,Synchronous Communication,Telecommunications,Universities,College Applicants,Program Effectiveness,Enrollment,Intervention

A growing body of research indicates that proactive outreach from high schools and college access organizations about college preparation tasks, and specifically focusing on completing the Free Application for Federal Student Aid (FAFSA), results in increased college enrollment. Comparatively less attention has been paid to the role of colleges and universities in this outreach and outreach relating to additional financial aid barriers that students face while applying to college, such as the CSS PROFILE form. In this article we investigated, through an inter-university collaboration, the effect of sending targeted, semi-personalized text messages to students during the college application process about important financial aid deadlines, making salient the specific forms required and prompting students to plan specific times to complete these tasks. The intervention increased CSS PROFILE filing by 3.1-4.3 percentage points, where the estimates and their significance varied depending on the comparison group. Impacts on student enrollment did not accompany these filing impacts. Results from our collaboration support the idea that colleges and universities have an important role to play in outreach to applicants relating to important financial aid tasks. The paper includes a discussion of the promises and challenges of this outreach with recommendations for practitioners.
Uncovering Barriers to Financial Capability: Underrepresented Students&apos; Access to Financial Resources
Author: Eichelberger, Brenda
Date: 2017-00-00
Type: Journal Articles
Subjects: Barriers,Student Financial Aid,Access to Education,Disadvantaged Youth,Disproportionate Representation,Minority Group Students,First Generation College Students,Institutional Cooperation,Access to Information,Focus Groups,Surveys,Interviews,Student Attitudes,Females,Homosexuality,Sexual Orientation,Sexual Identity,Disabilities,Veterans Education,Student Diversity,Higher Education,Public Policy,Cultural Influences,Workshops

Financial aid is designed to increase access to postsecondary education at all socioeconomic levels; however, college students are not always knowledgeable about personal finances or capable of making sound decisions regarding complex college and program choices, debt options, and long-term spending. This article reviews previous research on the need for financial literacy training among underrepresented students and the barriers caused by inadequate access to financial services and information. Studies reviewed explore (a) the abilities of underrepresented students to make informed financial decisions; (b) the disadvantages faced by minority and first-generation students compared to their more advantaged peers; and (c) the need for cross-campus collaboration when developing a multipronged informational access system to overcome existing cultural biases. We used survey data, focus-group information, and personal interviews to determine current barriers impacting access to financial information and define the best practices leading to financial capability, as identified by faculty and staff working directly with underrepresented students. Barriers denying access to financial information include students' lack of financial literacy, lack of trust in resources and services, and lack of reliable online resources. Best practices include workshops, online informational resource pages, and one-on-one advising. We describe the unique barriers faced by students who self-identified with one of nine specific student resource cultural centers on campus serving underrepresented minorities, women, LBGTQ+, students with disabilities, veterans, and others. Our results suggest that with an increasingly diverse student body, it is critical to student success that all university faculty and staff nationwide increase awareness and support of financial issues impacting underrepresented populations.
Roadmap Connecting Researchers and Practitioners to Relevance for Postsecondary Policy Interests
Author: Smith, Zakiya W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Policy,Financial Aid Applicants,Student Financial Aid,Researchers,Social Problems,Postsecondary Education

Those interested in positioning research to be used by policymakers or funded by foundations often wonder how best to do so. Foundation and policy interests can intersect, as philanthropy and policy both aim to provide solutions to big societal problems. This article explores themes from federal financial aid policy, in particular, suggesting that relevance can come from attention to the national mood, aligning solutions with identified problems, and condensing ideas for more immediate connection.
To Forget Murder Victims Is to Kill Them Twice: The Prospect of Teaching &quot;The Holocaust&quot; in Jordan
Author: Mgamis, Majid Salem
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,War,Crime,Homicide,Death,Higher Education,Religious Factors,Social Influences,Teaching Methods,World History,Arabs,Jews,Undergraduate Study,Islamic Culture,Religious Cultural Groups

This paper examines the possibility of teaching the holocaust in Jordanian universities. In this regard, it highlights the socio-religious challenges that may impede such a project and suggests some methods to overcome them. It discusses the material to be taught and the background that should be furnished for students before presenting the topic. The paper draws on academic as well as political sources to enrich the project it proposes.
Titles of Scientific Letters and Research Papers in Astrophysics: A Comparative Study of Some Linguistic Aspects and Their Relationship with Collaboration Issues
Author: Méndez, David I.
Date: 2017-10-00
Type: Journal Articles
Subjects: Comparative Analysis,Discourse Analysis,Form Classes (Languages),Letters (Correspondence),Scientific Research,Physics,Astronomy,Authors,Periodicals,Correlation,Foreign Countries,Literary Genres,Computational Linguistics,Statistical Analysis,Geographic Location

In this study we compare the titles of scientific letters and those of research papers published in the field of astrophysics in order to identify the possible differences and/or similarities between both genres in terms of several linguistic and extra-linguistic variables (length, lexical density, number of prepositions, number of compound groups, number of authors and number of countries mentioned in the paper bylines). We also carry out a cross-genre and cross-journal analysis of the referred six variables. Our main findings may be summarized as follows: (1) When compared to research paper titles, scientific letter titles are usually shorter, they have a lower lexical density, they include a higher number of prepositions per number of words and a lower number of compound groups per number of words, although they have more up to 4-word compound groups, i.e. the simplest ones. As a consequence, scientific letter titles include less information, which is also less condensed, than research paper titles. (2) The predominance of compound adjectives over compound nouns in the titles of both genres highlights the scientificity of astrophysical discourse. (3) In general terms, our data show a positive correlation between title length and the number of countries mentioned in the bylines for both genres. The positive correlation between title length and number of authors is only met in the case of research papers. In light of these findings, it may be concluded that scientific letters are a clear example of a timeliness and more &quot;immediate&quot; science, whereas research papers are connected to a more timeless and &quot;elaborate&quot; science. It may also be concluded that two different collaboration scenarios are intertwining on the basis of three separate geographic and linguistic publication contexts (Mainland Europe, The United Kingdom and The United States of North America).
The Use of L1 in English as a Foreign Language Classes: Insights from Iraqi Tertiary Level Students
Author: Galali, Atta
Date: 2017-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Native Language,Language Usage,Foreign Countries,English (Second Language),Mixed Methods Research,Student Attitudes,Language Attitudes,Semitic Languages,Semi Structured Interviews,Positive Attitudes,Learning Theories,Questionnaires,Grammar,Teaching Methods,College Students

Two main opposing approaches exist regarding the impact of first-language (L1) use in the teaching and learning of English as a foreign language: the monolingual and bilingual approaches. Some linguists assume that students' L1 should be banished from their English classes, whereas others assert that it facilitates the process of learning a target language. The purpose of this study was to investigate learners' attitudes towards the use of L1 in their English classes, both by the students themselves and by their teachers. The current study also determined which factors caused the learners to switch from the TL to their L1. This study was conducted at Salahaddin University, Erbil, at the end of the first semester of the 2016-2017 academic year. It employed a mixed-method approach of data collection and analysis. Two hundred and fifty-eight EFL learners participated in the quantitative data collection, by completing a questionnaire and the qualitative data were collected via face-to-face semi structured interviews with eight EFL learners. The findings revealed that participants had a slightly positive attitude towards the use of their L1 in the facilitation of their TL learning. By referring to current theories of TL acquisition and reviewing recent literature, it can be inferred that learners' L1 has a necessary and facilitating role in acquiring a foreign language under certain conditions.
A Study of Guided Urban Field Experiences for Pre-Service Teachers
Author: White, Meg
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Teaching,Field Experience Programs,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Urban Schools,Elementary Secondary Education,School Districts,College School Cooperation,Student Surveys,Pretests Posttests,Likert Scales,Statistical Significance,Attitude Change,Placement,Role of Education,Readiness,Statistical Analysis,Qualitative Research

This research examined pre-service teachers' perceptions of urban schools and urban students before and after an 80-hour field experience in an urban K-12 district. The fieldwork placements were structured through a school-university partnership, and supported by university coursework. Quantitative data collected from 150 students over three semesters of a pre- and post-perceptions survey show statistical significance that a change in perceptions of pre-service teachers transpired regarding urban schools. Qualitative data collected from a post-fieldwork reflection paper further support the survey data. Results may have an impact on the manner in which teacher preparation programs address fieldwork placements in urban districts.